maggie and milly and molly and may Analysis - Literary devices and Poetic devices

maggie and milly and molly and may

By E. E. Cummings

maggie and milly and molly and may
went down to the beach (to play one day)

and maggie discovered a shell that sang
so sweetly she couldn’t remember her troubles, and

milly befriended a stranded star
whose rays, five languid fingers, were;

and molly was chased by a horrible thing
which raced sideways while blowing bubbles: and

may came home with a smooth round stone,
as small as a world and as large as alone.

For whatever we lose (like you or me)
it’s always ourselves we find in the sea

Summary of Maggie and Milly and Molly and May

Understanding the Poem’s Essence: Published in 1959 as part of the collection 95 Poems, “maggie and milly and molly and may” is a deceptively simple poem that explores themes of childhood, experience, and self‑discovery. The poem follows four girls—maggie, milly, molly, and may—as they spend a day at the beach, each encountering unique experiences that resonate with deeper emotional truths.
A Reflection of Life’s Journey: The poem is not simply a recounting of a beach day; it is an allegory for life’s journey. Each girl’s experience—maggie’s solace, milly’s connection, molly’s fear, and may’s quiet contemplation—represents different facets of the human condition. The poem suggests that even within the same space and time, individual experiences are deeply personal and shape our understanding of ourselves and the world around us.
Central Themes: The core themes woven throughout the poem include the power of imagination, the acceptance of both joy and fear, and the realization that even in loss, we ultimately rediscover ourselves. The concluding lines powerfully assert that “whatever we lose,” we ultimately “find… ourselves,” suggesting a cyclical nature to experience and the enduring power of the self.

Analysis of Literary Devices Used in Maggie and Milly and Molly and May

E. E. Cummings skillfully employs a range of literary devices to elevate “maggie and milly and molly and may” beyond a simple narrative. These devices contribute to the poem’s thematic richness and emotional resonance.

Assonance: The repetition of vowel sounds creates a musicality and emphasizes certain words. Note the repetition of the short “e” sound in “went down to the beach (to play one day)” which gives a light and airy feeling.
Alliteration: The close repetition of consonant sounds, like the “m” in “maggie and milly and molly and may,” immediately draws attention and creates a playful, rhythmic quality. It mimics the chanting of children’s names and sets a childlike tone.
Consonance: Similar to alliteration, but focusing on repeating consonant sounds within words rather than at the beginning, consonance adds subtle musicality. The repetition of the “l” sound in “rays, five languid fingers, were” creates a sense of fluidity and softness.
Enjambment: This technique involves the continuation of a sentence or phrase from one line to the next without a pause. Consider the lines “may came home with a smooth round stone, as small as a world and as large as alone.” The enjambment creates a sense of flow and emphasizes the vastness of may’s discovery, connecting the small stone to the enormity of the world and the feeling of solitude.
Imagery: Cummings utilizes vivid imagery to create sensory experiences for the reader. “A shell that sang” evokes both auditory and visual sensations, while “a horrible thing which raced sideways while blowing bubbles” creates a bizarre and unsettling image. These images are not merely descriptive; they are emotionally charged, representing different states of being.
Symbolism: The poem is rich in symbolic meaning. The beach itself can be interpreted as a liminal space between the conscious and unconscious, reality and imagination. Each girl’s discovery—the singing shell, the stranded star, the frightening creature, and the smooth stone—symbolizes different aspects of the human experience. The stone, “as small as a world and as large as alone,” is particularly potent, representing both the immensity of the universe and the profound feeling of individual isolation.
Irony: The concluding lines, “For whatever we lose (like you or me), it’s always ourselves we find in the sea,” present a subtle irony. While loss is often perceived as a diminishment, the poem suggests that it is through loss that we ultimately rediscover our authentic selves. It is a paradoxical statement that encourages introspection and acceptance.

Analysis of Poetic Devices Used in Maggie and Milly and Molly and May

While literary devices encompass a broader range of techniques, poetic devices are specifically employed within the art of poetry to achieve particular effects.

Diction: Cummings’ careful selection of words, or diction, contributes significantly to the poem’s tone and meaning. The language is simple and childlike, yet infused with poetic resonance. Words like “languid” and “horrible” add layers of complexity to the otherwise straightforward narrative.
Free Verse: “maggie and milly and molly and may” doesn’t adhere to a strict rhyme scheme or metrical pattern. This free verse form allows Cummings to create a natural, conversational rhythm, mirroring the spontaneity of childhood play.
Stanza: The poem is organized into six stanzas, each comprising two lines. This concise structure contributes to the poem’s overall sense of brevity and focus. Each stanza focuses on a specific girl and her encounter, creating a mosaic of individual experiences.
Line Breaks: Cummings’ deliberate use of line breaks enhances the poem’s rhythm and meaning. For example, the short lines describing molly’s encounter with the “horrible thing” create a sense of breathless urgency and fear.

Quotes to be Used

The following lines are particularly poignant and can be used to illustrate the poem’s central themes:

“For whatever we lose (like you or me), it’s always ourselves we find in the sea”

This quote encapsulates the poem’s message of self‑discovery and the cyclical nature of loss and renewal.