feminist implications of Brontë’s novels relatively recently.) “I often wish to say something about the ‘condition of women’ question,” she told Williams, “but it is one respecting which so much ‘cant’ has been talked, that one feels a sort of repugnance to approach it. It is true enough that the present market for female labour is quite overstocked—but where or how could another be opened?” (Charlotte Brontë to William Smith Williams, May 12, 1848; in The Letters of Charlotte Brontë, vol. 2, p. 66).
Jane Eyre registers the restlessness and dissatisfaction a governess feels with her lot in life: “Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties and a field for their efforts as much as their brothers do” (p. 96). Responding to the charge that the heroine of Villette “ ‘may be thought morbid and weak,’ ” Brontë retorts, “ ‘anybody living her life would necessarily become morbid’ ” (p. 416). Brontë does not isolate Lucy Snowe as a case study of neurosis; rather, she puts her “morbidity” in perspective, pointing to its cultural causes, above all the limited range for the exercise of her intellect in dignified employment.
Teaching was virtually the only respectable profession open to women of Brontë’s social standing, and teachers’ salaries were generally not sufficient to render them truly independent. Gaskell does not shy from registering Brontë’s disdain for that kind of work: “ ‘I am no teacher; to look on me in that light is to mistake me. To teach is not my vocation. What I am, it is useless to say. Those whom it concerns feel and find it out,’ ” Brontë told Nussey (p. 326). As a teacher at Miss Wooler’s school, Brontë chafed against the uniformity of her employment: “ ‘Nothing but teach, teach, teach, from morning to night’ ” (p. 115). Gaskell qualifies Brontë’s time there as “tedious and monotonous,” but in the journal Brontë kept at this time she describes it more pejoratively, as a term of imprisonment: “ ‘Must I from day to day sit chained to this chair prisoned within these four bare-walls, while these glorious summer suns are burning in heaven & the year is revolving in its richest glow & declaring at the close of every summer day the time I am losing will never come again?’ ” (Barker, The Brontës: A Life in Letters, p. 39). While the Life does register the depth of Brontë’s anguish during this period, it casts her professional identity crisis of 1835-1837 as a religious crisis, relying as it does on Brontë’s letters to Nussey in which she uses the cryptic language of transgression and of longing for “ ‘reconciliation to God’ ” to describe her angst (p. 113). But the journal entries from the same period tell a different story—one of frustrated genius—of longing to “write gloriously” but being condemned to teach “Dolts” and “asses” (The Brontës, pp. 39-40).
The Brontë-Nussey Correspondence
Some argue that the Life suffers from Gaskell’s heavy reliance on Brontë’s letters to Nussey, who is often characterized as a provincial and conventional person with whom Brontë did not discuss her literary concerns. This view of Nussey is based in part on a letter in which Brontë seems to slight her when she describes her as “no more than a conscientious, observant, calm, well-bred Yorkshire girl” who is “without romance,” and whose clumsy attempts to read poetry aloud make Brontë want to stop her ears. The letter contains the passionate avowal, however, that “no new friend, however lofty and profound in intellect—not Miss Martineau herself—could be to me what Ellen is” (Charlotte Brontë to William Smith Williams, January 3, 1850; in The Letters of Charlotte Brontë, vol. 2, p. 323).
In the early days of their friendship, Brontë trusted a mutual friend, the independent and unconventional Mary Taylor, to
Jane Eyre registers the restlessness and dissatisfaction a governess feels with her lot in life: “Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties and a field for their efforts as much as their brothers do” (p. 96). Responding to the charge that the heroine of Villette “ ‘may be thought morbid and weak,’ ” Brontë retorts, “ ‘anybody living her life would necessarily become morbid’ ” (p. 416). Brontë does not isolate Lucy Snowe as a case study of neurosis; rather, she puts her “morbidity” in perspective, pointing to its cultural causes, above all the limited range for the exercise of her intellect in dignified employment.
Teaching was virtually the only respectable profession open to women of Brontë’s social standing, and teachers’ salaries were generally not sufficient to render them truly independent. Gaskell does not shy from registering Brontë’s disdain for that kind of work: “ ‘I am no teacher; to look on me in that light is to mistake me. To teach is not my vocation. What I am, it is useless to say. Those whom it concerns feel and find it out,’ ” Brontë told Nussey (p. 326). As a teacher at Miss Wooler’s school, Brontë chafed against the uniformity of her employment: “ ‘Nothing but teach, teach, teach, from morning to night’ ” (p. 115). Gaskell qualifies Brontë’s time there as “tedious and monotonous,” but in the journal Brontë kept at this time she describes it more pejoratively, as a term of imprisonment: “ ‘Must I from day to day sit chained to this chair prisoned within these four bare-walls, while these glorious summer suns are burning in heaven & the year is revolving in its richest glow & declaring at the close of every summer day the time I am losing will never come again?’ ” (Barker, The Brontës: A Life in Letters, p. 39). While the Life does register the depth of Brontë’s anguish during this period, it casts her professional identity crisis of 1835-1837 as a religious crisis, relying as it does on Brontë’s letters to Nussey in which she uses the cryptic language of transgression and of longing for “ ‘reconciliation to God’ ” to describe her angst (p. 113). But the journal entries from the same period tell a different story—one of frustrated genius—of longing to “write gloriously” but being condemned to teach “Dolts” and “asses” (The Brontës, pp. 39-40).
The Brontë-Nussey Correspondence
Some argue that the Life suffers from Gaskell’s heavy reliance on Brontë’s letters to Nussey, who is often characterized as a provincial and conventional person with whom Brontë did not discuss her literary concerns. This view of Nussey is based in part on a letter in which Brontë seems to slight her when she describes her as “no more than a conscientious, observant, calm, well-bred Yorkshire girl” who is “without romance,” and whose clumsy attempts to read poetry aloud make Brontë want to stop her ears. The letter contains the passionate avowal, however, that “no new friend, however lofty and profound in intellect—not Miss Martineau herself—could be to me what Ellen is” (Charlotte Brontë to William Smith Williams, January 3, 1850; in The Letters of Charlotte Brontë, vol. 2, p. 323).
In the early days of their friendship, Brontë trusted a mutual friend, the independent and unconventional Mary Taylor, to
Similar Books
Mortal Crimes: 7 Novels of Suspense
Brett Battles, Robert Gregory Browne, Melissa F. Miller, J. Carson Black, Michael Wallace, M A Comley, Carol Davis Luce
