Bernard Felix Huppe - A Reading of the Canterbury Tales
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Copyright 1964 by State University of New York Thurlow Terrace, Albany, New York 12201
All rights reserved
Revised edition 1967
Library of Congress Catalog Card Number 64-17577
Manufactured in the United States of America
Page iii
To My Students in Chaucer Princeton University 19451950 Harpur College 19511963 And gladly did they learn and gladly teach
Page v
Preface
This reading of the Canterbury Tales is the direct product of lectures given annually for the last fifteen years. It began to assume substantially its present shape sometime between 1950 and 1955, modified since that time by rearrangement and reinterpretation of detail. The process of composing a book rather than a series of lectures has forced some excisions, as well as some modifications and clarifications. Teaching is an active process of learning, a process of collaboration between teacher and student. How much this book owes to such collaboration I have tried to suggest in my dedication.
The actual writing of this book was begun in 1961 and was completed in the Summer of 1962, made free through the help of the Research Foundation of the State University of New York and its Director, Mr. Mort Grant, as part of its larger efforts to encourage publication by the faculties of the State University.
In writing this book I have aimed neither at fullness nor at completeness. I have not hesitated to omit discussion of tales where I felt I had little to say. I have been intent upon presenting my reading of the Canterbury Tales freshly and without encumbrance; if I have read the poem badly, wrongly, then massive documentation will not help. My reading stands or falls on its degree of inner consistency and reasonableness. I have, however, in the Notes tried to sug-
Page vi
gest something of the vigor and excellence of recent Chaucerian criticism, which has buttressed and challenged my reading of the Canterbury Tales.
A difficult problem in disencumbering the book of documentation arose from the fact that my interpretation of Chaucer's poem derives from placing him in a literary tradition. I wrote the present introductory chapter tentatively, giving in barest outline the elements of the hypothecated tradition; I chose two pages rather than two hundred, but I was far from sure that my choice was right. Happily, Professor D. W. Robertson's A Preface to Chaucer reached me just as I was completing my MS, and has obviated any need for me to expand my introductory chapter. Chaucer's tradition Professor Robertson has described definitively, completely, in a scholarly depth and breadth far beyond my reach. Although I had not seen my friend's book until he sent it to me, it provided precisely what I had need of. My first chapter can stand as an introduction to his Preface, and his Preface as an indispensable introduction to my Reading.
Professor Robertson refers to our conversations about Chaucer when we were colleagues some time ago. His book began then, and so did mine. There are differences of detail in some of our interpretations, I perceive, and I am looking forward to a time when the two of us can argue out these differences. Let me say here that the years when my friend and I were collaborators were the richest and most fruitful of my learning life. At any event, between Professor Robertson's illuminating study of Chaucer's tradition and my reading of the Canterbury Tales, "as in the sentence, shul ye nowher fynde difference."
To the Houghton Mifflin Company I am indebted for permission to quote from the second edition of Professor F. N. Robinson's The Works of Geoffrey Chaucer.
To my colleagues at Harpur, Professors Mario A. Di Cesare, Paul F. Mattheisen, Seymour M. Pitcher, who have been preceptors in my Chaucer course, I owe much.
Page vii
Two other colleagues who have precepted in the course, Professors Bernard Levy and Frank Newman, have read the MS with great care. They have caught errors and have made suggestions which I have silently incorporated in the text. I thank them. To Professor John S. Weld, of Harpur College, who has precepted in the course off and on since 1947, I am indebted for friendly encouragement, wise counsel, perceptive insights. My wife, Mary Lois, has sustained me in my task with encouragement, admonition, and love.
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