Poem 4, Markus Natten’s ‘Childhood’ Summary, Theme, Explanation, Analysis, Line-by-Line Explanation, Literary devices, Question Answers.

Poem 4- Childhood by Markus Natten:

Markus Natten

NOTE: After extensive research, much could not be found on the poet of ‘Childhood’. 

Markus Natten, aged 12, from St Mary’s College, Southampton, Hampshire, United Kingdom submitted (and was subsequently published) his poem ‘Childhood’ under the theme – CHILDHOOD for ‘CHILDREN AS WRITERS 20th Year’- Winning entries in the W.H. Smith Children’s Literary Competition in 1979. (Verified)

Summary- Childhood by Markus Natten:

‘Childhood’ by Markus Natten is a reflective poem that explores the transition from childhood to adulthood. The speaker reflects on the moments and realizations that mark the end of their innocence, including the loss of childhood’s simplicity and the awakening to the world’s complexities, the disillusionment that often accompanies growing up, the development of individuality and independent thought, and the hidden and elusive memory of childhood as one matures.

The poem offers a poignant, nostalgic exploration of the loss of childhood innocence and the profound realizations accompanying the journey into adulthood.

Central Idea: Childhood by Markus Natten:

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.

‘Childhood’ by Markus Natten is a reflective and nostalgic poem that explores the loss of innocence and the passage of time as the speaker transitions from childhood to adulthood.

• In the first stanza, the speaker contemplates when their childhood ended. They consider whether it was the day they turned eleven or the moment they realised that certain abstract concepts like Heaven and Hell couldn’t be physically located on a map and, thus, were not as tangible as they once seemed.

• The second stanza delves into the disillusionment the speaker experienced when they discovered that adults didn’t always practice what they preached. Although adults spoke of love, the speaker observed that their actions didn’t always align with the ideals they advocated. This realisation may have shattered some of the speaker’s innocent beliefs about the world.

• In the third stanza, the speaker reflects on the moment they grasped the autonomy of their mind. They became aware that their thoughts were uniquely their own, separate from the influence of others. This awakening of individuality marks another stage in the journey from childhood to adulthood.

• The poem concludes by acknowledging that childhood, with its innocence and wonder, slips away and is tucked away in some “forgotten place” that can only be seen in an infant’s face.

In conclusion, ‘Childhood’ is a contemplative poem that touches on the universal theme of growing up and the inevitable loss of innocence. It captures the bittersweet emotions that arise when looking back on one’s formative years and serves as a reminder of the transformative nature of time and experience.

Video Explanation for Auditory Learners:

Duration: 8 Minutes

‘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 the 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.

‘Childhood’ is an introspective, contemplative poem that touches on universal themes of growing up, loss of innocence, and the complexities of adulthood. Through a 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.

The poem ‘Childhood’ can be considered reflective or introspective. It delves into the speaker’s experiences and realisations about transitioning from childhood to adulthood. It’s not a narrative or descriptive poem but a contemplative exploration of critical moments in the speaker’s past.

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.

In the poem ‘Childhood’ by Markus Natten, 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.

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.

1. “When did my childhood go?”

• The poet starts by questioning when his childhood disappeared or was left behind. This line sets the poem’s theme, focusing on the loss of childhood innocence and wonder.

2. “Was it the day I ceased to be eleven,”

• The poet wonders if it was the specific moment when he turned twelve, symbolising the transition from childhood to adolescence. This age is often considered a milestone in many cultures, marking the beginning of a more mature phase of life.

3. “Was it the time I realised that Hell and Heaven,”

• The poet reflects on when he learned that concepts like Hell and Heaven, often associated with religious beliefs, were not tangible places on a map. It suggests a loss of innocent faith and understanding of abstract concepts from childhood.

4. “Could not be found in Geography,”

• The poet highlights that these concepts cannot be physically located on a map or in the real world. He recognises the limitations of what can be learned through conventional education.

5. “And therefore could not be,”

• This line continues from the previous one, emphasising that since Hell and Heaven are not bound by geography, they may not be accessible through traditional learning or understanding.

6. “Was that the day!”

• The poet poses the question again, suggesting that this realisation marked the beginning of the end of his childhood innocence.

7. “When did my childhood go?”

• The poet repeats the initial question, reiterating the theme and the uncertainty surrounding the loss of childhood.

8. “Was it the time I realised that adults were not”

• The poet now contemplates whether the realisation that adults were not as they seemed played a part in the loss of his childhood. It could be the moment he began to see the flaws and complexities of adulthood.

9. “all they seemed to be,”

• This line clarifies that the adults did not live up to the image or ideals they projected, potentially causing disappointment or disillusionment for the poet.

10. “They talked of love and preached of love,”

• The adults spoke about love and espoused its virtues, but…

11. “But did not act so lovingly,”

• …they did not always behave lovingly, causing the poet to question the authenticity of their words.

12. “Was that the day!”

• The poet again raises the question, suggesting that this realisation of the discrepancy between words and actions could be another significant moment in the loss of innocence.

13. “When did my childhood go?”

• The repetition of this question reinforces the poet’s contemplation on the passage of time and the loss of childhood.

14. “Was it when I found my mind was really mine,”

• The poet considers if the moment he realised his thoughts and ideas were unique and independent from others marked the departure of childhood. This realisation represents the development of individuality and self-awareness.

15. “To use whichever way I choose,”

• The poet acknowledges that his mind is now his own, allowing him to think and make choices independently.

16. “Producing thoughts that were not those of other people”

• The poet emphasises the newfound ability to think original thoughts, not just echo what others think or say.

17. “But my own, and mine alone”

• The poet asserts the ownership of his thoughts, embracing his individuality.

18. “Was that the day!”

• Once again, the poet questions whether this realisation of individual thought marked the end of his childhood.

19. “Where did my childhood go?”

• The poet poses this question again, perhaps seeking an answer that may never be fully known.

20. “It went to some forgotten place,”

• The poet concludes that his childhood has disappeared to a place in his memory that he cannot quite recall or access anymore.

21. “That’s hidden in an infant’s face,”

• The poet suggests that the essence of his lost childhood remains hidden, preserved in the innocent faces of young children.

22. “That’s all I know.”

• The poem ends with an acceptance that the exact moment of losing childhood may never be fully understood. Still, it lives on symbolically in the innocence of the next generation.

Literary Devices- Childhood by Markus Natten:

Q1: When did the speaker’s childhood go?

A1: The speaker contemplates different moments when their childhood might have ended. They question if it was the day they turned eleven or when they realised that concepts like Hell and Heaven, though discussed in Geography, could not be easily located. They further wonder if it was the day they discovered that adults sometimes lived up to their words of love and kindness.

Q2: What realisation led to the end of the speaker’s childhood?

A2: The realisation that adults were not always as they seemed, especially in their actions related to love and kindness.

Q3: What did the speaker find out about love?

A3: The speaker found that adults often talked about love and preached its virtues but did not consistently act lovingly.

Q4: When did the speaker realise that their thoughts were unique?

A4: The speaker recognised this realisation at some point, indicating that they reached a level of self-awareness where their thoughts became distinct from those of others.

Q5: Where did the speaker’s childhood go?

A5: The poem metaphorically suggests that the speaker’s childhood went to a “forgotten place” hidden in an infant’s face. This could mean that the innocence and wonder of childhood are preserved in the very young, symbolised by an infant’s face. The location remains unknown, emphasising the lost childhood’s elusiveness and mysterious nature.

Q6: What emotions or feelings does the poem ‘Childhood’ evoke?

A6: The poem evokes a sense of nostalgia and reflection as the speaker looks back on their childhood and contemplates the moments that marked its passing. There is a tinge of sadness and loss as the speaker wonders about the end of their innocent and carefree years.

Q7: How does the poet explore the theme of growing up in the poem?

A7: The poet explores the theme of growing up by presenting a series of questions about specific moments or realisations that might have signified the end of childhood for the speaker. These questions reflect the speaker’s introspective journey in understanding the transition from childhood to adulthood.

Q8: What role does self-awareness play in the poem?

A8: Self-awareness plays a significant role in the poem as the speaker reflects on the moments when they became aware of certain truths about the world and themselves. This self-awareness is crucial in the process of growing up and understanding one’s thoughts and identity.

Q9: What is the tone of the poem?

A9: The tone of the poem is contemplative and reflective. It conveys a mix of curiosity, sadness, and a longing for childhood innocence. The poem doesn’t use solid emotions but instead explores the subtle and nuanced aspects of growing up.

Q10: How does the title ‘Childhood’ relate to the central theme of the poem?

A10: The title ‘Childhood’ directly relates to the poem’s central theme, as it reflects on the speaker’s past and the defining moments that marked the transition from childhood to adolescence or adulthood. The poem delves into the various aspects of the speaker’s childhood experiences, memories, and realisations.

Extract 1:

Q1: What realisation about Hell and Heaven does the speaker mention?

A1: The speaker realises that Hell and Heaven cannot be found in Geography, suggesting they might not be real places.

Q2: How does the speaker feel about this realisation regarding Hell and Heaven? 

A2: The speaker seems to feel that this realisation marks the end of their childhood innocence.

Q3: Why does the speaker mention Geography in relation to Hell and Heaven? 

A3: The speaker mentions Geography to highlight the moment they understood that Hell and Heaven are not real, physical places on a map.

Q4: What does the speaker mean by “Was that the day!”? 

A4: The speaker emphasises the possibility that this realisation was when they lost their childhood innocence.

Q5: How does the speaker describe the change in their understanding of the world? 

A5: The speaker describes a change from a literal belief in places like Hell and Heaven to an understanding that these concepts are not physically real.

Q6: What does “ceased to be eleven” suggest about the speaker’s childhood? 

A6: It suggests that the speaker associates the age of eleven with a time of innocence or lost childhood as they grew older.

Q7: How does the extract reflect a common experience of growing up? 

A7: The extract reflects the common experience of losing childhood innocence as one begins to question and understand the world more realistically.

Q8: Why might realising that Hell and Heaven are not in Geography make someone feel like they’ve lost their childhood? 

A8: The realisation might make someone feel like they’ve lost their childhood because it marks a moment when they stop believing in certain fantastical or simple ideas and start thinking more critically and realistically.

Q9: How does the age “eleven” function symbolically in this extract? 

A9: The age of eleven symbolises the threshold between childhood and adolescence. It’s an age where children start to question the world around them and become more aware of the complexities and realities of life, leading to the loss of childhood innocence.

Q10: Why does the speaker express uncertainty with the phrase “Was that the day!”? 

A10: The phrase “Was that the day!” expresses the speaker’s uncertainty and introspection. They are unsure of the exact moment when they lost their childhood, indicating that the transition was gradual and marked by multiple realisations rather than a single event.

Q11: How does the poem suggest that the end of childhood is not tied to a specific moment but rather a series of realisations? 

A11: The poem suggests that the end of childhood is not a single event but a gradual process. It asks if it was the day they “ceased to be eleven” or when they realised Hell and Heaven are not real. It implies that childhood fades away through various moments of awareness and understanding.

Q12: The speaker reflects on losing childhood innocence and trust in the poem’s opening lines. How does this passage illustrate the theme of growing up and the gradual shift from childhood to adulthood?

A12: In the poem’s opening lines, the speaker wonders when their childhood ended, highlighted by two key moments. The first moment is the change from being eleven, a time of innocence, to becoming older and more aware. This marks a shift from childhood to adulthood.

The second moment is when the speaker realises that ideas like Hell and Heaven, once believed to be real and found in Geography, are not as simple as they thought. It shows the loss of childhood innocence and a growing understanding of life’s complexities.

These moments represent growing up. They show how childhood’s simplicity changes into the complexity of adulthood, with the speaker reflecting on this emotional transition.

Extract 2:

Q1: What realisation about adults does the speaker have? 

A1: The speaker realises that adults are not always what they seem to be; they often talk about love and preach about it but don’t always act lovingly.

Q2: How do adults contradict themselves, according to the speaker? 

A2: According to the speaker, adults contradict themselves by speaking and preaching about love but not demonstrating it through their actions.

Q3: Why does the speaker think this realisation might end their childhood? 

A3: The speaker thinks this might be the end of their childhood because they lose their innocent belief that adults are always sincere and kind, realising instead that adults can be hypocritical.

Q4: What emotion does the speaker convey in this extract? 

A4: The speaker conveys a sense of disappointment or disillusionment upon realising that adults can be hypocritical and do not always practice what they preach.

Q5: What does the phrase “Was that the day!” suggest about the speaker’s feelings? 

A5: The phrase “Was that the day!” suggests that the speaker reflects with a mix of surprise and realisation. It emphasises the moment when they might have lost their childhood innocence.

Q6: How does this realisation about adults change the speaker’s view of the world? 

A6: This realisation changes the speaker’s view of the world by making them more aware of people’s complexities and imperfections, leading to a loss of their naive and innocent perspective.

Q7: What does the speaker imply about the nature of childhood beliefs in this extract? 

A7: The speaker implies that childhood is a time of trusting and idealising adults, but this trust is shattered when they realize adults do not always live up to their words or ideals.

Q8: Why does the speaker mention love in this extract? 

A8: The speaker mentions love because it’s a concept that adults often talk about and value, but the speaker notices that adults do not always act in a loving manner, revealing a gap between words and actions.

Q9: How might this realization affect a child’s perception of adults? 

A9: This realisation might make a child feel disillusioned and sceptical of adults. It could lead to a loss of trust and a deeper understanding that people are not always as they present themselves.

Q10: Why is this realisation important in the context of growing up? 

A10: This realisation is important because it marks a moment when the speaker begins to see the flaws and complexities in adults, which is a key part of growing up and moving away from the simple, idealised views of childhood.

Q11: What theme does this extract highlight in the poem? 

A11: This extract highlights the theme of disillusionment and the loss of innocence as one grows up, realising that adults are not always consistent with what they preach.

Q12: How does the speaker’s tone change when discussing adults not acting lovingly? 

A12: The speaker’s tone becomes more critical and disappointed when they discuss adults not acting lovingly, suggesting a loss of trust and innocence.

Q13: How does the speaker contrast childhood beliefs with adult behaviour in this extract? 

A13: The speaker contrasts childhood beliefs, which are often based on trusting and idealizing adults, with the reality of adult behavior, which can be hypocritical and not always aligned with what they preach.

Q14: The speaker reflects on a pivotal moment of disillusionment. How does this passage capture the loss of childhood innocence, and what does it reveal about the speaker’s evolving understanding of the world around them?

A14: The excerpt from the poem shows the sad loss of childhood innocence, marking a time when the speaker’s view of the world begins to change. It reflects the disappointment many people feel as they grow up and realise that adults, once admired, are not always as perfect as they seem.

The speaker’s realisation that adults talk about love but do not always act lovingly is an important moment of awakening. It shows the end of seeing adults as perfect and introduces a deeper understanding of how people behave. The speaker becomes aware of the gap between what people say and what they do, losing the innocence that once hid this truth.

This passage highlights the common experience of noticing the flaws and contradictions in the adult world, a typical part of growing up. It shows a shift from a simple, ideal view of life to a more mature perspective, where human nature’s complexities are understood.

Extract 3:

Q1: What is the speaker questioning in this extract? 

A1: The speaker is questioning when they lost their childhood.

Q2: What realisation about their mind does the speaker have? 

A2: The speaker realizes that their mind is their own, and they can think independently, producing their thoughts.

Q3: How does the speaker describe the change in their way of thinking? 

A3: The speaker describes the change as realising they can use their mind however they choose, thinking for themselves instead of just accepting other people’s thoughts.

Q4: Why does the speaker believe this realisation might mark the end of their childhood? 

A4: The speaker believes this might mark the end of their childhood because it signifies a move from accepting ideas given by others to forming their own independent thoughts, which is a key part of growing up.

Q5: What does the phrase “Producing thoughts that were not those of other people” imply about childhood? 

A5: It implies that during childhood, people often accept and adopt the thoughts and ideas of others, such as parents or teachers, without questioning them. The transition to creating their own ideas marks a step towards maturity.

Q6: What emotion does the speaker express in this realisation? 

A6: The speaker expresses a sense of empowerment and individuality but also a hint of wistfulness as they recognise this as a step away from the simplicity of childhood.

Q7: How does the speaker’s ability to think independently change their view of the world? 

A7: The speaker’s ability to think independently changes their view of the world by making them more self-aware and capable of forming their own opinions, leading to a more complex and personal understanding of life.

Q8: Why is the ability to think independently important when growing up? 

A8: The ability to think independently is important in growing up because it marks the development of self-identity and personal beliefs, distinguishing one’s thoughts from those inherited or learned from others.

Q9: What does the phrase “Was that the day!” indicate about the speaker’s feelings toward this moment? 

A9: The phrase “Was that the day!” indicates a moment of reflection and significance. The speaker sees this realisation as pivotal in their transition from childhood to a more adult mindset.

Q10: How does the speaker contrast childhood with their current state of mind? 

A10: The speaker contrasts childhood, which is associated with adopting others’ thoughts, with their current state of mind, where they realize they can think for themselves and create their own ideas.

Q11: What theme does this extract explore in the poem? 

A11: This extract explores the theme of self-awareness and independence. It marks the moment when the speaker begins to see themselves as an individual, capable of independent thought.

Q12: How does this realisation affect the speaker’s sense of identity? 

A12: This realization affects the speaker’s sense of identity by giving them a sense of ownership over their thoughts and choices, making them feel more like an individual rather than just a product of other people’s ideas.

Q13: Why might the speaker feel a loss of childhood upon realising their mind is their own? 

A13: The speaker might feel a loss of childhood because recognising their mind as their own involves taking responsibility for their thoughts and actions, which can feel like leaving behind the simpler, more guided phase of childhood.

Q14: What does the speaker mean by “mine alone” in this extract? 

A14: By “mine alone,” the speaker means that their thoughts and ideas are unique to them and are not influenced by others. This highlights a sense of individuality and personal independence.

Q15: How does the speaker’s realisation about their independent thoughts show a shift from childhood to a more mature understanding of themselves? What themes about growing up and individuality does this relate to?

A15: The excerpt marks a pivotal moment of self-awareness for the speaker, symbolising the shift from childhood to maturity. The speaker realises their mind is “really mine,” representing the ability to think independently and make personal decisions, free from the influence of others. 

The realisation connects to themes of growing up and individuality, highlighting the transition from childhood’s reliance on external guidance to forming one’s identity. The poem captures this significant phase in life, where childhood innocence fades and a unique voice and perspective emerge. 

It emphasises the importance of self-determination and the power of taking ownership of one’s thoughts, beliefs, and choices, marking the beginning of adulthood and personal growth.

Extract 4:

Q1: What does the phrase “forgotten place” suggest about the speaker’s childhood?

A1: The phrase “forgotten place” suggests that the speaker’s childhood is no longer accessible or remembered clearly as if it has been lost or left behind.

Q2: How is the “forgotten place” described in relation to an infant? 

A2: The “forgotten place” is described as being “hidden in an infant’s face,” suggesting that the innocence and simplicity of childhood are still present in infants but have been lost to the speaker as they have grown up.

Q3: What does the speaker mean by “That’s all I know” in this extract? 

A3: “That’s all I know” means that the speaker has limited understanding of where their childhood has gone, only knowing that it is somehow connected to the innocence seen in infants.

Q4: Why might the speaker use the image of an infant’s face to describe their lost childhood? 

A4: The speaker uses the image of an infant’s face to symbolize purity, innocence, and the early stages of life, suggesting that their childhood is associated with these qualities and is now hidden away, just as they are present in infants.

Q5: What emotion does the speaker express when talking about the forgotten place of their childhood? 

A5: The speaker describes a sense of wistfulness or melancholy, reflecting on their childhood’s lost and inaccessible nature.

Q6: How does this extract reflect the poem’s nostalgia theme? 

A6: The extract reflects the theme of nostalgia by conveying a longing for the past and a recognition that the simplicity and innocence of childhood are no longer present but are still remembered in some abstract way.

Q7: What does the speaker imply about the nature of childhood memories in this extract? 

A7: The speaker suggests that childhood memories are elusive and difficult to grasp, as they seem to have retreated to a place that is not easily accessible or remembered clearly.

Q8: How does the word “hidden” contribute to the meaning of the extract? 

A8: The word “hidden” contributes to the sense by emphasising that the childhood the speaker remembers is not easily visible or reachable, reinforcing the idea that it has been lost or obscured over time.

Q9: Why might the speaker feel their childhood is “forgotten”? 

A9: The speaker might feel their childhood is “forgotten” because as they grow older, they lose touch with the simple, innocent experiences of their early years, making those memories seem distant and elusive.

Q10: What does this extract reveal about the speaker’s reflection on their past? 

A10: The extract reveals that the speaker reflects on their past with a sense of loss and curiosity. They recognise that their childhood has faded away and is now only a distant memory associated with the innocence of infancy.

Q11: How does the metaphor of a “forgotten place” enhance the theme of the poem? 

A11: The metaphor of a “forgotten place” enhances the poem’s theme by illustrating the distance and separation between the speaker’s current self and their lost childhood, highlighting the inevitable passage of time and change.

Q12: How does the speaker highlight the theme of the passage of time and the nostalgia associated with growing up?

A12: In the poem’s final lines, the speaker expresses the theme of time passing and the nostalgia that comes with growing up. The question, “Where did my childhood go?” shows the speaker’s desire to understand how childhood slips away and the loss of innocence that comes with it.

The answer, “It went to some forgotten place,” suggests that childhood, once clear and vivid, has faded into a distant memory. The image of childhood being “hidden in an infant’s face” is powerful, showing that childhood innocence can still be seen in young children.

These lines show the bittersweet feeling of growing up, where childhood’s purity and simplicity become hard to reach but are still visible in the next generation. The speaker’s reflection encourages readers to think about their own lives and the lasting impact of childhood memories.