Complete NCERT Class 11 English Solution of Childhood

Complete NCERT Class 11 English Solution of Childhood. Markus Natten‘s poem “Childhood” explores the speaker’s introspective journey as they consider the passing of time and the loss of innocence that comes with growing up. It is a thought-provoking poem.

Marcus Natten is a Norwegian writer who works for New Zealand as the head of Hatchery Innovations LMD. He is well known for The Book Thief and The Messenger. Marcus Natten composed Adolescence. In this sonnet, the artist has a greater knowledge of his lost youth.

He also wrote a poem titled Childhood. In this poetry, Markus Natten wonders when and where he lost his childhood. In this effort to discover when he grew up. Markus emphasizes the loss of innocence and faith that occurred alongside the development of rational personality. Childhood is a period of innocence during which the youngster trusts others and loves wholeheartedly.

It is a well-written poem in which the author discusses the transition time from infancy to adolescent, or, more specifically, childhood loss. He outlines the stages of transition in three steps: first, rational thinking, second, hypocrisy among adults, i.e. telling them to talk affectionately but not act kindly, and last, individuality. As a teenager, I found it fascinating since it made me realise when I lost my childhood. If you enjoy poetry, I highly recommend giving it a try.

The poem, which is written in a reflective style, examines the difficulties of growing from infancy to adulthood and invites readers to reflect on the turning points and epiphanies that define this significant change. Natten’s book skillfully conveys the universal experience of battling feelings of nostalgia, disillusionment, and desire connected with relinquishing one’s youth through the use of rich imagery, evocative analogies, and heartbreaking insights.

Readers are invited to consider themes of disillusionment, identity, autonomy, and the fleeting quality of childhood memories as they delve into the poem’s verses. For readers of all ages who have begun their own journey from innocence to experience, “Childhood” is a sad reminder of the fleeting essence of time and the bittersweet process of growing up.

Table of Contents

Complete NCERT Class 11 English Solution of Childhood

A detailed summary of the poem, Childhood

The poem “Childhood” by Markus Natten is a reflective exploration of the transition from childhood to adulthood. The speaker begins by posing a series of rhetorical questions, pondering when exactly their childhood disappeared. They reflect on pivotal moments and realizations that marked their passage into maturity.
The first stanza questions whether the loss of childhood occurred when they turned eleven or when they realized that abstract concepts like heaven and hell couldn’t be located on a map. This stanza sets the tone for the poem’s introspective and contemplative nature, as the speaker grapples with the complexities of growing up.
In the second stanza, the speaker reflects on the disillusionment that comes with adulthood. They realize that adults, despite speaking of love, often fail to act lovingly. This realization challenges their idealized perception of adulthood and highlights the discrepancy between societal expectations and reality.
The third stanza delves into the theme of individuality and self-discovery. The speaker recognizes the moment when they realized that their thoughts were their own, separate from those of others. This realization signifies a crucial step in their journey towards independence and personal autonomy.
The fourth stanza addresses rationalism, as the speaker contemplates where their childhood has gone. They metaphorically suggest that childhood resides in a forgotten place, hidden within the innocence of infants. This imagery evokes a sense of nostalgia and longing for the simplicity and purity of childhood.
Overall, the poem explores themes of loss, disillusionment, self-discovery, and nostalgia. Through introspective reflection, the speaker navigates the emotional complexities of growing up, acknowledging both the challenges and the beauty of the journey from childhood to adulthood.

The theme of the poem

The theme of the poem revolves around the loss of childhood innocence and the journey of growing up. It explores the various realizations and experiences that mark the transition from childhood to adulthood, reflecting on the emotional and psychological changes that accompany this process.
One prominent theme is the loss of innocence. The poet considers the occasions when the harsh realities of the outside world shatter the innocence of childhood. This loss of innocence is depicted through the realization that concepts like heaven and hell cannot be confined to geographical locations and through the recognition of hypocrisy in adult behavior.
Another theme is the search for individual identity. As the speaker grows up, they come to understand their own thoughts and perspectives, separate from those of others. This theme emphasizes the importance of self-discovery and the development of personal autonomy.
The poem also touches on the theme of disillusionment. The speaker’s realization that adults are not always as they seem and that love is not always expressed sincerely highlights a sense of disappointment and disillusionment with the world as one grows older.
Additionally, there is a theme of nostalgia and longing for the simplicity and wonder of childhood. The speaker reflects on childhood as a time of innocence and joy, contrasting it with the complexities and challenges of adulthood. This theme underscores the bittersweet nature of growing up, as one leaves behind the carefree days of youth but also gains maturity and understanding.
Overall, the theme of the poem explores the multifaceted nature of the journey from childhood to adulthood, touching on themes of innocence, identity, disillusionment, and nostalgia. Through introspective reflection, the poem captures the universal experience of growing up and the emotional complexity it entails.

10 most important points of the poem

Loss of Childhood: 🌟 The speaker of the poem struggles with the idea that abstract ideas like heaven and hell cannot be limited to a specific location as they consider the loss of their innocence from childhood.

Disenchantment with Growing Up: 😔 When the speaker realizes that adults frequently fall short of the standards they set, especially when it comes to love and compassion, they become disillusioned with maturity.

Personal Branding: 🧠 The poem examines the process of developing a unique personality as the speaker becomes aware of their ability to think for themselves without the influence of society.

Autonomy and Self-Discovery: 🌱 For the speaker, a pivotal moment of autonomy and self-discovery is realizing that their thought is indeed their own.

Considering Hypocrisy: 🎭 The speaker acknowledges the discrepancy between reality and society expectations while reflecting on the hypocrisy ingrained in adult behavior.

Childhood Memories: 🏞️ The speaker laments the loss of their childhood and feels a strong sense of nostalgia and longing for the ease and purity of that time.

Crucial Times for Development: 🌠 The poem focuses on a number of significant turning points in the speaker’s life, including turning eleven and coming to terms with the complexity of the outside world.

Seek Interpretation: 🔍 The speaker searches for significance in their experiences as they wrestle with philosophical issues about the nature of life, love, and adulthood.

Rich metaphors and imagery, like childhood being concealed in a baby’s face, are used throughout the poem to suggest a range of complex emotions and topics.

Themes Common to All Growing Up: 🌱 The poem addresses common themes of growing up through introspective thought, such as loss, disappointment, self-discovery, and the passing of time.

A line-by-line critical analysis of the poem “Childhood” NCERT Solution

Here’s a line-by-line critical analysis of the poem “Childhood” by Markus Natten, incorporating difficult words and offering an in-depth examination of each line:

“When did my childhood go?” The speaker begins by posing a rhetorical question, reflecting on the elusive nature of childhood and the passage of time. The word “childhood” refers to the period of innocence and immaturity in one’s life.
“Was it the day I ceased to be eleven?” The speaker considers whether their childhood ended when they turned eleven, suggesting a specific age as a marker for the transition from childhood to adolescence.
“Was it the time I realized that Hell and Heaven?” Here, “Hell and Heaven” represent abstract concepts often associated with religion and morality. The speaker questions whether their childhood ended when they realized that these concepts could not be found in physical locations or understood solely through geography.
“Could not be found in Geography”: The speaker reflects on the limitations of geographical knowledge in understanding abstract or spiritual concepts like Hell and Heaven. “Geography” here refers to the study of the Earth’s surface and its features.
“And therefore could not be.” This line emphasizes the speaker’s realization that the existence of Hell and Heaven transcends physical boundaries and cannot be confined to earthly realms.
“Was that the day?” The repetition of this phrase throughout the poem emphasizes the speaker’s uncertainty and introspection regarding the exact moment when their childhood ended. The exclamation mark adds a sense of urgency and emphasis to the question.
“When did my childhood go?” The speaker reiterates the central question of the poem, expressing a longing to pinpoint the moment when they transitioned from childhood to adulthood.
“Was it the time I realized that adults were not all they seemed to be?” The speaker reflects on the disillusionment that comes with realizing the discrepancies between the idealized image of adults and their actual behavior. The word “discrepancies” refers to inconsistencies or differences between two things.
“They talked of love and preached of love.” The speaker highlights the contrast between the words and actions of adults, who often speak about love but may not demonstrate it in their behavior. The word “preached” suggests the idea of advocating or promoting something strongly.
“But did not act so lovingly.” This line underscores the speaker’s disillusionment with adults, who may espouse ideals like love but fail to embody them in their actions. The adverb “lovingly” describes the manner in which actions are performed with love or affection.
“Was that the day?” The repetition of this phrase reinforces the speaker’s contemplation of whether specific realizations or experiences marked the end of their childhood.
“When did my childhood go?” The speaker repeats the question, emphasizing the ongoing reflection and introspection regarding the loss of childhood innocence.
“Was it when I found my mind was really mine?” Here, the speaker reflects on a moment of self-awareness and independence when they realized that their thoughts and opinions were their own, separate from external influences.
“To use whichever way I choose”: This line highlights the newfound autonomy and freedom that come with recognizing one’s individual agency. The speaker acknowledges their ability to think and decide independently.
“Producing thoughts that were not those of other people”: The speaker emphasizes the uniqueness of their thoughts and perspectives, which are not influenced or dictated by others. The word “perspectives” refers to individual points of view or ways of thinking.
“But my own, and mine alone.” This line underscores the speaker’s assertion of individuality and ownership over their thoughts, emphasizing the importance of self-expression and authenticity.
“Was that the day?” The repetition of this phrase once again highlights the speaker’s contemplation of whether this moment of self-discovery marked the end of their childhood.
“Where did my childhood go?” The speaker repeats the central question of the poem, expressing a sense of loss and longing for the innocence and simplicity of childhood.
“It went to some forgotten place.” Here, the speaker metaphorically suggests that childhood has been lost or forgotten, emphasizing its elusive and intangible nature. The word “elusive” refers to something that is difficult to grasp or define.
“That’s hidden in an infant’s face.” This line employs metaphorical imagery to convey the idea that the essence of childhood lives on in the innocence and purity of infants. The word “essence” refers to the fundamental nature or quality of something.

In conclusion, Markus Natten’s “Childhood” is a poignant exploration of the loss of innocence and the journey from childhood to adulthood, utilizing rich imagery and introspective questioning to convey the complexities of this transition.

NCERT Class 11 English Solution of Childhood

10 most important questions and answers

What is the central theme of the poem “Childhood” by Markus Natten?
- The central theme of the poem is the loss of childhood innocence and the journey of growing up.
How does the speaker reflect on the concept of adulthood in the poem?
- The speaker reflects on the disillusionment that comes with realizing that adults may not always live up to the ideals they preach, particularly in terms of love and compassion.
What pivotal moments does the speaker contemplate regarding the loss of childhood?
- The speaker considers moments such as turning eleven, realizing that abstract concepts like heaven and hell cannot be confined to geography, and discovering their own capacity for independent thought and individual identity.
What is the significance of the repetition of the phrase “Was that the day?” throughout the poem?
- The repetition emphasizes the speaker’s contemplation and uncertainty regarding the exact moment when their childhood ended, highlighting the introspective nature of the poem.
How does the speaker portray the idea of individuality in the poem?
- The speaker reflects on the moment when they realized that their thoughts were their own, separate from those of others, emphasizing the importance of self-discovery and autonomy.
What is the speaker’s attitude towards childhood in the poem?
- The speaker’s attitude towards childhood is nostalgic and reflective, with a sense of longing for the innocence and simplicity of youth.
How does the speaker explore the theme of disillusionment in relation to adulthood?
- The speaker reflects on the realization that adults may not always act in accordance with the ideals they preach, particularly in terms of love and compassion, leading to a sense of disillusionment.
What is the significance of the metaphorical imagery used in the poem, such as childhood being hidden in an infant’s face?
- The metaphorical imagery emphasizes the elusive and intangible nature of childhood, suggesting that its essence lives on in the innocence of the very young.
How does the speaker express the idea of personal autonomy and self-discovery in the poem?
- The speaker reflects on the moment when they realized that their mind was truly their own, separate from external influences, highlighting the journey towards self-awareness and independence.
What universal themes of growing up are explored in the poem?
- The poem explores universal themes such as loss, disillusionment, self-discovery, and nostalgia, capturing the emotional complexities of the journey from childhood to adulthood.

Reading Comprehension Solution Class 11 English Childhood

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!

What central question does the speaker pose in the first stanza of the poem?
What two events does the speaker consider potential markers for the loss of childhood?
What realization about Hell and Heaven does the speaker come to in this stanza?
What does the speaker suggest about the nature of hell and heaven?
How does the speaker express uncertainty in the closing line of the stanza?

Answers:

The central question the speaker poses in the first stanza is, “When did my childhood go?”
The speaker considers two events as potential markers for the loss of childhood: the day they turned eleven and the realization that Hell and Heaven cannot be found in geography.
The speaker realizes that Hell and Heaven cannot be found in geography, challenging their previous understanding of these concepts.
The speaker suggests that Hell and Heaven transcend physical locations and cannot be confined to earthly realms, as indicated by their absence in geography.
The speaker expresses uncertainty in the closing line of the stanza by repeating the phrase “Was that the day?” This repetition emphasizes the speaker’s contemplation and uncertainty about when exactly their childhood ended.

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!

What does the speaker contemplate in the second stanza of the poem?
How does the speaker describe the discrepancy between adults’ words and actions?
What aspect of adulthood does the speaker focus on in this stanza?
What emotions does the speaker convey through their reflection?
What does the speaker question about the realization mentioned in this stanza?

Answers:

In the second stanza, the speaker contemplates the realization that adults may not always behave in a manner consistent with the ideals they espouse, particularly in terms of love and compassion.
The speaker describes the discrepancy by noting that adults talk about love and preach about it, but their actions do not always align with their words. Despite speaking of love, they do not always act lovingly.
The speaker focuses on the aspect of hypocrisy in adulthood, where adults may profess certain values or virtues but fail to embody them in their actions.
Through their reflection, the speaker conveys a sense of disillusionment and disappointment with the discrepancy between the idealized image of adults and their actual behavior.
The speaker questions whether the realization about the inconsistency between adults’ words and actions marked the end of their childhood, suggesting uncertainty and introspection regarding the loss of innocence.

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

This stanza from the poem reflects on the transition from childhood to adulthood, pondering when exactly childhood fades away. The speaker questions whether it was the moment they realized their thoughts were their own, separate from those of others. This realization signifies a growing autonomy and individuality, suggesting a pivotal moment in the journey toward adulthood. The stanza captures the introspective nature of growing up, as well as the significance of self-awareness and independent thinking in defining one’s identity.

Questions:

What pivotal realization does the speaker contemplate in the third stanza of the poem?
How does the speaker describe their newfound understanding of their mind?
What freedom does the speaker express in this stanza?
What significance does the speaker attach to producing their own thoughts?
How does the speaker convey uncertainty about the timing of this realization?

Answers:

In the third stanza, the speaker contemplates the moment when they realized that their mind truly belonged to them, allowing them to think independently.
The speaker describes their newfound understanding of their mind as a realization that it is truly their own, separate from external influences.
The speaker expresses the freedom to use their mind in whichever way they choose, indicating a sense of autonomy and self-determination.
The speaker emphasizes how important it is to have one’s own ideas and how doing so reflects their uniqueness and independence from others.
The speaker conveys uncertainty about the timing of this realization by questioning whether it marked the end of their childhood, suggesting introspection and contemplation about the loss of innocence.

Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.

Questions:

What does the speaker inquire about in the final stanza of the poem?
How does the speaker describe the destination of their childhood?
What metaphor does the speaker use to represent childhood?
What emotion does the speaker convey in this stanza?
What sense of understanding does the speaker express about childhood?

Answers:

In the final stanza, the speaker inquires about the whereabouts of their childhood, expressing a sense of longing and curiosity.
The speaker describes the destination of their childhood as a forgotten place, hidden within the innocence of an infant’s face, suggesting that childhood resides in the purity and simplicity of youth.
The speaker uses the metaphor of childhood being hidden in an infant’s face to represent its elusive and intangible nature, emphasizing its innocence and vulnerability.
The speaker conveys a sense of nostalgia and wistfulness in this stanza, expressing a longing for the innocence and simplicity of childhood.
The speaker expresses a sense of acceptance and resignation about their understanding of childhood, indicating that its true essence may be elusive and difficult to fully grasp or comprehend.

Poetic Devices In Childhood

“Childhood” by Markus Natten utilizes several poetic devices to convey its themes and emotions effectively. Here are some of the poetic devices present in the poem:

Repetition: The repeated phrase “When did my childhood go?” throughout the poem emphasizes the central theme of loss and serves to evoke a sense of nostalgia and introspection.
Rhetorical Question: The poem begins with a series of rhetorical questions, inviting the reader to contemplate the speaker’s introspective reflections on the passage of time and the loss of innocence.
Metaphor: The speaker uses metaphorical imagery to describe childhood as something that has gone to a “forgotten place. That’s hidden in an infant’s face.” This metaphor highlights the elusive and intangible nature of childhood memories.
Imagery: The poem employs vivid imagery to evoke emotions and create a sense of atmosphere. For example, the image of childhood hidden in an infant’s face and the idea of Hell and Heaven not being found in geography evoke powerful visual and emotional responses.
Alliteration: There are instances of alliteration throughout the poem, such as “realizing that Hell and Heaven” and “producing thoughts that were not those of other people,” which add musicality and rhythm to the lines.
Symbolism: The concepts of Hell and Heaven symbolize abstract notions of morality and spirituality, serving as metaphysical markers of the speaker’s loss of innocence and disillusionment with the adult world.
Irony: The poem employs irony to highlight the disconnect between the idealized perceptions of adulthood and the reality of adult behavior. This irony underscores the speaker’s sense of disillusionment and disappointment.
Parallelism: The structure of the poem, with its repeated questioning and reflection in each stanza, creates a sense of parallelism that reinforces the speaker’s contemplation of various aspects of growing up.
Enjambment: The use of enjambment, where sentences and phrases run on from one line to the next without punctuation, contributes to the fluidity and continuity of the poem’s narrative, enhancing its reflective and introspective tone.

Overall, these poetic devices work together to enhance the emotional impact and thematic depth of “Childhood,” inviting readers to reflect on their own experiences of growing up and the passage of time.

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Complete NCERT Class 11 English Solution of Childhood

Complete NCERT Class 11 English Solution of Childhood