Childhood is a continually changing notion, which must be defined at an individual level as opinions regarding this subject greatly differ. This is made evident through various texts of children's literature, including A.A. Milne's, Forgotten, and Robert Stevenson's, The Dumb Soldier. The poem Forgotten is presented from the perspective of children's toys as they contemplate and discuss the activities of their owner, John. In contrast, The Dumb Soldier contains the viewpoint of a boy who creates an inventive account of his toy soldier's experiences. These two texts share the inclusion of toys and the outdoors as tools for children's play and activity; however, the disparity between the poems is more apparent. A. A. Milne's Forgotten, and Robert Stevenson's The Dumb Soldier, present contrasting conceptions of childhood. Within both literary works this dissimilarity is demonstrated through the portrayal of each protagonist's dependence, activity level, and their relationship with their physical objects and surroundings.
To begin, within the poems Forgotten by A.A. Milne, and The Dumb Soldier by Robert Stevenson, there is conflicting interpretations of the child protagonist's dependency. Throughout Forgotten, the character of John exhibits qualities of independence as he separates himself from his toys and autonomously partakes in various activities. John demonstrates that he is a self-reliant child through his ability to act alone, and establishes that he is not dependent on others to facilitate play.
[...] Disparities regarding the construction of childhood in Forgotten and The Dumb Soldier Childhood is a continually changing notion, which must be defined at an individual level as opinions regarding this subject greatly differ. This is made evident through various texts of children's literature, including A.A. Milne's, Forgotten, and Robert Stevenson's, The Dumb Soldier. The poem Forgotten is presented from the perspective of children's toys as they contemplate and discuss the activities of their owner, John. In contrast, The Dumb Soldier contains the viewpoint of a boy who creates an inventive account of his toy soldier's experiences. [...]
[...] Dissimilarly, the child within The Dumb Soldier predominately constrains himself to the confines of his house. The child does not partake in physical activity; however, he does have an active imagination. This form of activity is demonstrated through the protagonist's construction of the fictional experiences of his toy soldier: a word will he disclose,/Not a word of all he knows./I must lay him on the shelf,/And make up the tale myself” (Stevenson 83). The soldier acts as a vessel, allowing the child to live through the inanimate object. [...]
[...] Milne's text portrays children as possessing the ability to be autonomous, while Stevenson constructs a contrasting view of childhood within The Dumb Soldier. Throughout this poem the child protagonist demonstrates a dependency on a toy soldier, which he buries under the lawn. The child is reliant upon the soldier to experience adventure instead of independently venturing into the world himself: if he could tell me true,/just as I should like to (Stevenson 83). The soldier acts as an inanimate body that the child can connect with. [...]
[...] Milne presents a version of childhood which is characterized by independence, physical activity, and a vital relationship with the physical environment. In comparison, Robert Stevenson establishes the perspective of childhood as a period of independence, imagination, and interactions with toys. As indicated by the differences throughout the two texts, the expectations and roles of children vary within different societies and culture. As well, there is a continual change in the construction of childhood as time progresses and societies develop new ideals. [...]
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