Undergrad Wednesdays – Emily’s Modes of Expression in the “Knight’s Tale:” A Precursor to the #MeToo Movement

[This post was written in the spring 2018 semester for Karrie Fuller's course on Chaucer’s Canterbury Tales. It responds to the prompt posted here.]

The “Knight’s Tale” is the first tale to appear in Chaucer’s Canterbury Tales, just after the General Prologue. In it, two imprisoned knights, Palamon and Arcite, vie for the affections of Emily, an Amazonian woman brought back to Athens by King Theseus as a spoil of war.  After seeing her in the garden on a May morning, Palamon and Arcite fall madly in love with Emily, and they eventually duel to the death for her hand in marriage. Emily and her modes of expression (or lack thereof) are interesting, particularly because this tale, in more ways than one, sets the tone for the rest of the Tales. Emily is primarily relegated to a realm of silence in this text; however, she expresses herself intermittently through weeping and a singular, emotional prayer. This blog post will examine Emily’s treatment and expression in the “Knight’s Tale” in order to analyze the plight of women in the Middle Ages as presented through Chaucer’s poetry. Ultimately, it will reveal the disappointingly small distance we have traveled in terms of gender parity in the decades since Chaucer was writing. Indeed, it posits that Emily is one of the early victims whose voice deserves to be read in the context of the modern justice movement, #MeToo.

Arguably, in close contest with her beauty, the most striking characteristic of Emily in this tale is her silence. Throughout this tale, the knights speak amply of her beauty, “that fairer was to sene / Than is the lylie upon his stalke grene / And fresher than the May with floures newe, / For with the rose colour stroof hire hewe,” and of their desire to wed her. However, she is stunningly quiet on this subject, with one private exception of prayer, which will be examined later (Chaucer 65; lines 1035-38). Indeed, Theseus states, “I speke as for my suster Emelye,” when he announces the prospect of a duel to Palamon and Arcite (Chaucer 76; line 1833). Emily is always in the background, being talked about, but never talked to. Her silence can be interpreted, especially for modern readers, as a symbol of women’s oppression in the Middle Ages. Although, ironically, Emily is the driver for the entire tale, it is only as a tool for the knights to manipulate and fight over in order to prove the supremacy of their masculinity and honor. She has no agency, and this is mirrored in the silencing of her voice.

Although Emily’s silence is the most symbolic indicator of her lack of agency in the text, her powerful appeal to Diana before the battle also illustrates her and other women’s powerlessness. She laments, “I / Desire to ben a mayden al my lyf. / … And noght to ben a wyf and be with / childe” (Chaucer 84; lines 2305-10). Further, she pleads with Diana, “Bihoold, goddesse of clene chastitee, / The bitter teeris that on my chekes falle! / Syn thou art mayde and kepere of us alle, / My maydenhede thou kepe and wel conserve. / And whil I lyve, a mayde I wol thee serve” (Chaucer 84; lines 2326-30). Emily’s true feelings are only revealed in the sanctity and privacy of prayer, and even when she is her most vulnerable self, her desires and needs are cast in the wind in favor of what the knights of the tale desire (and, it would seem, what the gods command). Shortly after she cries in anguish, begging Diana to spare her from marriage, Diana appears unto her and tells her that she must be wed. This interaction begs the question, to what extent does Fortune play a role in this text, and to what extent are the outcomes predetermined? Both gods and Fortune appear in this text and affect the events that unfold, introducing questions of the role of agency in the lives of mankind, and especially women in the Middle Ages. Do women have any agency, or are they doomed to live as slaves to men and their desires? Emily’s prayer is a powerful glimpse into the emotional underpinnings of marriage and agency for women during this time period.

A third and final mode of expression illustrated in this text is weeping, which Emily does periodically throughout the text. There are two categories of weeping that take place in the “Knight’s Tale”: weeping over a man or men, and weeping in prayer. At the start of the tale, upon Theseus’ return, a “compaignye of ladyes” (Chaucer 63; line 898) weeps: “swich a cry and swich a wo they make, / That in this world nys creature lyvynge / That herde swich another waymentynge” (Chaucer 63; lines 900-03). Similarly, when Arcite dies, Emily “weepe bothe eve and morwe” (Chaucer 91; line 2821). In juxtaposition with the silence that dominates the majority of this tale, the weeping that punctuates the remaining spaces paints Emily as an emotional, rather than stoic, figure. Her emotions are compartmentalized – either she is entirely silent or highly emotional. In this way, Chaucer oversimplifies Emily, and, arguably, all women, through these extremes. Perhaps the only time Emily weeps and talks, thus complicating this binary, is when she is praying to Diana. In her uncertainty, she “for the feere thus hast she cried / And weepe that it was pitee for to heere” (Chaucer 84; lines 2344-45). The weeping that is peppered throughout this text speaks, in conjunction with the overwhelming silence, to the plight of women in the Middle Ages. Their lives are almost entirely controlled by men, particularly in Emily’s case. And so, she weeps, remains silent, and passionately pleas with Diana, only to be denied both understanding and her desires. Emily’s rather binary expression of emotion indicates that women have little choice, if any, over their lives, and emphasizes the roles of Fate and Fortune in place of the agency of women.

In sum, Emily’s modes of expression – silence, weeping, and prayer – offer a glimpse of the struggle of a medieval woman; however, this tale is entirely relevant to modern women, too. Even still, over six hundred years later, women experience misogynistic attempts to control their bodies and fates. One need not look far to discover this truth – no farther than Twitter, in fact, where the hashtag #MeToo has documented thousands of instances of abuse and entitlement on the part of men seeking control over women. In popular culture, too, there are examples of men dueling over a woman everywhere – The Bachelorette, as one example, not to mention the plethora of young adult fiction that employs a similar structure. Chaucer’s depiction of women in the Middle Ages is concerning and, of course, a more literal illustration of silencing women; however, the underlying implications of male control and domination plague our society to this very day.

Ashtin Ballard
University of Notre Dame

Works Cited

Chaucer, Geoffrey. “The Knight’s Tale.” The Canterbury Tales, ed. Robert Boenig and Andrew Taylor, 2nd ed., Broadview Press, 2012.

Featured Image: Emily Gathering Flowers, 1882, by Mary Eliza Haweis, Chaucer for Children

The Lay of Ludwig

Jake Coen‘s translation of the Old High German Ludwigslied marks an expansion of the Medieval Institute’s Medieval Poetry Project, formerly the Old English Poetry Project, which now welcomes contributions that translate into modern English any verse composed in a medieval language.

Manuscript illumination of Frankish cavalry taken from the so-called “Stuttgart Psalter” (fol. 3v), a Psalm codex produced c. 820 at the monastery of Saint-Germain-des-Prés (Paris), now Württembergische Landesbibliothek Stuttgart, Cod.bibl.fol.23.


Translator’s Preface:

In August 881, the West Frankish King Louis III successfully routed an invading force of Vikings at Saucourt-en-Vimeu. Within a year, a poet tied to the court celebrated this seminal triumph in verse, creating one of the monuments of Old High German literature: the Ludwigslied.

Presented below is a new transcription, translation, and recitation of this early vernacular masterpiece from its sole surviving attestation in Cod. 150, fol. 141v-143r of the Bibliothèque municipale de Valenciennes. Its inclusion in Notre Dame’s ongoing digital collection of Old English translations marks the beginning of a new phase of this project which will now expand beyond the bounds of one language. If Old High German still retains many similarities to Old English, the Ludwigslied already demonstrates a series of changes within the former that led to the birth of a language unique and clearly distinct from its sister tongues. The text, therefore, serves as a fruitful tool for philological comparison and poetic analysis while capturing the reader’s attention with its driving rhythm, its presentation of divine intervention (as well as punishment), and its heroic protagonist.

Transcription Note: In past editions of this text, the words ðugidi and gunðfanon have been transcribed with d instead of ð. I believe, however, that the forms of these letters in the manuscript are different enough—their ascenders are curved and rather short while elsewhere the letter d is marked by a longer, straight, and almost spatulate ascender—to require a different transcription. Furthermore, given that the text is composed in a Rhenish-Franconian dialect (closer to “Middle” German), it is entirely possible that the High German shift /ð/ > /d/ (and further /d/ > /t/ in some positions) was not yet complete or was at least not yet distinguished in writing.

Jake Coen
PhD Candidate in Medieval Studies
Medieval Institute
University of Notre Dame

Undergrad Wednesdays – Transcribing Medieval Art: A Collaboration

When my classmate Abbie Spica and I were told we would be transcribing two pages of a medieval manuscript for an assignment in our History of the Book class, the task seemed almost comical in its impossibility. When Professor Noonan brought in a full goatskin, bottles of oak gall ink, and goose feather quills to class, however, we knew she was serious.

Crowded around a table in the Rare Book Room of the Cushwa-Leighton Library at Saint Mary’s College, our class was presented with three medieval manuscripts. In turn, we stepped up to the relics so that we might briefly explore their pages. A quiver of anticipation ran through me as I leafed carefully through the quires of ancient skin. They felt rough and smelled vaguely of dust and decay; against my fingertips they were frighteningly delicate, yet durable. I marveled at the patterns, insensible to my untrained eye, written across the pages in handmade ink, pausing to wonder at the tiny holes, eaten through by bookworms (which I didn’t know actually existed before this class), and felt a sense of profound privilege to be handling something so old.

Abbie and I partnered up for this assignment. We chose St. Mary’s College MS 3, a Book of Hours created around Amiens, France between 1450- 1478. The Féron family of Haut Picardie owned it initially. Later, it ended up with the Grisel family, who owned it until 1586. A Book of Hours is something that would have been precious to a household or institution, and handled daily by laypeople. I was drawn to a beautifully illustrated and illuminated page, the beginning of a chapter, judging by the large initial, complete with rubrication and tiny, nearly microscopic detail. I looked up at Abbie, an expression of wide-eyed admiration still lingering, and murmured, “I want to be a crazy person and do this page.” Despite the intricacy of the folio, the blankness of its corresponding page, and the time commitment neither of us felt we had room for, Abbie agreed to the challenge.

A close up the verso and recto sides of the folios reproduced for this project. St. Mary’s College MS 3, fols. 70v-71r. Published with permissions from St. Mary’s College’s Cushwa-Leighton Library.

We split up the work according to our talents. Having some training in art, I took up the task of illustrating. Being analytical in mind and capable of producing impeccable handwriting, Abbie chose to line and rule the pages and work with the calligraphy. Abbie knew a small amount of Latin, but not enough to make sense of the words written down; I could not even decipher the handwriting, let alone the language. Devoid of meaning, the words were reduced to lines and strokes and flourishes. Abbie did not try to piece letters together into a sensible word; she just followed the information her eye gathered about the lines, and worked from there. It is difficult to say, in the end, whether the absence of meaning made her challenge more difficult or not.

The task of illustrating seemed enormously risky. I stared down at the blank piece of animal skin, shot through with blue veins (meaning the animal wasn’t bled properly, a phrase that makes me cringe) and felt my anxiety mounting. I didn’t want to waste this material; it felt too precious. “I’m sorry, Mr. Sheep,” I said as I dipped my goose feather in the ink, reflecting on how often scribes had to rely on the bodies of animals. I guess the best thing I can do is make something from your sacrifice, I thought. My vegetarian sentiments aside, I finally worked up the nerve to press the tip of my quill to the parchment. Once I made that first line, things became easier— therapeutic even, as I let myself sink into the work.

Reproduction of St. Mary’s College MS 3 completed by Dalanie Beach and Abbie Spica.

We made plenty of mistakes. Because I had, in my eagerness to begin the project, illustrated the background before Abbie added text, she was forced to work around the images in a way that limited her ability to correct errors. This caused some of our text to appear crowded. We also erred in making the first line of script black rather than rubricated, and thus had to go in later with red acrylic and paint over the letters. This was, Professor Noonan informed us, accurate to how a true scribe might have corrected such an error. Other mistakes occurred along the way, including smudged red ink, failed erasures using sandpaper, and slightly off-kilter illustrations. Minim confusion, Abbie confessed, was also something she struggled with. Nevertheless, we pulled through and found that, as a whole, the process was enjoyable for both of us.

When we had finished with the essential lettering and illustrations, we decided to add a few flourishes. Abbie re-created a hole on the blank left page using an X-acto knife and sandpaper, smoothing it down to make it as realistic as possible. I added color to the edges of the folios, to give our fresh parchment a more “aged” look, and imitated ink stains and blemishes on the surface of the original. These were added mostly for aesthetic purposes, rather than accuracy— so that our finished product was more of an adaptation of our chosen folios rather than a true reproduction.

We had created a work of art.

Written by Dalanie Beach
Edited by Abbie Spica
St. Mary’s College