Poetry for Students

34 Poetry for Students

previous selves. “Childhood” is representative in

tone and theme of Rilke’s poetry, as it laments both

childhood and the passing of childhood.

It is impossible not to associate Rilke with the

child in the poem. Rilke’s own troubled childhood

was fodder for so much of his writing. He insisted

that it was only by being alone that one could truly

be an artist, and Rilke made a life out of being

alone. Like the child in the poem, who is engulfed

in tortuously slow “lumpish time,” waiting for his

liberation from school, Rilke seemed to live wait-

ing for his own death, chronicling the road to his

impending demise. Time is the stuff that the poet

swam in, the measuring stick he used to gauge his

relationship to death, thus the speaker’s repeated

evocation of time throughout the poem.

It is normal for children to be attuned to time

while in school. Their days are structured in peri-

ods, and the school day begins and ends at a cer-

tain hour. Enduring those hours, however, is often

difficult, especially if the child already feels out of

place in school, which Rilke did. In this sense, the

time of childhood for Rilke stands in for the span

of one’s entire life, which has to be endured, wit-

nessed daily. It is this witnessing of the body’s in-

ability to stop time’s passing that causes the speaker

to cry out, “Such marvelous time, such time pass-

ing on, / such loneliness.” Time is “marvelous” be-

cause it is that which changes people and, without

it, existence would be impossible. In this sense, the

poet celebrates the passage of time, as he also

mourns it.

Rilke is a different kind of witness. His vision

goes deep into a thing, a moment, a memory, un-

til he is able to distill its essence and characterize

it in all of its complexities and intricacies. His style

is so unique that critics often refer to a certain kind

of lyric poem as “Rilkean,” which means that it is

often relentlessly self-conscious and that its in-

sights are usually psychological. Knowing himself

required constant witnessing to his past, and by

choosing to represent his childhood in densely pic-

torial terms, Rilke is able to illustrate not only the

jumble of conflicting emotions he experienced as

a child but the continuing jumble of conflicting

emotions he experienced as an adult. He evokes the

sense of distance by repeatedly drawing attention

to the difference between the child’s inner and outer

worlds—the frustration and anxiety he endures

while in school and the joy he feels when out in

the garden playing tag. The distance between the

world of the adult speaker and the world of the child

parallels the distance between the inner and outer

worlds the child experiences.

As an impressionistic representation of his

own childhood, the poem captures the complexi-

ties of growing up Rilke. The poet often described

his childhood in less than flattering terms, noting

that his mother sheltered him from others and so

deferred his socialization and that his parents held

each other in icy regard and eventually separated

during his childhood. As an only child in Prague—

a city rife with tensions between Czechs and Ger-

mans—Rilke was already an outsider. School

simply increased his sense of alienation from oth-

ers. In his biography of the poet, Rilke: A Life,

Wolfgang Leppmann argues that for Rilke, coming

to terms with his childhood was “one of the dri-

ving forces behind his literary production.”

The drive to understand his childhood led

Rilke to write numerous poems on the subject, and

not surprisingly these poems sometimes reference

one another. For example, a poem from his collec-

tionNew Poems, also titled “Childhood,” seems to

directly address Rilke’s attempt in The Book of Im-

agesto name the experience of childhood:

It would be good to give much thought, before

you try to find words for something so lost,

for those long childhood afternoons you knew

that vanished so completely—and why?

Just as Rilke addresses his childhood self in

the earlier poem, so too he addresses a later incar-

nation of his self in this poem, creating a kind of

poetic feedback loop that, potentially, can go on

forever, or at least until he dies. Rilke stands out

in modern poetry as a writer who elevated the self

to an almost divine status and who took the darker

side of his emotional life as the primary subject for

his poems.

Rilke’s obsession with the self and its permu-

tations through time is in large part a result of his

feeling of homelessness. A lifetime wanderer, he

would spend a year in one place, a week in another,

Childhood

As an impressionistic

representation of his own

childhood, the poem

captures the complexities of

growing up Rilke.”

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