Classic and Contemporary Poetry: Explained

Myra Cohn Livingston’s "I Don’t Know Why" is a charming and inquisitive poem that reflects a child’s natural sense of wonder about the world. As an acclaimed children’s poet, Livingston had a gift for capturing the rhythm and curiosity of childhood, and this poem exemplifies her ability to frame complex natural phenomena in a way that invites young readers to explore, question, and engage with their surroundings. Through simple, rhythmic language and a repetitive structure, the poem fosters curiosity while also acknowledging the mysteries that remain beyond our understanding.

The poem’s structure is consistent throughout, with each stanza presenting a trio of questions followed by a direct invitation to the reader:
"do you?"
This repetition not only reinforces the theme of inquiry but also creates a participatory quality, as if the speaker is encouraging a conversation rather than simply presenting statements. By addressing the reader directly, Livingston makes the poem interactive, inviting children to think about what they do or do not know and perhaps inspiring them to seek answers or simply revel in the unknown.

The first stanza introduces the mysteries of the sky, rain, and dew:
"I don't know why / the sky is blue / or why the raindrops / splatter through / or why the grass / is wet with dew. . . do you?"
The selection of these three elements—sky, rain, and dew—emphasizes nature’s everyday phenomena, things that children frequently observe but may not fully understand. The phrasing of "splatter through" makes rain feel dynamic, reinforcing the sensory experience of rainfall. The reference to "dew" introduces an even subtler natural occurrence, one that requires patience and observation to notice, reinforcing the idea that the world holds quiet wonders alongside its more dramatic displays.

The second stanza shifts from atmospheric elements to the earth and sky:
"I don't know why / the sun is round / or why a seed grows / in the ground / or why the thunder / makes a sound. . . do you?"
Here, Livingston introduces more fundamental scientific concepts—astronomy, botany, and meteorology—but without formal explanation. Instead, she leaves them open-ended, maintaining a sense of awe. The inclusion of "why a seed grows" particularly reflects the poem’s appeal to children, as planting seeds and watching them sprout is often an early and accessible interaction with nature’s processes. Meanwhile, "why the thunder / makes a sound" taps into a more dramatic, sometimes intimidating natural event, one that might feel especially mysterious to young readers.

The final stanza moves toward nighttime imagery:
"I don't know why / the clouds are white / or why the moon / shines very bright / or why the air / turns black at night. . . do you?"
This stanza introduces a sense of transition and change, moving from daylight ("clouds are white") to the moon’s illumination and, finally, to the darkness of night. The phrase "the air / turns black at night" is particularly evocative, framing darkness not as an absence of light but as something active, a transformation that occurs as part of the world’s natural rhythm.

The poem’s choice to end with the same "do you?" invitation reinforces the open-ended nature of its inquiries. Livingston does not attempt to answer any of the questions, nor does she suggest that answers are necessary. Instead, she embraces wonder as its own kind of knowledge, allowing curiosity to be the driving force rather than resolution.

One of the poem’s greatest strengths is its rhythm and accessibility. The simple rhyming pairs ("blue" / "through," "round" / "ground," "white" / "bright") make the poem easy to read aloud, reinforcing its suitability for young audiences. The steady cadence mimics the patterns of speech, making it feel natural and inviting, much like a conversation between a child and a trusted adult or peer.

Livingston’s work often sought to validate children’s perspectives, treating their observations and questions with genuine respect rather than simplification. "I Don’t Know Why" embodies this approach by recognizing the vastness of the unknown while affirming that asking questions is valuable in itself. The poem encourages children to be curious, not just about science but about the world’s everyday beauty—why the sky changes, why the rain falls, why the moon shines.

In the end, "I Don’t Know Why" is less about answering questions and more about fostering a lifelong habit of wonder. It reminds young readers that the mysteries of the natural world are worth noticing, and that sometimes, not knowing is part of the magic. By ending each stanza with "do you?", Livingston leaves space for the reader’s own thoughts, allowing each child to engage with the poem in their own way—whether by searching for answers, imagining possibilities, or simply delighting in the fact that the world is full of things to wonder about.

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