Comparing Flaubert's A Sentimental Education and Henry James’ The Portrait of a Lady
Henry James wrote of A Sentimental Education, "[Flaubert] takes Frédéric Moreau on the threshold of life and conducts him to the extreme of maturity without apparently suspecting for a moment either our wonder or our protest--'Why, why him?' Frédéric is positively too poor for his charge; and we feel with a kind of embarrassment, certainly with a kind of compassion, that it is somehow the business of a protagonist to prevent in his designer an excessive waste of faith." . He spoke harshly, but with no little authority on the subject; his own The Portrait of a Lady takes Isabel Archer from this Œthreshold' to, if not quite the Œextreme of maturity', then to a point which serves the same novelistic purpose. As, at the end of Sentimental Education, the reader understands that Frédéric's novelistic life, his potential to drive a narrative, (his limited potential, as James might see it), is over, so the reader is given to understand the same of Isabel at the end of Portrait. In considering James' evaluation of Frédéric's worthiness as a protagonist, one cannot deny that the basis of his criticism is valid; Frédéric is the "abject human specimen" James says he is, and there are times in the novel when we do want to ask, "Why him?". But we must also ask whether Flaubert was not fully conscious of his hero's pathetic nature, and whether the placement of such a character at the center of his novel was not an utterly intentional, and perhaps ultimately brilliant, stroke of authorship. This question, and the comparison of two bildungsromans with two such contrasting heroes, leads to the interesting and more fundamental question of the function of a r...
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... his life trying to obtain a future to align with the loftiest of his dreams; now that he is no longer at the Œthreshold' looking forward, he has no where to cast his dreaming, idealizing eyes but back, and not just into his past, but even beyond the narrative bounds of the novel. Thus excluded from the last scene, we are in a sense abandoned to Frédéric's fate, looking back with longing to a time that never existed.
There is a way in which Sentimental Education, so utterly devoid of transcendence or redemptive spirit, chillingly effects the reader in a much deeper way, resonates in a much darker place than The Portrait of a Lady. Finally, we see that Isabel has learned what the novel had to teach her; Frédéric has not, and the brutal Œsentimental education' is ours.
Works Cited
James, Henry. A Portrait of a Lady. 1908. New York: Houghton Mifflin, 1963.
"Miller Center." American President: George Washington: Impact and Legacy. N.p., n.d. Web. 08 Feb. 2014.30 Jan. 2014.
The main argument of this novel has been diluted though a too widened scope of Edna’s life. Throughout the novel Edna mentions countless flat characters that do not bring much to the Awakening that she is encountering. The wide variety of characters makes the novel very frustrating level of work. The audience can become confused with the different characters and the meaning Chopin holds behind each character. The Audience will them spend infinite time trying to incorporate meaning of the characters that they lose the overall journey that Edna is challenged with. While repeatedly reading this novel it became apparent to me that many of the characters could have been excluded from the novel to make the journey more objectified. The audience could still understand the object of this novel without Alcée Arobin, Madame Lebrun, Victor Lebrun, Mariequita, Dr. Mandelet, Mrs. James Highcamp and many others. All of these characters have little to no meaning that enhances the novel. For example, Alcée Arobin played a minor role as the second affair Edna was engaged in during her awakening. Without mentioning the affair between the two, there would still be circumstantial evidence that Edna is breaking free from society. She was already moved out of her husband’s home, abandoned all duties as a
Throughout the story Chopin uses many ironic instances and symbols to illustrate the meaning of several major aspects of the story, we learn a lot more of the main character Mrs. Mallard and we come to an understanding that she did not recognize a world outside of herself.
Washington was born on February 22, 1732, in Westmoreland County, Virginia, the eldest son of Augustine Washington, a Virginia planter, and Mary Ball Washington. Although Washington had little or no formal schooling, his early notebooks indicate that he read in geography, military history, agriculture, deportment, and composition and that he showed some aptitude in surveying and simple mathematics. In later life he developed a style of speech and writing that, although not always polished, was marked by clarity and force. Tall, strong, and fond of action, he was a superb horseman and enjoyed the robust sports and social occasions of the Virginia planter society. At the age of 16 he was invited to join a party to survey lands owned by the Fairfax family (to which he was related by marriage) west of the Blue Ridge Mountains. His journey led him to take a lifelong interest in the development of western lands. In the summer of 1749 he was appointed official surveyor for Culpeper County, and during the next two years he made many surveys for landowners on the Virginia frontier. In 1753 he was appointed adjutant of one of the districts into which Virginia was divided, with the rank of major.
Patten, Dick. "George Washington." Vital Speeches of The Day 75.5 (2009): 219-222. History Reference Center. Web. 29 Apr. 2014.
George Washington is best known as the "Father of our Country." He cared for this country much like a parent would care for a child. During his presidency, he solved many noteworthy problems. His achievements led to a democratic, wonderful country we like to call The United States of America. Although he’s not thought of as glamorous, George Washington is looked upon with the utmost respect and awe by all countries of the world. George Washington was born in Westmoreland County, Virginia on February 22, 1732. He was the oldest son of a Virginia farmer. Washington received most of his education at home. When he was 17 he was appointed surveyor of Culpeper County, Virginia. In 1752 Washington inherited Mount Vernon, in Fairfax County. The same year he was appointed adjutant of the southern district of Virginia, a full-time salaried appointment, carrying the rank of major. He wanted to eventually secure a commission in the regular British army. In 1753, Virginia was alarmed when a French expedition from Canada established posts on the headwaters of the Ohio River. Conflict over this area eventually erupted into the French and Indian War, in which Washington played a major military role that established his reputation as a commander. In the fall of 1758 the French were defeated. In 1759 he married Martha Dandridge Custis, a wealthy young widow. Washington matured into a solid member of Virginia society. From 1759 to 1774 he served in the House of Burgesses. By...
If any other characters in Kate Chopin’s “The Story of an Hour” were to read Mrs. Mallard’s thoughts, they would surely be horrified. What sort of sane, caring woman would feel joy and relief at the death of her husband? She must be a terrible person, despite her reasoning for those feelings. How could Mr. Mallard have chosen such a woman for his bride? She’s a gem, truly; note the sarcasm. Though, one does have to consider what else there is to Mrs. Mallard. She is a human and there is much more to her than her seemingly ill feelings toward her late husband, such as her desire for freedom, her genuine care for Mr. Mallard, and her capacity to exhibit strong emotions.
The first aspect I would like to touch on is that Frederic Henry is a well-rounded character. As the story progresses we learn more and more about the character Frederic Henry. Though it may seem like a small point, a good example of how we learn more about Frederic as the story progresses is the fact that he is nameless in the first four chapters. Throughout the first four chapters, Frederic Henry is referred to as “lieutenant” by his peers and “baby” by his girlfriend. Its not until chapter five that he is referred to as “Mr. Henry”. Then we learn his full name, Frederic Henry, in chapter thirteen. Another example of Frederic Henry being a round character is that he is closely involved in just about every part of the story. Of course he would have to be involved in the majority of the story because it’s basically the confession of his life. The entire story we learn about Mr. Henry, and we watch him grow to become a good man. Even when Frederic is not...
Realistic works of fiction are similar to paintings, while we will get to the end result of the painting or novel, the artist or writer is still our guide; the author is then left to “paint” the picture or in this case, write a work of fiction, capturing the picture in their own peculiar, chronological order. While the novel is still created, it is up to Flaubert to decipher which parts he writes first. The story “A Simple Heart” is still the realistic mimic of the life of Félicité, but Flaubert is in complete control of what we will know and when we will know information about her. This means, Flaubert may be holding onto information and changing our ability to perceive the world as it truly may
Neither short story would have been as effective without the narrator revealing the thoughts of the protagonist. By emphasizing individual perspectives, the author's shift the focus from the external action to the internal experiences of each protagonist. The power and depth of the ideas are successfully delivered because the reader is permitted insight into the characters' thoughts. The analytical tone created by Bierce is a detailed and thorough examination of the character's thoughts before her death while Chopin's sympathetic tone is responsible for allowing the reader to feel affectionate for Mrs. Mallard's plight prior to her death. Both stories arrive at these similar conclusions with opposing tones through the successful use of third person point of view.
Within every story or poem, there is always an interpretation made by the reader, whether right or wrong. In doing so, one must thoughtfully analyze all aspects of the story in order to make the most accurate assessment based on the literary elements the author has used. Compared and contrasted within the two short stories, “Girl” by Jamaica Kincaid, and John Updike’s “A&P,” the literary elements character and theme are made evident. These two elements are prominent in each of the differing stories yet similarities are found through each by studying the elements. The girls’ innocence and naivety as characters act as passages to show something superior, oppression in society shown towards women that is not equally shown towards men.
Gustave Flaubert incorporates and composes a realistic piece of literature using realistic literary techniques in his short story, “A Simple Heart.” Flaubert accomplishes this through telling a story that mimics the real life of Félicité, and writing fiction that deliberately cuts across different class hierarchies; through this method, Flaubert is able to give the reader a clear understanding of the whole society. Flaubert makes the unvarnished truth about simple hearts clear by exposing a clear replica of a realistic story, therefore, allowing the reader to clearly understand the society and the different classes of characters. The story, “A Simple Heart” focuses on the life of a naive, simple-minded underclass maid, Félicité, and her encounters with those around her.
The descriptions in the story foreshadow the tragedy that ends the story. The author believed unexpected things happen often. In the case of this story, Louise Mallard believed her husband to be dead, having been told this by her sister, Josephine. However, when it is revealed that her husband had been alive the whole time, she is unhappy to see him and suffers a fatal heart attack. While she did have heart trouble, Richards and Josephine thought that the news of her husband’s death, not her seeing him again would be detrimental to her health, possibly even fatal. Chopin succeeded in getting this message across.
Through the use of a concise plot, symbolism, descriptive setting, point of view, and dramatic irony, readers are left with a strong feeling of empathy for the protagonist, Mrs. Mallard. Through each paragraph of the story, readers continue to feel empathetic for the woman who grieves the loss of her husband, gains a new feeling of freedom outside of the restrictions of marriage, then loses that freedom when she discovers that her husband is not dead, all within an hour’s time. While women’s independence and freedom within marriage could still be a topic reflected in today’s literature, it would be a much different story than that of Chopin’s time. At the time this story was written, women were expected to do whatever it took to please and cater to their husbands. This story seems to draw from the changes of that time as women were beginning to gain more independence in their lives as in the suffrage movement, marriage, and employment outside the home. Much has changed in women’s rights since the end of the nineteenth century, which is a result of the work of women like Kate
In the story of Alice in Wonderland we follow Alice down a rabbit hole into a land of pure wonder, where the logic of a little girl holds no sway. In Gustave Flaubert’s Madame Bovary, we witness exactly the opposite as Emma Bovary, a most romantic creature, is purposely cast into a harshly realistic world. In either case, a creature is put into an environment unnatural to her disposition, yet in Flaubert’s example, Emma shares the world we inhabit, and thus the message her story brings is much more pertinent. To convey this message, Flaubert replicates not a world of fantasy, but rather the real world, with all its joy, sadness, and occasional monotony intact. Then he proceeds to dump an exaggeratedly sentimental woman, Bovary, with the training, appearance, and expectations of an heiress, into the common mire and leave her there to flounder in the reality of middle class life as a farmer’s daughter. From Madame Bovary’s reactions within this realistic situation, and from the novel’s outcome, a message is rendered concerning romanticism itself, and its misplacement in a cacophonous and uncomplimentary world.