McKenzie Raber
Colonel Miller
HNL 380WX
10 February 2017
Help Received: Sources indicated
Part 1
The ideals of honor and arms began shifting significantly during the 16th century. Unlike earlier days in which honor was directly associated with chivalry and prowess in battle, honor became associated with humanistic learning (Hodgdon 320) as the demand for lawyers, bureaucrats and merchants increased as a result of the need for an economically and socially stable state (Hodgdon 321). As Leonard Digges described in his book, An Arithmetric Military Treatise, Named Stratiotios, he suggests that men of this time should form themselves as “professional soldiers” in a “scientific body of knowledge.” (Hodgdon 333) While the idea of honor as “warrior values, political autonomy, and individual will,” (Hodgdon 320) persisted, the state no longer possessed the funding to pay for a standing army and thus former professional warriors turned to other occupations. Soldiers who did not turn to other occupations often became soldiers of expedition. The New World offered the possibility of riches and comfort and the state lost many trained soldiers to such foreign endeavors. It was very expensive to train soldiers, so without going to war and winning, there were few other ways in which such funding could be provided (Hodgdon 329).
Even as men began turning towards non-military occupations, the pursuit of honor continued. War remained the greatest way in which honor could be gained (Hodgdon 326), but men could also gain honor by fighting in tilts or tournaments. In the 14th and 15th centuries, such tournaments were designed as training for military combat, but by the 16th century, the focus transitioned to the appearance of honor and chivalry as courtiers sparred in their elegant dress wear (Hodgdon 321). By participating in tilts men did not lose the honor that was passed down with the family name. Honor was considered, “chivalry’s most important legacy, (Hodgdon 319)” and while the form in which it was exhibited changed, it remained an integral part of life in 16th century England.
Part 2
During scene one, act two of King Henry V, it becomes apparent that the main motivators for entering into war against France is need for both wealth and honor. King Henry realizes that in order to defend England against the Scots he must increase his treasury so that he is able to maintain an army sufficient to fend off invasion.
“We must not only arm t’ invade the French,
But lay down our proportions to defend
Against the Scot, who will make road upon us
With all advantages (I. ii. 136-139).
Henry understands that it is going to take money to transform the lawyers, and bureaucrats of his time into capable military leaders. Although he could have gained military funding through methods such as seizing land from the church, he chooses to invade France because the prize is greater. Not only will he gain greater wealth for funding his army, but he will also gain honor in such a pursuit. Henry wishes to regain the honor in battle that was prominent in his youth and in his ancestors’ days. He recognizes that victory in war is the greatest way that he can earn his people’s respect. He does not want to compromise with France, because that would be seen as weak, he wants a full victory or he wants to die trying.
Now are we well resolved, and by God’s help
And yours, the noble sinews of our power,
France being ours, we’ll bend it to our awe
Or break it all to pieces. (I. ii. 223-226).
Henry also understands that honor is passed down with the family name. If he does not preform to the level that his ancestors did, not only is he letting down his country, but his entire family as well.
“Look back into your mighty ancestors;
Go, my dread lord, to your great-grandsire’s tomb,
From whom you claim; invoke his warlike spirit,
And your great-uncle’s, Edward the Black Prince,
Who on the French ground played a tragedy,
Making defeat on the full power of France (I. ii. 102-107).
France has been defeated by Henry’s ancestor’s before, so Henry feels that he must conquer France as a way of paying tribute to his family line.
While there was honor in work requiring a humanistic education , there was no greater honor than that of military success. Those who fought bravely in battle and conquered were regarded as great men in their society. King Henry recognized this and pursued it with his invasion into France.
Works Cited
Hodgdon, Barbara, ed. The First Part of King Henry the Fourth: Texts and Contexts. By William Shakespeare. Boston: Bedford/St. Martin’s, 1997. Print.
Shakespeare, William. The First Part of King Henry the Fourth: Texts and Contexts. Boston: Bedford/St. Martin’s, 1997. Print
Shakespeare, William. The Life of King Henry the Fifth. Ed. Claire McEachern. New York; Penguin, 1999. Print.