Of all the horrifying scenes, which activate what Michael Lapidge has termed the psychology of terror in Beowulf, none are more terrifying than the scene of Grendel’s approach from the night, through the marsh and to the hall. Translations and adaptations of Beowulf approach Grendel in a variety of ways—from emphasizing his monsterization as a eoten “giant” (761) and þyrs “troll” (426) to more humanizing treatments that focus on his status as a wonsaeli wer “unfortunate man” (105).
This Halloween, in continuing our series on Monsters & Magic, I offer a translation and recitation of the monster’s haunting journey to Heorot. This scene has been well-treated in the scholarship, and Katherine O’ Brien O’Keeffe has noted that once the monster finally enters the hall, there is a potential “horror of recognition” by the audience who is then able to identify Grendel as human.
This blog will focus closely on the Old English poetic language and how Grendel shape-shifts as he draws nearer to Heorot, seemingly coming ever better into focus and transforming to match the space in which he inhabits. I will consider three major sections of his approach, signaled by the thrice repeated verb com “he came” (703, 710, 720), and I will reflect on the ways in which Grendel is described in each leg of his journey.
In the first passage, Grendel com on wanre niht “came in the dark night” (702), and he is characterized as sceadugenga “shadow-walker” (703): either a “going shadow” or “one who goes in the shadows” (both at available options based on the poetic compound). His movement is described as scriðan “slithering” or “gliding” (703), further emphasizing his portrayal as a shadow monster. Later, when Grendel is named a synscaða: either a “relentless” or a “sinful ravager” (707), depending on how one interprets the polysemous Old English syn in the compound, the monster is described as pulling men under shadow, characterizing Grendel as a night terror shrouded in darkness. Indeed, when Grendel comes from the dark night, he is represented by the narrator as a shadow monster that hunts and haunts after sundown.
In the second passage, when Grendel ða com of more under misthleoþum “then came from the marsh under misty-slopes” (710), the monster emerges from the swamp and is addressed by his name: Grendel (711). I imagine the silhouette of the monster taking shape in the mist—perhaps a human shape—corresponding to his characterization as manscaða, which likewise plays on polysemous Old English man in the compound, (either mān meaning “criminal” or man meaning “human”). The alliteration in line 712 seems to stress the possibility of monstrous manscaða as “ravager of humans” or a “human-shaped ravager” since manscaða alliterates with the monster’s intended prey, manna cynn “the kin of humans” or “mankind” (712).
The mist rising from the marsh continues to obscure the audience’s view as Grendel wod underwolcnum “went under the cloud” (714) maintaining the suspense generated in the scene by suspending knowledge of Grendel’s ontology. Nevertheless, in this second leg of his journey, Grendel’s form seems to come into focus as he shifts from sceadugenga “a shadow-walker” (703) into manscaða “a mean, man-shaped, ravager of men” (712).
In the third passage, Grendel finally arrived at the hall and the audience learns at long last what Grendel is: rinc dreamum bedæled “many bereft of joy” (720-21). During the last leg of his journey, Grendel’s humanity is laid bare leading to the ultimate realization identified by O’Brien O’Keeffe, when Beowulf appears to recognize Grendel’s humanity after the monster bursts open the door of the hall.
Throughout the next twenty lines, in addition to Grendel (720), the term rinc “human warrior” is repeated: twice in reference to the Geatish troop as a whole (728, 730), once in reference to the sleeping man Grendel cannibalizes when he arrives, who the audience later learns is Hondscio (741), and once in reference to Beowulf himself (747). This repeated use of rinc “human warrior” highlights how Grendel is a mirror for the hero and the Geatish warriors, characterized in identical terms.
Similarly, when Grendel approaches from the shadows, Beowulf is described as bolgenmod “swollen-minded” and angrily awaiting battle (709); however, once the monster arrives at the hall, Grendel becomes gebolgen “swollen (with rage)” as he enters the hall ready to glut himself upon the men sleeping inside (723). This parallel description interweaves the respective emotions and behaviors of both hero and monster in Beowulf.
The interplay between hero and monster continues when Beowulf and Grendel struggle together, both called reþerenweardas “ferocious hall-guardians (770) and heaðodeore “battle-brave ones” (772) during their epic battle that nearly destroys the hall. The fusion of hero and monster together into a shared plural subject and object respectively helps to underscore their mutual affinity: the hall must contend against the fury of both warriors and each is a fearsome—yet overconfident—conqueror, who intends to overcome any enemy he encounters.
We know that this is Grendel’s final chance to haunt the hall, and the monster is at least able to feast on one last human, this time a Geat and one of Beowulf’s own warriors (Hondscio). Sadly for Grendel, once Beowulf finally decides to enter the fray, and after a relatively brief struggle, the monster is fatally disarmed and retreats to die at home in the marshes.
Naturally, vengeance follows. Unfortunately for the Danes, and especially Hroðgar’s best thane Æschere, the audience soon learns that Grendel has a mommy, and anyone who messes with her baby boy, will have to answer to her.
Richard Fahey PhD in English University of Notre Dame
Brodeur, Arthur G. The Art of Beowulf. Berkeley, CA: University of California Press, 1959.
Köberl, Johann. The Indeterminacy of Beowulf. Lanham, MD: University of America Press, 2002.
Lapidge, Michael. “Beowulf and the Psychology of Terror.” In Heroic Poetry in the Anglo-Saxon Period: Studies in Honor of Jess B. Bessinger, edited by Helen Damico and John Leyerle, Studies in Medieval Culture 32, 373-402. Kalamazoo, MI: Medieval Institute Publications, Western Michigan University, 1993.
O’Brien O’Keeffe, Katherine. “Beowulf, Lines 702b-836: Transformations and the Limits of the Human.” Texas Studies in Literature and Language 23.4 (1981): 484-94.
Orchard, Andy. Pride and Prodigies: Studies in the Monsters of the Beowulf-Manuscript. Toronto, ON: University of Toronto Press, 1995.
Sharma, Manish. “Metalepsis and Monstrosity: The Boundaries of Narrative in Beowulf.” Studies in Philology 102 (2005): 247-79.
Ringler, Richard N. “Him Sēo Wēn Gelēah: The Design for Irony in Grendel’s Last Visit to Heorot.” Speculum 41.1 (1966): 49-67.
 Michael Lapidge, “Beowulf and the Psychology of Terror,” 373-402.
 Katherine O’Brien O’Keeffe, “Transformations and the Limits of the Human,” 492.
 Andy Orchard raises the possibility of polysemy in synscaða, see Pride and Prodigies, 38.
 Orchard also raises the possibility of polysemy in manscaða, see Pride and Prodigies, 31.
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 and purposes. For my part, I am particularly fond of 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 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
Vikings are a very hot topic right now; there’s no question. Within the thriving genre of medievalism, Vikings have recently proven an especially sexy and profitable subject for contemporary pseudo-historical fiction, particularly in television series like the History Channel’s Vikings (2013) and Netflix’s The Last Kingdom (2015). Both these series are fundamentally anachronistic and closer in many ways to medieval fantasy than an accurate historical representation of the early medieval period known as the Viking Age (793–1066 CE). Inaccuracies are, of course, not unique to medievalism involving Vikings, and historical liberties are more abundant in historical fiction set in ancient and medieval times.
Still, these television shows are very popular and therefore highly influential. Even the anachronisms and inaccuracies in popular medievalism provide effective conversation starters when teaching the subject by offering both a hook into the material and a chance to separate fact from fiction. But, in today’s world by far the most important reason for medievalists to know the trends in popular medievalism and engage with this media directly is white nationalism. As scholars of the period, we must be aware of information, misinformation and disinformation that is being widely disseminated if we are to have any hope of using our voices to help debunk, nuance and contextualize shows like Vikings and The Last Kingdom with a watchful eye toward white supremacist interpretations and appropriations.
Many medievalists of color have sounded the alarm—again and again—warning that this monster lurked in the shadows. Over five years ago, Sierra Lomuto stressed how “When white nationalists turn to the Middle Ages to find a heritage for whiteness—to seek validation for their claims of white supremacy—and they do not find resistance from the scholars of that past; when this quest is celebrated and given space within our academic community, our complacency becomes complicity” (2016).
In the wake of the riotous “Unite the Right” rally in Charlottesville in 2017, where some alt-right protesters donned crusader and Viking garb, scholars such as Dorothy Kim, Mary Rambaran-Olm and others have repeatedly warned the field of the dangerous appropriations of the medieval by white supremacists. Immediately following Charlottesville, Kim insightfully cautioned her fellow medievalists that “The medieval western European Christian past is being weaponized by white supremacist/white nationalist/KKK/nazi extremist groups who also frequently happen to be college students” (2017). More recently, Rambaran-Olm has pointed out that “far-right identitarian groups [are] seeking to prove their superior ancestry by portraying the ‘Anglo-Saxons’ in ways that both promote English identity and national sociopolitical progress” (2019).
Moreover, alt-right activists have postured as pseudo-medievalists in order to further these white supremacist narratives and misappropriations of the Middle Ages. For example, Milo Yiannopoulos is known for his ad hominem editorial “The Middle Rages” that targets numerous medievalists of color. Still somehow, the “jousting” between medievalists of color and the alt-right was not enough to shake many white medievalists into action, despite the very real threat posed by white supremacist weaponization of the medieval.
Since the Nazi appropriation and sacralization of the “Germanic” in the service of white supremacy, medieval literature—especially Scandinavian myth and legend—has been rhetorically mobilized as an imagined “pure white” era in Northern Europe prior to encountering and intermingling with nonwhite peoples, despite clear historical evidence of multi-cultural trade interactions between ancient and medieval peoples. This ideology has infiltrated the neopagan religion known as “Odinism,” which varies widely and spans the political spectrum, but harbors a perverse, neo-Nazi strain (sometimes called Wotansvolk meaning “Odin’s Folk”) that has long haunted the movement.
Odinism—named for the chief Scandinavian god of war, Odin—refers to modern New Age interpretations of indigenous religion in pre-Christian Scandinavian, and The Southern Poverty Law Center reported that “A neo-Pagan religion drawing on images of fiercely proud, boar-hunting Norsemen and their white-skinned Aryan womenfolk is increasingly taking root among Skinheads, neo-Nazis and other white supremacists across the nation” more than twenty years ago. More recently, “Anglo-Saxon” neopaganism, sometimes called “Heathenry” to further ground their practice in the language of the culture they idolize, has grown and frequently provides a haven for white supremacist rhetoric.
The alt-right has mobilized medievalism toward nefarious ends, fashioning harmful narratives of white supremacy, which have been rhetorically weaponized by domestic terrorists such as the “Q Shaman” also known as Jake Angeli, but whose real name is Jacob Anthony Chansley. As a QAnon promoter and influencer, Chansley is described as a pseudo-celebrity at alt-right rallies, flashing his tattoos, including three prominent Norse symbols: Thor’s Hammer [Mjǫllnir], the Valknut and the World Tree [Yggdrasil]. All three were proudly displayed as he sat in Vice President Mike Pence‘s seat in the Senate, after the Pence was forced to retreat from the angry mob calling for his head.
Moreover, Chansley’s horned helmet (while almost certainly referencing other traditions as well) represents a continuation of the Victorian anachronistic introduction of horned helms on Vikings and Valkyries, drawn from classical depictions of Roman Victories. Chansley’s flag-spear may be intended as a reference to Odin’s spear, Gungnir, which further points to white nationalist medievalism. In the case of his horned helmet, Chansley’s ignorance is on full display, as his caricature more closely resembles the ahistorical symbol of the Minnesota Vikings’ football team than anything remotely resembling what a medieval Viking might have looked like. Chansley joined with other pro-Trump supporters to form a violent mob which stormed the United States Capitol on January 6th, 2021.
Of course, it must be emphasized that this insurrection was perpetrated specifically by a pro-Trump “Stop the Steal” MAGA mob, there in support of the president’s blatantly false and dangerous claims that there was election-altering voter fraud during the recent 2020 presidential election (which he soundly lost to Democratic rival Joe Biden). This mob, incited by the president, sought to disrupt the lawful process outlined in the US Constitution by any means necessary in order to overturn a free and fair election.
Donald Trump’s boasting, belligerence and greed does link him with warrior ethics which sustain predatory economies and the Viking activities of marauding, feuding and plundering. The ironic Twitter account, “Beowulf Trump” (discontinued after Trump’s election in 2016), highlights this rhetorical connection by comparing the president’s macho posturing and self-aggrandizing campaign promises to hyperbolic boasts and egoistic attitudes in Beowulf. There were indeed marauders in the Capitol Building on January 6th, and alongside Trump’s red hats, outfitted in army camouflage and waving Trump or Confederate flags, were alt-right Viking wannabes.
This week, the academy has been quick to respond. Alfred Thomas compared the storming of the US Capitol Building to the Peasants Revolt of 1381, although Miriam Müller has disputed this analogy, prompting Thomas to further clarify his argument. Ken Mondschein considered Rudy Giuliani’s terrifying invocation of “trial by combat” in order to spur the MAGA mob into action, and Giuliani later likened his use of the phrase to its function in HBO’s Game of Thrones (2011), which he inaccurately described as “that very famous documentary about fictitious medieval England.” Matthew Gabriele reflected on the role of medievalism in the seditious attack at the Capitol Building, pointing out that like at Charlottesville, in addition to Viking-oriented medievalism, rioters also sported crusader symbolism to signal their white nationalism. Helen Young responded to the incident by offering an explanation of why white supremacists often embrace medieval symbolism, noting that “the association of European Middle Ages and white identities reflect modern racism more than medieval realities.” She emphasizes that “Medievalist symbols have been linked to white European identities for centuries. Their use by violent extremists mean that this connection can not be denied, ignored or thought of as a neutral choice.”
On January 13th, the Medieval Academy of America issued a direct response to the insurrection acknowledging the “presence of pseudo-medieval symbols and costumes among the rioters in the Capitol” and recognizing “our discipline’s complicity in the racist narratives of the past, and our responsibility to advocate unequivocally for anti-racism both in our policies as an organization, and in our teaching and scholarship as individuals.” More white medievalists need to be willing to stare this beast in the face and recognize that it is our problem too. It is my view that we should not idly concede medieval studies to the likes of white supremacists. We must respond. Failing to do so—for far too long—makes us complicit. We need to actively reject white supremacy. We must correct and denounce the alt-right’s misappropriations of the medieval both publicly and in the classroom by identifying these dangerous narratives as white nationalist propaganda.
If what we all witnessed last week is any indication of the widespread public ignorance we as scholars are up against, we surely have our work cut out for us. As medievalists, we must heed well the warnings of our colleagues of color and more forcefully and ubiquitously address the problematic phenomenon of white nationalist weaponizing of the medieval. Let me add my voice to those within the academy who are calling attention to this dire issue: the recent use of medieval symbolism during the insurrection at the US Capital is but the latest in a horrific trend that cannot be ignored in the field and must be loudly condemned as nonfactual and nonsensical white supremacist rhetoric in the guise of medievalism.
Richard Fahey PhD in English University of Notre Dame