His Wonderful Choo-Choos

By Ringgold Wilmer Lardner

When I see his wonderful choo-choo trains, Which he daily builds with infinite pains, Whose cars are a crazy and curious lot - A doll, a picture, a pepper pot, A hat, a pillow, a horse, a book, A pote, a mintie, a button hook, A bag of tobacco, a piece of string, A pair of wubbas, a bodkin ring, A deck of twos and a paper box, A brush, a comb and a lot of blocks - When I first gaze on his wonderful trains, Which he daily builds with infinite pains, I laugh, and I think to myself, "O gee! Was ever a child as cute as he?" But when he's gone to his cozy nest, From the toil of his strenuous day to rest, And when I gaze on his trains once more, Where they lie, abandoned, across the floor, And when the terrible task I face Of putting each "Pullman" back in its place, I groan a little, and think, "O gee! Was ever a child as mean as he?"

Share & Analyze This Poem

Spread the beauty of poetry or dive deeper into analysis

Analyze This Poem

Discover the literary devices, structure, and deeper meaning

Create Image

Transform this poem into a beautiful shareable image

Copy to Clipboard

Save this poem for personal use or sharing offline

Share the Love of Poetry

More Poems

More Limericks

Daily Poem

Poem Details

Language: English

Keywords: Public Domain

Source: Public Domain Collection

Rights/Permissions: Public Domain

Analysis & Notes:

This poem is a nuanced exploration of the complexities of childhood, revealing the dual nature of its protagonist. The poem's structure, with its consistent six-line stanzas and loose iambic tetrameter, creates a sense of gentle rhythm, underscoring the playfulness and innocence of the child. The voice is conversational, with a touch of wistfulness, as the speaker reflects on the child's creative endeavors and the contrast between his creative energy and his messy, destructive behavior. The imagery is vivid and detailed, from the crazy and curious assortment of toys and objects that comprise the child's trains to the abandoned, across the floor trains that now lie still. A notable turn in the poem occurs when the speaker's tone shifts from amusement to frustration, as they confront the task of putting the trains back in their place. This tonal shift is marked by a slight alteration in the use of the word O gee, which initially expresses excitement and admiration, but now conveys a sense of exasperation. This subtle shift highlights the speaker's growing awareness of the child's capacity for both creativity and chaos. The poem ends with a precise observation: the child's apparent innocence is tempered by a hint of mischief, revealing the complexity and depth of his personality.