“Mary Had a Little Lamb”: A Critical Analysis

Introduction: “Mary Had a Little Lamb”

“Mary Had a Little Lamb” first appeared in 1830 as part of Sarah Josepha Hale’s collection titled Poems for Our Children. The poem’s main idea centers on the gentle, affectionate relationship between a young girl, Mary, and her loyal lamb, exploring themes of innocence, kindness, and the emotional bonds between children and animals. Its popularity grew due to its simple, memorable rhythm and relatable storyline, making it accessible for young readers and widely embraced in educational settings. The poem became especially notable as an early example of American children’s literature and has endured through generations as a staple in nursery rhymes, symbolizing the warmth of childhood and the joy of companionship.

Text: “Mary Had a Little Lamb”

Annotations: “Mary Had a Little Lamb”

Line	Annotation
Mary had a little lamb,	Introduces the central characters: Mary and her lamb, indicating a personal relationship. “Little” conveys endearment.
Its fleece was white as snow;	Describes the lamb’s appearance, emphasizing its purity and innocence, symbolized by “white as snow.”
And everywhere that Mary went	Suggests the lamb’s strong attachment to Mary, as it follows her everywhere, hinting at loyalty and devotion.
The lamb was sure to go.	Reinforces the lamb’s unwavering companionship, highlighting its steadfastness and close bond with Mary.
It followed her to school one day,	The lamb breaks social norms by following Mary to school, adding a playful element to the narrative.
Which was against the rule;	Indicates the lamb’s presence at school as a rule-breaking event, showcasing its persistence and innocence.
It made the children laugh and play	The lamb’s presence at school amuses the children, creating a lighthearted, joyful scene that breaks routine.
To see a lamb at school.	Reinforces the novelty and humor of a lamb in an unexpected setting, adding charm to the poem.
And so the teacher turned it out,	The teacher enforces school rules by removing the lamb, symbolizing authority and societal expectations.
But still it lingered near,	Despite being turned away, the lamb stays close by, showing its loyalty and reluctance to part from Mary.
And waited patiently about	The lamb’s patience further demonstrates its attachment and devotion, embodying themes of loyalty.
Till Mary did appear.	The lamb’s dedication is rewarded when Mary returns, suggesting mutual affection and companionship.
Why does the lamb love Mary so?	The children’s curiosity about the lamb’s loyalty adds a reflective, moral dimension to the poem.
The eager children cry;	Describes the children’s enthusiasm, representing natural curiosity and innocence.
Why, Mary loves the lamb, you know,	The teacher explains that the lamb’s love is reciprocated, hinting at a moral lesson about love and kindness.
The teacher did reply.	Concludes with the teacher’s wisdom, imparting a simple yet powerful message on the nature of love and loyalty.

Literary And Poetic Devices: “Mary Had a Little Lamb”

Device	Example	Explanation
Alliteration	“little lamb”	The repetition of the “l” sound creates a pleasing rhythm and emphasizes the close bond between Mary and the lamb.
Anaphora	“And everywhere that Mary went / The lamb was sure to go.”	The repeated use of “And” at the beginning of lines emphasizes continuity and flow.
Anthropomorphism	“The lamb was sure to go.”	The lamb displays human-like loyalty and attachment, bringing it to life as a character.
Assonance	“Mary had a little lamb”	The repetition of the “a” sound in “Mary,” “had,” and “lamb” creates a soft, musical quality to the line.
Caesura	“Why, Mary loves the lamb, you know,”	The comma creates a natural pause, highlighting the revelation of Mary’s love for the lamb.
Consonance	“Till Mary did appear.”	The repetition of the “r” sound at the end of words adds rhythm and cohesion to the line.
End Rhyme	“lamb” / “snow” / “go”	Pairs of rhyming words at the ends of lines, such as “snow” and “go,” create a regular rhyme scheme.
Enjambment	“And waited patiently about / Till Mary did appear.”	The thought flows over the line break, emphasizing the lamb’s patience in waiting for Mary.
Hyperbole	“Its fleece was white as snow”	An exaggerated comparison that emphasizes the purity and innocence of the lamb.
Imagery	“Its fleece was white as snow”	Vividly describes the lamb’s appearance, allowing readers to visualize its purity and innocence.
Internal Rhyme	“Why, Mary loves the lamb, you know”	The rhyme within the line (“lamb” and “you know”) adds to the sing-song quality of the poem.
Irony	“Which was against the rule”	There’s humor in the idea of a lamb breaking a rule by attending school, which is unusual and unexpected.
Metaphor	“Its fleece was white as snow”	Compares the lamb’s fleece to snow without using “like” or “as,” enhancing the purity of its appearance.
Meter	The poem’s consistent rhythm	The poem follows a steady, rhythmic meter that makes it easy to memorize and recite, adding musicality.
Mood	Playful and innocent	The poem’s light-hearted events, like the lamb at school, contribute to a playful, innocent mood.
Personification	“The lamb was sure to go”	Assigns the lamb human characteristics, such as determination and loyalty, enhancing its role in the story.
Repetition	“Mary had a little lamb”	Repeating this line reinforces the theme and rhythm, helping readers remember the core of the poem.
Rhetorical Question	“Why does the lamb love Mary so?”	Poses a question for reflection, drawing readers to consider the reasons for the lamb’s loyalty.
Simile	“Its fleece was white as snow”	Directly compares the lamb’s fleece to snow using “as,” enhancing the image of purity and innocence.
Symbolism	The lamb represents innocence	The lamb symbolizes purity, innocence, and loyalty, making it central to the poem’s moral message.

Themes: “Mary Had a Little Lamb”

1. Innocence and Purity: The poem captures a childlike sense of innocence and purity, epitomized by Mary and her lamb. The lamb’s “fleece was white as snow,” symbolizing its purity and innocence, which reflects Mary’s own gentle nature. This association underscores the idealized purity of childhood, a time free from the complexities of adult life. The image of the lamb as “white as snow” not only paints a vivid picture but also aligns with the theme of unblemished innocence.
2. Loyalty and Companionship: The unwavering loyalty of the lamb to Mary is central to the poem, symbolizing true companionship. “And everywhere that Mary went / The lamb was sure to go” highlights this devotion, as the lamb accompanies her out of love rather than obligation. This close companionship reflects an idealized bond, suggesting that loyalty comes naturally in relationships built on love and kindness. The lamb’s constant presence reinforces the theme that true friends remain by one’s side regardless of circumstances.
3. Joy and Playfulness: The presence of the lamb brings an element of joy and playfulness, especially highlighted by the children’s reactions at school. When the lamb follows Mary to school, “It made the children laugh and play,” showing that its unexpected appearance sparks delight among the children. This theme of joy emphasizes the simplicity of happiness in childhood, where even a small, unusual event becomes a source of fun and laughter. The lamb’s behavior breaks the routine, bringing spontaneity into a structured environment.
4. Love and Reciprocity: The poem underscores that love is mutual and that kindness is often reciprocated. The line, “Why does the lamb love Mary so? / Why, Mary loves the lamb, you know,” suggests that the lamb’s affection for Mary is rooted in her own kindness toward it. This explanation by the teacher introduces a moral message that love begets love; genuine affection, as shown by Mary, naturally fosters loyalty and attachment. This theme serves as a gentle lesson in empathy, illustrating that caring actions build strong, loving relationships.

Literary Theories and “Mary Had a Little Lamb”

Literary Theory	Explanation	Reference from the Poem
Feminist Theory	Examines the portrayal of gender roles and the influence of gender on relationships and actions.	The poem subtly emphasizes Mary’s nurturing and caring role, evident in her connection to the lamb, which “waited patiently” for her.
Psychoanalytic Theory	Focuses on unconscious motives and childhood innocence, often analyzing attachment and affection.	The lamb’s devotion to Mary and the children’s curiosity (“Why does the lamb love Mary so?”) highlights themes of attachment and love.
Structuralism	Analyzes the structure and language of the text, observing patterns and binary oppositions.	The repetitive rhyme scheme and predictable structure mirror the innocence and simplicity of the poem’s theme and setting in school.

Critical Questions about “Mary Had a Little Lamb”

• What does the lamb symbolize in Mary’s life, and how does it reflect her character?
• The lamb appears as a symbol of innocence and loyalty, qualities that are mirrored in Mary’s own character. The poem emphasizes this connection through the line, “Why, Mary loves the lamb, you know,” showing that Mary’s kindness and affection are the reasons for the lamb’s unwavering loyalty. This mutual affection highlights Mary as a nurturing figure, suggesting that her compassion attracts innocence and purity, which the lamb embodies.
• How does the poem explore the concept of rules versus innocence?
• The poem contrasts societal rules with the innocence of a childlike bond, especially when it describes how the lamb followed Mary “to school one day, / Which was against the rule.” This incident serves as a critique of rigid structures that may stifle innocent, joyful acts, such as a lamb’s harmless presence in a school. Through this juxtaposition, the poem questions the necessity of certain societal norms when they interfere with innocent expressions of companionship and joy.
• How does the teacher’s reaction to the lamb reveal adult attitudes toward childhood playfulness?
• The teacher’s decision to “turn out” the lamb from school demonstrates an adult enforcement of rules and order over the spontaneous joy that the lamb’s presence brings to the children. This response reflects a common adult view that values discipline over playful curiosity, which contrasts with the children’s reaction, as they “laugh and play” at seeing the lamb. The teacher’s actions underscore a tension between childhood innocence and the constraints imposed by adult authority.
• What does the poem suggest about the nature of love and attachment?
• The line, “Why does the lamb love Mary so?” reveals a child’s curiosity about the nature of love and attachment, questioning why the lamb feels such a bond with Mary. The teacher’s answer, “Mary loves the lamb, you know,” implies that love begets love, suggesting that attachment is a natural response to affection. The poem thus proposes that love is reciprocal and that genuine affection can transcend species, connecting beings through mutual care and kindness.

Literary Works Similar to “Mary Had a Little Lamb”

1. “The Lamb” by William Blake
   Like Mary Had a Little Lamb, this poem uses a lamb as a symbol of innocence and purity, reflecting on creation and kindness.
2. “Little Boy Blue” by Eugene Field
   This poem similarly touches on themes of childhood innocence and the bond between children and their cherished animals.
3. “The Owl and the Pussycat” by Edward Lear
   This playful poem mirrors the theme of companionship and features animals in an innocent, whimsical adventure, much like the lamb’s journey with Mary.
4. “The Cow” by Robert Louis Stevenson
   Stevenson’s poem shares a focus on the affection children feel for animals, describing a cow in tender, simple language.
5. “The Tyger” by William Blake
   Although more intense, this poem complements The Lamb by Blake and explores the duality of innocence and strength in creation, reflecting a symbolic exploration of animals.

Representative Quotations of “Mary Had a Little Lamb”

Quotation	Context	Theoretical Perspective
“Mary had a little lamb, / Its fleece was white as snow;”	Introduces the innocent and pure relationship between Mary and the lamb.	Symbolism – The lamb symbolizes innocence and purity.
“And everywhere that Mary went / The lamb was sure to go.”	Demonstrates the lamb’s loyalty to Mary and their inseparable bond.	Psychoanalytic Theory – Suggests attachment and dependency.
“It followed her to school one day, / Which was against the rule;”	The lamb defies societal norms by entering the school with Mary.	Structuralism – Examines rules versus innocence and defiance.
“It made the children laugh and play / To see a lamb at school.”	The lamb’s presence brings joy to the children, highlighting its novelty.	Reader-Response Theory – Engages the reader’s nostalgic joy.
“And so the teacher turned it out,”	The teacher enforces rules by removing the lamb from the school environment.	Feminist Theory – Examines adult control over innocence.
“But still it lingered near, / And waited patiently about”	Despite being turned out, the lamb remains close, showing loyalty.	Psychoanalytic Theory – Represents persistent attachment.
“Till Mary did appear.”	The lamb patiently waits for Mary, underscoring its devotion.	New Criticism – Focus on loyalty and dedication as themes.
“Why does the lamb love Mary so? / The eager children cry;”	Reflects children’s curiosity about love and attachment.	Psychoanalytic Theory – Inquiry into the nature of affection.
“Why, Mary loves the lamb, you know,”	The teacher’s response emphasizes reciprocal affection.	Feminist Theory – Love as a natural bond outside adult norms.
“The teacher did reply.”	Shows the adult role in explaining emotions to children.	Structuralism – Adult role in shaping children’s perceptions.

Suggested Readings: “Mary Had a Little Lamb”

1. Goose, Mother, et al. “MARY HAD A LITTLE LAMB.” The Lamb Cycle: What the Great English Poets Would Have Written About Mary and Her Lamb (Had They Thought of It First), Brandeis University Press, 2023, pp. 1–2. JSTOR, https://doi.org/10.2307/j.ctv30m1f51.5. Accessed 13 Nov. 2024.
2. Pound, Gomer. “Mason’s Hand in ‘Mary’s Lamb.'” The Bulletin of Historical Research in Music Education, vol. 7, no. 1, 1986, pp. 23–27. JSTOR, http://www.jstor.org/stable/40214696. Accessed 13 Nov. 2024.
3. Altstetter, Mabel F. “Early American Magazines for Children.” Peabody Journal of Education, vol. 19, no. 3, 1941, pp. 131–36. JSTOR, http://www.jstor.org/stable/1489322. Accessed 13 Nov. 2024.
4. Loomis, C. Grant. “Mary Had a Parody: A Rhyme of Childhood in Folk Tradition.” Western Folklore, vol. 17, no. 1, 1958, pp. 45–51. JSTOR, https://doi.org/10.2307/1497253. Accessed 13 Nov. 2024.
5. Smith, Andrew F. “The First Thanksgiving.” Gastronomica, vol. 3, no. 4, 2003, pp. 79–85. JSTOR, https://doi.org/10.1525/gfc.2003.3.4.79. Accessed 13 Nov. 2024.