“The Moon” by Robert Louis Stevenson: A Critical Analysis

Introduction: “The Moon” by Robert Louis Stevenson

“The Moon” by Robert Louis Stevenson first appeared in A Child’s Garden of Verses (1885), a collection of poetry that captures the wonder and innocence of childhood. The poem personifies the moon, giving it a “face like the clock in the hall,” as it silently observes both the peaceful and eerie aspects of the night. Its vivid imagery and rhythmic structure make it an engaging poem for young readers, contributing to its popularity in textbooks. The poem contrasts nocturnal creatures—such as “the squalling cat and the squeaking mouse”—with daytime beings that “cuddle to sleep,” highlighting the natural cycle of rest and activity. Its simple yet evocative language, along with its educational value in introducing children to poetic devices like personification and imagery, has cemented its place in early literature curricula.

Text: “The Moon” by Robert Louis Stevenson

The moon has a face like the clock in the hall;
She shines on thieves on the garden wall,
On streets and fields and harbour quays,
And birdies asleep in the forks of the trees.

The squalling cat and the squeaking mouse,
The howling dog by the door of the house,
The bat that lies in bed at noon,
All love to be out by the light of the moon.

But all of the things that belong to the day
Cuddle to sleep to be out of her way;
And flowers and children close their eyes
Till up in the morning the sun shall arise.

Annotations: “The Moon” by Robert Louis Stevenson

Line from the Poem	Poetic Devices	Literary Devices	Stylistic Devices	Rhetorical Devices
The moon has a face like the clock in the hall;	Personification, Simile (“face like the clock in the hall”)	Symbolism, Anthropomorphism	Simple diction, Rhythmic structure	Metaphor, Familiar imagery
She shines on thieves on the garden wall,	Personification, Alliteration (“she shines”), Imagery	Contrast (light and dark elements)	Visual imagery, Balanced phrasing	Descriptive rhetoric, Juxtaposition
On streets and fields and harbour quays,	Imagery, Alliteration (“harbour quays”)	Enumeration, Visual setting	Parallelism, Descriptive detail	Accumulation, Expansive imagery
And birdies asleep in the forks of the trees.	Personification (“birdies asleep”), Imagery	Soothing tone, Descriptive language	Gentle phrasing, Natural imagery	Emotional appeal, Tranquil setting
The squalling cat and the squeaking mouse,	Onomatopoeia (“squalling”, “squeaking”), Imagery	Sound symbolism, Contrast	Auditory imagery, Sound play	Phonetic emphasis, Dramatic contrast
The howling dog by the door of the house,	Onomatopoeia (“howling”), Alliteration (“door of the house”)	Symbolism (dogs as nocturnal creatures)	Auditory imagery, Repetition	Evocative sound, Foreboding atmosphere
The bat that lies in bed at noon,	Imagery, Contrast (day vs. night)	Symbolism (bat as a night creature)	Concise phrasing, Visual contrast	Rhetorical contrast, Emphasis
All love to be out by the light of the moon.	Personification (“love to be out”), Symbolism	Moon as a guiding force	Rhythmic flow, Soft phrasing	Imaginative appeal, Universal symbolism
But all of the things that belong to the day	Contrast (day vs. night), Imagery	Juxtaposition, Structural balance	Parallelism, Emphasis on dichotomy	Rhetorical contrast, Balanced phrasing
Cuddle to sleep to be out of her way;	Personification (“cuddle to sleep”), Imagery	Soft consonance, Gentle tone	Lyrical rhythm, Comforting phrasing	Euphony, Gentle persuasion
And flowers and children close their eyes	Symbolism (flowers and children as innocence), Imagery	Natural cycle, Peaceful setting	Parallelism, Lulling rhythm	Pathos (innocence of children), Warmth
Till up in the morning the sun shall arise.	Symbolism (sun as renewal), Personification	Closure, Transition from night to day	Predictable phrasing, Symbolic closure	Epiphora, Hopeful conclusion

Themes: “The Moon” by Robert Louis Stevenson

• The Contrast Between Day and Night
• One of the central themes in “The Moon” by Robert Louis Stevenson is the stark contrast between the activities of the day and those of the night. The poem illustrates how certain creatures, like “the squalling cat and the squeaking mouse” and “the howling dog by the door of the house,” become active under the moon’s glow, while others retreat into slumber. This contrast is reinforced by the juxtaposition of nocturnal and diurnal beings, emphasizing the natural rhythm of life. Stevenson presents the moon as a silent observer of the night, overseeing the world that awakens when “all of the things that belong to the day cuddle to sleep to be out of her way.” The imagery of children and flowers closing their eyes suggests that night serves as a time of rest and renewal, preparing them for the return of daylight when “the sun shall arise.”
• The Moon as a Silent Guardian
• Throughout the poem, the moon is depicted as a constant and watchful presence in the nighttime world. The personification in the line “The moon has a face like the clock in the hall” reinforces the idea that the moon, like a timekeeper, watches over everything, marking the passage of time. It shines upon all beings without discrimination, whether they are innocent sleepers like “birdies asleep in the forks of the trees” or more ominous figures like “thieves on the garden wall.” This omnipresence of the moon suggests a protective role, illuminating the dark world and guiding nocturnal creatures through the night. The poem thus portrays the moon as an ever-present entity that maintains balance in nature, ensuring that the cycle of night and day continues uninterrupted.
• The Cycle of Nature and Time
• Stevenson’s poem emphasizes the inevitable passage of time and the cyclical nature of existence. The moon and the sun function as symbols of this cycle, marking the transition from night to day and back again. The imagery of “flowers and children clos[ing] their eyes” suggests a universal pattern of rest and renewal that repeats daily. The phrase “till up in the morning the sun shall arise” signals the conclusion of the moon’s domain and the return of daylight, reinforcing the idea that time moves in a perpetual loop. By highlighting these transitions, Stevenson connects the natural world to the structured flow of time, much like the “clock in the hall” that keeps track of hours. This theme subtly teaches young readers about the predictability and order in nature, making it a foundational concept in early literature.
• The Mystical and Enchanting Nature of the Night
• The poem captures the mystery and allure of the nighttime world, portraying it as a realm of both tranquility and quiet activity. While daytime is associated with structure and routine, the night, illuminated by the moon, is filled with creatures that thrive in the darkness. The description of “the bat that lies in bed at noon” emphasizes the reversal of usual expectations, suggesting that nighttime holds its own unique rhythm and purpose. Stevenson’s use of sound imagery, such as “the squalling cat and the squeaking mouse,” brings the nocturnal world to life, making it feel vibrant and alive. At the same time, the poem maintains a dreamlike quality, as even the more active elements of the night seem to exist within a hushed and gentle atmosphere. This theme appeals to a child’s imagination, encouraging a sense of wonder about the unseen world that exists after bedtime.

Literary Theories and “The Moon” by Robert Louis Stevenson

Literary Theory	Application to the Poem	Supporting Lines from the Poem
Formalism	Analyzes the poem’s structure, rhyme, imagery, and use of literary devices such as personification and simile.	“The moon has a face like the clock in the hall;” (Simile, Personification)
Structuralism	Examines the binary oppositions present in the poem, such as night vs. day, stillness vs. movement.	“But all of the things that belong to the day / Cuddle to sleep to be out of her way;” (Day/Night Contrast)
Psychoanalytic Theory	Explores the moon as a symbolic figure of the unconscious, dreams, and nocturnal thoughts.	“And flowers and children close their eyes / Till up in the morning the sun shall arise.” (Symbolism of Sleep and Rest)
Ecocriticism	Highlights the poem’s connection to nature and its depiction of ecological rhythms between night and day.	“She shines on thieves on the garden wall, / On streets and fields and harbour quays,” (Nature’s Interaction with Light)

Critical Questions about “The Moon” by Robert Louis Stevenson

• How does Stevenson use personification to characterize the moon in “The Moon”?
• Robert Louis Stevenson employs personification in “The Moon” to give the celestial body human-like qualities, enhancing its role as an active observer of the nighttime world. The line “The moon has a face like the clock in the hall;” directly attributes a face to the moon, suggesting it possesses consciousness or awareness similar to a watchful guardian. This comparison implies that, like a clock, the moon is a constant presence, marking the passage of time and illuminating the night. Additionally, Stevenson describes how the moon “shines on thieves on the garden wall,” implying that it not only provides light but also silently observes human activity. Through personification, the poem creates a comforting yet omnipresent moon that watches over the world, reinforcing a sense of security and wonder. This technique helps young readers relate to the moon as a familiar and engaging figure, making nighttime feel less mysterious and more inviting.
• How does “The Moon” explore the theme of duality between night and day?
• Stevenson’s “The Moon” presents a clear contrast between the activities of night and day, illustrating a cyclical pattern in nature. The line “But all of the things that belong to the day / Cuddle to sleep to be out of her way;” highlights how daytime creatures and objects retreat at night, making room for nocturnal life. This binary opposition is central to the poem, reinforcing the structured rhythm of the natural world. The poet contrasts the nocturnal beings—such as “the squalling cat,” “squeaking mouse,” and “howling dog”—with daytime elements like “flowers and children” that “close their eyes” in preparation for the sun’s return. This duality not only showcases the separation between the two periods but also emphasizes their interdependence; just as night brings an end to day, day inevitably returns, replacing the moon with the sun. Through this interplay, Stevenson highlights the balance in nature and the inevitability of time’s passage.
• How does “The Moon” create a sense of wonder and enchantment about the night?
• Stevenson’s “The Moon” is filled with an air of enchantment, transforming the night into a magical realm overseen by a silent guardian. The imagery in “And birdies asleep in the forks of the trees” evokes a sense of quiet beauty, emphasizing the peaceful aspects of the night. At the same time, Stevenson includes more active and eerie elements, such as “the squalling cat and the squeaking mouse” and “the bat that lies in bed at noon,” to highlight the peculiar and unseen life that thrives after dark. The rhythmic structure and soft, flowing language contribute to the poem’s lullaby-like quality, inviting young readers to imagine the nighttime as a mysterious yet fascinating world. By presenting the moon as an omnipresent figure watching over all creatures, Stevenson nurtures a childlike sense of curiosity and comfort, making the night seem less intimidating and more wondrous.
• How does “The Moon” reflect a child’s perspective on nature and the night?
• Stevenson’s “The Moon” is deeply embedded in a child’s perspective, portraying the night not as a time of fear, but as a realm of gentle observation and structured activity. The moon’s personification makes it seem approachable and friendly rather than distant or cold. The playful descriptions of animals—such as “the squalling cat” and “squeaking mouse”—reflect how a child might perceive nighttime sounds as animated and lively rather than ominous. Additionally, the mention of “flowers and children” closing their eyes reinforces the innocence associated with sleep, a natural part of childhood routines. The predictable conclusion—“Till up in the morning the sun shall arise.”—mirrors a child’s understanding of the day-night cycle as a reassuring and expected event. Stevenson’s use of simple, rhythmic language further enhances the poem’s accessibility to young readers, making it an engaging piece that aligns with a child’s imaginative view of the world.

Literary Works Similar to “The Moon” by Robert Louis Stevenson

1. “Silver” by Walter de la Mare – This poem, like “The Moon”, personifies the moon as a gentle observer of the night, casting silver light on the sleeping world.
2. “The Owl and the Pussycat” by Edward Lear – Although whimsical, this poem shares “The Moon”‘s rhythmic, child-friendly tone and imagery of nighttime adventures.
3. “Who Has Seen the Wind?” by Christina Rossetti – Similar to “The Moon”, this poem explores nature’s unseen forces through personification and simple yet lyrical language.
4. “The Night” by William Blake – This poem, like “The Moon”, portrays nighttime as a peaceful, protective force, with a celestial presence watching over the world.

Representative Quotations of “The Moon” by Robert Louis Stevenson

Quotation	Context	Theoretical Perspective
“The moon has a face like the clock in the hall;”	The poem begins by personifying the moon, comparing it to a household clock, making it familiar and relatable.	Formalism – Examines the use of simile and personification to create vivid imagery.
“She shines on thieves on the garden wall,”	The moon is depicted as an impartial observer, illuminating both innocence and mischief.	New Historicism – Reflects how nature is beyond moral judgment, observing all human actions equally.
“On streets and fields and harbour quays,”	The moon’s light extends everywhere, showing its universal presence.	Structuralism – Demonstrates the symbolic structure of light as a unifying force.
“And birdies asleep in the forks of the trees.”	Highlights the peaceful side of nighttime, as small creatures rest under the moon’s watch.	Ecocriticism – Focuses on the connection between animals and natural cycles.
“The squalling cat and the squeaking mouse,”	Introduces the nighttime activity of creatures, contrasting with the stillness of the sleeping world.	Psychoanalytic Theory – The unconscious, often associated with night, awakens while the conscious mind sleeps.
“The bat that lies in bed at noon,”	Reinforces the reversal of natural rhythms, showing creatures adapted to night.	Poststructuralism – Challenges traditional binaries of day and night as fixed entities.
“All love to be out by the light of the moon.”	Suggests that nighttime is an active and appealing space for certain beings.	Romanticism – Celebrates the moon’s enchantment and the wonder of nocturnal life.
“But all of the things that belong to the day / Cuddle to sleep to be out of her way;”	Draws a sharp contrast between day and night, reinforcing their cyclical nature.	Structuralism – Explores binary oppositions in literature, such as night vs. day.
“And flowers and children close their eyes”	Connects nature and innocence, showing a shared need for rest and renewal.	Humanism – Emphasizes the universal human experience and connection to nature.
“Till up in the morning the sun shall arise.”	The poem ends with the assurance that day will return, maintaining the natural cycle.	Formalism – Highlights structural closure and rhythmic balance in the poem’s resolution.

Suggested Readings: “The Moon” by Robert Louis Stevenson

1. Stevenson, Robert Louis. Robert Louis Stevenson: A child’s garden of verses. Vol. 16. Scribner, 1895.
2. Schmitt, Cannon. “Technical Maturity in Robert Louis Stevenson.” Representations, vol. 125, no. 1, 2014, pp. 54–79. JSTOR, https://doi.org/10.1525/rep.2014.125.1.54. Accessed 11 Feb. 2025.
3. Colley, Ann C. “‘Writing Towards Home’: The Landscape of ‘A Child’s Garden of Verses.'” Victorian Poetry, vol. 35, no. 3, 1997, pp. 303–18. JSTOR, http://www.jstor.org/stable/40003054. Accessed 11 Feb. 2025.