Sunday, 1 December 2013

The Weaker Sex?! : A Feminist Approach to Literature in the Late 19th - Early 20th Century

In the late 19th and early 20th century women’s liberation had only just begun; many writers were influenced by the developing movement, touching on the lack of women’s rights through use of subtext in their literature. Women at this particular time were considered to be owned by their fathers and husbands, existing in a separate ‘sphere’ of time and generally treated as lesser beings. Both Charlotte Gilman’s The Yellow Wallpaper and Katherine Mansfield’s The Daughters of the Late Colonel are works of feminist literature which deal with the oppression of women during the first wave of the women's movement.

In The Yellow Wallpaper for example, the narrator is “forbidden” from writing by her husband and brother – who are both physicians - but does so anyway, “I did write for a while in spite of them; but it does exhaust me a good deal--having to be so sly about it, or else meet with heavy opposition.” The effect of this taboo being broken creates tension throughout the story, and the reader constantly expects the nameless narrator to be caught and punished by her oppressive husband. Through clever use of first person narrative, a glimpse is given into the narrator’s own thoughts and feelings on her husband of whom she becomes frightened; “The fact is I am getting a little afraid of John”. The narrative, however, is unreliable due to the narrator’s descent into madness and the lack of an objective viewpoint.

In contrast, the narrative style in The Daughters of the Late Colonel is written in the third person and does not follow a chronological order, bringing to mind the uselessness of time for the female characters in the story. There is use of stream of consciousness which seems to appear only as the main characters start to think for themselves – “What did it mean? What was it she was always wanting? What did it all lead to? Now? Now?” – yet quickly reverts back to its previous state, as do the minds of the women.

The main characters in this story are the daughters themselves; Constantia, the older sister, and Josephine, the younger but equally naive sister. Both are intrinsically linked to the female mind-set at the time. The late Colonel plays a major part in the story, acting as the central antagonist; the sisters still carry on as if he were alive, though missing his military structure. They worry that he may discipline them for their improper behaviour; they can not shake the hold their father had over them despite his passing: “The giggle mounted, mounted; she clenched her hands; she fought it down; she frowned fiercely at the dark and said "Remember" terribly sternly.” They relied heavily on his dominant male role in the household to function on a day-to-day basis.

In opposition to this, the main character in The Yellow Wallpaper, the narrator, seems to want the presence of her husband, John, to be removed entirely. She feels as though it is he who is limiting her from making a full recovery from her “nervous depression”, given that he has prescribed the “rest cure” which she disagrees with completely (“Personally, I believe that congenial work, with excitement and change, would do me good”). Eventually, after doing as her husband says, her mental health deteriorates. It is through these contradictory opinions we come to recognise the representation of male dominance and how they were controlling what women did and thought at the time.

The setting of The Yellow Wallpaper is a mansion which is described as “a haunted house” with “something queer about it”; the ancestral hall is very isolated, much like the narrator herself. Most of the story takes place within one confined room at the top of the building. There is nothing for the narrator to do in this room aside from write in her diary. When she is unable to do this, her attention is focussed on the wallpaper, which is in itself symbolic of her own subjugation.  The narrator describes the wallpaper hyperbolically as being “hideous”, “infuriating” and “torturing”, but when considered as the feelings of women in this time period towards their suppression, is actually much more of an understatement.

Likewise, the setting of The Daughters of the Late Colonel is inside their family home, where they had lived with their father and their “servants” before the Colonel’s passing. The reader is barely offered a glimpse at the outside world, much like the sisters, who seemingly spend very little time outside of their house. The colonel lends an eerie feel to the setting, a haunting presence whose tyrannical rule oppresses the sisters’ freedom and dictates what it is they’re supposed to do through the memories his daughters hold of him. For instance, when they enter his bedroom, the sisters are reminded of the coldness of death - “Constantia timidly put out her hand; she almost expected a snowflake to fall”, and imagine that he is “ready to spring” from the chest of drawers.

The darkness and coldness referenced throughout the story support the representation of subjugation further, connoting a similar feeling to that of a prison cell “… the room seemed quieter than ever, and the bigger flakes of cold air fell...”. It is clear the sisters are like prisoners without a warden, constantly expecting to be told their behaviour is inappropriate.

Time is also an important symbolic element within the story, which creates division between the male and female characters. Constantia and Josephine seem unconcerned with the concept of time; both sisters live in their own ‘domestic sphere’, ordered with repetitive routine, further explored with the line “’I seem to remember last time [Cyril] came there was some little trouble about the time’”. The daughters discuss what should happen to the colonel’s watch after he dies, deciding that it should be inherited by their nephew, Cyril, surmising that “a gold watch meant so much to a young man”; In their eyes, only men have right of entry to this facility which chronologically structures their day.

Perhaps with a twist of irony, the story itself is structured into twelve short chapters; one for each number on a clock face. A further look into this idea of Constantia and Josephine’s misconception of time is that all chapters are not written equally; some are far shorter than others, which mirrors their own views on how time works – it is of little concern and hardly worth their bother - “Con was still gazing at the clock. She couldn’t make up her mind if it was fast or slow. It was one or the other, she felt almost certain of that”.

The Yellow Wallpaper is almost completely ironic, from the very beginning where the narrator says “John laughs at me, of course, but one expects that in a man”, the reader is aware that the narrator is mocking her husband; the irony is, of course, that although she feels this way she is also debilitated by John, which is what ultimately leads to her mental breakdown. The story’s irony is multi-layered and ties in particularly well with the symbolism used throughout, further backing the idea of oppression. The room the narrator is in, for example, includes an element of dramatic irony, whereupon the narrator thinks the room used to be a nursery; it is clear from the reader’s point of view that it was likely used as a place to keep the mentally ill. The narrator tells us that the “revolting” yellow wallpaper has been stripped off in places, mostly around the bed, which is nailed to the floor and the windows are barred, further exploring the idea of being trapped.

The windows to the room are a representation of the potential of womankind, and how they were restricted by men during the late 19th and early 20th century. The narrator tells us she can " … see the garden, those mysterious deep-shaded arbour, the riotous old-fashioned flowers, and bushes and gnarly trees." The "garden" is a symbol of society, and the use of "mysterious" shows that the possibilities that women have are undiscovered to them. The windows are the narrator’s view of oppression, and how she wishes for freedom, from the room and from her husband.

While there is a touch of irony, in The Daughters of the Late Colonel, the main focus of the text is an overt use of satire; the idea of two women unable to look after themselves without a man around is laughable. Josephine and Constantia are portrayed as being childlike, they are in fact far younger mentally than their years. A revealing hyperbolic passage is one in which the sisters are discussing whether or not to fire their maid, Kate:

“’You see, Con,’ explained Josephine, ‘everything is so changed now.’ Constantia looked up quickly. ‘I mean,’ went on Josephine, ‘we're not dependent on Kate as we were.’ And she blushed faintly. ‘There's not father to cook for.’
‘That is perfectly true,’ agreed Constantia. ‘Father certainly doesn't want any cooking now whatever else–‘
Josephine broke in sharply, ‘You're not sleepy, are you, Con?’
‘Sleepy, Jug?’ Constantia was wide-eyed.
‘Well, concentrate more,’ said Josephine sharply, and she returned to the subject. ‘What it comes to is, if we did’–and this she barely breathed, glancing at the door–‘give Kate notice’–she raised her voice again–‘we could manage our own food.’
‘Why not?’ cried Constantia. She couldn't help smiling. The idea was so exciting ...’”


It is through dialogue in this story that we learn most about the characters; their naivety, their dreams and their dependency on other people. It is quite a candid account of their thought processes. In contrast, the dialogue in The Yellow Wallpaper is always filtered through the narrator’s own mind, meaning the reader only ever gets the opinions of the narrator, rather than the facts of what is really happening. “’You know the place is doing you good,’ [John] said, ‘and really, dear, I don't care to renovate the house just for a three months' rental.’” It is impossible to know if these are the exact words used by John, or if the narrator is paraphrasing the conversation to serve her own purposes.

It was the social norm for women to stay in the home and do as they were told before the women’s movement began; they were often treated as though they had no thoughts of their own. Yet the female authors of The Yellow Wallpaper and The Daughters of the Late Colonel tackled this stereotype head on. Both told stories of women who were trapped in different ways, and ultimately of the progress male society needed to make to accept women as equals. Though both stories are completely different, they follow the same theme of oppression of women in the late 19th and early 20th century.

Personal Interpretation
Upon comparison of both Charlotte Gilman’s The Yellow Wallpaper and Katherine Mansfield’s The Daughters of the Late Colonel it became obvious that both are interesting and important pieces of feminist writing, although at first glance they appeared unconnected. It seemed that the two stories dealt with different kinds of mental health issues; in one, the reader is introduced to two childlike women who are grieving for their late father, and in the other is a woman who is suffering from post-natal depression. The profundity of emotion portrayed in both stories is inspiring; the reader really gets a feel for the helplessness of the daughters who have recently lost their father, and likewise is drawn into the depth of despair the narrator feels as she descends into madness.

The style of writing in both stories is completely different; while The Daughters of the Late Colonel feels more light and airy due to its comedic nature, there is a sense of misery in The Yellow Wallpaper – perhaps that of a mother kept from her new-born baby. The narrator describes her situation in passing, “… I cannot be with him, it makes me so nervous”, though anybody who is a parent will realise the emotional bonds between parent and child are far deeper than mere “nervousness” at their absence.

In The Daughters of the Late Colonel, we see the situation from a different view – how the offspring reacts to the missing parent. The two women, although fully grown, appear to be very childlike in nature. They give the impression as though they were repressed in some ways and prohibited to grow up. Their reaction to their father’s death is not unlike that of a child: “‘But what else could we have done?’ asked Constantia wonderingly. ‘We couldn't have kept him unburied. At any rate, not in a flat that size.’”

Both stories draw a parallel in that they explore the emotions behind parent/child relationships, though it is only hinted at in The Yellow Wallpaper. Although it is merely speculation, it could be argued that the narrator being kept away from her baby is a defining feature into her mental breakdown. The “rest cure” for post-natal depression (or “a slight hysterical tendency” as John refers to it) is an ironic form of treatment given that it actually amplifies the narrator’s symptoms, as it is reported to have done for many women back when it was a common method of treatment.

To argue that emotions in both stories run high would be a wise decision; lines such as “’Why shouldn't we be weak for once in our lives, Jug? It's quite excusable. Let's be weak–be weak, Jug. It's much nicer to be weak than to be strong’” in The Daughters of the Late Colonel and “But I am here, and no person touches this paper but me—not ALIVE!” in The Yellow Wallpaper explicitly imply the different characters’ emotional problems.

In conclusion, the two stories are comparable from several different angles. There are parallels in the text that allow the reader to accept the story from different viewpoints and to reach different conclusions; it is entirely a choice where the reader takes their own view. The strongest argument is of course the feminist angle, especially given the time period in which they were written.

FURTHER READING
Kuersten, Ashlyn K. (2003). "Separate Spheres Doctrine". Women and the law: leaders, cases, and documents. Santa Barbara, Calif.: ABC-CLIO.

May, Ann Mari (2008). "Gender, biology, and the incontrovertible logic of choice". The 'woman question' and higher education: perspectives on gender and knowledge production in America. Cheltenham, UK; Northampton, MA: Edward Elgar Publishing.

Saturday, 30 November 2013

Standard and Non-Standard Variants of the English Language

English is a complex language, spoken in many regional dialects, with diverse accents, and with several levels of formality. The use of the language varies from person to person, and is based on a number of factors such as where the person lives, their social class, and general exposure to various forms of media; it can be argued, therefore, that media and publications are a defining factor in how school pupils perform when it comes to their English language skills.

Currently, schools generally teach “Standard English” which many take to be the most prestigious variety of English - the “acrolect” of the language – considered to be the most easily understandable form of English; it doesn’t belong to any one region. According to Philp (2001) the fact this is taught in schools is thought to cause confusion for young learners; they link the language they use at home to their personal identity, and being taught a different variety in school – which teachers may refer to as “proper” English – is disconcerting. 

Standard English is spoken by very few children in their homes as sociolect and idiolect are encouraged and prosper outside of school. It is acceptable, for instance, to say “I ain’t never done nothing like that” when at home, but in a teaching environment “I have never done anything like that” would be the encouraged vernacular. The Guardian newspaper published similar information which highlighted regional dialects in the UK:

Standard English
I'm going into town today
Geordie
I'm ganen doon the toon the day
Yorkshire
Ah'm nicely off out t'taan
South London
Am gahn dahn tahn todiey
Glasgow      
Am gun uptoon todee
Afro-Bristolian
Ahs goin ter bristle todayl
Serbo-Bradfordian
(Wainwright 2004)

I go ter towen terdaay

While schools may try their utmost to encourage the use of Standard English, media will always try to engage their target audience on a level at which they are already familiar; for example the Apple iPod launch in 2008 used the slogan “The Funnest iPod Ever” (Jary 2008), a continuation of their linguistic creativity given their former slogan “Think Different” back in 1997, consisted of grammatically non-standard forms of English, though were easily understood by their audience; this non-standard variation is then believed by the target audience to be acceptable, and when confronted about their personal forms of written communication, they are able to cite the media as a reason for believing it to be correct.

Similar to the idea of media dictating dialect, in research lead by Professor Jane Stuart-Smith from the University of Glasgow, it was found that television can go as far as changing the way people speak. Her report found that the “TH-fronting” and “L-vocalisation” typically associated with the dialect of cockneys was inflicting itself upon the Glaswegian adolescent vernacular through the popular television drama “EastEnders” (Stuart-Smith et al 2013). Television actively affecting an accent in this way is confirmation of the media’s influence in modern day culture; it is effectively dialect levelling from a remote source.

It can be argued through use of this evidence that if a person were to watch the BBC news more frequently, he or she would then be more likely to speak in Received Pronunciation (RP); despite being thought of as a cold and uncaring accent, without regionalism, and often associated with those from a higher class, it is an advantage to the learner in the act of spelling due to clearer enunciation. Many other accents are possibly detrimental to a student when it comes to spelling; an example being the Manchester accent’s missing post-vocalic ‘r’ in words such as “car” and “hear”, in contrast to rhotic accents such as Cornish and their clearer pronunciation of the words (British Library 2010).

A report published by the English Spelling Society (2010) suggests that many young people are not aware of the mistakes they make when spelling, particularly online. It was recognised that variant spelling has successfully gained momentum on the internet, in chat-rooms and on social networking sites, where the general attitude is that corrections are not required and spelling is not an issue as long as the overall message is understood. Over 78% of those questioned stated they did not have a problem with spelling, in stark contrast to the actual results of the test they undertook in a controlled environment at Manchester University.

Incorrect spelling on a mass level on the internet often gives misinformation when it comes to other features of the language; phonetically speaking “I could of done that” sounds much the same as “I could’ve done that”. If these habits are fed by the media, such as on internet forums and on television, then the non-standard variety of English is being empowered, making the teaching of language skills harder.

Likewise, successful advertising campaigns aimed at teenagers often use a type of slang to engage their audience - due to it originating from the way people communicate online and via mobile telephones, it is often referred to as “textese” - the addressees are able to relate to the use of non-standard English and the product is then accepted by the populace. One instance is the “RU Clear?” NHS campaign for sexual health – the report findings were extremely positive: “The RU Clear? Programme has a target population of 15-24 years … As such 90% of the screens were in the target population.” (Downing et al 2009). When compared to a similar campaign, “We can’t go backwards” ran by the FPA, which used the Standard English dialect, the campaign itself was not nearly as well talked about among its target demographic.

Standard English dialect is often confused as a “higher” form of verbal and written communication meant only for those who are above working class. Working class sociolect often varies from the standard in subtle, but important ways. An example would be the word “you” – a second person pronoun in Standard English - which, in some working-class social circles is pluralised to “yous” or “youse”. The standard is, of course, “you”, the word being both singular and plural depending on whom is being addressed.

Where regional and social dialects vary on a wide scale nationally and even globally, each having their own idea of what is considered “correct grammar”, the internet is a definite grey-area where it comes to basic language skills. The World Wide Web is a wealth of information; advertisements, newspapers, social networking and many other aspects of media in our daily lives occur through the internet; its prosperity and acceptation means people can interact with others who were geographically remote, picking up on the dialect and incorporating it into their own idiolect. A research paper published by the Economic and Social Research Council stated that “as they approach adolescence, children modify their speech to accommodate certain changes” (Cheshire et al 1999); with the widespread use of computers and the internet throughout the world, non-standard language and grammar is certainly likely to prosper.

The English Spelling Society suggests that embracing the non-standard forms of English could be the answer to “the personal and social problems caused by the irregularity of English” (Linstead 2013). Phonemic orthography is of course, the next logical step in the evolution of the English language; schools embracing the new media-driven dialects and attitudes to spelling and grammar would have a positive influence on the literacy skills of individuals.

With schools teaching Standard English and mass media promoting the use of non-standard language use, it is bound to affect the potential grades of the student in a negative way as it is a “variant” form of the language being used; explicitly different to that which the school is set to teach. If students are unable to demonstrate a grasp of Standard English taught in school due to media and social exposure, this results in poor academic performance which in turn affects future employability, turning the teaching of Standard English in British classrooms into a societal issue. The solution, then, is perhaps to accept the “non-standard” usage as the “standard” form.


BIBLIOGRAPHY

British Library, 2010. Voices of the UK - Rhotic accents. Available at:  http://britishlibrary.typepad.co.uk/archival_sounds/2010/07/voices-of-the-uk---rhotic-accents.html (Accessed 23rd November 2013)

Cheshire, J., Gillett, A., Kerswill, P., and Williams, A., 2009.  The Role of Adolescents in Dialect Levelling. Available at: http://www.lancaster.ac.uk/fss/linguistics/staff/kers will/pkpubs/LEVELFIN99.pdf (Accessed 23rd November 2013)

Downing, J., Madden, H., Phillips-Howard, P., Daffin, J., Cook, P., 2009. Evaluation of the Greater Manchester RU Clear? Chlamydia and Gonorrhoea Screening Programme. Available at: http://www.cph.org.uk/wp-content/uploads/2012/08/evaluation-of-the-greater-manchester-ru-clear-chlamydia-and-gonorrhoea-screening-programme.pdf (Accessed 23rd November 2013).

Jary, S., 2008. Apple Blasted for US iPod Grammar Horror. Available at: http://www.pcadvisor.co.uk/opinion/apple/3270572/apple-blasted-for-us-ipod-grammar-horror/ (Accessed 23rd November 2013)

Linstead, S., (                              
), 2013. (No Subject). Message to T L Smith ((                                     ) Sent Sunday 24 November 2013: 14:08. (Accessed 24 November 2013).

Philp, A., 2001. Dialect, Standard English, and the Child at Home and in School. Available at:
http://www.scottishcorpus.ac.uk/document/?documentid=346 (Accessed: 24th November 2013).

RU Clear, 2013. RUClear?. Available at: http://www.ruclear.co.uk/ (Accessed: 24th November 2013)

Stuart-Smith, J., Pryce, G., Timmins, C., and Gunter, B. 2013. Television can also be a factor in language change: evidence from an urban dialect. Available at: http://eprints.gla.ac.uk/78794/ (Accessed 23rd November 2013)

The English Spelling Society, 2010. The changing face of spelling on the internet. Available at: http://www.spellingsociety.org/media/spelling-on-the-internet.pdf (Accessed 24th November 2013)


Wainwright, M., 2004. Dialect explosion signals decline of BBC English. Available at: http://www.theguardian.com/uk/2004/apr/01/highereducation.britishidentity?INTCMP=SRCH (Accessed 23rd November 2013)