Class 11 English Hornbill Father to Son (Elizabeth Jennings)

 

NCERT Solutions For Class 11 English

Hornbill

Father to Son (Elizabeth Jennings)

 

CONTENTS

 

Ø Theme

Ø Summary

Ø Poetic Device

Ø Stanza based Q-Ans

Ø Question Answers

 

Theme

The poem unfolds a poignant conflict between a father and his son, characterized by a profound lack of communication. Despite sharing the same physical space, they exist as strangers within the confines of their home or the larger world. The father reflects on this emotional chasm, which serves as the focal point of the poem.

 

In his contemplation, the father employs agrarian imagery to convey a sense of alienation, akin to sowing seeds in unfamiliar soil that he cannot claim as his own. He candidly acknowledges his inability to comprehend his son's passions and longs for a return akin to the Prodigal Son from the biblical parable. Expressing a willingness to forgive, the father hopes to cultivate a renewed love from the soil of sorrow.

 

Contrastingly, the son experiences anger stemming from the sorrow that shrouds their relationship. He conveys the futility of their attempts to understand each other, acknowledging the challenges they face in bridging the emotional gap.

 

Summary

 

The poem delves into a father's anguish as he vents his frustrations about the strained relationship with his now-grown son. Despite years of sharing the same household, the father laments his inability to comprehend his son, revealing a profound lack of understanding. Attempts to rekindle the connection they once had during the son's childhood prove futile.

 

Even though the son bears a resemblance, the father confesses ignorance about his son's passions. A palpable communication gap persists, rendering their interactions akin to those of strangers. The son seems to occupy a distant emotional space, inaccessible due to the widening gap that has silenced their once-shared world. Despite this divide, the father expresses a readiness to forgive his wayward son, yearning to reintegrate him into the familiar home they once knew, not wanting him to wander the world. The father is eager to rekindle the love he once felt.

 

In response, the son articulates his emotional turmoil, grappling with self-understanding and harboring grief and anger over the growing emotional distance between them. Both extend metaphorical hands, yet the chasm remains unbridged. Despite the mutual desire for forgiveness, a resolution to their profound issue eludes them.

 

Poetic Device

 

The poet, Elizabeth Jennings, employs various poetic devices in the poem:

 

Metaphor:

The lines "Yet have I killed

The seed I spent or sown it where

The land is his and none of mine?" contain a metaphor. Here, 'seed,' 'sown,' and 'land' metaphorically represent the father's endeavors to foster a loving relationship with his son and the son's emotional space, respectively. Similarly, in the line "I would have Him prodigal, returning to

His father's house," a metaphor is used.

 

Alliteration:

The poetic device of alliteration is evident in the lines "The seed I spent or sown it where" and "Silence surrounds us." The repetition of the 's' sound in these lines creates an auditory effect.

 

Simile:

The expression "We speak like strangers" features the poetic device of a simile. In this comparison, the way they converse is likened to the manner in which strangers communicate.

 

Stanza based Q-Ans

 

Stanza 1

 

 I do not understand this child
Though we have lived together now
In the same house for years. I know
Nothing of him, so try to build
Up a relationship from how
He was when small.

Q1. Who has resided in the same house? For how long?

Ans. The father and son have shared the same dwelling for an extended period.

 

Q2. Why does the father assert that he possesses no knowledge about his son?

Ans. They coexist within the same household as strangers, enveloped in complete silence. Consequently, the father claims to be oblivious to any details about his son.

 

Q3. What type of relationship does he aspire to establish?

Ans. He aspires to forge a connection with his son reminiscent of the one they had when the son was younger.

 

Stanza 2

 

Yet have I killed
The seed I spent or sown it where
The land is his and none of mine?
We speak like strangers, there’s no sign
Of understanding in the air.

Q1. What is the significance of the term 'seed'?

Ans. In this context, the term 'seed' signifies the father's diligent efforts and nurturing endeavors to raise the child.

 

Q2. To what does the speaker refer when mentioning the 'land'?

Ans. The speaker is alluding to the father's endeavor to implant his thoughts and ideas in the child's mind.

 

Q3. What is the reason for them speaking like strangers?

Ans. The reason for their unfamiliar way of speaking lies in their differing perspectives and ways of thinking.

 

Stanza 3

 

This child is built to my design
Yet what he loves I cannot share.
Silence surrounds us.
I would have him prodigal, returning to
His father’s house, the home he knew,
Rather than see him make and move
His world. I would forgive him too,
Shaping from sorrow a new love.

Q1. What kind of child had he aspired to create?

Ans. He had envisioned designing a child who shared his preferences and inclinations.

 

Q2. Why does the speaker say 'this child' instead of 'my child'?

Ans. The speaker uses 'this child' instead of 'my child' to highlight the lack of commonality and connection between them.

 

Q3. Explain: 'Silence surrounds us.'

Ans. The statement suggests that the father and son experience a profound lack of communication, resulting in complete silence when they are in each other's presence.

 

Q4. What does the father wish his son to undertake?

Ans. He desires his son to revisit his paternal home.

 

Q5. What is the father willing to embrace?

Ans. He is prepared to accept his child in all aspects of his prosperity.

 

Q6. What does the father discourage his son from doing?

Ans. The father dissuades his son from constructing and settling into a new world of his own.

 

Q7. What action would the father take to shape a new love from sorrow?

Ans. He would absolve his son of any suffering he might have caused, seeking to forge a renewed affection born from the experiences of sorrow.

 

 

 

Stanza 4

 

 Father and son, we both must live
On the same globe and the same land.
He speaks: I cannot understand
Myself, why anger grows from grief.
We each put out an empty hand,

 

Q1. How does the poet feel when his relationship with his son becomes strained?

Ans. The poet is anxious about maintaining familial ties with his son, hoping for the son's return to their former home.

 

Q2. What could be the cause of their distancing from each other?

Ans. The increasing gap between the father and his son results from a lack of understanding. Despite both needing each other, issues of ego lead to their separation.

 

Q3. What do both the father and son long for?

Ans. They both yearn for a reason to forgive each other.

 

Q4. What do the words 'an empty hand' signify?

Ans. The expression "an empty hand" conveys that neither the father nor the son has gained anything from their current state of separation. Both find themselves empty-handed.

 

Q5. What can't the father comprehend?

 Ans. The father is bewildered by why his sorrow transforms into anger.

 

Q6. Does the poem have a consistent rhyme scheme?

Ans. Yes, the rhyme scheme in each stanza follows abbaba.

 

 

Question Answers

 

 

Question 1:

Does the poem exclusively discuss a personal experience, or does it have a universal theme?

 

Answer:

The poem addresses the common theme of a father's frustration and resentment towards his defiant son, which is a prevalent issue in households worldwide. It does not narrate an individual father's specific experience but rather touches upon the universal challenge of generational conflict, depicting a lack of understanding between the older and younger generations.

 

Question 2:

How does the poem convey the father's sense of helplessness?

 

Answer:

The poem vividly portrays the father's sense of helplessness in dealing with his son. Despite living under the same roof and the father's efforts to raise the child according to his plans, the son has developed an independent mindset. The father cannot dismiss his son nor sever ties completely. The poem reflects the father's desire for reconciliation, his inability to comprehend his son's perspective, and his longing for a compromised resolution that remains elusive.

 

Question 3:

Identify the phrases and lines indicating the distance between father and son.

 

Answer:

The lines and phrases expressing the distance between father and son include:

 

"I do not understand this child."

"I know nothing of him."

"We speak like strangers."

"What he loves I cannot share."

"Silence surrounds us."

 

Question 4:

Does the poem maintain a consistent rhyme scheme?

 

Answer:

Yes, the poem adheres to a consistent rhyme scheme, following the pattern a bba b a throughout.

 

Question 5:

What is the father's primary complaint?

 

Answer:

The father's main grievance is that his son disregards his counsel and lives life on his own terms. Their relationship has strained to the point where they feel like strangers sharing the same dwelling. The father expresses a sense of powerlessness in the face of this estrangement.

 

Question 6:

Does the father desire to reconcile with his son? What is his longing?

 

Answer:

The father exhibits a more tense demeanor than his son. He seeks to understand where he went wrong in raising his son, wishing for him to embrace family traditions rather than rebel and pursue an independent path. Despite feeling helpless, the father is willing to forgive and forget, yearning for peace within the family.

 

Question 7:

Can you propose a solution to the clash between father and son?

 

Answer:

The solution to the conflict lies in fostering better understanding and embracing a spirit of compromise. Youth often rebel and challenge established norms, while parents may seek to impose their will and authority, leading to conflict. Both parties should strive for mutual understanding and a willingness to compromise in order to bridge the generation gap.

 

Question 8:

Is there a change in the father's tone in the last stanza?

 

Answer:

Yes, in the last stanza, the father's tone shifts towards reconciliation and compromise. He acknowledges the closeness and delicacy of their relationship, expressing regret for his anger. The father extends a hand of friendship and is prepared to forgive, signaling a desire for resolution.

 

Question 9:

What kind of father-son relationship is depicted in the poem 'Father to Son'?

 

Answer:

The poem portrays a symbolic father-son relationship where the two have shared a home for many years. Despite physical resemblance, there is a lack of understanding, and their connection has become formal, resembling that of strangers. The son, with his independent aspirations, is not confined to home, leading to a protective father willing to forgive material losses for the son's return. The poem reflects a complicated relationship marked by the father's helplessness and the son's distance and lack of response to reconciliation efforts.

Class 11 English Hornbill Childhood (Markus Natten)

 

NCERT Solutions For Class 11 English

Hornbill

Childhood (Markus Natten)

 

CONTENTS

Ø Theme

Ø Summary

Ø Poetic Device

Ø Stanza based Q-Ans

Ø Question Answers

 

Theme/ central idea

"Childhood" by Markus Natten delves into the poet's contemplation of his bygone youth, meticulously examining the nuances of innocence that characterize this phase. Childhood embodies an era marked by unconditional love for all. The poet earnestly endeavors to identify pivotal moments when his perceptions and understandings of the world underwent transformation. The poem explores the thematic terrain of losing childhood, marking the initial steps toward maturity, characterized by rational and sensible thinking. Additionally, it underscores maturity as the capacity to independently form opinions, free from external influences. The poem also alludes to the prevalent hypocrisy in society, where apparent harmony masks underlying discord among individuals.

 

Summary

In the poem, the poet reflects upon the elusive moment when he lost his childhood and the inherent innocence he once possessed. He becomes acutely aware that his perception of the world has evolved, allowing him to discern the hypocrisy prevalent in people around him. Recollecting various instances in his life, he contemplates whether the day he turned eleven or the realization that concepts like Hell and Heaven are not tangible in this world marked the departure of his childhood. The poet also explores the revelation that adults, despite their outward appearance, are often hypocritical, particularly in matters of love. Another pivotal moment he considers is when he recognized the autonomy of his mind, capable of generating original thoughts, making him an individual with a distinct personality. In the final stanza, he ponders the location of his lost childhood, concluding that it resides in a forgotten place and can only be glimpsed in the innocent countenance of an infant.

Poetic Device

Rationalism – The poet employs rational thinking to comprehend the loss of childhood, questioning if it was the moment he turned eleven or when he acknowledged the absence of Hell and Heaven in the realm of geography.

Was it the day I ceased to be eleven, Was it the time I realized that Hell and Heaven, Could not be found in Geography,

Rhyme Scheme – The poem 'Childhood' follows the ABBCCD rhyme scheme. Refrain – A recurring group of phrases echoes throughout the poem.

When did my childhood go? Was that the day!

Individuality – In the third stanza, the poet recognizes his capacity to utilize his own mind and generate independent thoughts, discovering a sense of individuality within.

Antithesis – The juxtaposition of contrasting words is evident in the pairing of "Hell and Heaven."

Alliteration – Repetition of the same letter or sound at the beginning of closely connected words is found in expressions like "The time," "My mind," "Whichever way," and "Thoughts that."

Inversion – The reversal of the subject-verb order is employed, as seen in the line "To use whichever way I choose."

 

Stanza based Q-Ans

 

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!

 

Q1: At what age does the poet become conscious that his childhood has ended?

Ans: The poet becomes aware of the conclusion of his childhood at the age of eleven.

 

Q2: What makes the age of eleven significant for the poet?

Ans: The age of eleven holds importance for the poet because it is when he starts distinguishing between fact and fiction.

 

Q3: What attribute does the poet acquire during this phase of his life?

Ans: At this juncture, the poet begins to develop the quality of making sense.

 

Q4: When did the poet realize that concepts like 'hell' and 'heaven' are imaginary?

Ans: The poet came to this realization when he couldn't locate these concepts in his geography books.

 

Q5: Why does the poet feel concerned?

Ans: The poet is troubled because he has lost his innocence.

 

Q6: Where has the poet's childhood disappeared?

Ans: His formative years have faded into obscurity.

 

Q7: How does a child perceive an adult?

Ans: As children grow older, they acquire the ability to discern between fact and fiction, shaping their perception of adults.

.

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!

 

Q1: What is the reason behind the poet not expressing admiration for grown-up individuals?

Ans: The poet holds the belief that adults fail to implement what they advocate.

 

Q2: What is the source of the poet's perplexity?

Ans: The poet grapples with the challenge of differentiating between the characteristics of being a child and those of being an adult.

 

Q3: How does the poet view the inhabitants of the world?

Ans: The poet perceives people in the world as hypocrites.

 

Q4: Select a term from the text that is synonymous with 'sermonized.'

Ans: Preached.

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!

 

Q1: Elaborate on the phrase 'My mind was really mine.'

Ans: This expression conveys that the poet had complete autonomy and control over his own thoughts.

 

Q2: What does the phrase 'Producing thoughts that were not those of other people's' imply?

Ans: This phrase indicates that the poet now feels at ease expressing his own ideas independently, free from the influence of others.

 

Q3: Which life stage is being discussed in the passage?

Ans: The poet is undergoing the transition into adulthood.

 

Q4: What does the poet reveal about his thoughts in these lines?

Ans: These lines reveal the poet's sense of uniqueness.

 

Stanza 4

 

 Where did my childhood go?

It went to some forgotten place,

That is hidden in an infant’s face,

That’s all I know.

 

Q1: What motivates the poet to inquire about the lost place of his childhood?

Ans: (i) The poet holds childhood in high regard.

(ii) The poet desires to experience a life of childlike innocence once again.

(iii) The poet is inquisitive about discovering the whereabouts of his early years.

 

Q2: Where does the poet locate his lost childhood?

Ans: On the innocent face of a baby.

 

Q3: Pick a term from the passage that is synonymous with 'concealed.'

Ans: Hidden.

 

Q4: What is the rhyming scheme of the given lines?

Ans: a b b a.

 

Question Answers

 

Question 1:

Identify the stanza that addresses each of the following themes: individuality, rationalism, hypocrisy.

 

Ans: Stanza 1 — rationalism

• Stanza 2 — hypocrisy

• Stanza 3 — individuality

 

Question 2:

According to the poem, what is involved in the process of growing up?

 

Ans: The process of growing up involves comprehending oneself, understanding other adults, and applying one’s mind rationally. One transitions from a carefree child to someone who assesses people and situations.

 

Question 3:

What is the poet's sentiment towards childhood?

 

Ans: The poet expresses admiration for childhood, praising its freedom from tension and worries, as well as its innocence. As individuals age, they begin to think independently, question others, and enter a stage of innocence.

 

Question 4:

Which lines do you consider the most poetic? Why?

 

Ans: The lines that stand out poetically are:

"Was it the time I realized that Hell and Heaven

could not be found in Geography."

"Childhood is ‘hidden in an infant’s face’."

These lines evoke a sense of realization and capture the essence of childhood's innocence.

 

Question 5:

What is the theme/central idea of Markus Natten’s poem?

 

Ans: The theme of the poem revolves around the process of growing up. The poet reflects on the transition from childhood to adulthood, pondering when this change occurred. The poet believes childhood's pure innocence is discernible only on a child's face.

 

Question 6:

Does the poet find an answer to his query, "When did my childhood go?"

 

Ans: No, the poet remains uncertain. He speculates about losing childhood innocence when questioning concepts of right and wrong, judging grown-ups as hypocritical, or realizing independent thinking. However, there's no definitive answer.

 

Question 7:

What does the poet finally conclude in the last stanza?

 

Ans: The poet fails to pinpoint when he became an adult but suggests that childhood innocence is best seen on a child's face, emphasizing its purity.

 

Question 8:

Sum up the main ideas of the poem 'Childhood' in about 80 words.

 

Ans: In 'Childhood,' the poet grapples with the elusive moment of transitioning from childhood to adulthood. Three possibilities emerge: realizing the indefinable nature of Hell and Heaven, recognizing adult hypocrisy, and discovering independent thought. The poet contends that childhood innocence is uniquely embodied in a child's face. Despite the ambiguity surrounding the poet's personal shift to maturity, the emphasis lies on the enduring purity of childhood innocence.

Question 9:

 

Highlight the adults' hypocrisy concerning love, as observed by the poet.

 

Ans: The poet became increasingly cognizant of the hypocrisy exhibited by adults regarding love as he matured. Despite the verbal emphasis and preaching about love, he discerned a stark disparity between their words and actions. The poet realized that the elders were not genuine in their expressions, behaving as hypocrites whose deeds contradicted their professed sentiments.

 

Question 10:

 

 What did the poet observe about independent thinking, and how significant was this realization?

 

Ans: The poet acknowledged his distinctiveness and realized that he possessed a unique thought process. Embracing the freedom to formulate independent opinions without succumbing to external influences became a crucial discovery. This revelation held importance as it showcased the poet's ability to exercise independent thought and judgment, fostering autonomy in his worldview.

 

Question 11:

 

According to Markus Natten, when does a child transition into adulthood?

 

Ans: Markus Natten views the transition from childhood to adulthood as a multifaceted process encompassing physical, mental, and social development. The moment a young individual can live independently and attend to personal responsibilities, he is deemed an adult. This transitional phase involves the cultivation of personal beliefs and perspectives through the development of an independent thought process.

Question 12:

 

The poet has explored two life stages—childhood and adulthood. How does he distinguish between them?

 

Ans: According to the poet, childhood represents a joyous phase characterized by trust in everyone. Adulthood, on the other hand, is marked by the ability to observe, differentiate, and assimilate new knowledge. Rational and creative thinking, along with the capacity for deception, are attributes of adulthood. The poet suggests that childhood is a time of innocence and trust, while adulthood brings the development of critical thinking, rationalism, and an awareness of deceit in human interactions.

 

Question 13:

 

 'Childhood is an essential stage in the process of growing up, but it can’t go on forever.' Discuss.

 

Ans: Childhood is a pivotal phase in the journey of maturation for every individual. Initially reliant on others, infants gradually develop physical, emotional, and mental resilience as they grow older. However, childhood, as a stage, is impermanent and must inevitably give way to subsequent phases like adolescence and early youth. During this transition, individuals attain their full potential, acquiring the capacity for reason, rationalism, and independent thinking. Childhood's conclusion marks a crucial milestone, paving the way for heightened cognitive abilities and a deeper understanding of the complexities of life.