Notes on

‘Childhood’
By Markus Natten
Central ldea:
The central idea of ‘Childhood’ by Markus Natten revolves around the gradual transition
from innocence to experience, as the speaker reflects on key moments that mark the loss of
childhood. Through introspection, the protagonist contemplates the disillusionment and self-
discovery, inherent in growing up, recognising the disparity between childhood idealism and
adult reality.
The poem highlights the protagonist's realisation that childhood innocence dissipates
gradually, rather than in a single moment, as they navigate the complexities of life. Each
stanza captures pivotal moments where the speaker becomes aware of the limitations of
childhood perceptions, ultimately leaving behind a nostalgic longing for the simplicity and
purity of youth.

Analysis:
'Childhood' by Markus Natten is a reflective poem that explores the elusive nature of
childhood and the gradual transition into adulthood. The speaker contemplates the moments
or realisations that marked the end of their innocent, carefree time and brought them into a
world of complexity and responsibility.
The poem is structured around a series of rhetorical questions, emphasising the speaker's
uncertainty about the exact moment their childhood ended.
Let's delve into an analysis of the poem:
• Loss of Innocence: The first stanza begins with questions about when the speaker's
childhood ended. The reference to being "eleven" suggests a specific age, but it is also
symbolic of the early years of life when innocence is still prevalent. The speaker
wonders if the transition occurred when they realised that the concepts of Heaven and
Hell, often associated with childhood innocence, are not tangible, physical places.
• Disillusionment with Adults: In the second stanza, the speaker contemplates whether
their childhood ended when they recognised that adults were not as loving and
genuine as they initially believed. The adults spoke of love, but their actions didn't
always align with their words, leading to a loss of trust and a realisation of the
complexities of human behaviour.
• Self-Discovery and Independence: The third stanza explores the idea of
individuality and self-awareness. The speaker ponders if their childhood ended when
they discovered the power of their own mind and the ability to think independently,
forming thoughts and opinions that were not influenced solely by others.
• The Elusiveness of Childhood: The final stanza conveys that childhood slips away,
often unnoticed, and becomes hidden in the innocent faces of new generations. It hints
 at childhood's fleeting and mysterious nature, which can never be fully recaptured or
understood once it's gone.

Tone:
'Childhood' is an introspective, contemplative poem that touches on universal themes of
growing up, loss of innocence, and the complexities of adulthood. Through series of
rhetorical questions, the poet invites readers to reflect on their experiences of transitioning
from childhood to adulthood, acknowledging the enigmatic nature of this process.
The tone of the poem Childhood' by Markus Natten is reflective and contemplative. The
speaker looks back on their childhood and explores the moments and realisations that marked
their transition into adulthood. The poem has a sense of nostalgia and introspection as the
speaker ponders the loss of innocence and the passage of time. The tone conveys a mix of
curiosity, wistfulness, and a desire to understand the process of growing up.

Structure:
The poem consists of four stanzas, each focusing on different aspects of the speaker's
transition from childhood to adulthood. The first stanza raises the question of when childhood
was lost. The second stanza explores the realisation of adults not being as they initially
seemed. The third stanza delves into the idea of gaining individuality and independent
thought. Finally, the fourth stanza concludes the poem with a reflection on where childhood
has gone. The poem does not follow a strict rhyme scheme or meter, contributing to its
conversational and introspective quality. The structure allows the speaker to explore various
facets of their journey from childhood to adulthood in a contemplative manner, making it a
poignant reflection on the human experience of growing up and the loss of innocence.

Themes:
In the poem, several themes are explored as the speaker reflects on the passage from
childhood to adulthood. Some of the prominent themes in the poem include:
1. Loss of Innocence: The poem vividly captures the moment when the speaker realises
childhood innocence is fading. It explores the various realisations and experiences that mark
this transition, highlighting the loss of the simplicity and purity associated with childhood.
2. Growing Up: The central theme of the poem is the process of growing up. It delves into
the speaker's changing perspective and understanding of the world as they leave behind
childhood naivety and begin grappling with adulthood's complexities.
3. Individuality and Self-Discovery: The poem touches upon self-discovery and identity
development. The speaker realises that their thoughts and perspectives are unique and
independent from those of others, signifying a growing sense of self- awareness.
4. The Gap Between Appearance and Reality: The poem highlights the disparity between
how adults present themselves and behave. The speaker recognises that adults may speak of
love and kindness but may not always act lovingly or compassionately, revealing a sense of
disillusionment with the adult world.
5. Nostalgia: The poem has an undercurrent of nostalgia as the speaker looks back on their
childhood and reflects on the loss of its simplicity and innocence. This theme adds an
emotional depth to the poem, as the speaker longs for the past.
6. The Passage of Time: The poem contemplates the relentless passage of time and how it
changes perceptions and realities. It acknowledges that childhood is a fleeting phase that
cannot be recaptured once lost.

Symbolism:
1. Age (Eleven): Age is a prominent symbol in the poem, representing the passage of time
and the process of growing older. The speaker reflects on specific moments and realisations
that marked their transition from childhood to adulthood, highlighting the significance of age
as a symbol of change and maturation.
2. Geography: Geography serves as a symbol for the speaker's early understanding of the
world. The realisation that Hell and Heaven cannot be found in Geography signifies the
speaker's growing awareness of the limitations of their childhood perceptions and beliefs.
3. Infant's Face: The hidden place in an infant's face symbolises the innocence and purity
associated with childhood. It represents the essence of childhood that is lost as one grows
older. The speaker suggests that this purity is hidden or forgotten as people mature.

POETIC DEVICES
• Rhetorical Question:
E.g. “When did my childhood go?”
“Was it the day I ceased to be eleven,”
“Where did my childhood go?”
• Personification: Childhood is personified.
• Refrain: “Refrains are used in poems and songs. They are repeated sections of text
that usually appear at the beginning or end of a stanza or verse.”
E.g. “When did my childhood go?...... “Was that the day?”
• Antithesis: “is a rhetorical device in which two opposite ideas are put together in a
sentence to achieve a contrasting effect.”
E.g. “Hell and Heaven”
• Alliteration:
E.g. “Hell and Heaven”, “Was that the day!”, “Was it when I
found my mind was really mine”, “whichever way”
• Enjambment: It is the continuation of a sentence to multiple lines.
E.g. “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!”
• Epigram: An epigram is a short, witty, and sometimes surprising statement. It can
stand-alone or be part of a novel or poem.
E.g. “That’s hidden in an infant’s face”
• Anaphora: Anaphora is a poetic device that involves repeating words or phrases at
the beginning of successive lines, clauses, sentences, or verses
E.g. Was it the day I ceased to be eleven
Was it the time I realised that Hell and Heaven
• Metonymy: Instead of World or map word ‘Geography’ is used
• Imagery: “That’s hidden in an infant’s face,” This line creates a vivid visual image of
innocence and youthfulness, evoking the purity and simplicity of an infant’s
expression.
• Inversion: “When we reverse (invert) the normal word order of a structure, most
commonly the subject-verb word order”, is known as Inversion.
E.g. “To use whichever way? I Choose.”
• Synecdoche: “Was it when I found my mind was really mine,” the use of “mind” to
represent the speaker’s entire being or self is an example of synecdoche, where a part
is used to represent the whole. This line signifies the realization of self-awareness and
personal identity.
“That’s hidden in an infant’s face,” a part (an infant’s face) represents the whole
(childhood or innocence). The infant’s face symbolizes the innocence and freshness of
childhood, suggesting that traces of one’s childhood can be seen in the pure and
unspoiled features of an infant.