Research Essay

Name:

TOQEER AHMED

ROLL NO:

2106-BH-ENG-20

COURSE:

History of English Literature

INSTRUCTOR:

Sir Azhar Iftikhar

There is a remarkable degree of consistency in the way Medieval as well as
Elizabethan literature affirms humanity. Discuss.

The history of English literature is a vast subject and it requires extensive research. Each era
had characteristics that fit with its social order. Medieval and Elizabethan literature shows
how multiple foundations supported humanity. This essay will compare the events,
philosophies, and works of literature that led to humanistic discourse in both genres. The
affirmation of humanity remains consistent regardless of output level. Medieval and
Elizabethan literature are inspired by diverse social orders and produces works that encourage
mankind and deepen their hold on the subject.

Humans are supposed to grow up in communities of like-minded people with similar ideals
and experiences. This is emphasized in mediaeval literature, where people grow up in groups
of people who share similar ideals and experiences. Humanity connects us to our forefathers,
who valued emotions over material possessions. The Middle Ages began after the fall of the
Roman Empire and ended in the 15th century. Christians believed in the existence of God,
Heaven, and Hell. Literature on humanity and religion in the Middle Ages enriched literature.

On the other hand, Elizabethan literature concentrated on humanism's growing relevance

since it steadily develops humanity's individual traits. You can also draw the conclusion that
the Elizabethan period was the time when art and general literature began to reach their
current heights. Despite the fact that it is clear from mediaeval literature that culture was an
important part of people, Elizabethan was known as the "ambassador of change" because
much of what she did helped people change their minds about how to be human with one
another. The Elizabethan was a powerful, intelligent queen who supported local literary
activity. Her life reveals that she compromised within her constraints to efficiently handle a
crisis, preserving religious unity across the nation. This resulted in an overall climate of
peace, prosperity, and equal rights for all. Now I will compare the historical circumstances
and works of literature that gave rise to humanistic discourse in both genres.

First, Medieval and Elizabethan writers put a lot of emphasis on the first-person pronoun
"I," which gives the narrative a personal voice and shows what the author is most interested
in. Since expressing your own thoughts is the only way to become interested in things about
people, this helps humanity as a whole. The first-person singular pronoun "ic/me" in the Old
English shows what the speaker is trying to say, whether it's a self-assertion or a personal
confession. The poem, Beowulf, The Wander and Doer's Lament show how clear this is in
Anglo-Saxon writing.

“Ic þæs Hróðgár mæg þurh rúmne sefan raéd gelaéran” [I can give counsel to Hrothgar on
this matter, from a spacious spirit]. (Beowulf, Line 277-78)

“Ic eom on mode from /þæt ic wið þone guðflogan gylp ofersitte.”
[I am bold in spirit so that I forbear from boast against the war-flier] (Beowulf, Line 2527-
2528)
“Often, every daybreak, alone I must

bewail my cares. There’s now no one living

to whom I dare mumble my mind’s understanding.

I know as truth that it’s seen suitable

for anyone to bind fast their spirit’s closet,

hold onto the hoards, think whatever” (The Wanderer, Line 8–14)

The speaker in the poem, The Wander, uses the words "I my" to talk about the subject. This
subject is all about the narrator, which is made clear by the many times he or she uses
pronouns. He makes it clear that no one else could have written this piece but himself. This
way of telling a narrative is also used in Doer's Lament, which supports it.

“What would I say about myself?

Somewhat a time I shaped the singings

for the Heodenings, loved by my lord.

I used to be deor myself, now a beast.

I claimed the role & did it well

for many winters, holding to the bread-giver.” (Deor’s Lament, Line 44-49)

Yet again, we see a personal voice describing the setting in which this extract was written.
The authors of the aforementioned excerpts are making observations about topics that are
somehow intimately connected to humanity. The author recounts to his audience the
sufferings endured by the Germanic heroes in Doer's Lament. These works were reflections
on problems confronted by an ordinary man, making human-related notions the center of the
discussion.

Chaucer's Prologue to The Canterbury Tales has also similar instances. Chaucer uses a
similar method to switch between his characters to support his own point of view. This is
because the whole book is about human nature and what it means, which has never been done
before.

Referring to the character of The Yeoman, Chaucer says,

“Lover and cadet, a lad of fire

With locks as curly as if they had been pressed.

He was some twenty years of age, I guessed.” (Lines 80-83)

Speaking of the Age of Elizabeth, authors defending their own positions to uphold humanity
dominated the entire era. Using these pronouns together is important because it gives you the
freedom to see the world from your own point of view. This is the most important reason for
recognizing humanity.

“To give me whatsoever I shall ask,

To tell me whatsoever I demand,

To slay mine enemies, and to aid my friends,

And always be obedient to my will.” (Dr. Faustus, Act I, Scene III, Line 94-97)

By doing that, authors not only put themselves in the centre of attention, but they also give
their characters the same right. If the narrative hadn't been told from a first-person point of
view, none of the human problems would have seemed as real. Even though this technique
wasn't discovered until Elizabeth's time, it can still be traced back to earlier times that planted
the seeds of humanity in many of their works.

Second, both types of literature show a longing for the classics and, by doing so, show how
much the classics have shaped humanity. It would be wrong to say that classism didn't start to
be a big deal until Elizabeth's reign and that there are no examples of it in works from the
Middle Ages. Even though the classical revival was at its height during Elizabeth's time in
power, there are still traces of it in mediaeval literature. During the Anglo-Norman era, there
were a lot of romance cycles. One of these cycles was about Rome, which was based on
Greek and Roman stories. The Roman De Troie, which was written by Benoit de Sainte-
Maure around 1165, is a poem about three of the most famous Greek warriors: Queen Helen
of Sparta, the mythical figure of Troilus, and Briseis, who was originally part of Homer's
epic.

Now, if we go back to the time of Chaucer and look at The Prologue to the Canterbury Tales,
we find similar references to classics that tend to emphasise real intelligence and learning.
The lines that follow show that to be true. Chaucer says this about the character of The Clerk:

“Some twenty books, all bound in back and red,

Concerning Aristotle and his philosophy” (Lines 296-297)

The classical allusion gives Clerk more depth and weight because, in Chaucer's mind, he is
the only person who has spent his whole life studying. Chaucer also says that the clerk will be
grateful to anyone who helps him buy more books about Aristotle. Just by carefully using that
reference, readers will see how humanity has been kept and how it leads to a more moral and
meaningful life. A similar reference to Aristotle is also made in Dr. Faustus when the
Emperor talks about Alexander the Great and tells Faustus to bring him along with his
"beautiful paramour." The word itself shows how deep this figure is, which makes it more
interesting to read.
 Third, the evidence of growing intelligence serves as a unifying factor that allows both
types of writing to validate humanity. To easily and clearly look at this argument, it would be
best to look at the transitional changes within all changes that helped to prove humanity.
During the time of Anglo-Norman, new types of writing came out that prove this claim.
When romances and popular debates came along, they gave people a strong sense that they
were getting intelligent, because they could talk about things other than religion.

In a similar manner, Chaucer's The Prologue to The Canterbury Tales delves into the topic of
human intelligence, and as we reach the age of revival, an entire transformation takes place
marking the beginning of a modern world from the Medieval era. Only after becoming
familiar with Greek classics did man develop a thirst for discovering new places and ideas in
his mind. In the age of Elizabeth, when great weight was placed on classical themes to
redress society, this beginning went on to expand. Placing people and their capacity for
reason at the centre of the universe helps achieve the desired result.

Sum up, it is a well-known fact that the social structure of the Middle Ages and the
Renaissance influenced authors to write with a humanist focus. This is why there is a strong
affirmation of humanity in Medieval and Elizabethan literature. First, it becomes clear by
putting together the different voices in both types of literature, and then by going back to the
classics again and again. Also, the changes that happen between the two types of literature
are just as important in proving one way or the other about humanity. It is undeniable that the
world would not have been able to progress by leaps and bounds if it weren't for the
foundations laid in both types of literature about people.

Works Cited

1. R. P. McGuire, Martin. “JSTORE.” Mediaeval Humanism, vol. 38, Jan. 1953, pp.
397–409. www.jstor.org/stable/25015483.
2. Cartwright, Mark. “Renaissance Humanism.” World History Encyclopedia, 4 Nov.
2020, www.worldhistory.org/Renaissance_Humanism.
3. Galloway, Andrew. “Medieval Literature and Culture.” Continuum, 2006,
www.continummbooks.com.
4. King, Pamela. “Medieval Literature 1300-1500.” Edinburgh University Press, 2011,
www.euppublishing.com.
5. Pincombe, Mike. “Elizabethan Humanism : Literature and Learning in the Later
Sixteenth Century.” Stanford Libraries, 2001,
searchworks.stanford.edu/view/4748592.