Clarissa Dalloway in Mrs. Dalloway
This essay will look at Clarissa Dalloway, who is the main character in Virginia Woolf’s Mrs. Dalloway. Even though she is a woman, Clarissa’s statements, actions and attitudes in the story comply with modernism. Modernism is ideas of actions and feelings that change from what it used to be back then. An example of modernism is that education is for wealthier men only and no woman can get an education without being criticized for being a woman, only the rich can attend and the poor cannot. Even though at a few points in the novel, it looks like Clarissa’s throwing parties all the time but it’s much more than that. I’ll be introducing three main points of Clarissa Dalloway’s character which consist of gender roles, modernism, and the Bloomsbury Group.
Clarissa’s role in the book, she does things on her own, “she would buy the flowers herself,” (Woolf 5), the evidence shows that she doesn’t need others to get her things that she can do it on her own. The gender roles of both men and women were different back then and everything justified by the way you
As she gets older she is growing up and seeing things differently than when she was younger. All the talks about war, gender roles, and her beliefs throughout the novel and on modernism how it was back then. Its all consists of new ideas and what society was back then. From a wife to a mother and now to a new person, who throws parties,Clarissa is finding herself. The modernism, the gender roles, and the bloomsburg Group justified everything going on in life. As for women it took longer to vote and to have an education its all long step to another step. Clarissa, she, "went on living"(Woolf 204), though its hard to live, one must continue to fight though they don't want
Her intelligence and optimistic mindset scares the rest of society away and they claim her to be “crazy” and “antisocial” because of it. But this does not bother Clarissa at all. If anything, she questions them and comes to very reasonable conclusions. For example, Bradbury, 26, differs from the others, calling her “antisocial”. She states, “I am very social indeed.
In Mrs. Dalloway, Clarissa Dalloway undergoes an internal struggle between her love for society and life and a combined affinity for and fear of death. Her practical marriage to Richard serves its purpose of providing her with an involved social life of gatherings and parties that others may find frivolous but Clarissa sees as “an offering” to the life she loves so well. Throughout the novel she grapples with the prospect of growing old and approaching death, which after the joys of her life seems “unbelievable… that it must end; and no one in the whole world would know how she had loved it all; how, every instant…” At the same time, she is drawn to the very idea of dying, a theme which is most obviously exposed through her reaction to the news of Septimus Smith’s suicide. However, this crucial scene r...
Set just after one of England’s worst tragedies, Virginia Woolf’s 1925 novel Mrs. Dalloway is a vivid picture of the effects of World War I on London’s high society, often in glaring contrast to the effects of shell shock suffered by war veteran Septimus Smith. For members of high society, the War’s impact is largely indirect, mainly affecting their conversations at posh social functions. Although the war has had little impact on these people, some strive to develop a deeper understanding of the War’s main consequence: death. For Septimus, who has endured the direct impact of the War as a soldier, however, the memories and traumas of the War are more real than the peaceful life to which he has returned. At the urgent pleas of his wife, doctors unsuccessfully attempt to help him regain the blissful ignorance of war that he once had. Woolf illuminates a perpetual clash between those who merely understand the War as a continuing news story, and Septimus, who knows it as a frightening reality.
...n. She rejected domesticity, the socially accepted and enforced idea that women were to be limited to life within the home, preferring instead to find a job of her own and support herself. Furthermore, the Married Women’s Property Act in the late nineteenth century and the fight for women’s suffrage in the early twentieth century alienated men. Therefore, given the social structure of pre-nineteenth century Europe, it is understandable that the men Woolf describes are more than a little critical of women during this time; however, Beton’s anger is also understandable because she is a human being, and regardless of social structure, norms and etiquette, human beings have a right to be angry when they are treated unequally because of mere physical differences.
The physical and social setting in "Mrs. Dalloway" sets the mood for the novel's principal theme: the theme of social oppression. Social oppression was shown in two ways: the oppression of women as English society returned to its traditional norms and customs after the war, and the oppression of the hard realities of life, "concealing" these realities with the elegance of English society. This paper discusses the purpose of the city in mirroring the theme of social oppression, focusing on issues of gender oppression, particularly against women, and the oppression of poverty and class discrimination between London's peasants and the elite class.
The literary titles by Frances Power Cobbe, Sarah Stickney Ellis, Charlotte Bronte, Anne Bronte, John Henry Cardinal Newman, Sir Henry Newbolt, and Caroline Norton reveal society's view on women and men during the Victorian era. Throughout the Victorian era, women were treated as inferior and typically reduced to roles as mothers and wives. Some women, however, were fortunate to become governesses or schoolteachers. Nevertheless, these educated women were still at the mercy of men. Males dominated the opinions of women, and limited their influence in society. From an early age, young men were trained to be dominant figures and protectors over their home and country. Not until after World War I would women have some of these same opportunities as men.
Clarissa Dalloway and Peter Walsh are defined by their memories. Virginia Woolf creates their characters through the memories they share, and indeed fabricates their very identities from these mutual experiences. Mrs. Dalloway creates a unique tapestry of time and memory, interweaving past and present, memory and dream. The past is the key to the future, and indeed for these two characters the past creates the future, shaping them into the people they are on the June day described by Woolf. Peter and Clarissa’s memories of the days spent at Bourton have a profound effect on them both and are still very much a part of them. These images of their younger selves are not broad, all-encompassing mental pictures, but rather the bits and pieces of life that create personality and identity. Peter remembers various idiosyncracies about Clarissa, and she does the same about him. They remember each other by “the colours, salts, tones of existence,” the very essence that makes human beings original and unique: the fabric of their true identities (30).
Class is something that is stressed in the twentieth century. Class is what identified someone to something. These classes could have been money, love, having a disability and many others. In Virginia Woolf’s novel Mrs. Dalloway there are many different types of relationships. In the novel, the reader learns that Clarissa’s husband Richard and her party planning is dominating her, as where Lucrezia’s husband, Septimus, is dominating her. The domination seen in these two ladies is love. Love is an overwhelming power that can influence someone to do something they might have not thought about all the way through, which can ultimately affect their life in the future.
The extensive descriptions of Mrs. Dalloway’s inner thoughts and observations reveals Woolf’s “stream of consciousness” writing style, which emphasizes the complexity of Clarissa’s existential crisis. She also alludes to Shakespeare’s Cymbeline, further revealing her preoccupation with death as she quotes lines from a funeral song. She reads these lines while shopping in the commotion and joy of the streets of London, which juxtaposes with her internal conflicts regarding death. Shakespeare, a motif in the book, represents hope and solace for Mrs. Dalloway, as his lines form Cymbeline talk about the comforts found in death. From the beginning of the book, Mrs. Dalloway has shown a fear for death and experiences multiple existential crises, so her connection with Shakespeare is her way of dealing with the horrors of death. The multiple layers to this passage, including the irony, juxtaposition, and allusion, reveal Woolf’s complex writing style, which demonstrates that death is constantly present in people’s minds, affecting their everyday
Clarissa's relationships with other females in Mrs. Dalloway offer great insight into her personality. Additionally, Woolf's decision to focus at length on Sally Seton, Millicent Bruton, Ellie Henderson, and Doris Kilman allows the reader to see how women relate to one another in extremely different ways: sometimes drawing upon one another for things they cannot get from men; other times, turning on one another out of jealousy and insecurity. Although Mrs. Dalloway is far from the most healthy or positive literary portrayal of women, Woolf presents an excellent exploration of female relationships.
Throughout Virginia Woolf’s novel, Mrs. Dalloway, the reader encountered many different people living in post-WWI London. These characters that Woolf created have different backgrounds, points of view, concerns, and mental states. Through these variances she clearly showed the many intricacies of life in the city. One of the most intriguing of all the characters she crafted is Septimus Warren Smith. Through intertwining story lines, from all the different points of view including his own, it becomes obvious that Septimus was very unique. The relationship between him and the rest of the city had an interesting dynamic as well. Septimus was wrought with the overwhelming feeling of isolation because of the other character’s lack of understanding
Whatever the problematic implications, Woolf called for a new era where "[women] have the habit of freedom and the courage to write exactly what [they] think" (Woolf 113). She closed her treatise on a comment pointed at the female writers of her age: "I maintain that she [Shakespeare's sister] would come if we worked for her, and that so to work, even in poverty and obscurity, is worth while" (114).
The Victorian Era perpetually changed the history of literature; ironically, it was also a time period in which men heavily defined the status of women. A woman was at the mercy of her father before marriage and after marriage was dependent on her husband. Woolf asserts through her literature, that men historically belittled women as a means of asserting their own superiority (Roseman). This masculine desire for status and seniority may be exemplified best in a set of Woolf’s extended essays titled, “A Room of One’s Own.” In these essays, Woolf constructs a metaphor of a looking-glass re...
George Eliot’s Middlemarch focuses on relationships within the town of Middlemarch. As restated by David Kurnick, Virgina Woolf proclaimed that Middlemarch is “one of the few English novels written for grown-up people” (583). The complexity of this novel provides an insight into the treatment of female identity during the mid to late 1800s, the time period in which Eliot wrote the novel. The issues presented within this novel include: “social and scientific reform, the law-governed aspects of human behavior, and especially, the ‘Woman Question,’ that catch-all phrase for the interconnected debates about women’s rights, duties, and capacities” (Allison 716). George Eliot’s most prominent female character, Dorothea Brooke, seeks to find fulfillment, professionally and socially, yet never fully achieves this goal. George Eliot is shining a light on the roles women played in relationships by showing a variety of relationships, both failing and thriving. George Eliot, just as Virginia Woolf also explained, had to battle for publishing rights by writing under a pen name and struggling to receive compensation to continue to write.
Throughout her life Virginia Woolf became increasingly interested in the topic of women and fiction, which is highly reflected in her writing. To understand her piece, A Room of One’s Own Room, her reader must understand her. Born in early 1882, Woolf was brought into an extremely literature driven, middle-class family in London. Her father was an editor to a major newspaper company and eventually began his own newspaper business in his later life. While her mother was a typical Victorian house-wife. As a child, Woolf was surrounded by literature. One of her favorite pastimes was listening to her mother read to her. As Woolf grew older, she was educated by her mother, and eventually a tutor. Due to her father’s position, there was always famous writers over the house interacting with the young Virginia and the Woolf’s large house library.