The Importance of Time in Virginia Woolf's Mrs. Dalloway
We live in a consumer society consuming time. We use time to function smoothly but also to channel the direction of our lives. As a college student, I am constantly aware of time. I have a time frame for finishing my college career, as well as constant deadlines to meet. Daily, I divide my hours between my job, my studies, and my friends. In the midst of following external time, I strive for a balance with my internal time. My personal sense of time allows me to live in the present moment. However, I struggle to not be pressured by external time. I resent the tension it creates. The notion of time in Virginia Woolf's Mrs. Dalloway particularly interests me. Her original title, The Hours, indicates the importance of time as one of the novel's themes (Lee 92). By looking at Woolf's writing style, critiquing her use of clocks, and analyzing Clarissa's thoughts, the reader finds a philosophical message about time, powerfully expressed.
The lyrical, flowing pattern of Woolf?s writing easily slides in and out of different characters? thoughts. Her ability to show the random yet patterned working of our minds gives us a realistic sense of mental time. Woolf?s sentences quickly cross the boundaries of the past, present, and future. She saw the writer?s task as ?being able to go beyond the `formal railway line of sentences? and to show how people feel or think or dream all over the place? (Lee 93). She wanted to express a point of view, not a plot. Her stream-of-consciousness writing allows us insight into a variety of characters. For example, within the first moments that we meet Clarissa, we rapidly travel between her present, her past, and her thoughts about the fu...
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...te technology to increase our efficiency. Our civilization tends to see scientific and monumental achievements as the most valid measures of an individual?s success. However, in the process, our communities disintegrate. More and more people complain of feeling alienated. The evidence surrounds us. The internal time that allows us to slow down and be involved with people finds itself dominated by external societal time. Some might find Clarissa Dalloway?s gift to the world to be trivial. However, we need individuals with the ability to pull people together?people with the ability to create community where it no longer exists.
References
Blackstone, Bernard. Virginia Woolf: A Commentary. London: Hogarth, 1949.
Lee, Hermione. The Novels of Virginia Woolf. London: Methuen, 1977.
Woolf, Virginia. Mrs. Dalloway. San Diego: Harcourt Brace Jovanovich, 1981.
...ining power over its subjects. The Tokugawa instead took the wives and children of the shoguns semihostage in Edo to deter powerful families from taking over the Tokugawa. This is the way the Tokugawa handled the problem because they were no outsiders to Japan but they had many enemies within the state. The Tokugawa and Chinese, however, both closely maintained their contact with foreigners, especially in trade. The Chinese established the Canton system which limited the Europeans to trade in only one city and need a guild approval to trade. The Japanese solved this problem of foreign relations through directing all trade traffic to Honshu, a port city under Edo’s direct rule. This was significant because this direction of trade meant the Edo government could collect taxes on the products rather than another daimyo, drawing power and wealth away from rival families.
& Torrens, page 205). As for as the hospital, Medicare and private insurance are the primary
In John Gatto’s essay “Against Schools” he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered the concepts taught in class or they just do not understand what is being taught to them. The children contained in classrooms have come to believe that their teachers are not all that knowledgeable about the subjects that they are teaching and this advances their apathy towards education. The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by strict regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay “I Just Wanna Be Average” (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught. As a result, their lesson plan and the assignments they prepared for class were not designed to proficiently teach students anything practical. For example, the curriculum of Mike Rose’s English class for the entire semester consisted of the repeated reading of ...
According to Chronicles magazine, "Woolf was undeniably a brilliant writer." Woolf's work of Mrs. Dalloway was read by fifteen-year-old Michael Cunningham in order to impress an older girl in school. As he stated, "the book really knocked me out." Once older, Cunningham wanted to write about Mrs. Dalloway, but thought not too many people would want to read a book about reading a book. He then thought he might want to read a book about reading the right book. Hence, The Hours was written. Cunningham would incorporate Mrs. Dalloway into "a book about reading a book." The Hours weaves through three woman's lives. As the novel unfolds, it shows that these three women are related by parallel experiences.
The Hours attempts to use one day to reflect Woolf s life and the impact her work has had on others. In the movie, Woolf is writing Mrs.Dalloway which Brown is reading and Vaughan sort of lives out. Woolf s novel connects the three women and affects their actions. It should be noted that Vaughan gets a lot less attention than Woolf and
This book explains the historic of Japan in a different era. Beginning from the Japan’s early developmental years what it is today; Japan in the 21st century. There are breakdowns in this book that tells the story of the different periods in Japan too. Tokugawa Era was considered a critical period in Japan’s history as it helped Japan evolved to pre-war period and Japan’s 21st century. The main highlight of the book was in regards to Tokugawa Era as the author mainly focused on this critical period and there was elaborate research on this topic. Tokugawa Era was brought about by Tokugawa Ieyasu who was a military dictatorship and he helped achieve hegemony and stability over the entire country after the control and ruling of Japan for over 200 years since the 1600. The author was an Asian history professor and knows what he is writing and many years of research and effort have been placed in this book which is apparent. In conclusion, this book does provide relevant and sufficient research on this topic of interest.
Woolf’s pathos to begin the story paints a picture in readers minds of what the
It is interesting to contrast the points of view of Alice Walker and Virgina Woolf on the same subject. These writers display how versatile the English language can be. Alice Walker was born in 1944 as a farm girl in Georgia. Virginia Woolf was born in London in1882. They have both come to be highly recognized writers of their time, and they both have rather large portfolios of work. The scenes they might have grown up seeing and living through may have greatly influenced their views of subjects which they both seem to write about.
The inception of the Tokugawa Shogunate around 1600 would reduce the impact of foreign relations throughout Japanese society. This bulwark helped resist change and development in Japan, although it continued throughout the western world. Following two hundred years of self imposed seclusion from the rest of the world, the forceful re-entry of the foreigner brought about considerable change in Japan. While managing the foreign threat, there was also an imbalance of power in the current feudal system of the Tokugawa Shogunate. This imbalance created uncertainty for Japan and the imperialistic foreigners. This imbalance and uncertainty would lead to the end of the Tokugawa Shogunate and the emergence of the Meiji Restoration. However, to understand the transition between the current Shogunate government and the modernization through the Meiji Restoration, it is imperative to realize not only the necessity of modernization but also difficulties modernizing presented. To achieve modernization, Japan would have to abandon or modify various traditional cultural institutions and ideologies which were weakening the Japanese Nation.
In her passage she imagines what it may have been like had William Shakespeare had a sister. She notices how difficult it would be even given the same talents as Shakespeare himself, to follow throughout and utilize them in her life. It is clear after reading further into Woolf's passage that obviously she lived in a different time period, only about fifty years apart though. The way she relates and tells a very similar story with an entirely different setting shows without the reader even knowing that she wa... ... middle of paper ... ...
In John Gatto’s essay “Against Schools” he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered t...
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.
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).
Dalloway’s character development. When Mrs. Dalloway finds out that Septimus, her foil in the book, committed suicide, she came to the realization that “She felt somehow very like him—the young man who had killed himself. She felt glad that he had done it; thrown it away. The clock was striking. The leaden circles dissolved in the air. He made her feel the beauty; made her feel the fun” (186). Because Mrs. Dalloway is not separated into chapters or sections, the book is mainly divided by the striking of the clock. Every time the clock strikes, it interrupts the thoughts of the characters and lends to a moment of epiphany or a shift in the book. Because the clock is a symbol for the everlasting progression of time, it waits for nobody. The clock continuously ticks, which Mrs. Dalloway was originally concerned about as the inevitable marching of time would eventually lead to her death. However, after learning about Septimus’s death, she realizes how beautiful life is. Although she has never met him, Mrs. Dalloway identifies with Septimus, and through his death, she learns to appreciate life and to accept death. The clock strikes to signify not only the progression of time, but also Mrs. Dalloway’s revelation. Woolf’s ability to relate the striking of the clock to the characters reveals her multi-faceted sophisticated
Therefore, for nurses to see themselves as empowered, they must be free of oppressive leadership, work in a structurally empowering environment, as well as, believe they are capable of providing patient care independently (Rao, 2012, p. 400).