Themes are the fundamental and often universal ideas explored in a literary work.
In presenting the figure of its heroic yet ruthless protagonist, Henry V’s predominant concern is the nature of leadership and its relationship to morality. The play proposes that the qualities that define a good ruler are not necessarily the same qualities that define a good person. Henry is an extraordinarily good leader: he is intelligent, focused, and inspiring to his men. He uses any and all resources at his disposal to ensure that he achieves his goals. Shakespeare presents Henry’s charismatic ability to connect with his subjects and motivate them to embrace and achieve his goals as the fundamental criterion of good leadership, making Henry seem the epitome of a good leader. By inspiring his men to win the Battle of Agincourt despite overwhelming odds, Henry achieves heroic status.
But in becoming a great king, Henry is forced to act in a way that, were he a common man, might seem immoral and even unforgivable. In order to strengthen the stability of his throne, Henry betrays friends such as Falstaff, and he puts other friends to death in order to uphold the law. While it is difficult to fault Henry for having Scrope killed, since Scrope was plotting to assassinate him, Henry’s cruel punishment of Bardolph is less understandable, as is his willingness to threaten the gruesome murder of the children of Harfleur in order to persuade the governor to surrender. Henry talks of favoring peace, but once his mind is settled on a course of action, he is willing to condone and even create massive and unprovoked violence in order to achieve his goal.
Shakespeare’s portrayal of the king shows that power complicates the traditional distinctions between heroism and villainy, so that to call Henry one or the other constitutes an oversimplification of the issue. As Henry himself comments, the massive responsibilities laid on the shoulders of a king render him distinct from all other people, and the standards that can be brought to bear in judging a king must take that distinction into account. A king, in Shakespeare’s portrayal, is responsible for the well-being and stability of his entire nation; he must subordinate his personal feelings, desires, dislikes, and even conscience wholly to this responsibility. Perhaps, then, the very nature of power is morally ambiguous, which would account for the implicit critique of Henry’s actions that many contemporary readers find in the play. But within the framework of judgment suggested by the play, there is no doubt that Henry is both a great king and a hero.
The play opens with the Chorus reminding the audience that the few actors who will appear onstage represent thousands of their countrymen, and, indeed, the characters who appear in Henry V encompass the range of social classes and nationalities united under the English crown during Henry’s reign. The play explores this breadth of humanity and the fluid, functional way in which the characters react to cultural differences, which melt or rupture depending on the situation.
The catalog of characters from different countries both emphasizes the diversity of medieval England and intensifies the audience’s sense of Henry’s tremendous responsibility to his nation. For a play that explores the nature of absolute political power, there is something remarkably democratic in this enlivening portrayal of rich and poor, English and Welsh, Scottish and Irish, as their roles intertwine in the war effort and as the king attempts to give them direction and momentum.
Interestingly, this disparate group of character types is not unanimous in supporting Henry. Many of them do admire the king, but other intelligent and courageous men, such as Michael Williams, distrust his motives. It is often seen as a measure of Henry’s integrity that he is able to tolerate Williams’s type of dissent with magnanimity, but the range of characters in the play would seem to imply that his tolerance is also expedient. With so many groups of individuals to take into account, it would be unrealistic of Henry to expect universal support—another measure of pressure added to his shoulders. In this way, the play’s exploration of the people of Britain becomes an important facet of the play’s larger exploration of power. As the play explores the ruler, it also examines the ruled.
Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.
There are almost no women in Henry V. Catherine is the only female character to be given many lines or presented in the domestic sphere, and most of her lines are in French. With this absence of women and the play’s focus on the all-male activity of medieval warfare, the play presents many types of male relationships. The relationships between various groups of men—Fluellen and Gower; Bardolph, Pistol, and Nim; and the French lords—mirror and echo one another in various ways. The cowardice of the Eastcheap group is echoed in the cowardice of the French lords, for instance. Perhaps more important, these male friendships all draw attention to another aspect of Henry’s character: his isolation from other people. Unlike most of the play’s other male characters, Henry seems to have no close friends, another characteristic that makes the life of a king fundamentally different from the life of a common citizen.
Henry V presents a wide range of common citizens. Some scenes portray the king’s interactions with his subjects—Act IV, scene i, when Henry moves among his soldiers in disguise, is the most notable of these. The play also presents a number of mirror scenes, in which the actions of commoners either parallel or parody the actions of Henry and the nobles. Examples of mirror scenes include the commoners’ participation at Harfleur in Act III, scene ii, which echoes Henry’s battle speech in Act III, scene i, as well as Act II, scene i, where the commoners plan their futures, mirroring the graver councils of the French and English nobles.
The play uses a number of recurring metaphors for the violence of war, including images of eating and devouring, images of fire and combustion, and, oddly, the image of a tennis match. All of this imagery is rooted in aggression: in his rousing speech before the Battle of Harfleur, for example, Henry urges his men to become savage and predatory like tigers. Even the tennis balls, the silly gift from the Dauphin to Henry, play into Henry’s aggressive war rhetoric. He states that the Dauphin’s mocking renders the tennis balls “gunstones,” or cannonballs, thus transforming them from frivolous objects of play into deadly weapons of war (I.ii.282).
Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts.
The Dauphin knows that Henry was an idler before becoming king, and he sends Henry a tun, or chest, of tennis balls to remind Henry of his reputation for being a careless pleasure-seeker. This gift symbolizes the Dauphin’s scorn for Henry. The tennis balls enrage Henry, however, and he uses the Dauphin’s scorn to motivate himself. The tennis balls thus come to symbolize Henry’s burning desire to conquer France. As he tells the French ambassador, the Dauphin’s jests have initiated a deadly match, and these tennis balls are now cannonballs.
As the Chorus tells the audience, it is impossible for a stage to hold the vast numbers of soldiers that actually participated in Henry V’s war with France. As a result, many of the characters represent large groups or cultures: Fluellen represents the Welsh, Pistol represents the underclass, Jamy represents the Scottish, and MacMorris represents the Irish. These characters are often given the stereotypical traits thought to characterize each group in Shakespeare’s day—MacMorris, for instance, has a fiery temper, a trait thought to be common to the Irish.
I just finished Henry V, the 19th Shakespeare play, in my quest to read all the Bard by his 450th birthday next year. If you're interested, visit my blog to find out what I thought of it and more on what I thought of Henry:
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In your comment on Act I, Scene II, you mentioned, according to ancient custom, sending tennis balls refers to respect and friendship. Would you please tell me the source of this custom? Or recommend me a book to help me understand it?
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