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Caroline Benner's Class Summary Essay for 03/15/12

Today Dr. Foss began class with some very important announcements. He warned the class that we should look out for the official preview of exam two to be up on the course wiki by the following class period so that we might begin to prepare for the exam two weeks from today. He then reviewed the plan for the class period which started with yet another stimulating reward quiz on Elizabeth Gaskell’s “Our Society at Cranford”, Thomas Hardy’s “The Withered Arm” and Sir Arthur Conan Doyle’s “A Scandal in Bohemia.” Immediately following the quiz several students tried to coerce Foss into accepting various alternative answers to the quiz questions in efforts to improve their scores, but Dr. Foss did not budge in his ruling and collected the quizzes.

After the reward quiz Dr. Foss introduced the topics for discussion. He asked the class to focus on such themes as the range of technique and experience presented by the three authors, the idea of nostalgia, superstition versus religion and science as well as the ideas of class, gender and Victorian ladies and gentlemen for the purposes of an introductory large group discussion. Dr. Foss started by asserting that the pessimistic nature of Thomas Hardy’s writing comes from a question of nostalgia and longing for a return of agricultural prosperity. At this time Dr. Foss announced that he would tell an anecdote to supplement his comments on Hardy. This is a rare occurrence that I’m sure the entire class was eager for. The anecdote turned out to be a funny story about Foss’ trip to Westminster and an experience with a man who was a stereotype of English stuffiness and the heart of Thomas Hardy being eaten by a cat. This made the class chuckle in quite a morbid way.

On this comical note, Dr. Foss sent us into small groups for a more in depth discussion of Thomas Hardy’s “The Withered Arm.” Our group chose to focus on the theme of gender in relation to this text. Shama wondered about the relationship between the Lodges as well as the relationship between Mr. Lodge and his son and why he did not seem to care about the child. June noted that all of the main female characters in this text seem to have bad reputations seeing that one is a witch and one is disfigured. Eric asserted then that we should feel sympathy for Mrs. Lodge for her treatment as an outsider. We ended our discussion by posing the question of whether or not Mr. Lodge is remorseful by the end of his life. I asserted that he may only be sad in that he is alone by the end of the story after the curse has killed his wife.

Dr. Foss now brings us back together to share the details of our small group discussions. We discussed the idea of vanity as relating to class. We felt that an important issue was who desired physical appearance more in terms of the opinions of men. Further, Eric posed the question of whether or not Gertrude should be at fault because she is in the same social class as farmer Lodge and Rhoda or “baby mama” isn’t. Nia brought the discussion to the question of religion and science, positing whether or not the appearance of going to church was just for show since Gertrude relied on superstition more than religion. This is counterintuitive to the typical notions of the day. Jess then elaborated on this point asserting that farmer Lodge may have ignored Gertrude’s use of superstition because he may have seen it as a lower class form of belief.

After these sentiments were shared, Dr. Foss instructed the class to discuss Gaskell’s text in large group. He asked us to think about the contrast between urban and rural areas, class, industrialism, and the women question. I argued that the sentiments and values expressed by the women in this story seemed to revert back to the typical Victorian notions of propriety and manners for women. We were then asked to consider the nature of the narrator of the story. In response, Camille asserted that the narrator was making fun of the old Victorian rules of etiquette. She also contrasted the morals of the country life to the higher energy and less care for manners that would have been characteristic of city life at this time.

After the conclusion of this discussion the class was asked to move on to Sir Arthur Conan Doyle in small groups and in particular to discuss whether or not we thought that the character of Holmes is shown to be a “male mind” and also about the ideas of religion and science as well as gender. June thought that by referring to Irene Adler as “the woman” at the end of the story that Doyle was attempting to pose her as the “other” figure or the “exception.” Eric seemed to disagree and said that he rather thought that this label was given to mark Adler as being clever having outsmarted Holmes. At this point the conversation diverted only slightly into a discussion of the relationships between this story and its representation in the television series “Sherlock” and how they are quite similar and can provide a basis for seeing the action of the story in one’s mind’s eye. The conversation got back in track then as I brought up the relationship between Irene and the king. I noted that I found it interesting that he felt that Irene merely had the “makings” of a good queen, but could not actually be one. This culminated in a discussion of class and gender that surrounded this issue in the text.

After reviewing my notes from class today I have noticed a few key points that I would say embody the conversations had during class. It appears that the pessimistic outlook of this time that arose from agricultural hardship in turn had a great impact on societal roles. The growing contrast between rural and urban life that occurred due to increased industrialization and improved methods of travel brought with it a more defined difference between upper and lower class. These differences seem to be most prominent in the texts that we read today when viewed through the lenses of religion and science and ideals of gender at this time.

Sarah Cook

Hardy, Gaskell, and Doyle: Class and Gender

On the morning of March 22, 2012, BLSEH students, having gathered into the classroom awaiting the start of class, converse and interact in an atmosphere reflecting evident camaraderie. However, good feeling quickly vanishes as Foss informs soon-to-be-disgruntled students of an impending reward quiz featuring Thomas Hardy’s “The Withered Arm,” Elizabeth Gaskell’s “Our Society at Cranford,” and Sir Arthur Conan Doyle’s “A Scandal in Bohemia.” The inevitable shift of mood is apparent as Foss comments on the “excitement” with which students approach the blessed reward quiz. Fortunately, the class becomes lively once more with the quiz behind them, upon the realization that all had survived. Foss then transitions focus to our texts, which strongly address the issue of class and gender in the Victorian Age.

While instructing us to turn to page 1447 for background information on Hardy, Foss states that “The Withered Arm,” as a dark piece, gives a good over-all feel for Hardy, and addresses page 1447: “Hardy’s fiction explores the ironies of fate, the intense suffering of failed love, and the powerlessness of human beings in the face of an indifferent universe.” Foss asserts that as Arnold asks us to look back at the Romantic poets, Hardy also wants us to look back as he presents an agrarian setting. He asks, what might this suggest about the Victorian comfort or discomfort with the age of energy, invention, and rise of industry? Foss continues, asking us to consider the question of religion and science in the Victorian period while contemplating this superstitious short story. He prompts us to make other various considerations during small group: What do we see about Victorian ladies and gentlemen? What does the story suggest about a patriarchal society? What are the repercussions for having a child out of marriage? Before breaking into groups, Foss concludes with a personal anecdote in which he claims to have “snuck” across our borders to England, touring Westminster. The tour guide, exuding “stuffiness” and “priggishness,” seemed apathetic about the task, but thankfully had seemingly valid interesting stories, as he was obviously not excited enough to add anything to his spiel. He explained that Hardy was attached to his agrarian part of England and ordered in his will that his heart should be removed from his body and buried in the local churchyard. Upon his death, the operation was underway when a large family cat bounded onto the table, eating his heart. The cat was then killed and buried in the churchyard.

Breaking into small groups, I suggest that this story offers a real sense of Victorian propriety: completely surfaced. The story addresses adultery as Rhoda Brook conceives Mr. Lodge’s child out of wedlock. Resolution of the sin through marriage is prevented as she is beneath him in class and their union would further constitute impropriety. June offers that she feels sympathy for Mrs. Lodge because she was kind and fulfilled the typical Victorian woman’s duty. Nia points out that the rick burning on page 1463 is common to the time period of which he writes and that this relates to the previously mentioned “indifferent universe.” Rachel contributes that the superstition of the turn of the blood was almost like a scientific fact: touching the neck of a hanged man will turn the blood. We then discuss the couple’s indifference to religion. Mrs. Lodge trusts in superstition instead of prayer, but considering the Age of Doubt, prayer is futile without faith. Finally, we address class again, as Rhoda is curious about the new wife and the condition of her hands.

Bringing us back to whole group, Foss inquires if we discussed class, gender, religion and science. The class responds with a moment of silence. A brave classmate offers that his group focused on the class perspective with Rhoda’s concern with class, having her son spy on Mrs. Lodge. Foss responds that the class divide doesn’t include sexual relations, but “baby-mama” cannot become Mrs. Lodge. Rita shares the fact that Mrs. Lodge’s looks are what her husband considers important in his marriage as he becomes obsessed with her growing disfigurement. Foss considers the point of injustice to the “baby-mama” and to the child, as he becomes the innocent bystander that is used as a scapegoat, as injustice to the lower class. He inquires if we see class as a double-edged sword, badly affecting both sides. Closing the discussion, a classmate suggests that Gertrude was unable to handle the situation as a weak woman, and died.

Foss moves the class on to page 1432 to begin discussion on Gaskell’s “Our Society at Cranford,” and mentions the two different settings within the story, the rural setting of Cranford, and the contrasting nearby commercial city. Cranford is not a commercial city, but is a society, and Foss asks us what we make of this place where women control the town, and if women could also control an industrial setting. He asks for reactions concerning representations of gender, and one responds that he had a difficult time with the differences between the women and captain. Foss speculates if this is purely gender or if they were also stuck in their own old-fashioned ways. He asks if Captain Brown’s daughters fit in well with the other women to which I respond that they did not. Miss Jessie is considered “other” and not fully accepted, but gains compassion in the end. Bringing the discussion to a close, Foss inquires if the narrator wanted the reader to believe that Cranford society was desirable, to which the class had differing views. One felt that the narrator told things in excess in order to portray Cranford as silly, while another thought the narrator was making fun in a fond, nostalgic way, and fits in with “Our Society.”

We move on to the big city in our next discussion of Doyle’s “A Scandal in Bohemia,” where class and gender issues are also involved. Foss wonders if Sherlock Holmes possesses an “extreme male mind” but is nevertheless defeated by a woman, Irene Adler.

As we break into small groups, Rita presents the issue of gender, as women were considered subservient to men. We also consider class as the king is above Irene socially, although she is in a position of power, having the picture in her possession. We then wonder in Holmes’s being affected by “the woman,” if he is reconsidering woman’s role. Nia brings us to science and religion, stating that emphasis is placed on science since the beloved Holmes is a man of science. I add that religion could be seen as being undermined through the marriage ceremony as well because many consider marriage a religious ceremony in which God joins two people, but Irene and her beaux do not seem to place much importance on the ceremony as they barely make it to the church in time and grab a random person as witness. Closing the discussion, Nia mentions Irene tricking Holmes through the disguise of a man: a woman dressing as a man to fool a man.

When considering the range of technique and experience that reading these stories together offers, as Foss strongly encouraged at the beginning of class, the relation of Victorian ideals of class and gender cannot be ignored. Hardy and Doyle both present male figures, Mr. Lodge and the king, having had previous relationships with women beneath them in class, Rhoda and Irene. Interestingly enough, in all of the presented works, the women are in positions of power as Rhoda harms Gertrude, as Irene possesses the condemning picture, and as the women of Cranford actually control the town. These works present the issue of class by featuring female figures of subordinate status, not as helpless. “The Woman Question” is also presented as women’s agency is portrayed. Through their works, Hardy, Gaskell and Doyle radically challenge the “proper” Victorian conceptions of the time period.

1,309 words