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Women in 19th literature
Changing roles of women in twentieth century literature
Women's role in the 18th century
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Feminine identity is formed according to many definitions and includes many factors such as personality, role, circumstance, and social class. We hope to condense the definition of what is conventionally female by analyzing reoccurring feminine behaviors within the context of their time. Femininity can be referred to as “the quality or nature of the female gender” (Merriam Webster). In Jane Austen 's Northanger Abbey, we can connect the traits among several female characters to gain a perspective of the roles and expectations of English women living in a privileged society during the 1800s. Because characters Catherine, Isabella, and Eleanor share similar experiences we can compare their femininities to identify specific characteristics among women. Although appearance, proper behavior, and status seems to be the desirable attributes of women, Catherine the female protagonist, is …show more content…
More specifically, women who were privileged, educated, and belonged to the higher class. As an example of young women, “Catherine 's enthusiasm for romantic novels is by no means a personal idiosyncrasy to be removed by education; she is at the crest of the wave of public taste-especially for girls of her age and class.” (662) (Socialization of Catherine Morland). Reading became a popular interests of young women, however, comparing Catherine as the novel 's heroine considers feminine traits,desires, and interests were changing. Women no longer identify with female hero 's that are whimsical, instead they enjoy feminine hero 's to be challenged, opinionated, and intelligent. According to Waldo Glock Austen 's “most significant function of the parody element is to suggest that the romantic and sentimental type of heroine is no longer relevant for the nineteenth century” (37
The English attitudes towards gender are reflected in the literacy works of Margery Kempe and Elizabeth I’s letter to Sir Walter Raleigh. Within these two works, the women, especially, challenge the attitudes towards gender roles. First of all, women were expected to be domesticated, meaning all their duties lied within the home and the marriage. The women were responsible for taking care of the children/family and being obedient to their husband.
...es for love and overcame the social expectations of the quintessential woman in the nineteenth century; whereas their counterparts around them would have chosen class and wealth. Edna Pontellier’s decision to move into her pigeon house and away from her husband’s rule and the vexing job of caring for her children was viewed as societal suicide, but to her liberation and self-actualization as a woman was more important. Elizabeth Bennet ultimately disregarded her mother’s wishes, and passed over Mr. Collins, she initially disregarded Mr. Darcy as a possible suitor but love proved otherwise. These women were on a path of destruction to free themselves from a long reign of oppression, their challenge of conventional methods within the nineteenth century, proved successful not only to them, but for a future collective group of women who would follow in their footsteps.
During the Victorian Era, society had idealized expectations that all members of their culture were supposedly striving to accomplish. These conditions were partially a result of the development of middle class practices during the “industrial revolution… [which moved] men outside the home… [into] the harsh business and industrial world, [while] women were left in the relatively unvarying and sheltered environments of their homes” (Brannon 161). This division of genders created the ‘Doctrine of Two Spheres’ where men were active in the public Sphere of Influence, and women were limited to the domestic private Sphere of Influence. Both genders endured considerable pressure to conform to the idealized status of becoming either a masculine ‘English Gentleman’ or a feminine ‘True Woman’. The characteristics required women to be “passive, dependent, pure, refined, and delicate; [while] men were active, independent, coarse …strong [and intelligent]” (Brannon 162). Many children's novels utilized these gendere...
Evelina and Northanger Abbey both belong in the 18th-century literature syllabus because they are good examples of how two different vehicles used to tell a story—a “history,” told in epistolary form, and a witty, tongue-in-cheek narrative—can completely transform the tone of a piece. On the surface, these are two novels about young women growing up in Europe during the18th century. They are both told with humor, they both offer great insight into the mind of their observant female leads, and they both give the reader a glimpse into the manners and customs of the time. On a deeper level, however, the differences between the two texts lie in the manner in which the story is told—and this comparison point is where the reader truly gleans a richer, fuller view of females coming-of-age in the 18th century.
Using Caroline Bingley as a foil to Elizabeth, Austen critiques the aspirations and achievements that are traditionally considered to be of value to women. Caroline’s outlook regarding what makes women accomplished finds resonance with James Fordyce’s Sermons to Young Women (1766). These stereotypical regency-era ideals encourage ‘instruction in the fine arts’ (Fordyce, 127), including the study of embroidery, drawing, music and dance and completely discount the value of academic achievements. In contrast, Elizabeth is deeply interested in intellectual pursuits yet has not received a typical female education with ‘steady and regular instruction’ (Austen, 161) administered by a governess. Although Austen contrasts these two methods of education,
When the play was set in 1912, women had lacked empowerment and rights, while men had a higher status in society, despite women had no important role in society. By using Priestley’s Inspector Calls we can identify how women were portrayed in the early 20th century. Priestley has explored this in a variety of ways, by customizing the different types of female character to show an insight on how they have viewed upon the world and importantly on how they were treated differently based on several factors like class, money, and age. For an instance, Priestley uses traditional women and transitional women to contrast their lifestyle when it was set in the Edwardian Era.
Women in the time of Jane Austen dedicated their lives to being good-looking (seen in the vanity of Lydia and Kitty especially) and accomplished to ensure they were marriage material, just as the maiden tried to be enchanting and desirable for The Prince. Both texts illustrate an imbalance and struggle for equality within the oppressive rules and expectations that revolve around women’s lives, and so, their relationships.
During the 1800s, society believed there to be a defined difference in character among men and women. Women were viewed simply as passive wives and mothers, while men were viewed as individuals with many different roles and opportunities. For women, education was not expected past a certain point, and those who pushed the limits were looked down on for their ambition. Marriage was an absolute necessity, and a career that surpassed any duties as housewife was practically unheard of. Jane Austen, a female author of the time, lived and wrote within this particular period. Many of her novels centered around women, such as Elizabeth Bennet of Pride and Prejudice, who were able to live independent lives while bravely defying the rules of society. The roles expected of women in the nineteenth century can be portrayed clearly by Jane Austen's female characters of Pride and Prejudice.
In the novel, Emma, Austen introduced her audience to a new idea of patriarchy. While she is known to satirize society for the “faulty education of female children, limited expectations for girls and women, and the perils of the marriage market” (“Austen, Jane”). Austen expresses the irony of the men of her patriarchal society and proposes the ideal gentleman in Mr. Knightley. In Emma, Austen moves away from “a traditional idea of 'natural' male supremacy towards a 'modern' notion of gender equity” (Marsh). Jane Austen is a revolutionary in the way she transforms the idea of Nineteenth Century patriarchy by not “reinforcing the traditional gender stereotypes” (Rosenbury) but instead challenging the status quo. While her characters still hold some ties to traditional ideals, Austen proves to be ahead of her time, influencing the way gender is regarded today.
Charlotte Brontë composed her novel Jane Eyre during the Victorian era; a period of history where Patriarchy set the expectations of men and women. The effect of this social system resulted in women suffering discrimination simply because of their gender. Sigmund Freud, in his essay entitled, “The Relation of the Poet to Day-Dreaming,” articulated that women were only capable of having erotic wishes dominate their “phantasies,” and even their ambitious “phantasies” were rooted in erotic wishes (177). The predominating thought concerning women during this era was that, due to their nature, longed to marry—tending to the needs of her household. Those who were not fortunate enough to marry (due to appearance or social status) were to become governesses. Ms. Brontë, through her protagonist Jane Eyre, clearly depicts the struggles of an indigent young woman who is forced into near slavery. This tale is articulated well by Adrienne Rich in her essay entitled, “Jane Eyre: The Temptations of a Motherless Woman,” when she states that Jane wants to “choose her life with dignity, integrity, and pride” (471). Even though Charlotte Brontë depicts a woman who will not be bound by the mores of her society, she is not so exuberant as to have her protagonist proclaim “I am woman, hear me roar.” The toning down of Jane’s demeanor can be attributed to satisfaction of the critics, but Brontë also expresses that the societal expectations, or the patriarchal rights of men, produced a similar negative effect on men. From John Reed and his self-righteous attitude, to Rochester’s internal battle in regards to the treatment of women, Charlotte Brontë demonstrates that sexism—inherent in a patriarchal society—has an adverse affect on both men and women.
Evaluate and respond to the presentations of women in the Romantic period. Feel free to discuss presentations of women, by women (such as Austen’s Persuasion) as well as presentations of women by men (such as the “she” in Byron’s “She Walks in Beauty”). Consider the following questions: are these presentations problematic? What do they tell us about the values and briefs of the Romantic Period? Do any of these presentations subvert (complicate, or call into questions) the time’s notions of femininity?
... Darcy and Elizabeth. Additionally, Austen sculpts the theme of social expectations and mores using the self-promoting ideology and behaviors of Lady Catherine as fodder for comic relief. Austen does not simply leave the image of the gilded aristocracy upon a pedestal; she effectively uses the unconventional character of Elizabeth to defy aristocratic authority and tradition. In fact, Austen's proposed counter view of the aristocracy by satirizing their social rank. Lady Catherine is effectively used as a satirical representation of the aristocracy through her paradoxical breach of true social decorum and her overblown immodesty. Evidently, Lady Catherine is nothing short of the critical bond that holds the structure of Pride and Prejudice together.
Over the centuries, women’s duties and roles in the home and in the workforce have arguably changed for the better. In Pride and Prejudice, Jane Austen teaches the reader about reputation and love in the nineteenth and twenty-first centuries by showing how Elizabeth shows up in a muddy dress, declines a marriage proposal and how women have changed over time. Anything a woman does reflects on her future and how other people look at her. When Elizabeth shows up to the Bingley’s in a muddy dress, they categorize her as being low class and unfashionable. Charles Bingley, a rich attractive man, and his sister had a reputation to protect by not letting their brother marry a ‘low class girl’.
“Girls wear jeans and cut their hair short and wear shirts and boots because it is okay to be a boy; for a girl it is like promotion. But for a boy to look like a girl is degrading, according to you, because secretly you believe that being a girl is degrading” (McEwan 55-56). Throughout the history of literature women have been viewed as inferior to men, but as time has progressed the idealistic views of how women perceive themselves has changed. In earlier literature women took the role of being the “housewife” or the household caretaker for the family while the men provided for the family. Women were hardly mentioned in the workforce and always held a spot under their husband’s wing. Women were viewed as a calm and caring character in many stories, poems, and novels in the early time period of literature. During the early time period of literature, women who opposed the common role were often times put to shame or viewed as rebels. As literature progresses through the decades and centuries, very little, but noticeable change begins to appear in perspective to the common role of women. Women were more often seen as a main character in a story setting as the literary period advanced. Around the nineteenth century women were beginning to break away from the social norms of society. Society had created a subservient role for women, which did not allow women to stand up for what they believe in. As the role of women in literature evolves, so does their views on the workforce environment and their own independence. Throughout the history of the world, British, and American literature, women have evolved to become more independent, self-reliant, and have learned to emphasize their self-worth.
In Charlotte Bronte’s novel Jane Eyre, the author juxtaposes the representations of femininity of Bertha Mason and the title character to champion Bronte’s ideal conceptualization of independent women.