Gothic

The Gothic movement is important in understanding the literary and social context for "Wuthering Heights" and Victorian literature generally.  There is a series of excellent short articles here on the British Library website (which is a good resource for most periods of literature) and watch the videos.  The catalogue for their major exhibition on Gothic, held a few years ago, is held in the 6th form library.  There is also a section on Gothic in the book "Key Concepts in Victorian Literature" by Sean Purchase, which is also in the 6th form library.  This book breaks down the key contextual factors in an easily accessible form and is essential reading.

Parts 3, 4, 5 and 6 Mrs Dalloway

1. What illness is Dalloway suffering from?
2. How do you think Dalloway's revelation that she was in love with Sally would have been received at the time of publication?
3. Why does Woolf suggest a comparison of the relationship between Dalloway and Sally to Shakespeare's Othello and Desdemona?
4. Why does Dalloway describe her kiss with Sally as a 'religious experience'?
5. Peter has a habit of interrupting Dalloway at inappropriate times. Why do you think Woolf has written his entrances in like this?
6. What is the significance of Dalloway's green dress?
7. Why do you think Dalloway feels nun-like and virginal now she is over the age of 50?
8. Were you shocked when Woolf revealed Dalloway's age? Why? Why not?
9. Consider the symbolism of doors and windows in the novel.
10. Why do you think Dalloway married Richard, as opposed to Peter or continuing her relationship with Sally?
11. What do you consider Peter's 'moment of being' to be?
12. What is significance of the bell on page 37?
13. Discuss the significance of 'nobody yet knew he was in London, except Clarissa'.
14. It becomes apparent that Dalloway and Peter are obsessed with age. Why do you think Woolf constantly mentions age in these parts?
15. Bearing in mind Dalloway's relationship with Sally, do you find it strange that Dalloway reacts so badly to the news of a woman giving birth before she is married? Why? Why not?
16. What is significant about the repeated quotation, 'The death of the soul'?
17. Discuss the symbolism of the broken fountain at the end of part 6.

Social status during the Victorian Era

 

Introduction

The class hierarchy during the 18th century, consisted of distinct social groupings in which progressed into the 'upper class', 'middle class', 'working class' (labourers and unskilled workers) and the 'lower class'. The Victorian Era was primal for social reform, as people were categorised into a class, which varied depending on the individuals wealth, power, authority and educational background. In general, Victorian society greatly influenced every aspect of daily life and has contributed to the modified structure that exists today.

 

Upper Class

Over time, the hereditary aristocracy (highest class in societies) developed into what we know as the 'upper class', as many of the gentleman during this period came from backgrounds of success within commerce, industry and professions. It was clear that the basic standard of living for people were changing as many new nobles, alongside the steady growth of the wealthy class, started to override the number of traditional families in society.

In terms of access to education, many of the rich families were able to afford the best tutors for their children. This had a knock on effect on society as a whole - for the upper class, it enabled them to have a leap start in life and a secure future, whereas for the lower class there was a high chance of remaining uneducated for the duration of their life time.

 

Moreover, women in the upper class were forced into a society, in which marriage was the 'final destination'. A women's place remained at home and men were believed to be the 'rulers' of the family. Mannerism and common courtesy was well respected during this era, thus women were expected to represent their husbands with grace and avoid any scandalous activity.

 

Evidently, the Bronte sisters published their books under pseudonyms, as female authors during this time were not readily accepted - Emily's name was 'Ellis Bell'. This reflects the restrictions placed on women during this era, where personal achievement was unnoticed.

Middle Class

The Victorian period was very prosperous for the middle class, as people managed to have ownership on vast businesses. The Industrial Revolution was thriving, which provided job opportunities for many people so they could a decent income.

Notably, people in the middle class also undertook roles as servants in the Victorian houses of the upper class and saw it as a privileged opportunity in doing so, as there was guaranteed food and shelter. People that gained a profession (shopkeepers, nurses etc.) used it to pass themselves as a member of the middle class in society.

 

In the opening of 'Wuthering Height', we're introduced to Heathcliff as the 'landlord', however he lacks the privilege of his last name, Earnshaw. During this era, the surname was an identifier of class, therefore for Heathcliff to not have one, it implies that he's been denied a place in social class. Thus, he's not truly an Earnshaw and wouldn't gain the benefits of the middle class land-owning name.

 

Lower Class

At the very bottom of society, was the 'lower class', where there was an abundance of labourers and unskilled workers, all of whom were deprived of education and wealth. The lower class had a non-existent status within society, where they were quite often looked down upon by classes of a higher degree. The most common attribute within this class, was primarily the poverty that had carried through generations of their family history.

Many workers were vulnerable to exploitation and experienced poor working conditions on a daily basis. Gradually, conditions became very brutal, so much so that  children as young as 7 had no choice but to work away from home, just to provide some kind of income.

 

 

Sources: http://www.victorianweb.org/history/Class.html

http://www.aboutbritain.com/articles/victorian-society.asp

Feminism, gender ideology and education in the Victorian era

•In the Victorian period the status of women was not seen as important but the ideal woman was expected to be modest, pure and refined. Lockwood : “fascinating creature”.

•Women had no form of equality with men and were seen as the weaker gender.

•Women were only allowed to have sex with one man which was their husband and divorce was never an option, whereas, men where allowed multiple partners in their lifetime.

•Literature was a way for women to break away from the typical standards and outlooks they were expected to maintain. Writing allowed a lot of woman to be empowered and strengthen there voice.

•Women would be faced with fear and embarrassment when exploring there sexuality or confessing there sexual desires.

•Literature and the expression of feminism  in writing helped immensely in the movement to greater equality for women.

•In 19th century British society was indulged in the unexplainable power and privilege for men with woman starting to test their strengths and think about the idea of gender equality.

•This period saw a transition in the idea of the traditional male superiority.

•By the end of the 19th century women had started to gain more opportunities in certain work forces.

•Woman were not often given the opportunity for higher education in university which made it much more difficult to be independent and stray from societies stereotypes and restrains.

•A women's place was at home either cleaning, looking after her children or cooking in the kitchen. So many women were not encouraged to aspire to further education as it could jeopardise the future society had already planned for them.

•At a younger age richer families would have had their daughters home schooled whereas some children would have gotten there education based in churches .

Part 2 Mrs Dalloway

1. What is significant about Septimus' name?
2. How does Woolf portray patriotism?
3. Look at how Woolf continues to use bird/glove imagery. Is it the same or different from before? Why/why not?
4. What are the attitudes towards mental health at the time of writing? What evidence does the reader have of this is the novel?
5. What ideas are linked to a wedding ring?
6. Look at Woolf's use of flags. What is she suggesting by this?
7. What are the connotations of the colour white? Discuss the way Woolf uses this in her novel?
8. Discuss the quotation: "Dropping down dead".
9. Contextually, how has the rise of Science impacted what Woolf has written?
10. Why does Woolf make references to Conrad's 'Heart of Darkness'?

Part 1 Mrs Dalloway

1. How old is Clarissa?
2. What does Richard do?
3. How is London presented?
4. Post or pre-war? Why? How do you know this?
5. Clarissa’s past & present is intermingled.
6. Evelyn?
7. Peter?
8. Death?
9. Bird imagery?
10. Clarissa’s identity – Mrs Richard Dalloway.
11. Glove makers, and the symbolism of gloves in literature?
12. Patriotism.
13. Stream of consciousness.
14. 3^rd person narrative.
15. Subjective or objective? Why? How do you know this?

Context of Virginia Woolf

šNovelist, critic, and essayist.

šBorn January 25, 1882, to Leslie Stephen, a literary critic, and Julia Duckworth Stephen.

šUpper-middle-class, socially active, literary family in Victorian London.

šThree full siblings, two half-brothers, and two half-sisters.

šEducated at home and a voracious reader of the books in her father’s extensive library.

šWoolf’s mother died in 1895. Two years later, her half-sister, Stella, the caregiver in the Stephen family, died.

šWoolf experienced her first bout of mental illness after her mother’s death, and she suffered from mania and severe depression for the rest of her life.

šPatriarchal and repressive Victorian society did not encourage women to attend universities or to participate in intellectual debate.

šHowever, Woolf began publishing her first essays and reviews after 1904, the year her father died, and she and her siblings moved to the Bloomsbury area of London.

šYoung students and artists, drawn to the vitality and intellectual curiosity of the Stephen clan, congregated on Thursday evenings to share their views about the world.

šThe Bloomsbury group, as Woolf and her friends came to be called, disregarded the constricting taboos of the Victorian era, and such topics as religion, sex, and art fuelled the talk at their weekly meetings.

šThey even discussed homosexuality, a subject that shocked many of the group’s contemporaries.

šFor Woolf, the group served as the undergraduate (university) education that society had denied her.

šWoolf’s first novel, was published in 1915, three years after her marriage to Leonard Woolf, a member of the Bloomsbury group.

šTheir partnership furthered the group’s intellectual ideals due to the fact that Leonard, Woolf founded Hogarth Press, which published Sigmund Freud, Katherine Mansfield, T. S. Eliot, and other notable authors.

šVirginia determinedly pursued her own writing as well by keeping a diary of the next few years. She also wrote several novels, a collection of short stories, and numerous essays.

šShe struggled, as she wrote, to both deal with her bouts of bipolarity and to find her true voice as a writer.

šBefore World War I, Woolf viewed the realistic Victorian novel, with its neat and linear plots, as an inadequate form of expression. Her opinion intensified after the war, and in the 1920s she began searching for the form that would reflect the violent contrasts and disjointed impressions of the world around her.

šIn Mrs Dalloway (published in 1925), Woolf discovered a new literary form capable of expressing the new realities of post-war England.

šThe novel depicts the subjective experiences and memories of its central characters over a single day in post–World War I London.

šDivided into parts, rather than chapters, the novel's structure highlights the finely interwoven texture of the characters' thoughts.

šCritics tend to agree that Woolf found her writer’s voice with this novel.

šThis book, which focuses on commonplace tasks, such as shopping, throwing a party, and eating dinner, showed that no act was too small or too ordinary for a writer’s attention.

šUltimately, Mrs. Dalloway transformed the novel as an art form.

šWoolf develops the book’s protagonist, Clarissa Dalloway, and myriad other characters by chronicling their interior thoughts with little pause or explanation, a style referred to as stream of consciousness.

šSeveral central characters and more than one hundred minor characters appear in the text, and their thoughts spin out like spider webs.

šSometimes the threads of thought cross—and people succeed in communicating.

šMore often, however, the threads do not cross, leaving the characters isolated and alone.

šWoolf believed that behind the “cotton wool” of life, a pattern exists.

šCharacters in Mrs Dalloway occasionally perceive life’s pattern through a sudden shock, or what Woolf called a “moment of being.”

šSuddenly the cotton wool parts, and a person sees reality, and his or her place in it, clearly.

š“In the vast catastrophe of the European war,” wrote Woolf, “our emotions had to be broken up for us, and put at an angle from us, before we could allow ourselves to feel them in poetry or fiction.” These words appear in her essay collection, The Common Reader, which was published just one month before Mrs Dalloway.

šHer novel attempts to uncover fragmented emotions, such as desperation or love, in order to find, through “moments of being,” a way to endure.

šWhile writing Mrs. Dalloway, Woolf reread the Greek classics along with two new modernist writers, Marcel Proust and James Joyce.

šWoolf shared these writers' interest in time and psychology, and she incorporated these issues into her novel.

šShe wanted to show characters in instability, rather than static, characters who think and experience emotions as they move through space, who react to their surroundings in ways that mirrored actual human experience.

šRapid political and social change marked the period between the two world wars: the British Empire, for which so many people had sacrificed their lives to protect and preserve, was in decline. Countries like India were beginning to question Britain’s colonial rule. At home, the Labour Party, with its plans for economic reform, was beginning to challenge the Conservative Party, with its emphasis on imperial business interests. Women, who had flooded the workforce to replace the men who had gone to war, were demanding equal rights. Men, who had seen unspeakable atrocities in the first modern war, were questioning the usefulness of class-based sociopolitical institutions.

šWoolf lent her support to the feminist movement in her nonfiction book A Room of One’s Own (1929), as well as in numerous essays, and she was briefly involved in the women’s suffrage movement.

šAlthough Mrs Dalloway portrays the shifting political atmosphere through the characters Peter Walsh, Richard Dalloway, and Hugh Whitbread, it focuses more deeply on the charged social mood through the characters Septimus Warren Smith and Clarissa Dalloway.

šWoolf delves into the consciousness of Clarissa, a woman who exists largely in the domestic sphere, to ensure that readers take her character seriously, rather than simply dismissing her as a vain and uneducated upper-class wife.

šIn spite of her heroic and imperfect effort in life, Clarissa, like every human being and even the old social order itself, must face death.

šWoolf’s struggles with mental illness gave her an opportunity to witness first-hand how insensitive medical professionals could be, and she critiques their tactlessness in Mrs Dalloway.

šOne of Woolf’s doctors suggested that plenty of rest and rich food would lead to a full recovery, a cure prescribed in the novel, and another removed several of her teeth.

šIn the early twentieth century, mental health problems were too often considered imaginary, an embarrassment, or the product of moral weakness.

šDuring one bout of illness, Woolf heard birds sing like Greek choruses and King Edward use foul language among some azaleas.

š In 1941, as England entered a second world war, and at the onset of another breakdown she feared would be permanent, Woolf placed a large stone in her pocket to weigh herself down and drowned herself in the River Ouse.