At a conference I attended earlier this month, a woman medievalist suggested we stop teaching Beowulf. It was during a session on privilege and position in medievalist pedagogy that the presenter proposed we remove Beowulf from our syllabi and replace it with Judith. She prefaced her proposal with a powerful anecdote: in preparation for reading Judith, she warned her students about encountering sexual violence in the poem. She was particularly concerned about one of her students whom she knew had been victimized, but rather than being triggered, the student said that she had felt empowered by the narrative, that Judith’s heroism helped her see her own strength as a survivor.
By substituting texts focused on male figures with those centering women’s experience, the presenter argued, we would not only be disrupting a predominantly male medieval canon but also be teaching texts that resonate more with the women in our classes. I agree that Judith deserves a place in our reading lists. But the idea that we should sacrifice Beowulf pains me because it was in the pages of Beowulf that I found myself and decided who I wanted to become.
There are many markers from my adolescence that might have signaled my proclivity for medieval studies. I grew up reading The Hobbit and The Lord of the Rings and watching Disney’s Sword in the Stone on repeat. I hoarded anything related to Arthurian legend and collected all the British folklore I could get my hands on. Although my literary preferences tended toward medievalism, my interests were rooted in Medieval England, rather than fantasy. But it wasn’t until I read Beowulf in one of my undergraduate courses that I realized how much I loved medieval literature and wanted to make my way in academia.
I’m a medievalist because I read Beowulf—because it gripped me and pulled me in and has never let me go. So the thought of removing it from my syllabus is, frankly, unfathomable because I remember the way it whispered to me in a language at once ancient and familiar and how it made my heartbeat feel like the echo of drums carried across so much water.
Setting Beowulf aside to center women with other Medieval English texts implies not only that its female characters are unworthy subjects of study but also that the poem does not or cannot resonate with women. Discarding Beowulf would, I think, do us all a disservice.
The women of Beowulf have long been relegated to the margins, a critical tradition that corroborates the misperception of the poem as both about and for men. Women medievalists, too, have been underrepresented in the adjacent scholarship. Indeed, Beowulf studies suffers from a gender problem in a way that scholarship on other iconic medieval texts does not. Women publish proportionately less on Beowulf than they do on many other texts in the Old English corpus, a disparity that does not appear to correlate with women’s limited representation in the narrative. Even The Battle of Maldon, which includes no female characters whatsoever, generates more published work by women than Beowulf does, relatively speaking. The same is true for The Wanderer, The Seafarer, and The Dream of the Rood. Women are eclipsed by men in the production of published editions and translations of the poem, as well as in their contributions to critical anthologies. I suspect that our skewed scholarly representation does not reflect a lack of interest in the poem but, rather, the extent to which we are welcomed to engage with it.
For example, Meghan Purvis, whose stunning translation was published in 2013, did not initially feel that a translation of Beowulf was a project she should undertake. In the preface to her translation, she writes, “I was in my third year of university when the professor of my History of the English Language class stood up at the front of the lecture hall and recited the opening of English’s first epic poem. The hair on the back of my neck stood up…It was because the class was taught by Professor Jennifer Bryan, and it was the first time I’d heard Old English spoken by a woman.” Purvis acknowledges that “[t]here were, of course, women already working with Old English,” but it was the experience of hearing the language of Beowulf voiced by a woman that invited her to consider that “Beowulf was a story [she] could tell.”
Like Purvis, I have also felt that Beowulf was not within my reach—as a non-traditional student who came to the story late and the language even later and as a female scholar who is keenly aware not only of the vastness of Beowulf studies but also of the academic landscape’s predominantly male and often hostile terrain. So while my singular love for the poem most certainly influences my desire to teach it, I will continue to include Beowulf in future courses because I want other women to feel welcome to find themselves in its pages.
We do not need to stop teaching Beowulf. We do, however, need to think about teaching it in ways designed to destroy the stigmas surrounding women’s interest in the text and any misconstrued ideas about gendered accessibility. Instead of eliminating Beowulf and other similarly male-centric Old English texts from our literature courses, let’s actively reflect upon how we teach these texts and revise traditional pedagogical practices that inherently center men in the canon and in our classrooms. Let’s teach the Old English Judith alongside Beowulf; The Wife’s Lament and Wulf and Eadwacer in tandem with and not simply supplemental to The Wanderer and The Seafarer.
When teaching Beowulf, let’s incorporate translations by women—whether more conservative or more creative depending upon our individual preferences. For my part, I am particularly fond of Meghan Purvis’s translation, which multiplies women’s voices, underscores their position in relation to violence, and renders Grendel’s mother visible in a way that highlights both her ferocity and her femaleness, as exemplified in this excerpt:
Grendel was torn apart, and she came looking for the meat
of her son, hanging from hooks in the ceiling. Her home was a death-house, was becoming Grendel’s tomb; the hell-dam came – and was she less frightening
for being a woman? – hardly. The men in the dark room screamed out that “he” was here, too caught in pain and fear to see the claw at the end of an arm smooth
and hairless, sharp teeth in a softer jaw.
Furthermore, maybe we focus on Grendel’s mother and the fear she evokes through her fury and her fighting skills. Maybe we review a variety of translations with our students, analyzing how and why representations of Grendel’s mother vary so greatly—from woman to monster, a mere-wyf, a “monstrous hellbride,” and even Angelina Jolie. Then we also teach Judith. Maybe together, she and Grendel’s mother can swallow up any remaining misconceptions about women’s proximity to the Old English heroic poetry.
 See Seamus Heaney’s Beowulf (W. W. Norton and Company, 2000).
 See Beowulf, directed by Robert Zemeckis (2007).
Emily McLemore PhD Candidate in English University of Notre Dame
As a specialist in the study of women’s education and literacy in England in the Middle Ages, I’m asked this question a lot. I’ll cut to the chase: YES.
How do we know this?
Medieval England (on which I’ll focus this blog) was a multilingual nation.1 English had been its primary vernacular from the time of the Anglo-Saxons (about 450) until the Norman Conquest of 1066, when French became the language of the nobility, government, and diplomacy.2 By the mid-fifteenth century, though, English had reasserted dominance as the primary vernacular language, while the Church, clerics, and higher education continued to use Latin.3 Because medieval English people would have heard and used all three languages in daily life, children were taught to read and speak all of them.4 Whether children’s reading knowledge became advanced depended on the importance of reading in their lives and what socioeconomic station they attained. In fact, most of the evidence for literacy survives from the upper classes; uncovering the history of less privileged groups remains difficult.
Medieval scholars commonly thought of childhood in three divisions: infantia (birth to about 7 years), pueritia (about 7 to 14 years), and adolescentia (about 14 to 21 years).5 The teaching of reading began in infantia with parents and nurses, if the family could afford such help.
Girls and boys began by learning the letters of the Latin alphabet and the sounds they made. In this way they acquired the basic skills of early reading, called contemporaneously sillibicare (sounding out syllables) and legere (sounding out words), even if they didn’t understand what those sounds or words meant.6 Singing might have been used as well to teach pronunciation, as sung Latin was used in church services. Because reading was important to promote spiritual instruction, and had indeed been cited at least as far back as Jerome in the fourth century as a reason girls should be taught to read, some of the earliest texts learned were the Pater Noster, the Ave, and the Creed. Alphabets and these simple prayers could be written out on a variety of surfaces: boards, painted walls, wooden trays covered in ash or sand, ceramic or metal vessels, or hand-held tablets made of materials such as slate, horn, or board covered in parchment (more on this below).
Beginning around 1300 in England, medieval parents had a model of teaching in St. Anne, the mother of the Virgin Mary. Depictions of her teaching Mary to read appeared in stained-glass windows, manuscript illuminations, wall paintings, and other artistic representations.7 One such survives today in the Church of St. Nicholas in Stanford-on-Avon, Northamptonshire, England.
In this window, Mary is shown sitting in Anne’s lap and holding a bound book with letters written on its pages. She holds the book open so the text is visible to the reader. Her mother Anne points upward, in a gesture both teacherly and pointing heavenward, perhaps emphasizing the importance of reading for spiritual development.8
This beautifully-painted miniature from a Book of Hours shows Anne and a young Mary holding a book together. With her right hand, Anne isolates text for Mary to examine.
Other surviving representations show Anne using a hornbook (mentioned above) to teach Mary to read. This illustration comes from a Book of Hours that originated in England around 1325–1300.
This detail shows the hornbook more closely.
Though the hornbook was at least a medieval invention (discussed recently by Erik Kwakkel and Trinity College, Cambridge, librarians), it survives only from early modern centuries, as in this example, created in London around 1625. The text is printed on sheepskin parchment and fixed to an oak paddle with a brass frame and iron nails; the handle is used for holding the hornbook. The parchment is laminated over with a processed animal horn (hence the name) to protect the text.
A text from the 1230s, written by a layman, Walter of Bibbesworth, also reveals much about how boys and girls learned, especially languages, in a gentry household. Bibbesworth was a wealthy English landowner and a knight who wrote this book for his neighbor and fellow member of the gentry, Dionisie de Munchensi. Dionisie had three young children to educate, and as part of the expectations of their class, they would have needed to learn a French more advanced than what they would have picked up through everyday living. The image below shows the opening leaf of Walter of Bibbesworth’s Tretiz.
Walter addresses Dionisie in column 1, lines 10-20, identifying the purpose of his text: “Chere soer, pur ceo ke vous me / pryastes ke jeo meyse en ecsryst [sic] / pur vos enfaunz acune apryse / de fraunceys en breve paroles” (Dear sister, because you have asked that I put in writing something for your children to learn French in brief phrases). What follows is a narrative poem, beginning in column 1, line 21, that describes childhood, starting with birth and ending in young adulthood with a large household feast. In each scene, Walter presents French vocabulary for Dionisie’s children to learn.
Many clues in the text demonstrate that the physical book was shown to children so they could learn the reading of words on a page, not just the sounds of them. Walter gives many homophones, for example, that would only make sense in writing, rather than in pronunciation. Some of the vocabulary also has English translations written in between the lines of the main text. You can see this in the image above in the poem, which starts at column 1, line 21, and goes into column two. All the smaller words written between the lines give the English translation of the main text, which is written in French.
In pueritia and adolescentia
Once they moved into pueritia (about 7-14 years of age), girls of the upper classes would often transition into the care of a mistress (called at that time magistra, magistrix, or maitresse). The mistress provided education in such things as deportment, embroidery, dancing, music, and reading.9 For any skills the mistress did not herself have, she could bring in other household members, such as the minstrel for musical training, the chaplain for more advanced reading and spiritual instruction, and the huntsman for hunting. Specialized academic tutors could teach girls more advanced academic subjects. Sometimes these well-to-do girls were sent to other households to be fostered, serving as ladies-in-waiting to upper-class women. Girls, especially those of the upper classes, could be sent to nunneries as well (sometimes beginning in infantia) for education. Not all girls sent to nunneries were meant for the vocation of nun.10
As their reading abilities progressed, girls and boys moved on to reading comprehension (intelligere) and began to read more sophisticated spiritual texts, such as prayer-books, books of hours, psalters, antiphonals, and saints’ lives. They also would continue on, as personal libraries grew in the thirteenth century, in reading romances, histories, poetry, classical authors, theology, philosophy, and more. It is most likely, given that women were not admitted to the university (unlike boys, who could progress from this stage to Latin grammar school and then on at a university level to the study of business, liberal arts, medicine, canon or civil law, or theology), that the reading of these last few would have been limited to girls whose families could afford private tutors.
By the time they reached adulthood, women who were privileged enough to have obtained a sophisticated education and their own libraries could be avid readers.
The historical and literary records provide examples of such sophisticated learning, primarily among the nobility. For example, the Norman monk and chronicler Robert of Torigni (c.1110–1186), praised the education of St. Margaret of Scotland (d. 1093) and her daughter Matilda (1080–1118), wife of Henry I, writing, “Quantae autem sanctitatis et scientiae tam saecularis quam spiritualis utraque regina, Margareta scilicet et Mathildis, fuerint” (Of how great holiness and learning, as well secular as spiritual, were these two queens, Margaret and Matilda).11
In a different Latin life, commissioned by Matilda about her mother Margaret, the biographer describes how Margaret from her childhood would “in Divinarum lectionum studio sese occupare, et in his animum delectabiliter exercere” (occupy herself with the study of the Holy Scriptures, and delightfully exercise her mind) and notes that her husband, King Malcom III, cherished the “libros, in quibus ipsa vel orare consueverat, vel legere” (books, which she herself used either for prayer or reading), even though Malcom himself could not read Latin.12
This image above shows the unidentified female patron of this Book of Hours kneeling on a prie-dieu, her prayer book open to the text “Maria mater gratiae” (Mary, mother of grace). This open book with its discernable text has several functions: it leads the reader into the prayer; it demonstrates the piety of the patron, kneeling in prayer before both her spiritual book and the Blessed Virgin and Christ (illustrated on the facing leaf); and it shows one of the primary purposes of teaching children to read: being able to use spiritual texts in personal devotion.
Even women who were not noble and who were not able to read much Latin possessed and used books such as the one pictured above. In the mid-fifteenth century Englishwoman Margery Kempe wrote through her scribe of a memorable time in her church of St. Margaret in King’s Lynn when a chunk of masonry fell from the ceiling down onto her as she was praying with her prayer book in hand.
The image below comes from her Book of Margery Kempe as preserved in London, British Library, Additional MS 61823. Lines 24-28 narrate, “Sche knelyd upon hir / kneys heldyng down hir hed. and hir boke in hir hand. / prayng owyr lord crist ihesu for grace and for mercy. Sodeynly fel / down fro þe heyest party of þe cherche vowte fro undyr / þe fote of þe sparre on hir hed and on hir bakke a ston / whech weyd .iii. pownd” (She knelt on her knees, bowing down her head and holding her book in her hand, praying to our Lord Christ Jesus for grace and mercy. Suddenly fell down from the highest party of the church out from under the foot of the rafter onto her head and her book a stone which weighed three pounds). She survived, for which she credited the mercy of Christ.
Finally, a note on those of the working classes. I have not discussed them in detail as it is unfortunately difficult, in fact nearly impossible, to say much about the reading skills of those who left few or no records behind: the great majority of women (and men) of the medieval population were laborers who left little trace in the written record. Yet as we see from the image here below, even for working women, especially in the last few centuries of the Middle Ages, possession and use of books was within the norm, provided those books could be afforded.
My focus here has been tightly on the teaching of reading to medieval English girls. Girls and boys alike were taught to read, and began their reading education in the same ways. Boys alone could attend the medieval university and reach the highest (and best educated) ranks of clerics, but if girls had access to the right resources, they too could be highly educated. The evidence demonstrates that the teaching of reading was not linked specifically to gender; rather, it was a function of both socioeconomic station and the usefulness of such skills for one’s life.
If you’re interested in this topic, I cover the subject in much greater detail, with many other examples and suggested readings, in my article, “Women’s Education and Literacy in England, 1066–1540,” in an upcoming special edition of History of Education Quarterly and the accompanying HEQ&A podcast, both of which will be linked here once live.
Megan J. Hall, Ph.D. University of Notre Dame
 On languages in medieval England, see Amanda Hopkins, Judith Anne Jefferson, and Ad Putter, Multilingualism in Medieval Britain (c. 1066–1520): Sources and Analysis (Turnhout, Belgium: Brepols, 2012).
 W. M. Ormrod, “The Use of English: Language, Law, and Political Culture in Fourteenth-Century England,” Speculum 78, no. 3 (July 2003), 750–87, at 755; and William Rothwell, “Language and Government in Medieval England,” Zeitschrift für französische Sprache und Literatur 93, no. 3 (1983), 258–70.
 David Bell, What Nuns Read: Books and Libraries in Medieval English Nunneries (Kalamazoo, MI: Cistercian Publications, 1995), 57.
 On the complexities of a trilingual England, with a number of helpful citations therein for further reading, see Christopher Cannon, “Vernacular Latin,” Speculum 90, no. 3 (July 2015), 641–53.
 A variety of frameworks were imposed upon the ages of humankind, though these major divisions for the stages of childhood were fairly commonly accepted. For a discussion, see Nicholas Orme, From Childhood to Chivalry: the Education of the English Kings and Aristocracy, 1066-1530 (London: Methuen, 1984), 5–7; and Daniel T. Kline, “Female Childhoods,” in The Cambridge Companion to Medieval Women’s Writing, ed. Carolyn Dinshaw and David Wallace (Cambridge, UK: Cambridge University Press, 2003), 13–20, at 13.
 Jocelyn Wogan-Browne, “‘Invisible Archives?’ Later Medieval French in England,” Speculum 90, no. 3 (July 2015), 653–73. For more on levels of reading Latin, see Bell, What Nuns Read, 59–60; and Malcolm B. Parkes, “The Literacy of the Laity,” in Scribes, Scripts, and Readers: Studies in the Communication, Presentation, and Dissemination of Medieval Texts, 1976 (London: Hambledon Press, 1991), 275–97, at 275.
 On the cult of St. Anne and the teaching of reading, see Nicholas Orme, Medieval Children (New Haven, CT: Yale University Press, 2001), 244–45; and Clanchy, “Did Mothers Teach their Children to Read?,” in Motherhood, Religion, and Society in Medieval Europe, 400–1400: Essays Presented to Henrietta Leyser, ed. Conrad Leyser and Lesley Smith (Farnham, UK: Ashgate, 2011), 129–53. For further examples and a detailed analysis of the Education of the Virgin motif, see Wendy Scase, “St. Anne and the Education of the Virgin,” in England in the Fourteenth Century: Proceedings of the 1991 Harlaxton Symposium, ed. Nicholas Rogers (Stamford, UK: Paul Watkins, 1993), 81–98.
 For a discussion of this window, see Orme, Medieval Children,244–45.
 Boys (especially royal princes) typically followed the same path of moving from the nursery into the care of an educator-caretaker: pedagogus (a term used into the eleventh century) or magister or me[i]stre (terms in use from the twelfth century forward) (Orme, From Childhood to Chivalry, 19).
 Excellent reading on the education of girls in nunneries is found in Eileen Power, Medieval English Nunneries, c. 1275 to 1535 (Cambridge, UK: Cambridge University Press, 1922); Alexandra Barratt, “Small Latin? The Post-Conquest Learning of English Religious Women,” in Anglo-Latin and Its Heritage, Essays in Honour of A. G. Rigg on His 64th Birthday, ed. Siân Echard and Gernot R. Wieland (Turnhout, Belgium: Brepols, 2001), 51–65; and J. G. Clark, “Monastic Education in Late Medieval England,” in The Church and Learning in Late Medieval Society: Essays in Honour of R. B. Dobson; Proceedings of the 1999 Harlaxton Symposium, ed. Caroline Barron and Jenny Stratford (Donington, UK: Shaun Tyas/Paul Watkins, 2002), 25–40; and Dorothy Gardiner, English Girlhood at School: A Study of Women’s Education Through Twelve Centuries (Oxford, UK: Oxford University Press, 1929).
 Robert of Torigni [Robertus de Monte], Historia nortmannorum liber octavus de Henrico I rege anglorum et duce northmannorum, ed. J.-P. Migne, Patrologia cursus completus, series latina 149 (Paris, 1853), col. 886; translated in “History of King Henry the First, by Robert de Monte,” ed. Joseph Stevenson, The Church Historians of England vol. 2, part 1 (London, 1858), 10.
 Transcribed in Symeonis Dunelmensis Opera et Collectanea, ed. J. Hodgson Hinde, vol. 1 (London, 1868), at 238, 241, from the version preserved in London, British Library, Cotton MS Tiberius D iii, fols. 179v–186r (late twelfth century).
Growing up, I always loved wizards. All the most epic stories seemed to have them: mysterious wanderers dispensing arcane wisdom and providing just the right information at just the right time to just the right person. Wizards—in particular white male wizards—enjoy a distinct privilege in contemporary Fantasy literature. They are part of a larger trend identified by Helen Young as “habits of whiteness” within the genre. Wizards are often presented as mythic, almost godlike, figures who wield cosmic power and inevitably play a pivotal role in the narrative even if only from the periphery.
Witches, on the other hand, get the short end of the magic wand. From early medieval characterizations of Odin and Merlin to modern Fantasy figures such as Gandalf and Dumbledore, wizened male magic-users are repeatedly glorified, often leaving the more pejorative treatments for characterizations of magical women, especially witches. This wizard male privilege reinforces an ancient tradition of misogyny that likewise reaches back to the classical Greco-Roman myths of Medea and medieval tales of Morgan Le Fay, and which extends to include modern antagonists such as the Land of Oz’s infamous Wicked Witch of the West and Narnia’s White Witch, Jadis. This intersectional blog continues our recent series on magic which has recently explored issues of plague-related magical thinking, late medieval necromancy and sexist witch-stereotypes.
When you think of a wizard, what comes to mind? Probably some grandfatherly magician, a devout guardian of arcane knowledge and power—incorruptible and undaunted—who will face any foe and sacrifice everything for the greater good. These brilliant men are often benevolent and trustworthy advisors, stewarding from their ivory towers and steering the destinies of younger heroes. Someone like this:
This image of Gandalf from Peter Jackson’s film adaptions of J.R.R. Tolkien’s The Hobbit highlights the way in which wizards are visually represented: wizened, powerful and good. This positive treatment of wisemen can be trace in the Abrahamic tradition to figures such as Moses, with his staff, curses and divine knowledge, to the three Magi—zoroastrian priests from Persia—who come to visit Christ and recognize his divinity by astrology. In the medieval tradition, King Arthur’s trusty magician Merlin is credited for building Stonehenge in Geoffrey of Monmouth fanciful Historia regum Britanniae helping to cement Merlin thereafter as an almost archetypal wizard throughout Europe. The Old Norse-Icelandic god of war and occult knowledge, Odin, likewise provides a similar image of a wise man who knows the secret runes and can therefore harness its power and magic. Even in sagas recorded centuries after Christianization, Odin is often still portrayed as generally wise and powerful.
The images of the noble wizard as a knowledgeable magician is later carried forward and adapted from characters such as the early modern Prospero in William Shakespeare’s The Tempest to iconic wizards from contemporary Fantasy literature such as J.R.R. Tolkien’s Gandalf and J.K. Rowling’s Albus Dumbledore. Wizards are principally characterized as knowledge-keepers and their power comes from their supreme intellect and years of devoted study—especially their command over magic words and occult language—emphasizing arcane wisdom and magical literacy above all. They are mentors. They are sages. Sometime they are prophets or even saviors (from Mallory’s Merlin saving an infant King Arthur to Rawling’s Dumbledore saving an infant Harry Potter).
Throughout literary history, wizards are most often of the alchemist and astronomer sort. Of course, there are also the characteristically evil sorcerers (who often take the title of “dark lord”), which include Fantasy archvillains—such as Tolkien’s Sauron or Rawling’s Voldemort. The evil sorcerer trope also encompasses complicated, conflicted or converted wizards, such as Saruman in the Lord of the Rings and Severus Snape in Harry Potter, in addition to lesser known mages such Ged from Earthsea and Raistlin Majere from Dragonlance. Most modern examples of evil sorcerers and “dark lords” are monsterized or racialized (often both), and depicted as inhuman in the fashion of a witch.
The evil sorcerer caricature likewise overlaps with a medieval magical tradition known as necromancy, which often involves imitation and perversion of the Christian mass and church ritual, with the goal of summoning and controlling demons. For this reason, Richard Kieckhefer describes this form a of magic as “demonic” but it is no less learned than other arcane and magical arts, and probably for this reason, necromancers are likewise more often gendered male. Indeed, Gandalf’s mysterious archnemesis in the Hobbit is ambiguously referred to as simply “the Necromancer” who comes from the east and requires a team of elves and wizards to handle.
Now, when you think of a witch, what comes to mind? Probably a withered, old hag—a wicked crone—a gnarled and twisted monster. These terrifying women will enchant or deceive anyone who wanders into their woods, intent on bewitching men or cannibalizing children. Someone like this:
This image above is from Nicolas Roeg’s film adaptation of Roald Dahl’s TheWitches (1983), a telling example from modern literature which perpetuates the demonization and dehumanization of those women labeled witches. The gendered monsterization of certain women on the periphery of society—in particular midwives, spinster, healers and widows—had real world consequences. During the early modern witch-hunts throughout Europe, women were disproportionately the targets of witchcraft accusations and executions. Moreover, prophetic male mystics from the Middle Ages, such as Joachim of Fiore (1202 CE) and Nostradamus (1566 CE), were widely revered as wise men, whereas prophetic female mystics, such as Marguerite Porete (1310 CE) and Joan of Arc (1431 CE), are much more frequently burned at the stake under pretense of witchcraft and heresy. The early modern witch-hunts, which remain one of history’s largest scale gender-specific example of institutionalized misogyny and female persecution. Women were overwhelmingly the target of witchcraft accusations and trials in both Europe and New England, and historians such as Brian Levack estimate that there were over 100,000 trials and that “European communities executed about 60,000 witches during the early modern period,” making it the most significant and alarming historical instance of gendercide in Europe.
Ancient and medieval lore generally regards witches with suspicion and witchcraft with hostility. Indeed, in Old Norse-Icelandic sagas (c. 1100-1500 CE), witchcraft (known as seiðr) is almost always dangerous and frequently linked to heroes’ deaths. Much earlier, Medea is portrayed as sometimes helpful though oftentimes harmful, observable in Ovid’s Metamorphoses (8 CE). Similarly, Morgan Le Fay is an enigmatic character, who is primarily characterized as a great healer in early romances such as those by Chrétien de Troyes (1191 CE), though she is treated more pejoratively by the likes of later medieval authors such as Thomas Mallory in his Le Morte d’Arthur (1485 CE). Both Medea and Morgan contribute to the image of a glamorous witch, one which is balanced by the more regular image of the decrepit, wicked witch epitomized by Shakespeare’s Weird Sisters in Macbeth (1606 CE). Sometime witches are not one or the other, but rather both simultaneously hideous and enchanting, such as the witch in the “Wife of Bath’s Tale” from Geoffrey Chaucer’s Canterbury Tales (1400 CE).
Witch-stereotypes, discussed at length by Levack, emphasize how witches operated on the fringes of society. Their magic is generally regarded as primarily folkloric and herbal in nature, derived from specific ingredients and powerful concoctions, connecting them to what Kieckheifer refers to as “natural magic” that centers on unlocking the occult powers of nature. Indeed, witches may be beautiful or ugly—but whatever the case they are almost always conniving and treacherous—a far cry from presentations of wizards as kind embodiments of timeless wisdom.
Although witches never got a fair shake, things get exceptionally worse following Jacob Sprenger and Heinrich Kramer’s publication of the infamous Malleus maleficarum (1487), which codifies witch-stereotypes in an effort to provide an inquisitor’s guide to witch-hunting prior to the Protestant Reformation and the major outbreaks of witch-hunting hysteria in places like England and Germany. The Malleus characterizes witchcraft as a form of demonic magic and outlines specific behaviors and rituals in which witches allegedly engaged, in particular the dreaded witch’s sabbath, depicted as a massive gathering in the forest in which evil spells and orgies with demons were purportedly standard practice.
Although thousands of women and men were accused and executed under pretense of witchcraft across Europe, in the United States, witch hunting and hysteria is often discussed in isolation as a brief phenomenon resulting from a combination of religious fundamentalism and political rivalry in New England. This horrific episode in early American history was further popularized by Arthur Miller’s Crucible, which recounts the Salem witch trials. Although the American witch trials pale in comparison to their European counterparts, the increased racialization of witchcraft in the “New World” can be observed from the treatment of Tituba, an African slave and the first woman accused of witchcraft in New England, to later myths surrounding figures such as Marie Laveau, the famous Louisiana Creole herbalist, midwife and practitioner of Voodoo.
The standard, monsterized, racialized and genderized image of a wicked witch—crafted from a culmination of ancient, medieval and modern stereotypes—has expanded in contemporary popular culture, and white wizard male privilege looms as large as ever. Modern literary examples further demonize witches and folktales, such as Russian stories of the conflict between the benevolent winter-wizard Morozko, a grandfather winter character, and the notorious Baba Yaga, who remains one of the most popular witches in modern Russia. Again, the patriarchal image of a white wizard is complemented by his adversary, the wicked, old witch-woman who lurks in the forest and preys on children.
This blog aims to illustrate the magical double standards embedded in respective idolization of wizards and demonization of witches throughout Western literary history which persists today and are continually displayed in the visual rhetoric of modern representations of magic-using women and men.
One way to demonstrate this tradition of misogyny with respect to gendered magic, which I am identifying as wizard male privilege, is to view some depictions of witches and wizards from popular literature juxtaposed against each other:
Prospero and Sycorax from William Shakespeare’s Tempest:
Perhaps as important as Moses, Merlin or Odin in establishing wizard-stereotypes and white male wizard privilege is the character of Prospero from William Shakespeare’s The Tempest. As his Weird Sisters epitomize literary witch-stereotypes, Prospero represents an archetypal wizard—a brilliant man of pure heart, who prizes learning and knowledge above all—and whose arcane knowledge allows him to control spirits of the island, like Ariel, and defeat the former ruler of the island—the evil and racialized witch Sycorax, who is mother to the monster Caliban. Like Salem’s Tituba, Sycorax represents an early modern racialization of witches, which served to uphold European colonialism, genocide and slavery during the early modern era.
The Wizard of Oz & the Wicked Witch of the West from Frank Baum’s Wizard of Oz.
This classic pair represent the first distinctly American wizard and witch, and they are dramatized in one of the first color films. Since the film played up the use of color, the prominent image of green-skinned witch—a racialization and monsterization of her—has become almost ubiquitous in visual depictions contributing to the development of witch-stereotypes in American popular culture. However, Baum’s TheWizard of Oz novel, which does not feature green-skinned wicked witches, also offers an alternative to witch-stereotypes by providing “good witches” to balance the wicked ones. These good witches are as beautiful and wonderful as wicked witches are hideous and horrific, and notably these good witches are white, while their wicked counterparts are non-white. While TheWizard of Oz includes the possibility of good witches, nevertheless to be regarded as other, weird or nonconformist is condemnable and “wicked” by definition of witch stereotypes and gendered beauty standards in the film, a point which invites further inquiry regarding the issue of gender normativity in images of “good” and “wicked” witches in the TheWizard of Oz.
Gandalf from J.R.R. Tolkien’s Hobbit & Jadis (the White Witch), from C.S. Lewis’ Lion the Witch and the Wardrobe:
Comparing Gandalf and Jadis is, of course, limited in so far as they are characters from different books by different authors. Nonetheless, Tolkien and Lewis—both members of the literary group known as the “Inklings”—in some ways share literary tastes and interests, being two of the most influential modern Fantasy authors and close friends. The Odinic Gandalf, perhaps even more than Merlin, serves as an archetypal wizard in modern literature and popular culture, while Jadis (better known as the “White Witch”) is the usurping “Queen of Narnia” who is simultaneously beauteous and hideous, but above all dangerous, like the Hans Christen Andersen’s Snow Queen upon whom she is based. Gandalf’s transformation from a “grey wanderer” to the “white wizard” marks the pinnacle of his divine power actualized by his Christlike death and resurrection. Both Gandalf and Jadis contribute significantly at an important time to the development of modern wizard and witch stereotypes in contemporary Fantasy literature.
Merlin & Mad Madam Mim from Disney’s Sword in the Stone:
Depictions of Merlin and Morgan Le Fay as magical adversaries have continued, and usually the standard wizard and witch stereotypes apply. However, in Disney’s adaption of T.S. White’s Once and Future King, Merlin’s rival sorceress, Mad Madam Mim, is even more stereotypical in her representation, following in line with a general trend in Disney films which repeatedly cast villainous women in these terms. The two nemeses engage in a “wizard’s duel” where they transform into various creatures and attack each other, and rather predictably, Mim cheats but Merlin nevertheless outsmarts her. Mim is by no means the only Disney witch, but rather just one iteration of many, and with very few—very recent—exceptions, in Disney films, witches are treacherous and evil.
Disney has upheld white male wizard privilege at virtually every turn. Disney villains are often racialized sorcerers, such as the ambitious royal vizier Jafar and Dr. Facilier “Mr. Shadow” from the Princess and the Frog (2009). Both are characteristically evil, while older and whiter magic-users like Merlin and King Trident from the Little Mermaid (1989) are depicted as distinctly “good” in that they are patriarchal stewards of the status quo and established order. This is a blatantly observable instance of white supremacy in Disney films, which portrays specifically racialized wizards as villains.
What Disney films have done in terms of upholding witch-stereotypes is similarly horrendous. From the earliest witch stepmother, the wicked queen from Snow White, to subsequent witches such as Maleficent from Sleeping Beauty, Ursula from Little Mermaid and Mother Gothel from Tangled, the evil witch-antagonist has been a featured favorite. The metamorphic woman—simultaneously seductive and decrepit—is a stock villain appearing repeatedly in Disney’s films, which regularly present sexist and racist depictions of witches and wizards. The witch-antagonist often represents a challenge to the established order; she is powerful and independent, which of course makes her dangerous. To my mind, this is probably the most egregious example of latent misogyny embedded in Disney’s films and the visual rhetoric undoubtedly continues to impact generations of girls and boys.
Schmendrick & Mommy Fortuna from Peter Beagle’s Last Unicorn:
This classic Fantasy story, brought to motion pictures by Rankin & Bass, centers on the journeys of a wandering unicorn in search of her kin. Along the way, an old witch—Mommy Fortuna—enchants the unicorn with a spell and captures her in order to use the creature in her “Midnight Carnival” as a spectacle. Mommy Fortuna is a classic crone, complete with an ominous raven and a brutish henchman. However, luckily for the unicorn, there is also a magician, the young and fumbling Schmendrick, who not only helps her escape from Mommy Fortuna (who is eaten by a harpy also freed during their escape), but is her trusted companion, advisor and friend throughout her travels. He serves her faithfully until at last they discover the truth about whether or not she is the last unicorn. Schmendrick is a bit of a fool but good, through and through, while Mommy Fortuna is greedy, fraudulent and opportunistic.
Albus Dumbledore and Bellatrix Lestrange from J.K. Rowling’s Harry Potter:
J.K. Rowling more than any modern Fantasy author explores, adapts, and upholds wizard and witch-stereotypes in both the book and film versions of the Harry Potter series. In her second book, Harry Potter and the Chamber of Secrets, when describing the origins of Hogwarts, Rowling briefly contextualizes her magical school with a historical reference to the early modern witch-hunts, stating that “They [Godrich Gryffindor, Helga Hufflepuff, Rowena Raven Claw and Salazar Slytherin] built this castle together, far from prying Muggle eyes, for it was an age when magic was feared by common people, and witches and wizards suffered much persecution” (“Chapter 9: The Writing on the Wall”). While she may be emphasizing that women received the vast majority of the accusations and persecution, by listing “witches” before “wizards” in this passage, this point is never made explicitly. Nevertheless, Rowling elevates witches to their rightful place alongside their distinguished wizard counterparts in halls of Hogwarts and the broader wizarding world of Harry Potter.
However, it is worth noting that, although Rowling is a woman, both her main protagonist and the most powerful of her “good” wizards are male magic-users. In her characterization of the wise headmaster and superstar wizard, Albus Dumbledore, she reinforces every white wizard stereotype, following directly in Gandalf’s footsteps. On the other hand, Belletrix Lestrange—whose French-sounding name recalls the medieval Morgan Le Fay—represents a caricature of witch-stereotypes as she is one of the most murderous of Voldemort’s evil gang known as Death-eaters. Of course, it could be argued that Dumbledore and Lestrange represent as likely a pairing as professor Minerva McGonagall and Voldemort (though in reverse), which may be true, but even in the later comparison male privilege is maintained as the dark lord (though an equal match for Dumbledore) could easily outperform even the most powerful witch at Hogwarts.
The Greenseer (Three-Eyed Raven) & Melisandre from George R.R. Martin’s Song of Ice and Fire:
In George R.R. Martin’s Song of Ice and Fire and HBO’s Game of Thrones television series based on the books, again usual tropes are employed with respect of wizards and witches. The mystical and mysterious Greenseer, who resides in the roots of a Weirwood tree far north of the Wall appears like Merlin in his cave, becoming one with the land itself. In the film adaptation, he is primarily known as the “Three-eyed Raven” because he appears frequently to Bran Stark as a raven with a foreseeing third eye. The Greenseer is a traditional wizard in many ways: he is an ancient, wise and thoroughly “good” mentor, who selflessly sacrifices himself to save mankind and pass on his position to Bran.
Alternatively, the “Red Woman” Melisandre is a fire priestess of Rh’llor, the monotheistic God of Light, and she is a much more ethically complicated figure. Like her shape-shifty literary predecessors, Melisandre is sexualized and seductive, but she is also ancient, and her beauty is, in truth, nothing more than a glamor illusion as her true form is that of an old crone. Although she seems to have some regret by the end of the film series, Melisandre, nevertheless, burns many innocent people in the name of her religion—at times even immolating children—to gain power and favor with her god. For Melisandre, the ends always justify the means, as she is willing sacrificing whomever she believes benefits her cause most. Her final self-combustion marks her personal defeat but does not save or benefit anyone else.
Deckard Cain and the witch Adria from Blizzard’s Diablo:
Wizard and witch stereotypes have unsurprisingly infiltrated the world of Fantasy gaming as well. In Blizzard’s Diablo game, there is a classic white wizard, Deckard Cain, who is introduced as an omniscient loremaster able to identify any magical item and weapon. Cain starts off seemingly rather old and feeble, if knowledgeable, but in each iteration of Diablo, he gets wiser and more powerful, counted as the “last Horadrim” and final member of this guild of arcane scholars. His character is a fixture of the Diablo games, where he repeatedly serves as a steadfast white wizard figure.
After raising Adria’s orphaned daughter, Leah, “Uncle Deckard” is rescued by the player in Diablo III and once more offers his sagely wisdom. Cain’s noble death at the end of Act I is the direct result of his refusal to conceded to the witch Magda’s demand that he “use his Horadric powers” to reforge a heavenly sword of the angel, Tyrael. Magda is represented as a Maleficent-like fairy-witch, and she ultimately kills Cain and kidnaps the wounded angel. She reappears later as a game boss for the player to battle. After Leah unleashes a magical blast causing Magda to retreat, Cain uses his final ounce of strength to save the world by remaking the angel’s sword, a feat only a Horadrim could accomplish, and the player is then charged with the task of uniting the celestial weapon with its wielder.
Adria, the witch who lives in her hut at the edge of the village, Tristram, experiences a very different characterization. She starts off as essentially a potion merchant, who seems altogether neutral and thereby helpful to the player. Adria later returns to the storyline in Diablo III, where her character takes a grim turn for the worse into misogynistic witch-stereotypes. Adria is reportedly impregnated by the player character from the original Diablo (assumed to be male, despite a female rouge character option in the first game), and is thereby sexualized as often occurs with representations of witches. After pretending to support the player’s efforts, Adria unveils that she copulated with Diablo himself and that Leah is therefore demonic offspring.
This aligns Adria’s character with prescriptions of witches’ behavior in the Malleus, especially the section of the treatise that purports to answer a blatantly misogynistic—fantastical and grotesque—theological question: Quo ad maleficas cum daemonibus concurrentes: Cur mulieres amplius inueniantur hac haeresi infectae quam viri “With respect to witches copulating with demons: Why is it that women are more susceptible to be infected by this heresy than men?” (Part I, Question VI). After Leah’s big paternity reveal, Adria uses a black soulstone and sacrifices her own daughter to bring Diablo back into the moral world. Although the witch escapes, in the subsequent expansion pack, Reaper of Souls, she meets her end after transforming into a demon and fighting against the player as a game boss.
Also, in Diablo III, there is the inclusion of a peripheral character Zoltun Kulle, who is a mad wizard striving to become a dark lord. Kulle comes from the kingdom of Caldeum, represented as a stereotypical Middle Eastern realm and named “the jewel of the East.” From the onset, Kulle is depicted as an evil, Jafar-like sorcerer. Although Kulle was a formidable wizard in life and one of the founders of the Horadrim, he is corrupted by the power of the black soulstone and becomes a monster, who continues to haunt and terrorize from beyond the grave. Like with Adria, after working for a while together, the orientalized wizard betrays the player and becomes a game boss. Indeed, DiabloIII upholds—with the characters of Deckard Cain, Adria and Zoltun Kulle—virtually every gender and racial stereotype with respect to competing characterizations of magic-users in Fantasy literature and popular medievalism.
These selected examples are but a few, and there are abundant others that could be added to further demonstrate the sexist and racist rhetoric embedded in depictions of wicked witches, dark sorcerers, and white wizards. From just this brief and incomplete review of literary representations of witches and wizards, it is clear that sexist and racist stereotypes have not only endured but have deepened since ancient and medieval times. White wizard male privilege continues to thrive in contemporary Fantasy literature, film and games. This cannot be ignored because these stock characterizations reinforce problematic gender and racial stereotypes. They misrepresent, and in a sense seem even to validate, the historical tragedy of early modern witch-hunting in Europe—one of the most widespread and gendered-specific persecution of women in history. Like the “dark lord” and evil sorcerer exceptions, the modern “good witch” exception relies largely on visual rhetoric, primarily drawn from the character of Glinda, who is coded white and defined in contrast to the green Wicked Witch of the West in the Wizard of Oz film (1937).
In modern times, the new age religion known as Wicca offers a feminist reclaiming and rebuke of conventional characterization of witches by understanding witchcraft instead as a symbol of female autonomy and empowerment. This theme is popularized in contemporary revisionist literary reimaginations such as Gregory Maguire’s revisionist novel Wicked: The Life and Times of the Wicked Witch of the West which casts Glinda as the villain and the once wicked witch is given the name Elphaba, transformed into an underdog protagonist—the misunderstood victim of systemic prejudices and unfortunate circumstances. Of course, even very recent films featuring witches that in some ways seem to fall into this recent literary trend, such as Robert Egger’s The VVitch: A New England Folktale (2015) and Aguirre-Sacasa’s Chilling Adventures of Sabrina (2018), perpetuate many problematic witch-stereotypes,
While reparative portraits of wizards and witches do exist—such interpretations mark the exceptions that prove the rule. The internalized rule remains one of white wizard male privilege, a sexist and racist double-standard demonstrated by the uneven and repeatedly monsterized treatment of witches and female magic-users.
While Wicca and other modern practices of witchcraft seek to redefine witches a symbol of woman power, on the other hand, the way in which “wizard” has become appropriated by certain groups, who seem to recognize the implicit sexist and racist rhetoric conveyed by images of white male wizards in modern medievalism, is much more troubling. As has been widely discussed, especially by medievalists of color, white supremacists and alt-right groups readily appropriate medieval images and symbols in their efforts to perpetuate the erroneous narrative that the Middle Ages was a homogeneous historical period. This myth has been repeatedly debunked by scholars but nonetheless persists especially in groups who identify as white nationalist. Indeed, the most infamous American white supremacist group—the nefarious Klu Klux Klan—has long been leveraging this fallacious rhetorical presentation of the Middle Ages as uniformly white since the end of slavery in the United States, and among their most exalted titles include the designations of Grand Wizard and Imperial Wizard.
Wizard will likely remain a fixture in Fantasy literature and popular medievalism. And, until there is more room for wizards of every color in the genre, and witches that can be both good and powerful without prescribing to heteronormative gender stereotypes, white wizard male privilege—a literary example of both misogyny and white supremacy—will no doubt persist.
Richard Fahey PhD in English University of Notre Dame
Baum, Frank. The Wizard of Oz (1900).
—, & Metro-Goldwyn-Mayer. The Wizard of Oz [film] (1939).
Beagle, Peter. The Last Unicorn (1968).
—, & Rankin & Bass. The Last Unicorn (1982).
Blizzard Entertainment. Diablo (1997).
—. Diablo II (2000).
—. Diablo III (2012).
—. Diablo III: Reaper of Souls (2014).
Dahl, Roald. The Witches (1983).
Disney [The Walt Disney Company]. Snow White (1937).
—. Sleeping Beauty (1959).
—. The Sword in the Stone (1963).
—. Little Mermaid (1989).
—. Aladdin (1992).
—. The Princess & the Frog (2009).
—. Tangled (2010).
Lewis, C.S. The Chronicle of Narnia (1950-1956).
—, & CBS. The Lion, the Witch & the Wardrobe (1979).
—, & Disney [The Walt Disney Company] The Chronicle of Narnia [film series] (2005-2008).
Martin, George R.R. Song of Ice and Fire (1996-2011).
—, & HBO. Game of Thrones (2011-2019).
Rowling, J.K. Harry Potter (1997-2007).
—, & Warner Brothers. Harry Potter [film series] (2001-2011).
Miller, Arthur. The Crucible (1953).
Shakespeare, William. The Tempest (1611).
—. Macbeth (1606).
Tolkien, J.R.R. TheHobbit (1937).
—. TheLord of the Rings (1954).
—, & Rankin & Bass. The Hobbit (1977).
—, Peter Jackson, & Warner Brothers. TheLord of the Rings [film series] (2001-2003).
—, Peter Jackson, & Warner Brothers. The Hobbit [film series] (2012-2014).
Heng, Geraldine. The Invention of Race in the European Middle Ages. Cambridge: Cambridge University Press, 2018.
Kickhefer, Richard. European Witch Trials: Their Foundations in Popular and Learned Culture, 1300-1500. Routledge, 1976.
—. Magic in the Middle Ages. Cambridge University Press, 1989.