Biblical Allusions in Literature

The definition of an allusion: “A figure of speech that makes brief reference
to a historical or literary figure, event, or object” (Harmon and Holman 14).
 The purpose of the allusion is to give readers greater depth and knowledge of
the writer’s intent/message by helping them to recognize and understand the
word choice of the figure of speech.
 However, because of context, while allusions widen and deepen the text, at the
same time they are limiting factors helping the reader not misread the author’s
intent.
 When understood by the reader, allusions create a shared community, giving
readers confidence that they understand the author’s intention.
 Biblical allusions really have nothing to do with religion or putting forward
Judaism or Christianity.

They provide the writer with an opportunity to expand his/her ideas to
demonstrate a timelessness inherent in the story being told.
 The references—when understood by the reader—expand the understanding
of European and American literature, and allow the similarity in stories to
unite a cultural inheritance.

The biblical allusion uses words and/or situations that make direct
references to biblical stories, characters, places, or motifs within a larger
story/text. This is purposeful on the part of the writer.

The reader should be careful not to impose his/her own religious belief on the
text, but understand the writer’s purpose for the allusion.
 Not all writers understand references themselves so
readers must be careful not to assume the entirety of
the biblical allusion is significant.
 All metaphors, motifs, and allusions break down at
some point, even references within the Bible itself:
Joseph
Jesus
The favorite son of 12 sons
The only son
Sold into slavery by his
brothers
Sold by his disciple Judas into
death
Becomes a ruler second only
to Pharaoh
Resurrected and restored to
heavenly authority
 The story allusion of Joseph/Jesus breaks down if the
attempt is made to make every point of either
reference to the characters’ stories fit together exactly.
Joseph
Jesus
The eldest son of Jacob’s
favorite wife
No favorite wife involved;
only son of God
Serves time in prison
Never imprisoned
Joseph’s sons will inherit land No natural children or
in Canaan
physical inheritance
e.g. Jesus uses Jonah as an allusion of himself
(Matthew 12:40 and Jonah 1:17)
Jonah
Jesus
Three days and three
nights in belly of great fish,
then vomited on the shore
Buried three days and
three nights after his death,
then resurrected
That is the entire allusion (bold); the purpose for the
burials are entirely different as are the restorations to the
world. Jesus’ intent in using the allusion is to have his
primarily Jewish audience understand what will happen to
him by referencing a previous, universally known story.
Rather than providing the students with a list of potential allusions:
 Ask them to come up with a list of Bible stories, names of biblical
characters; you might even use the names in the class: Daniel, David,
John, Paul, Joshua, Abigail, Hannah, Mary, Rachel, Sarah . . . .
Although the names may not have been given with biblical reference in
mind, the teacher could have the students “google” their name and
present the biblical character to the class.
 Have students take the statements from the information on allusions
and biblical allusions and turn them into questions which they will use
to analyze literary text. These questions will become “higher order”
reader questions a la Bloom’s taxonomy.
 Ask students to recall the nursery rhyme—even sing it! Write the words
on the board. Ask students to identify the biblical allusions.
Mary had a little lamb;
Its fleece was white as snow,
And everywhere that Mary went,
The lamb was sure to go.
It followed her to school one day,
Which was against the rule.
It may the children laugh and play
To see a lamb at school.
Mary
The Virgin Mary, mother of Jesus
(Matthew 1: 18-25)
lamb
Jesus as the lamb (John 1: 29)
Fleece as white as snow
Fleece (Revelation 1: 14)
White as snow (Isaiah 1: 18)
Everywhere that Mary went, the lamb
was sure to go
Everywhere (Matthew 28: 20)
Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life and bid thee feed.
By the stream and o'er the mead;
Gave thee clothing of delight,
Softest clothing wooly bright;
Gave thee such a tender voice,
Making all the vales rejoice!
Little Lamb who made thee?
Dost thou know who made thee?
Little Lamb I'll tell thee,
Little Lamb I'll tell thee!
He is called by thy name,
For he calls himself a Lamb;
He is meek and he is mild,
He became a little child;
I a child and thou a lamb,
We are called by his name.
Little Lamb God bless thee.
Little Lamb God bless thee.
 Put students in pairs; give them copies of the poem
and have them read the poem twice—once silently;
once out loud to each other. Encourage them to circle
repeated words and write notes about their thinking as
they read the poem.
 Use the reader questions developed from the
definitions of allusion and biblical allusion for class
discussion regarding the poem.
 Why does the speaker use questions?
 How is the poem reminiscent of “Mary . . . “?