DOCSLIB.ORG

New Perspectives on Sir Gawain and the Green Knight and Patience

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
New Perspectives on Sir Gawain and the Green Knight and Patience University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2015-01-23 Conquest, Identity, and Colonial Discourse in Medieval England: New Perspectives on Sir Gawain and the Green Knight and Patience Carter, Jaclyn Carter, J. (2015). Conquest, Identity, and Colonial Discourse in Medieval England: New Perspectives on Sir Gawain and the Green Knight and Patience (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/25421 http://hdl.handle.net/11023/2022 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Conquest, Identity, and Colonial Discourse in Medieval England: New Perspectives on Sir Gawain and the Green Knight and Patience by Jaclyn Carter A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN ENGLISH CALGARY, ALBERTA JANUARY, 2015 © Jaclyn Carter 2015 Abstract Recent scholarship has introduced the possibility of literary analysis of medieval texts from the perspective of contemporary postcolonial theory. Although a burgeoning field in medieval studies, postcolonial medieval studies has been met with significant opposition from those scholars who feel it does a disservice to contemporary postcolonial studies and the events that warranted that field’s creation. Nevertheless, aspects of conquest and foreign estrangement, and the building of a national identity through political rhetoric and literary output, while illuminated by a postcolonial perspective, were just as present in medieval England as they were in recent times—for example in the colonial occupation of Wales. Using prominent theorists such as Stuart Hall and Homi Bhabha, and their theories of diaspora and hybridity, mimicry, and ambivalence respectively, this investigation analyses Sir Gawain and the Green Knight and Patience—two poems written in the late fourteenth century in the Welsh Marches—with postcolonial reading strategies. ii Acknowledgements I wish to thank the following individuals for their support and individual contributions to the overall success of this project: 1. My thesis supervisor, Dr. Murray McGillivray, for his endless encouragement, constructive criticism, and seemingly blind faith in my abilities. I am a better writer and thinker as a result of his guidance. 2. My thesis defense committee, Dr. Jacqueline Jenkins and Dr. Ken McMillan, for taking time out of their own busy schedules to support and improve this project. 3. The Department of English at the University of Calgary and the Government of Alberta, for their financial support. 4. My parents, Monty and Linda Carter, and my siblings Lisa and Michael, for putting up with my endless anxiety and weeping as I moved towards the completion of this project. For all the loads of laundry they washed, and for all the tuition fees and dinner bills they footed on my behalf—I thank them. iii Dedication For Dr. Kenna Olsen. I never would have made it this far if not for your unfailing faith in me. Thank you. iv Table of Contents Abstract...................................................................................................................................ii Acknowledgements................................................................................................................iii Dedication..............................................................................................................................iv Table of Contents....................................................................................................................v Chapter 1: Introduction.......................................................................................................1 1.1 Applying Postcolonial Theory to Medieval Literature: Current Trends......................2 1.2 The Cotton Nero A.x. Manuscript and the Gawain-Poet...........................................12 1.3 Research Methodology...............................................................................................14 Chapter 2: Historical Context............................................................................................19 2.1 Early Anglo-Norman-Welsh Relations......................................................................22 2.2 Colonizing Wales.......................................................................................................31 2.3 Welsh Identity............................................................................................................38 Concluding Remarks........................................................................................................41 Chapter 3: Contemporary Postcolonial Theory...............................................................44 3.1 The Modern Postcolonial...........................................................................................51 3.2 Diaspora.....................................................................................................................56 3.3 Hybridity……………………………………………………………………………61 3.5 Mimicry and Ambivalence…......…………………………………………………...65 3.4 Concluding Remarks..................................................................................................69 Chapter 4: Sir Gawain and the Green Knight....................................................................73 4.1 Previous Scholarship..................................................................................................74 4.2 Diaspora.....................................................................................................................80 4.3 Hybridity, Ambivalence, and Mimicry......................................................................92 v 4.3 Concluding Remarks................................................................................................102 Chapter 5: Patience...........................................................................................................105 5.1 Diaspora...................................................................................................................113 5.2 Hybridity, Ambivalence, and Mimicry...................................................................120 5.3 Concluding Remarks................................................................................................125 Chapter 6: Conclusion......................................................................................................127 Works Cited........................................................................................................................133 vi Chapter 1: Introduction Patricia Clare Ingham has said, “empires need to tell the stories of their pasts” (61). England proves no exception to this need. Marked in postcolonial studies as the ultimate colonizing force, England took advantage of its superiority in the eighteenth through twentieth centuries when the rest of the world was still one step behind, and conducted unforgiving economic and imperial expansion in countries with little to no power to resist. The irreparable damage to the colonized psyche is permanent, and the field of contemporary postcolonial studies is rich with voices of resistance and rebellion, however subdued. Yet while the lines between England and its modern colonies have already been permanently etched into history, what consideration should be given to England’s premodern expansionist projects? When a colony was set up in a neighbouring nation, as in the colonies premodern England established in Ireland, Scotland, and Wales, rather than in a foreign country separated from England by vast expanses of water, as was the case with Canada or the Caribbean in the eighteenth through twentieth centuries, is the significance of these smaller-scale colonial projects somehow diminished? Postcolonial theory’s emergence is marked by an overwhelming desire for a return to what has been lost, for the recovery of an identity erased, and for entire cultures of forgotten traditions to be recaptured. But if we consider postcolonial studies only as it exists in the modern and postmodern context, emerging as a practice in the twentieth century, we are missing a substantial portion of the history that came before this. That earlier history was characterized by similar colonial practices, and was perhaps different only in terms of the scale of those practices and their impact. Until Ingham claimed in 2001, “postcolonial studies share with medieval studies a poignant concern for things fading away, and a desire to respond to loss” (69), the possibility of ties between medieval 1 episodes of colonization and medieval literature was largely overlooked. However, as Ingham points out, colonization was an active practice in the late fourteenth century, and several of the effects that these practices induced are reflected in such Middle English works as Sir Gawain and the Green Knight and Patience. 1.1 Applying Postcolonial Theory to Medieval Literature: Current Trends Scholarship pertaining to medieval literature has, in recent decades, been strongly influenced by the still up-and-coming idea
Load more

Recommended publications
  • The Norman Conquest: Ten Centuries of Interpretation (1975)
    CARTER, JOHN MARSHALL. The Norman Conquest: Ten Centuries of Interpretation (1975). Directed by: Prof. John H. Beeler. The purpose of this study was to investigate the historical accounts of the Norman Conquest and its results. A select group of historians and works, primarily English, were investigated, beginning with the chronicles of medieval writers and continuing chronologically to the works of twentieth century historians. The majority of the texts that were examined pertained to the major problems of the Norman Conquest: the introduction of English feudalism, whether or not the Norman Conquest was an aristocratic revolution, and, how it affected the English church. However, other important areas such as the Conquest's effects on literature, language, economics, and architecture were observed through the "eyes" of past and present historians. A seconday purpose was to assemble for the student of English medieval history, and particularly the Norman Conquest, a variety of primary and secondary sources. Each new generation writes its own histories, seeking to add to the existing cache of material or to reinterpret the existing material in the light of the present. The future study of history will be significantly advanced by historiographic surveys of all major historical events. Professor Wallace K. Ferguson produced an indispensable work for students of the Italian Renaissance, tracing the development of historical thought from the fifteenth to the twentieth century. V Professor Bryce Lyon performed a similar task,if not on as epic a scale, with his essay on the diversity of thought in regard to the history of the origins of the Middle Ages.
    [Show full text]
  • The Anglo-Saxon Period of English Law
    THE ANGLO-SAXON PERIOD OF ENGLISH LAW We find the proper starting point for the history of English law in what are known as Anglo-Saxon times. Not only does there seem to be no proof, or evidence of the existence of any Celtic element in any appreciable measure in our law, but also, notwithstanding the fact that the Roman occupation of Britain had lasted some four hundred years when it terminated in A. D. 410, the last word of scholarship does not bring to light any trace of the law of Imperial Rome, as distinct from the precepts and traditions of the Roman Church, in the earliest Anglo- Saxon documents. That the written dooms of our kings are the purest specimen of pure Germanic law, has been the verdict of one scholar after another. Professor Maitland tells us that: "The Anglo-Saxon laws that have come down to us (and we have no reason to fear the loss of much beyond some dooms of the Mercian Offa) are best studied as members of a large Teutonic family. Those that proceed from the Kent and Wessex of the seventh century are closely related to the Continental folk-laws. Their next of kin seem to be the Lex Saxonum and the laws of the Lom- bards."1 Whatever is Roman in them is ecclesiastical, the system which in course of time was organized as the Canon law. Nor are there in England any traces of any Romani who are being suffered to live under their own law by their Teutonic rulers.
    [Show full text]
  • Chapter 5. Middle English the Norman Conquest
    Chapter 5. Middle English The Norman Conquest introduced a third language, French, to an already bilingual situation in England, consisting of Old English and Latin. Writing about 230 years later, Robert of Gloucester discusses the impact the Norman Conquest had on the English language. Robert of Gloucester’s Chronicle (Southern dialect, c. 1300) þus lo þe englisse folc. vor noȝt to grounde com. thus lo the English folk. for nought to ground came (were beaten) vor a fals king þat nadde no riȝt. to þe kinedom. for a false king that not-had no right. to the kingdom. & come to a nywe louerd. þat more in riȝt was. & came to a new lord. that more in right was. ac hor noþer as me may ise. in pur riȝte was. but their neither (neither of them) as one may see. in pure right was. & thus was in normannes hond. þat lond ibroȝt itwis... & thus was in norman’s hand that land brought indeed. þus com lo engelond. in to normandies hond. thus came lo England into Normandy’s hand. & þe normans ne couþe speke þo. bote hor owe speche. & the Normans not could speak then. but their own speech. & speke french as hii dude at om. & hor children dude & spoke French as they did at home. & their children did also teche. also teach. so þat heiemen of þis lond. þat of hor blod come. so that nobles of this land. that come of their blood. holdeþ alle þulk speche. þat hii of hom nome. hold all the same speech. that they from them took.
    [Show full text]
  • The Norman Conquest Prepre -- 10661066 Y 912 ◦ Scandinavian Northmen Gained the Right to Occupy the Normandy
    TheThe NormanNorman ConquestConquest The Anglo Saxon Chronicle Jan Seidensticker & Philipp Preker 1. The Anglo Saxon Chronicle 1. Pre -1066 2. A.D. 1066 3. A.D. 1070 2. Facts about William I of England 3. Appearance of the French language in England 4. Linguistic impact of the Norman Conquest PrePre -- 10661066 y 912 ◦ Scandinavian Northmen gained the right to occupy the Normandy. ◦ Rollo their leader accepted the French King as his overlord and became the first Duke of Normandy. y 1002 ◦ Æthered the Unready King of England was driven into exile by the Danes and fled to Normandy. ◦ His son Edward was born in France and thus received a French education. y 1042 ◦ When the Danish lined died out, Edward was restored to the English throne. A.D.A.D. 10661066 y King Edward died on the “eve of Twelth day” (6th of Jan.) childless. y The same day King Harold was crowned the new king; he was the son of Godwin Earl of Wessex and had been the principal advisor of Edward. y Harold sent a fleet against William, Duke of Normandy. (William had plans to invade England to claim his right to the English Throne) WhoWho wantedwanted toto claimclaim thethe EnglishEnglish thronethrone BayeuxBayeux TapestryTapestry HaroldHarold thethe newnew kingking A.D.A.D. 10661066 Meanwhile Earl Tosty or Tostig (Brother of Harold), who had previously been banished from the land, invaded Harold’s kingdom. He sailed into the Humber with 60 ships, but was defeated by Edwin Earl of Mercia. A.D.A.D. 10661066 y Tosty fled to Scotland and allied himself with Harald [Hadrada], King of Norway, who also claimed the English throne.
    [Show full text]
  • Changing Thegns: Cnut's Conquest and the English Aristocracy*
    The 1983 Denis Bethell Prize Essay of the Charles Homer Haskins Society Changing Thegns: Cnut's Conquest and the English Aristocracy* Katharin Mack England was conquered twice in the eleventh century: first in 1016 by Cnut the Dane and again in 1066 by William Duke of Normandy. The influence of the Norman Conquest has been the subject of scholarly warfare ever since E.A. Freeman published the first volume of his History of the Nor~ man Conquest of England in 1867-and indeed, long before.' The conse~ quences of Cnut's conquest, on the other hand, have not been subjected to the same scrutiny. Because England was conquered twice in less than fifty years, historians have often succumbed to the temptation of comparing the two events. But since Cnut's reign is poorly documented and was followed quickly by the restoration of the house of Cerdic in the person of Edward the Confessor, such studies have tended to judge 1016 by the standards of 1066. While such comparisons are useful, they have imposed a model on Cnut's reign which has distorted the importance of the Anglo-Scandinavian period. 2 If, however, Cnut's reign is compared with the Anglo-Saxon past rather than the Anglo-Norman future, the influence of 1016 can be more fairly assessed. At first sight, there would seem little to debate. Cnut appears to have adopted wholeheartedly the traditional role of Anglo-Saxon kingship. The sources suggest that at every chance, Cnut proclaimed his determination to be a good English king,3 and modern scholarship has confirmed many of • An abbreviated version of this article was presented at the Haskins Society Conference at the University of Houston, November, 1983.
    [Show full text]
  • The Norman Conquest
    OCR SHP GCSE THE NORMAN CONQUEST NORMAN THE OCR SHP 1065–1087 GCSE THE NORMAN MICHAEL FORDHAM CONQUEST 1065–1087 MICHAEL FORDHAM The Schools History Project Set up in 1972 to bring new life to history for school students, the Schools CONTENTS History Project has been based at Leeds Trinity University since 1978. SHP continues to play an innovatory role in history education based on its six principles: ● Making history meaningful for young people ● Engaging in historical enquiry ● Developing broad and deep knowledge ● Studying the historic environment Introduction 2 ● Promoting diversity and inclusion ● Supporting rigorous and enjoyable learning Making the most of this book These principles are embedded in the resources which SHP produces in Embroidering the truth? 6 partnership with Hodder Education to support history at Key Stage 3, GCSE (SHP OCR B) and A level. The Schools History Project contributes to national debate about school history. It strives to challenge, support and inspire 1 Too good to be true? 8 teachers through its published resources, conferences and website: http:// What was Anglo-Saxon England really like in 1065? www.schoolshistoryproject.org.uk Closer look 1– Worth a thousand words The wording and sentence structure of some written sources have been adapted and simplified to make them accessible to all pupils while faithfully preserving the sense of the original. 2 ‘Lucky Bastard’? 26 The publishers thank OCR for permission to use specimen exam questions on pages [########] from OCR’s GCSE (9–1) History B (Schools What made William a conqueror in 1066? History Project) © OCR 2016. OCR have neither seen nor commented upon Closer look 2 – Who says so? any model answers or exam guidance related to these questions.
    [Show full text]
  • Anglo-Saxon and Norman England, C.1060-1088 Paper 2 British Depth Study
    Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Paper 2 British Depth Study: Anglo-Saxon and Norman England c.1060-88 Name ………………………………………………….. 1 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Anglo-Saxon and Norman England – Revision Checklist How well do I know each topic? 3 Anglo-Saxon England and the Norman Conquest 4 What was England like in Anglo-Saxon times? 8 Edward the Confessor’s last years 11 1066 and the rival claimants for the throne 13 The Norman invasion 15 Topic Test – Theme 1: Anglo-Saxon England and the Norman Conquest 16 William I in Power: Securing the Kingdom, 1066-87 17 Establishing control 20 Anglo-Saxon resistance, 1068-71 22 The legacy of resistance to 1087 25 Revolt of the Earls, 1075 27 Topic Test – Theme 2: Securing the Kingdom, 1066-87 29 Norman England, 1066-88 30 The feudal system 32 The Church 35 Norman government 37 Norman aristocracy 39 William I and his sons 41 Topic Test – Theme 3: Norman England, 1066-88 Produced by J. Harris, Sir Harry Smith Community College 2 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Theme 1: Anglo-Saxon England and the Norman Conquest, 1060-66 3 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 What was England like in Anglo-Saxon times? England had a population of about 2 million people (less than half of London today!) Almost everyone farmed land. England was a Christian country, and religion played a large role in everyday life. For centuries England had been under threat from the Vikings, and parts of northern England had Viking settlers.
    [Show full text]
  • The Geographic Origins of the Norman Conquerors of England
    The Geographic Origins of the Norman Conquerors of England Christopher Macdonald Hewitt escended from Vikings, the Norman armies of the eleventh and twelfth centuries spread out from their home in Northern France on a quest to conquer and explore new lands beyond their duchy.1 The Dmost famous of these quests was the Norman Conquest of England in 1066. After many months of planning and preparation, this quest climaxed on Saturday, October 14, 1066 at the Battle of Hastings. Here, the Normans crushed the Anglo-Saxon rulers of England with the power and might of their knights. While much has been written about this epic battle, few studies have focused squarely on the importance of some of the more fundamental char- acteristics of the primary combatants themselves—the Norman knights. In an attempt to partially address this deficiency, this study focuses on one particular aspect of this armed cohort: its geographic origins. Following a discussion of Duke William’s leadership role and the Norman Army’s or- ganization at Hastings, the study moves to focus squarely on the as yet un- examined geographical allegiances of the Norman knights and how this might shed light on both the motivation of the combatants and their ulti- mate success in mobilizing the resources required to win at Hastings. Literature review There is no shortage of scholarly work chronicling key aspects of the Battle of Hastings. Temporally, these accounts range from the time of the battle itself until the modern era. One of the oldest and best-known sources is the Bayeux Tapestry. This account depicts the Conquest graphically from the Norman perspective,2 in the form of pictures or diagrams.3 It is be- lieved to have been funded by Bishop Odo of Bayeux, Duke William’s half brother.
    [Show full text]
  • HST151 History of England: Norman Conquest to 1600
    WILLIAM RAINEY HARPER COLLEGE BUSINESS AND SOCIAL SCIENCE DIVISION GENERAL COURSE OUTLINE History of England HST 151 Norman Conquest to 1600 (3-0) 3 Course Course Course Title Lec-Lab Credit Prefix Number Hours COURSE DESCRIPTION Surveys the social, cultural, economic, political, and religious history of England from the Norman Conquest through the age of Elizabeth I. TOPICAL OUTLINE I. Geography, Climate, and Resources II. Earliest History to the Norman Conquest III. The Norman Conquest to the Acts of Clarendon IV. Crusades, Common Law, and Constitutionalism V. Rise of English Nationalism and the Hundred Years’ War VI. The War of the Roses and the Tudor Dynasty VII. The English Reformation and the Age of Elizabeth I METHOD OF PRESENTATION 1. Lecture 2. Class discussion 3. Designated related readings STUDENT OUTCOMES (The student should…) 1. explain the contributions of the Celts to Britain. 2. list and discuss the major contributions of the Romans to Britain. 3. explain how the Anglo-Saxons conquered Britain. 4. explain the development of Anglo-Saxon institutions. 5. discuss the impact of Danish rule in Britain. 6. describe the struggle of the English against the Danes from the 9th to the 11th century. 7. list and discuss the major claims to the English throne upon the death of Edward the Confessor. 8. explain in detail how William of Normandy was able to defeat Harold of England. 9. list and discuss the contributions the Normans gave England. 10. explain how William the Conqueror created a highly developed state and monarchy in England. 11. evaluate the long term impact of the Norman conquest on the English.
    [Show full text]
  • The Impact of the Norman Conquest on Christ Church Cathedral Priory and Worcester Cathedral Priory: a Survey Based on Library Holdings
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 4-2002 The Impact of the Norman Conquest on Christ Church Cathedral Priory and Worcester Cathedral Priory: A Survey Based on Library Holdings Toruko Ishihara Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Medieval Studies Commons Recommended Citation Ishihara, Toruko, "The Impact of the Norman Conquest on Christ Church Cathedral Priory and Worcester Cathedral Priory: A Survey Based on Library Holdings" (2002). Master's Theses. 4980. https://scholarworks.wmich.edu/masters_theses/4980 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THEIMP ACT OF THE NORMAN CONQUEST ON CHRIST CHURCH CATHEDRALPRIORY AND WORCESTER CATHEDRALPRIORY: A SURVEY BASED ON LIBRARYHOLDINGS by Toruko Ishihara A Thesis Submitted to the Faculty of The Graduate College In partial fulfillment of the Requirements for the Degree of Master of Arts Medieval Institute WesternMichigan University Kalamazoo, Michigan April 2002 Copyright by Toruko Ishihara 2002 , ACKNOWLEDGEMENTS I wish to thank the members of my Thesis Committee for their assistance throughout this P.roject: Dr. Thomas Amos, Dr. Timothy Graham, and Dr. James Palmitessa. I would not have been able to accomplish this project without their advice on content and technical matters. I am deeply grateful to my director, Dr. Thomas Amos, who directed me to lay the course of this thesis and who always supported me with great patience.
    [Show full text]
  • Open Jay Johnson Honors Thesis
    THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF HISTORY AND RELIGIOUS STUDIES AN INVESTIGATION OF THE NORMAN CONQUEST AND PARALLELS IN THE EARLIER ANGLO-SAXON INVASION OF ENGLAND JAY KENNETH POLLEY JOHNSON SPRING 2013 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in History and Classics & Ancient Mediterranean Studies with honors in History Reviewed and approved* by the following: Kathryn Salzer Associate Professor of History Thesis Supervisor Mike Milligan Director of Undergraduate Studies Senior Lecturer in History Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT Considered by most historians as one of the pivotal moments in western European history, the Norman conquest of England from 1066 to 1071 greatly impacted the political, social, and cultural atmosphere of the British Isles and European continent in the decades and centuries that followed. This invasion uprooted, battled, and assimilated the native population, which had been inhabited and influenced by the previous invaders, the Anglo-Saxons, for close to six centuries. My thesis will examine the Norman conquest of England and identify its parallels in the earlier sixth-century Anglo-Saxon invasion while seeking to identify the successful elements of each conquest. I have identified four definitive phases of conquest. Each phase was present in both the Norman and Anglo-Saxon invasions and was essential to its success. Namely, the first phase encompasses establishing military supremacy; the second, occurring after the principal fighting has subsided, is that of fortification; the third requires the establishment of political and economic stability; and, finally, the fourth and longest phase is that of cultural assimilation.
    [Show full text]
  • A History of the English Language
    A History of the English Language Fifth Edition Baugh and Cable’s A History of the English Language has long been considered the standard work in the field. A History of the English Language is a comprehensive exploration of the linguistic and cultural development of English, from the Middle Ages to the present day. The book provides students with a balanced and up-to-date overview of the history of the language. The fifth edition has been revised and updated to keep students up to date with recent developments in the field. Revisions include: • a revised first chapter, ‘English present and future’ • a new section on gender issues and linguistic change • updated material on African-American Vernacular English A student supplement for this book is available, entitled Companion to A History of the English Language. Albert C.Baugh was Schelling Memorial Professor at the University of Pennsylvania. Thomas Cable is Jane and Roland Blumberg Centennial Professor of English at the University of Texas at Austin. THE COUNTIES OF ENGLAND A History of the English Language Fifth Edition Albert C.Baugh and Thomas Cable First published 1951 by Routledge & Kegan Paul Second edition 1959 Third edition 1978 Fourth edition published 1993 by Routledge Authorized British edition from the English language edition, entitled A History of the English Language, Fifth Edition by Albert C.Baugh and Thomas Cable, published by Pearson Education, Inc., publishing as Prentice Hall, Inc. Copyright © 2002 Routledge 11 New Fetter Lane, London EC4P 4EE Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005.
    [Show full text]