In classical literature there are many famous ex-
amples of allegory, including the allegory of the
cave in Plato’s Republic, where Plato likens human
life to the existence of cave-dwellers who can see
reality only in the form of shadows cast on a wall.
In addition, several of the stories in Ovid’s Meta-
morphoses invite allegorical interpretation.
The allegory received its fullest expression in
medieval and RENAISSANCE Europe. Early Christ-
ian writers such as Augustine, and medieval reli-
gious writers who followed him, extended the
parable form to help convey spiritual concepts. As
medieval romances grew in popularity, writers
defused charges of frivolity leveled against their
preoccupation with secular passions by includ-
ing religious meanings. In The Divine Comedy, for
example, Dante achieved a complete fusion be-
tween romance and religious poetry, and every
event and conversation can be understood on
several levels.
In some allegories, such as William LANGLAND’s
Piers Plowman, characters bear the names of ab-
stract qualities (Piers meets and talks with deadly
sins such as Gluttony and Sloth, and virtues such
as Truth and Peace). In other allegories, the char-
acters seem to be real people with whom the reader
can identify while at the same time symbolizing
moral dilemmas. For example, in the 14th-century
English romance
SIR GAWAIN AND THE GREEN KNIGHT,
Sir Gawain, although a good knight and a hero, is
also an ordinary, flawed human being; but the
Green Knight who challenges him, the host who
entertains him, and the host’s lady who tempts him
all have a symbolic function that is not fully ex-
plained and that challenges the reader to search for
the best interpretation.
Renaissance examples of allegory include
Torquato TASSO’s Gerusalemme Liberata, Ludovico
ARIOSTO’s Orlando Furioso, and Edmund Spenser’s
The Faerie Queene (1590, 1596). Jonathan SWIFT
used allegorical techniques in his A Tale of a Tub,
and writers and filmmakers to this day use alle-
gory to engage at once the reader’s emotions and
intellect.
Other Works Featuring Allegory
Bunyan, John. The Pilgrim’s Progress. Mineola, N.Y.:
Dover, 2003.
Dryden, John. “Absalom and Achitophel,” in Selected
Poetry and Prose of John Dryden. Edited by Earl
Miner. Los Angeles: Random House, 1969.
Works about Allegory
Lewis, C. S. The Allegory of Love: A Study in Medieval
Tradition. New York: Oxford University Press, 1990.
Fletcher, Argus. Allegory: The Theory of a Symbolic
Mode. Ithaca, N.Y.: Cornell University Press, 1982.
Anchieta, José de (1534–1597) missionary,
teacher, linguist
Dubbed the “Apostle of Brazil,” José de Anchieta is
influential for his contributions as a writer to the
foundations of Brazilian culture. He is also noted
for his concern for the welfare of the Brazilian In-
dians demonstrated through his efforts to protect
the Indians from exploitation under Portuguese
colonization. Anchieta helped to establish several
Jesuit schools, including colleges at Rio, Bahia, and
Pernambuco. He was instrumental in helping to
found the cities of São Paulo and Rio de Janeiro.
Anchieta mastered several Indian languages and
helped make the Tupi tongue the main language of
communication among the Indians. Noted for his
linguistic studies, he wrote a grammar of the Tupi
language (Arte de grammatica da lingoa ...do
Brasil), which was widely used by missionaries. He
also compiled a Tupi-Portuguese dictionary. He
translated prayers, hymns, and the catechism into
Indian languages. To teach religious faith, he wrote
catechetical texts, canticles, dialogues, and reli-
gious plays in Tupi and in Portuguese.
Anchieta’s numerous letters and reports, span-
ning the years from 1554 to 1594, provide an im-
portant historical record of Brazil’s development
in the 16th century. He wrote poetry, composing
verses in Portuguese, Spanish, Latin, and Tupi (De
beata virgine dei matre Maria; Primeiras letras). He
is also noted for writing didactic religious plays
6 Anchieta, José de