beate carlsson
TRANSCRIPT
WOMEN’SEDUCATIONANDFRIENDSHIPINJANEEYRE
Beate Carlsson
Advanced Undergraduate Level Research Essay Supervisor:
Spring 2010 Patricia McManus
UNIVERSITYOFGOTHENBURG
DepartmentofLanguagesandLiteratures
English
attheUniversityofSussex
1
Abstract
Thepurposeofthisessayistoinvestigatehowwomenwereeducatedduringthe
Victorianperiod;itwillshowhowCharlotteBrontëincorporatestheconditionsofthe
Victorianschool,aswellastheimportanceoffemalefriendship,intohernovelthrough
theeducationofJane,Adéle,andMaryandDianaRiversinJaneEyre(1847).Female
friendshipandfemaleeducationarerelatedthroughhowwomenlearnt,notonlyin
school,butalsothrougheachother.InthenovelitisexemplifiedinhowJanelearntfrom
Helen.ThisessaywillconsidertherelationshipbetweenJaneEyreandHelenBurns,
throughtheviewofeducationandfriendship,inordertofindouthowtheirrelationship
effectsJane;notonlywhosheisbutalsothroughwhatandhowshelearns,whileat
LowoodInstitutionandthroughoutherlife.ThisessaywillarguethatHelenhasabig
effectonJaneandherlife,andthattheirrelationshipiswhathelpsJaneconformtothe
Victorianviewofwomen.ThroughanalysingJaneEyre,thisessaywillexplorehowJane
andHelen’srelationshipeffectsJane,andmoregenerallyhowwomen’seducationis
describedinthenovel.
Keywords
Literature
JaneEyre
CharlotteBrontë
Victorianperiod
Women’seducation
Friendship
Childhood
Gender
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TableofContents
Abstract………………………………....................................................................... 1
TableofContents…………………………………………………………………….2
1.Introduction………………………………......................................................... 3
1.1Aim………………………………......................................................................... 4
1.2Methodology………………………………..................................................... 5
1.3Literaturereview………………………………............................................ 6
2.Victorianvalues………………………………..................................................... 6
2.1TheVictorianviewoftheroleofthemiddle‐classwomanand
women’seducation……………………………………….…………………………... 7
2.2BeingaVictoriangoverness……..………………………………………..…11
3.Education……………………...………………………………………………………13
3.1Jane’seducation………………………………………………………………….13
3.2Adèle,andDianaandMaryRivers’education……………………..…14
4.Women’sfriendship……………………………………………………..……….16
4.1Jane’stimeatLowoodandherfriendshipwithHelenBurns….17
5.Conclusion……………………………….............................................................. 20
6.References….………………………………......................................................... 22
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1.Introduction
Oneofthemostinterestingandimportantnovelseverwrittenaboutfemale
struggleandrights,isarguablyCharlotteBrontë’sJaneEyre(1847).InJaneEyre,weget
tofollowyoungorphanJaneandherstrugglesinlifeasaVictorianwoman.Thenovel
hasbeenwrittenaboutinmanybooks,articlesandessaysandthisessaywilldealwith
thenovelyetagain,althoughwithsomethingverydifferent.Thisessaywillfocusonhow
Victorianvaluesandviewsofwomenareincorporatedinthenovel,andhowthe
friendshipbetweenHelenBurnsandJaneEyreeffectsJanethroughoutherlife;how
theirfriendshiparguablyhelpsJanetocopewiththeharshconditionswhileatLowood
Institutionandalsolaterinlife.
Brontëisconsideredofimportanceassomeonewhoarguablysucceededwell
inaidingtheviewonwomen,andwomen’srights,tobebroughtintofocusassomething
veryimportant,throughhernovel.TheVictorianviewofwomenisreflectedinJaneand
Helen’sfriendship,aswellasintheeducationwomenaregiveninthenovel.Brontë
arguablyresiststheoldvaluesthroughlettinghermaincharacterdeviatefromthe
existing‘norms’andbylettingherheroinekeepherpassionatenatureevenafterbeing
affectedbyHelen’senduringandsilentnature.Janebehavescorrectlymostofthetime
inthenovel,butinherheartsheisquitearebel.Helen,arguably,hasqualitieswomen
shouldnothave,butsheisstrugglingtocorrectherfaultsandsilentlyenduresthe
punishmentssheisgivenwiththefeelingthatshehasearnedthem.Whateffecthave
Helen’scharacteristicsonJaneandonherbehaviourthroughtheirfriendship?DoesJane
learnanythingaboutherselfthroughHelen,abouthowtohandledifferentsocial
situations?WilltheeffectHelenhasonJanelastandshowinJane’sbehaviour,notonly
atLowoodbutthroughoutherlife?ThisessaywillarguethatHelenhasabiginfluence
onJaneandonwhosheis,throughtheirfriendship.Thattheirfriendshipissomething
veryimportantforthenovelasawhole,sincetheirfriendshiparguablyhasagreat
impactonwhoJaneisandhowshebehavesinsocialcontexts.Theirrelationshipisalso
historicallysignificantaswomenlearntthrougheachother,arguablylikehowJane
learnthowtobefromHelen.FriendshipsbetweenwomenduringtheVictorianperiod
werearguablytheonlysafeplaceforwomentobethemselves:wheretheycouldmake
mistakesandlearnfromeachotherinapositiveenvironment.
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Thisessaywilldealwithconceptssuchasa‘propereducation’and
‘femininity’orhaving‘feminine’qualities.Withtheuseoftheconcepta‘proper
education,’thisessayreferstohavingbeeneducatedinwriting,arithmetic,history,
grammar,geography,needlework,French,German,Latin,musicanddrawingetc.
(KathrynHughes,1993:167).Todefinewhatthisessaymeanswiththenotionof
‘femininity’andwhatitactuallydenotes,adefinitionfromadictionarywillclearly
accountforit.Itstandsfor:“havingqualitiesorappearancetraditionallyassociatedwith
women,especiallydelicacyandprettiness.”(NewOxfordAmericanDictionary,2005)In
thisnovel,therearearguablytwomajormodelsof‘femininity’whichthisessaywilldeal
with;oneisHelenandtheotherisJane.Helenhasarguablyachievedthe‘feminine’
valuesaVictorianwomanoughttohave.Sheisquiet,submissiveandfeelsasifshe
deserveseverydifficultylifehasgivenherbecauseofthefaultssheistoldtohave,
withoutquestioningwhyshereceivespunishmentsatallorwhysheshouldbendfor
anyone’swishesbutherown.Janeisdescribedtohaveawillofherownthatcannotbe
silencedandshequestionseveryunjustnesswithapassionVictorianwomenshould
arguablynothave.BrontëarguablyusesJanetochallengetheoldVictorianvaluesof
womenasdependentandsufferingmiddle‐classwomen.(Langland,1992:291).
1.2Aim
Theaimofthisessayistoconnectareadingofwomen’spositioninsociety
duringtheVictorianperiod,inparticularofhowtheywereeducated,andthe
importanceofwomen’sfriendshipwiththenovelthroughlookingathowBrontëdeals
withwomen’seducation.ItisimportantbecauseBrontëincorporates,boththrough
celebratingandcritiquing,manyVictoriansocialrulesandviewsofeducationintoher
novelJaneEyrethroughthedescriptionofJane,AdèleandJane’scousins’educationand
HelenandJane’sfriendship.BylookingattheeducationJaneherselfreceives,aswellas
theeducationofAdèleandJane’scousins,DianaandMaryRivers,thisessaywillargue
thatBrontëhelpedbringingwomen’srightsintofocus.Itwillexploretherelationship
betweenJaneEyreandherfriendHelenBurnsinCharlotteBrontë’sJaneEyreto
establishifthatrelationshipaffectsJaneinhowshedealwiththehardshipsshemeetsin
lifebothwhileatLowoodInstitutionaswellasthroughoutherlife.Howtheirfriendship
mighthelphertoconformto,orrebelagainst,theVictorianviewon‘femininity.’This
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essaywillarguethatJaneisaffectedbyherfriendshipwithHelenBurnsinawaythat
makesherdealmoreeasilywiththedifficultiesshemeetsinlife.
1.3Methodology
ThesecondchapterofthisessaywillexploretheVictorianviewofwomen
andeducation.Itwilltrytofindconnectionsbetweenhoweducationisdescribedinthe
novelandhowfemalechildrenwereeducatedduringtheVictorianperiod.Itwilllookat
howwomenwereviewedduringtheVictorianPeriod.Itwillalsogiveashort
descriptionofhowitwasliketobeagovernessinconnectiontothenovel.Thethird
chapterintendstobrieflyexploreandfocusonhowdifferentlywomenwereseenand
educatedduringtheVictorianperiodcomparedtohowthewomenwereeducatedinthe
novel.Thiswillbedonebydiscussingandcommentingupontheeducationand
upbringingthatJane,AdèleandJane’scousins,DianaandMaryRivers,receive.Itwill
arguethatBrontëhasbothcritiquedandcelebratedmanyoftheVictoriansocialrules
forchildrenandVictorianviewsoneducation,especiallyforgirls,intothisnoveland
thatshehasusedtheeducationofJane,AdèleandDianaandMaryRiverstovoicethem.
Thisessaywilldemonstratethatshehasusedwomen’seducationinthenoveltovoice
Victoriansocialrulesandviews,byidentifyingtheseconnectionsandbydiscussing
extractsfromthenovel,aswellasthroughlookingathowfemalechildrenwereviewed
andeducatedduringtheVictorianperiod.Inordertoexaminehowchildrenandwomen
weretreatedandeducatedduringtheVictorianPeriod,secondarysourceswillhaveto
examined,aswillliteraturewrittenonsocialhistorythatdealswiththatperiodaswell
asliteraturewrittenaboutfictionandnon‐fictiondealingwithsocialhistoryduringthat
period.
ThefourthchapterwillarguethatHelenandJane’sfriendshiphasavery
bigimpactonJane;thatfemalefriendshipbetweenmiddle‐classwomenduringthe
Victorianperiodwasimportantforlearning,andalsoimportantforthecharactersinthe
book.ItwillarguethatwhatJanehaslearntfromHelen,shecarrieswithherfortherest
ofherlife.Thisessaywilldosothroughdiscussingextractsofthenovelitselfand
examinewhatscholarshavewrittenonthesubjectbefore.ThroughanalyzingBrontë’s
textJaneEyre,andinparticularbyfocusingonJaneinheryoungeryears,thisessaywill
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trytoestablishthatJaneandHelen’sfriendshipisimportantforJane’scontinued
residenceatLowoodInstitution,andtohowshehandlesthehardshipslifedealsher;at
Lowood,lateronwhileservingforMr.Rochesterandthroughouttherestofherlife.
1.4Literaturereview
Therearecountlessbooks,articlesandessayswrittenonBrontëandJane
Eyreandthereforeitwasnecessarytoscreenouttitlesthatdidnotfocusonthe
interestsattheheartofthisresearchessay.Themostimportantsourcesusedhereare
HarrietBjörk’sTheLanguageofTruth–CharlotteBrontë,TheWomanQuestion,andthe
Novel(1974)andMarianneThormählen’sTheBrontësandReligion(1999).Bothtreat
HelenandJane’sfriendshipindetail,aswellascommentupontheeducationdescribed
inthenovel.Booksthathavehelpedmedevelopanunderstandingofthesocialcontext
ofVictorianEnglandinrelationshiptoBrontë’snovelareKathrynHughes’sThe
VictorianGoverness(1993),PennyBrown’sTheCapturedWorld–TheChildand
ChildhoodinNineteenthCenturyWomen’sWritinginEngland(1993),AnneDigbyand
PeterSearby’sChildren,SchoolandSocietyinNineteenthCenturyEngland(1981)and
BeateWilhelm’sTheRoleofWomeninVictorianEnglandReflectedinJaneEyre(2005).In
ordertogetabetterunderstandingofBrontëandherlife,workbycriticssuchas
BarbaraGates(1990)andPatMcPherson(1989)havebeenreviewed.Manyother
sources,suchasbooksandarticles,havebeenlookedintoinexcessofthementioned
titles.
2.Victorianvalues
DuringtheVictorianperiod,women,andespeciallymiddle‐classwomen,
wereseentonaturallydifferfrommenineveryrespect,andespeciallyintellectually.
(BeateWilhelm,2005:4).Thatleadtothatmenandwomenhaddifferentrolesin
society;menweretoprovidefortheirwives,mothersandsisters,andwomenwereto
organizethehousehold,overseetheirchildren’seducationandprovideatranquiland
peacefulenvironmentathome.Womenshouldalsoteachtheirchildrenandmale
relativesmoralvaluesandgoodvirtues.(seeWilhelm,2005:4).
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2.1TheVictorianviewoftheroleofthemiddleclasswomanandwomen’s
education
Theviewofmiddle‐classwomeninVictorianEnglandchangeddrastically
inthe1850sbecausemanywomenremainedunmarried,duetoagenerallackofmenat
thattime.(Wilhelm,2005:4).Fathersandbrothersstrainedundertheburdenof
providingforsomanycostlywomenandinturn,familieslettheirdaughterstakeup
paidoccupationsforashorttime.Thisoccupationwasoftengovernessing,asthetasks
womenwereallowedtoperformwerelimited,resultingfromtheinsignificantamount
ofeducationwomenreceived,amongotherthings.Thereasonwhygovernessingwas
acceptableforwomenwasduetothatwomendidnothavetoleavethehouseto
performtheirduties,andthattheworktheyperformedwasinlinewithwhattheyought
todo.SinceJane,whohasfamilyfromtheupper‐middleclass,doesnothaveanybody
willingtosupportherfurtherfinanciallyafterhavingquitLowood,shehastogoonto
governessing,justlikemanyotherwomenwithoutmeanstosupportthemselveshadto
do.(Björk,1974:93‐94).
GirlsandwomenduringtheVictorianperiodusuallyreceived“littleorno
educationatall”(Wilhelm,2005:6),althoughinBrontë’snovel,allthewomenIhave
lookedatreceiveaneducation.Whyisthat?Atthistime,aviewthatwomenwere
actuallyabletoperformmentalexertionswasdevelopedandalthoughlearningwas
onlyconsideredofrelevancetomen,womenweretrainedindancing,singing,playing
thepianoanddrawing.Womenwerenotgivenanadvancededucationastheywould
nevercomeincontactwithsituationswheretheywouldneedit.(seeWilhelm,2005:6)
ShortlybeforeJaneisborn,theeducationsysteminEnglandchanged.Manyfamilies
rosesociallyandtherebytheirsonsneededamoreadvancededucation.(Wilhelm,2005:
6‐7).Asmanygovernesseswerenotwellenougheducatedatthattime,manyboyswere
senttoschool.Anotherreasonfornottrustingboysaboveacertainagewithagoverness
wasarguablyduetothegoverness’slowstatuswhichallowedmanymastersandtheir
sonstoexploitthem.(seeEstherGodfrey,”JaneEyre:FromGovernesstoGirlBride”,
2005:5).Girlsweresenttoschoollateraspeoplerealizedthatmoralprinciples,which
wereespeciallyimportantforgirlstolearn,couldbeattainedthroughreligious
education.JanewassenttoLowood,whichfocusedonreligiousvaluesintheeducation.
(seeWilhelm,2005:7).AninterestingphenomenonoccurredinVictorianEnglandwhen
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Queen’scollegeforthebettereducationofgovernesseswasfoundedinthe1840s.Many
menwereworriedthatthehighereducationofwomenwouldmakethembecomeless
‘feminine’andtherebylesssuitedformarriage,whichwoulddestroyawoman’s
“Christianwoman’smodesty”(Wilhelm,2005:7).Arguablywomenwouldbecomeless
dependent(ElizabethLangland,1992:291)uponmenthrougheducation,andthey
mightwanttochangeexistingvaluestotheirownbenefit,whichwoulddebatablybea
goodreasonformanymentowanttokeeptheirwomenunschooledinmoreintellectual
subjects.
HarrietBjörkcommentswelluponwomen’seducationandconnectsitto
JaneandhercousinsinBrontë’snovel.Shedrawsconclusionswhicharearguablyvery
substantialforthisessayandalsoforthenovel;“[S]elf‐improvingfemales[…]seemto
trespassintothesphereofmaleprerogatives,i.e.highereducationandpersonal
ambition”andyet“[t]heBrontëheroinesdonotsetouttocompetewiththemeninthe
sphereofintellect.”(Björk,1974:77).Inotherwords,JaneandhercousinsDianaand
MaryRiversarewomenwhodonotsettleonlywiththesmallamountofknowledge
socialconventionswantthemtohave,theytrytoimprovetheirownknowledgeand
therebyenterthe‘forbidden’intellectualworldofmen.Yettheydonotwishtocompete
withmenwhenitcomestoknowledge,theyarefullysatisfiedwithjustgaining
knowledgefortheirownsake,tobecomebettergovernesses.Theydonotneedto
becomebetterthanaman.ToavoidwomensuchasDianaandMaryRiversgaining
knowledgeandmakingthemless‘feminine’,manydoctorsproclaimedthatwomenhad
smallerbrainsthanmen,whichmadewomeninferiorandunsuitableformore
intellectualactivities.(Wilhelm,2005:7).AllinordernottobreaktheVictorian
principlesandidealsofwomanhood:awomanshouldnotbeeducationallysuccessful,
unlessinsubjectssuchassinging,dancing,drawingandplayingthepianoetc.(see
Wilhelm,2005:7).Yet,inBrontë’snovel,Janereceivesarelatively‘thorougheducation’
forthepositionsheisin.She“belongstotheuppermiddleclassworld”(Björk,1974:
78),sincethatiswhereMr.andMrs.Reed’smoneyputsher.EventhoughJanehas
receivedanappropriateeducation,shelaterviewsherselfasbeinginferiorin
knowledgetobothMr.RochesterandSt.JohnRivers,especiallythelatterone.Thatshe
seesherselfasinferiorinknowledgeisarguablyduetowomenbeingseenasinferiorto
menintheVictorianperiod.Byviewingherselfasinferior,Janearguablyimplicitly
expressesawishtopossessagreatamountofknowledge.Although,whydoesJane,a
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Victorianwoman,wantknowledge?DoesshewishtobeinanequalpositiontoMr.
RochesterandSt.JohnRivers?Questionablynot,sinceshealwaysreferstoMr.
Rochesteras“Sir”and“Master”upuntilshemarrieshim.(JE,p.394).
DiscriminationagainstwomengreatlyinfluencedtheVictorianschooland
itspupils,aswellassocialclass.(AnneDigbyandPeterSearby,1981:46).The
descriptionsinthenovelofLowoodandthevillageschool,whereJanelaterteaches,are
ofcoursenotafullyaccuratedescriptionofschoolsduringtheVictorianperiod,butthey
“illustrate”(Björk,1974:99)thehistoricalbackgroundandtheexistingsituationinthe
eighteen‐forties”andBrontë,does“notcreateanUtopianvision”(Björk,1974:99)ofthe
VictorianschoolsinJaneEyre.Noticeably,girlsweregivenadifferenteducationtoboys,
theywereusuallyeventaughtdifferentsubjects.Whenboyslearnedadvanced
mathematicsandgeography,allgirlsstudiedsewinganddomesticsubjects,andgirls
fromhighersocialbackgroundsstudiedmanyothersubjectsaswell.(seeDigbyand
Searby,1981:46).Whenboysandgirlswereactuallytaughtthesamesubjects,thegirls’
classeswereadjustedtofittheirfutureofdomesticitybetter.(DigbyandSearby,1981:
46).ThisissomethingwhichisveryapparentwhenJaneteachestheworking‐class
childreninthelittlevillageschoolforgirlsinMortonbecause“[p]oorgirlswerethought
toneeddomestictrainingintheirschoolingwhichwouldfitthemfortheirfutureas
domesticservantsorworkingmen’swives.”(DigbyandSearby,1981:46).Thisisoneof
thereasonswhyJanefindsitdifficultto“adaptherselftoteachingatthevillageschool”
(Björk,1974:78).Janebelieves,likemanyothersdidduringtheVictorianperiod,that
becausethechildrenwerepoorandbelongedtotheworkingclasstheyhadtobedull
anddifficulttoteach(DigbyandSearby,1981:46),butasJanecontinuestoworkwith
themsherealisesthatthere“wasadifferenceamongstthemasamongsttheeducated”
andthatsomeofthemwereof“excellentcapacity,thatwonbothmygoodwillandmy
admiration.“(CharlotteBrontë,1987:322).1Inshort,andinthelightofthegirlsinthe
villageschool,“agirl’seducationwasseenasbeingdifferentfromthatofaboy”(see
DigbyandSearby,1981:46)Menwerebettereducatedthanwomen,duetothatthey
wereconsideredtobemoreworthbysocietythanwomen,whoonlyhadtofulfilroles
withintheboundariesofhome.Whyweremenconsideredtobemoreworththan
1Brontë,Charlotte.2ndNortonCriticalEdition1987.JaneEyre.NewYork:W.W.Norton&Company.WillhereafterbereferredtoasJEinthisessay.
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women?Wasitarguablyduetothatmenmadeupandenforcedtherules?Didwomen
alsoconsidermenmoreworththanthemselves?Arguably,duetowomenbeingseenas
inferior,itisnotsurprisingthatwhenSt.JohnRiversteachesJaneHindostaneeand
wantshertocomealongwithhimtoIndia,sheyieldstohiswishesagainstherownwill;
becauseheknowsbetterthanherwhatisgoodforher.Thatisuntilhecomesupwith
theconditionthattheymustmarryandthenJanedeclineshisoffer,butonlybecauseshe
cannotliveinamarriagethatisalie,notbecauseheiswrongintakinglifealtering
decisionsforher.Janeexclaims:“Ifreelyconsenttogowithyouasyourfellow‐
missionary;butnotasyourwife;Icannotmarryyouandbecomepartofyou.”(JEp.
359).
ThefactthatDianaandMaryRiversareverywelleducatedwomenis
arguablysomethingveryrare.ManywomenduringtheVictorianperiodwerenot
particularlywelleducatedatallasitwasnotuntil1870thattheEducationAct,which
enabledeverychildfreeeducationprovidedbythestate,wasenforced.(seePenny
Brown,1993:8).Beforethat,manyfemalechildrenwerenotproperlyeducatedandif
youweretoreceiveaneducationatalldependeduponwhatsocialclassyoubelonged
to;ifyouhadsomeonewhovaluededucationandwhocouldpayforyoureducation.
SinceJanebelongedtotheuppermiddleclass,shewaswelloffwitha‘propereducation’
althoughnotgoodenoughtocompetewithDianaandMaryRivers.
“JaneEyreputsthetopicoffemaleeducationintotheperspectiveof
history”(Björk,1974:91)anditiseasytoreadthroughtheeyesofJane,AdèleorDiana
andMaryRivershowitwouldhavebeentoattendaVictorianschoolorreceivesuchan
education.Brontëwasarguablyoneofthewomenwhohelpedadvancethedevelopment
offemalerightsandshedidsothroughallowingherheroineexpressthingssuchas:
womenfeeljustasmenfeel;theyneedexercisefortheirfacultiesandafield
fortheireffortsasmuchastheirbrothersdo;theysufferfromtoorigida
restraint,tooabsoluteastagnation,preciselyasmenwouldsuffer;anditis
narrow‐mindedintheirmoreprivilegedfellow‐creaturestosaythattheyought
toconfinethemselvestomakingpuddingsandknittingstockings.(JEp.96).
Thenoveldealswithmanyaspectsofhowitwastobeaneducatedwomanduringthe
Victorianperiodbutitalsodealswithhowtheauthorwishesitwouldhavebeenliketo
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beawomanduringthattime.BygivingJanequalitiesthatquestiontheexistingviewon
womenandsociety,Brontëarguablytriestoquestionthatviewherself,throughthe
mediumofhernovel.Ascanbeseenabove,Brontëincorporatestheconditionsofhowit
wastobeeducatedasawomanduringtheVictorianperiodwellinathoughtfuland
crediblewaythroughuppermiddle‐classheroineJaneandherlifefirstasastudentand
laterasagovernessandteacher.
2.1BeingaVictoriangoverness
Manymiddle‐classwomentookupgovernessingintheVictorianperiod
sincethatwastheonlythingtheycoulddotokeeptheirsocialstatus,iftheydidnot
haverelationstosupportthemorrelationsthatcouldnotsupportthem.Theonly
professionmiddle‐classwomencouldtakeup,inordertosafeguardtheirnonworking
statusasgentlewomen,wasgovernessing.(Hughes,1993:147).Thesocialpositionsof
governessesduringtheVictorianperiodwereverydelicateastheyoftencamefrom
middle‐,orupper‐classfamiliesandservedinfamilieswiththesamesocialstatus.(see
Wilhelm,2005:6‐8).Thiscouldmakelifeveryawkwardforgovernessesastheywere
notseenasequalstothefamily.Yettheydidnotbelongtotheservantclasseither,
whichboththefamilyandtheservantswerekeentopointout.(Hughes,1993:86,88).
Bothwithinthehouseholdandsocietyatlarge,thegovernesswasinthesameposition.
Sheneededtobetreatedasoneofthefamilytokeephergentilityandonlyifshewas
couldthesimilaritytoperformingworking‐classtasksbehidden.(Hughes,1993:85).
The“governessfoundherselffallingbetweentwostools”andoftentooksomehard
blowsthroughthat.(Hughes,1993:147).Often,thefamilydidnotknowhowtotreat
theirgovernessduetoherequalsocialstatus,andtheyandtheirchildrenusuallytook
advantageofthefactthatthegovernesswasinnopositiontodefendherselfagainst
falseaccusationsoreventosayanythingatall.Yet,sometimesgovernessesweretreated
asfamilymembersandcouldbeinvitedtospendaneveningwiththefamilybutthey
couldjustaseasilybeconsideredintrusiveandaskedtoleave.(Hughes,1993:85).In
thenovelforinstance,JaneisoftenaskedtojoinMr.Rochesterfortheevening,butis
justasoftennotinvited.
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Allthisresultedingovernessesbeingveryexposedtotheirfamily’s
treatmentandgoodwill.Beingagovernesswasfarfromhavinganeasylife(seeWilhelm
2005:8)duetotheirstatus,andalsobecausemost“Victoriangovernessesreceived
barelymorethanpocketmoneyontopoftheirbedandboard”(Hughes,1993:147).The
Victorianimagesofagovernesswere“dry,oldandugly”whichwerequalities
interlinkedwiththespinster.(Hughes,1993:118).TheVictorianslookeduponspinsters
withparticularscornandpityastheywereviewedas“unabletofulfilthehighestfemale
goalsofmarriageandmotherhood”andawomanwhowasunmarriedatthirty‐fivewas
consideredtohave“failedatlife.”(Hughes,1993:117).Althoughmanygovernesses
wereunderthirty,thespinsterwastheimageofthegoverness,asthereweremany
womenwhotookupgovernessingattheirmidtwentieswhentheyrealizedthatthey
wouldprobablynotmarry.(Hughes,1993:118).
Thegovernessbroughtwithhera“threatofunregulatedsexuality”intothe
householdandshewouldbedailyscrutinizedbymen,aroundherownage,livinginthe
household.(Hughes,1993:119).Itwasexpectedofthegovernesstostaysingleanddue
tothis,manymistressesfearedthattheirgovernesswouldelopewiththeirsonsinorder
nottohavetoremainintheschoolroom.(seeHughes,1993:119‐120).Livingwith
strangersleftthegovernessunprotectedandalthough“thevastmajorityofgovernesses
hadnotbeenthevictimsofactualseduction”,manywere.(Hughes,1993:119‐120).
JaneisarguablyveryluckytoworkasagovernessforMr.Rochesterashetreatsher
well,comparedtohowbadlymanygovernessesweretreatedbydrawingtheirmasters’
sexualattention,asEstherGodfreyargues.(seeGodfrey,“JaneEyre:FromGovernessto
GirlBride,”2005:5).Bybeingagoverness,thepositionwhichthatputsherin,Jane
couldnothaveturneddownanyinappropriatesuggestionsMr.Rochestercouldhave
voiced,justlikeanyothergovernessofthistimemightfinditverydifficulttoturndown
hermaster’sadvancesaswell.InJane’scase,Mr.Rochesteractuallyintendstomarryher
andthereforearguablytreatsherreasonablywell.
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3.Education
ItisdifficulttoreadJaneEyrewithoutreflectingonthewayeducationis
treatedinit,aseducationisarguablysuchanimportantpartofthenovel.Thatwomen
aretreateddifferentlythanmeninmanyrespectsandespeciallyinquestions
concerningeducation,isclearinBrontë’sJaneEyre.Especiallywhenlookingatthe
educationthatJane,AdèleandDianaandMaryRiversreceive.
3.1Jane’seducation
Girlsseldomreceivedsucha“systematicandregulareducationthatJane
did,astheaim[was]nottoprovideagirlwithanoverallintellectualknowledge.”
(Wilhelm,2005:7).GirlswerenotusuallysenttoschoolduringtheVictorianperiod
whenJanewasachild,yetJaneissenttoschoolandtherebyshebreaksthatVictorian
‘norm’.ItisarguablethatBrontësentJanetoschooltoexpresswhatshethoughtit
shouldhavebeenliketobeayounggirl,andwhateducationthatgirlshouldbeentitled
to,throughgivingJaneapropereducationinthenovel.
WhileJanelivesatGateshead,Mrs.Reed’sresidence,sheislookedafterby
BessiewhobecomessomewhatlikeJane’snurse.Bessieisafantasticstorytellerand
whenJaneisabouttoleavehomeforschool,BessietellsJaneaboutwhatitisliketo
attendaschoolasayounglady.“Bessiesometimesspokeofitasaplacewhereyoung
ladiessatinthestocks,worebackboards,andwereexpectedtobeexceedinglygenteel
andprecise”(JEp.20).TheresultofthatisthatJanebelievesthatschoolisapleasant
placetobeasayounglady,althoughtherulesBessiedescribedcouldalsohavesounded
abitharshtoJane.(seeBjörk,1974:91‐93).Then,whenJanefinallyarrivesatLowood
Institution,hervisionofwhatschoolislike,whichshehaslearntbyBessie,is
completelyaltered.“Lowoodisagrotesquecaricatureoftheschoolsforyoungladies
whichBessiedescribedtoJaneinthenurseryatGateshead.”(Björk,1974:92‐93).The
rulesBessiedescribedtoJaneseemedverytolerantcomparedtotheactualrulesthat
wereenforcedatLowoodInstitution,yetthestudentswouldstillacquirethe‘feminine
skills’requiredofthem.(seeBjörk,1974:92‐93).
14
So,“JaneEyreisnotsenttoafashionableboarding‐school”,sheisinfact
imprisonedatanearlynineteenth‐centurysemi‐charitableschool(Björk,1974:92)and
shesuffersgreatlyfromtheharshconditionsoftheschoolrules,aswellashavingtoo
littletoeatandthecoldnessanddampnessinthebuildings.AfterHelen’sdeathandthe
outbreakoftyphusamongmoststudentsandstaffatLowood,Mr.Brocklehurst,the
schooldirector,isrebukedfornothavingruntheschoolinareasonableway.Afterthis,
lifeatLowoodbecomesmucheasierforallitsinhabitants.Whenthepublicismade
awareoftheawfulconditionsatLowood,richfamiliesdonatemoneytotheschoolin
ordertomakeitbetteranditdoesindeedbecomemuchbetter.WhileatLowood
Institution,Janebecomesaccomplishedinmanysubjectsthatwereconsideredsuitable
forwomensuchassewing,knitting,French,playingthepianoanddrawing.She
becomesespeciallyaccomplishedindrawingasshehasatalentforit.Inshort,she
receivesapretty‘thorougheducation’forawomanduringtheVictorianperiod.
3.1Adèle,andDianaandMaryRivers’education
JaneleavesLowoodInstitutiontobecomeagovernessatThornfieldHall
whensheisaround18yearsold,andhernewemployeristhebrusqueyetcharmingMr.
EdwardRochester.MrRochester’syoungwardisAdéleVarens,alittleFrenchgirl,who
becomesJane’spupil.AdèledevelopswellundertheinfluenceofJaneand“shesoon
forgotherlittlefreaks,andbecameobedientandteachable.”(JEp.95).BecauseAdèleis
thedaughterofaFrenchoperadancer,sheisnotconsideredworthyofathorough
educationbyMr.Rochester:“thereisnoneedforhighereducationorprofessional
training”(Björk,1974:99)becauseshehas“nogreattalents,nomarkedtraitsof
character[…]whichraisedheroneinchabovetheordinary”(JEp.95).Yet,Adèle
receivesareasonably‘goodeducation’forherposition.ThemainreasonwhyAdèleis
notbettereducatedthansheis,dependsarguablyonthefactthatshedoesnothaveto
supportherself.ShehasMr.Rochesterwhowillprovideforherandherupbringingis
adaptedtohercapabilitiesandherfuturesocialrole(seeBjörk,1974:99).Thatwomen
wereeducatedtoperformwellinsociety,intheirsocialrolesasmarriedwomen,was
verycommonduringtheVictorianeraandis,arguably,wellreflectedinAdèle’scaseas
sheisonlygivenabasiceducation,includingbasicknowledgeinmanysubjects.
(compareBjörk,1974:77).Adèle’sschooldayunderJane’sinfluencelastsalmostallday,
15
andbeforeandafterclasssheislookedafterbySophie,hernurse.Thecontrolthe
adultsexerciseoverAdèlemightbeduetoabeliefthatexistedduringtheVictorian
period:thatchildrenmustbesupervised;ifnot,theywouldbecomeimmoral.(see
MarthaVicinius,1972:8).Arguably,childrenwoulddevelopbadhabitsandqualitiesif
theywerenot‘properly’lookedafter.SinceAdèleiseducatedathomeandnotsentto
school,likeJaneandJane’scousins,shehastomakedowithJane’sknowledge,whichis
morethanenoughtocoverAdèle’sbasiceducation.
Jane’scousins,MaryandDianaRivershave,unlikeAdèlebutlikeJane,been
senttoschool.Hannah,theirhousekeeper,toldJanethatthey“hadlikedlearning”and
thattheytookaftertheirmotherwho“wasagreatreader,andstudiedadeal”.(JEp.
302).Aftertheyfinishedtheirstudiestheyalso,likeJane,tookpositionsasgovernesses
astheyhadtosupportthemselves.Whentheirfatherpassesaway,theyallgatherat
homeandto“improvethemselvesinordertogetonintheirteachingcareer”they“study
Germanontheirownwiththeaidofadictionary”(Björk,1974:98).Thesistersstudy
dictionariestolearnthegrammarandvocabularyandtheyalsoconverseinGerman.
Arguably,inordertogetbetterpositionsasgovernesses,thesistersneedtobebetter
educated,andthroughstudyingbythemselvestheyhaveabiggerchanceofbetter
employmentandabetterlife.ComparedtoJane,DianaandMarywerebettereducated
thanherandthatcanbeseeninthisextractofJaneEyre:DianaandMary“wereboth
moreaccomplishedandbetterreadthanIwas:butwitheagernessIfollowedinthepath
ofknowledgetheyhadtroddenbeforeme.”(JEp.308).DianaRiverstaughtJane
GermanandinturnJanetaughtMarydrawing,assheexcelledbothsistersinthis
subject.Inthenovel,Janeexpressesthatthissituationsuitsherperfectly,Dianawanted
toteachandJanefeltverycomfortableplayingtheroleofherstudent.
16
4.Women’sFriendship
AsJaneEyrearrivesaloneasaveryyounggirl,just10yearsold,atLowood
Institution,shemeetsaanothergirl,HelenBurns,whoattendstheschoolaswell,and
theycommenceaverycloseandwarmfriendship.AfriendshipthatJaneespecially
benefitsfrom,whichlaststhroughouttheireducationandlifeatLowood.Afriendship
thatarguablywilllastevenbeyondthedeathofHelen,throughJane’sbeliefsandactions
duringtherestofherlife.
Therearemanydifferentwaystolearn,oneisthroughschooland
education,andanotheristhroughfriendship;somethingwhichBrontëarguablywas
awareofthroughmakingHelenandJane’sfriendshipsoimportantforthenovel.Itisnot
onlyaneducationfromschoolthatinfluenceswhatJaneknows,itisarguablyevenmore
importantly,Helen’sfriendshipandvaluesthatformwhoJaneis.
BeingaVictorianmiddle‐classwomancannothavebeeneasy,andbeinga
Victoriangovernesswouldarguablyhavebeenevenworse;asshewouldbeverylonely
bynothavinganyoneofherownclasstoconfidein.(compareHughes,1993:85).A
governesswasnotexpectedtoloveherpupils,onlytogovernthem(seeWilhelm,2005:
4),whichwouldhavebeenverydifficultforsomeonewhowasherselfarguablythirsting
forloveinanykind,sinceshemostlikelyreceivednonefromhersurroundings.Many
governessesneverhadchildrenoftheirowntolove.(Hughes,1993:117‐118).Women
oftheVictorianperiodwerenotseenasequalstomen,andtheywerethus
discriminatedagainstinmanyrespects(Wilhelm,2005:4),especiallyintheireducation,
whicharguablyleadwomentofeelinsecureandinferior.Therefore,women’s
friendshipswereveryimportant,sincethefriendshiparguablygavewomenasortof
‘safehaven,’whichwouldallowwomentofeelsafeenoughtoattempttolearnnew
thingsineachotherscompany.Thefriendshipwouldalsoallowthemtofeelequalto
someone,aswellashavingaconfidant.Thebondsthatwerecreatedbetweenwomen
throughtheirfriendship,arguablybecameverystrongandhadahugeimpactonwho
theywereandhowtheyactedfortherestoftheirlives.Thatmiddle‐classwomenduring
theVictorianperiodadaptedthemselvesinordertobecomemoreliketheirfriends,
musthavebeenverycommon.JustlikeHelenandJane’sfriendshiphugelyinfluenced
JanetostudymanyofHelen’squalitiesandvalueswhichshethencarriedwithherthe
restofherlife.
17
4.1Jane’stimeatLowoodandherfriendshipwithHelenBurns
Jane’spassionatenaturemakesitmoredifficultforhertoobeyrulesand
commandsthatseemunjust,andJane’sfirstdaysatLowoodareverydifficultforher
untilshebefriendsHelenBurns.ItisarguablywiththehelpofherfriendHelenthatJane
isabletocopewiththerulesandrestrictionsatall.HelenistheforcewhichhelpsJane
tamenotonlyherpassionatetemperbutalsoherpride(seeMargaretSmith,Sally
Shuttleworth&CharlotteBrontë,2000:xiv)andtherebyalsoteachingJanetoconform
totheidealsofchildrenduringtheVictorianperiod.BjörkalsosuggeststhatJane’s
friendshipwithHelenactuallyhelpsJanedealbetterwithlifeatLowood.Sheclaimsthat
Jane’s“sufferingsatGatesheadandLowoodfrommaltreatment,depressionandillness
arerelievedbyherfriendshipwithHelenBurns”(Björk,1974:78).
JaneandHelen’sfriendshipisarguablyaffectedbythatHelenisverycalm
andstoical(seeMarianneThormählen,1999:129).Helenenduresinjusticewithout
complainingbecauseshebelievesthatshehasmanyfaultsandthatherteachershavea
righttocommentuponthem.Janeisveryconfusedbyherstoicalcalmness,whichcanbe
seeninthisextract:MissScatcherdcriedout:
‐‘Youdirty,disagreeablegirl!Youhavenevercleanedyournailsthismorning!’
Burnsmadenoanswer:Iwonderedathersilence.‘Why,’thoughtI,‘doesshenot
explainthatshecouldneithercleanhernailsnorwashherfaceasthewaterwas
frozen?’(JEp.46)
ItarguablygoesagainsteverythingJanebelievesinthatHelenshouldnotdefendherself
againsttheinjustice.HelenisimaginablyJane’sopposite,andshetriestobehave
correctlyandshearguablybehavesthewaychildrenandyoungwomenweresupposed
tobehaveduringtheVictorianperiod,yetshehasmany“slatternlyhabits”(JEp.47)that
shehastocorrectatalltimes.WhyisitnotacceptableforaVictorianwomantobe
slatternly?Wasitnotaqualitywomenshouldhave,butaqualityonlyformen,orwasit
athoroughlybadquality?IsHelendescribedasslatternlybecauseshehastohavefaults
becausesheisawoman,arguablytomakeherperceivedasinferior?
ThecharacterofHelenBurnsisbasedonBrontë’seldestsisterMaria
(Smith,Shuttleworth&Brontë,2000:xiii)andarguably,Brontëlookeduptohersister
asmuchasJanelooksuptoHeleninthenovel.Iftreatedastruth,thiswouldmeanthat
18
Jane’sfaultsshouldbeBrontë’sownandthathersisterMariawasagreatsupporttoher
andhelpedhercorrectthem,justlikeHelendidforJane.Although,thequestionis
whetherthiswasreallyagoodthingornot?Arguably,ithelpsJanetohandleher
everydaylifebetter,butonlybecausesheconformstotheviewofhowwomenshould
behaveandsuppressesherselfintheprocess.Yet,therelationshipbetweenBrontëand
hereldersisterwouldexplainwhyHelenandJane’sfriendshipis,disputably,so
importantinthenovel,eventhoughHelenonlylivesforashortwhile.
However,Helenisalwaysstrugglingtobecomeabetterpersonandsilently
endurespunishmentsgivenherbecauseshefeelsthatshedeservesthem.Though,does
shereallydeservethem?Janeontheotherhandisbehavingcorrectlymostofthetime
althoughweshouldnot“regarditasmodelbehaviour.”(Thormählen,1999:129).Yet,
inherheartJaneisquitetherebel,shewouldneverendurewhatsheperceivesasan
injusticeinsilence.ThisisduetoJane’spassionatenatureandthefactthatsheisa
proudperson,asElizabethRigbyargues.(ElizabethRigby,“ReviewofJaneEyre:An
Autobiography”,BarbaraGates,1990:139)Janecommitswhatisalmostconsideredasin
forchildrenoftheVictorianperiod,bybeingproudandviewingeverythingshehasgot
inlifeasherundoubtedright,andviewingwhatshehasasevenhavingfallenshortof
whatsheisentitledto.Sheisnoteventhankfulforwhatshehas.(seeGates,1990:139).
Butisthatabadthing?Shouldshebecontentwithwhatshehas?Jane’saunt,Mrs.Reed,
describesJaneasbeingunsociableandnotchildlike(seeJEp.5).Thedescriptionsare
probablybasedonJane’spassionatenatureandhersenseofangeratbeingwrongly
treated(seeThormählen,1999:129).Isshethereforeperceivedaslesslikablebyher
surroundings?Arguablyshebecomeslesslikablethroughher‘unfeminine’qualities,
especiallywhileatLowood,althoughhernatureiswhatdebatablymakesreaders
identifywithherandwhatmakeshereasytolike.
EventhoughJanecannotbearwheninjusticeisconductedtowardsheror
anyoneinhervicinity(comparePatMacPherson,1989:96),whichwassomethingJane
experiencedeverydayatGatesheadunderheraunt’scare,Helen,isabletobalance
Jane’spessimismandsenseofangerarguablywellduetoherownsilentoptimism;so
well,thatJanecanseeherselfinadifferentlightandimprovehermanners.Byhelping
Janetoseeherselfinadifferentlight,Janeisalsoabletobettertakeinwhatsheshould
learnandwhatisexpectedofher.EventhoughJaneisveryinfluencedandformedby
Helen’spersonalityandbecomesmorematurebyit,sheseldomradiatesHelen’s“saint‐
19
likecalmandpatienceinthefaceoftyranny”(seeBjörk,1974:94).Although,isthisa
badthing?ThroughmakingHelenconformtotyranny,whydoesBrontëglorifytheidea
thatwomenoughttobeself‐controlledandthussuppressingthemselves?Whydoes
BrontëuseHelen,whorepresentstheVictorianvalues,asanidolforJane,ifshewants
tochangetheviewonwomen?SinceJanelooksuptoHelen,Janearguablychangesfrom
beingherselfandexpressingheropinions,toawomanwhoquietlyendureswhatever
hardshipisputuponher.WhywouldBrontëpraisetheexistingVictorianviewon
women?Wasitthatthatshecouldnotletherheroinedeviatetoomuchfromthe
Victorianvaluestokeepthenovelplausibleandslowlyhelpimprovetheviewon
women?Yet,Janebelievesthatasamaturewoman,onemustprotestagainstsocial
oppression,whichgoescompletelyagainstHelen’sbeliefs(seeBjörk,1974:94)andJane
arguablyneverreallylosesthatbelief.
BywhatJanelearnsfromHelen,abouthowtobehaveandhandleauthority
forinstance,shecarrieswithherallherlife,ascanbeseencountlesstimes.Forinstance,
whenJaneisaccusedofmisbehaviouratLowoodshecanhandlethepunishmentsshe
receivesbetter,suchastobemoveddowntothebottomoftheclassorwhenaccusedof
lyingbyMr.Brocklehurstandshehastostandonastoolallday(seeJEp.57).Janecan
handleitbetterbecauseshehaslearnttorestrainherownemotionswhicharguably
makesherfitbetterintotheVictorianbeliefsandtherebybecomea‘better’woman.Itis
alsonoticeablelater,whenJaneworksasagovernessandshefeelsthatsheisnotgood
enoughtobeseenasaladybyMissIngram.Duetohersocialstatusasagovernesssheis
considerednobetterthananordinaryservant.ItisevidentthatJanecarrieswithher
whatshelearntbyHelenevenwhensheworksforMr.Rochester.Shefindsitveryuseful
whensheisthesubjectforMr.Rochester’ssphinx‐likecomments,whichheusestotry
andfindoutifshewillsuccumbtoadmittinghowshefeelsforhim.Throughhaving
learnt“fromthewomenatLowood”,mainlyHelenBurns,”thatself‐controlisthetrue
victory”(MacPherson,1989:96)Janedoesnotcapitulatebeforehisinquiriesabouther
feelings.Also,whenJanegoesbacktoGatesheadtotakeherfarewellofherdyingaunt,
Mrs.Reed,itisreallyapparentthatshewasaffectedbyherfriendshipwithHelenand
thatshelearntsomethingimportantfromher,becauseasJanewasapproaching
Gatesheadoncemore,sheexpressedthatshefelta“firmertrustinmyselfandmyown
powers”(JEp.200).Shewasnotworriedthatthe“discourtesyofher
20
cousins”(Thormählen,1999:130)wouldupsetheranymore,arguablybecauseshehad
learnthownottoshowheremotions,evenunderstress.
AftersixyearsasastudentatLowoodJanecontinuestoteachtherefortwo
years.AfterhavingquitLowood,“[l]ikeHelen,shecanbeastoicinadversityandinthe
faceofpersecution.”(Björk,1974:94).“JaneRochesterdidnotforgettheessenceof
whatHelentaughther,northeessenceofherfriend’sbeing”(Thormählen,1999:96),
andalotofwhatJanetaughtherwasaboutlife,expectationsandhowtodealwith
hardshipsconcerningtheVictorianviewonwomenandwomen’seducation.AsHelen
diesbeforeJanegraduates,shelosesherguide.AlthoughwhenJanelaterstayswiththe
Riversfamily,theyalmosttakethesameroleJanehadthroughHelen.Theygentlyguide
herthrougheducationandreligiousvalues,intohowsheissupposedtobeandact;just
asHelendidearlieratLowood.(seeBjörk,1974:78)
5.Conclusion
ThisessayhasfoundthatBrontënotonlysucceededinentwiningVictorian
valuesandviewsoneducationandschoolinhernovel,throughthegirlsandwomen,but
alsobothskilfullycritiquedandcelebratedthevaluesthroughHelenandJane’s
friendship.DuringtheVictorianperiodtherewasagreatdifferenceinhowwomenand
menwereviewedandwomenweregenerallyseenasinferior.Manymiddle‐class
womenhadtotakeupgovernessinginordertosupportthemselvesduringtheVictorian
period,justlikeJanetakesupgovernessing,asitwastheonlyprofessionthatwould
allowwomentokeeptheirgentility.Womenwerenotconsideredsuitedforeducation
otherthaninentertainmentssuchasdancing,singinganddrawingetc.,andtheywere
rarelywelleducated.Itdependeduponwhichsocialclassyoubelongedto,orifyouhad
anyonewillingtopayforyoureducation,ifyoureceivedanyeducationatall.An
educatedVictorianwomanwasviewedasalmosthavinglosther‘femininity’asshe
arguablywouldbecomemuchmoreindependent,anddoctorsproclaimedthatwomen
werelessintelligentandnotsuitedforeducationinordertoleavethemuneducated.Yet,
inBrontë’snovel,allthewomenthisessaydiscusses,receivedaneducation,whichwas
uncommonforawomanduringtheVictorianperiod,althoughitwasonlyJane,Diana
andMarythatweresenttoschoolwhentheywereyoung.Theyallreceivedan
21
education,althoughitwasnotuntillaterthatschoolingforeverybodybecame
obligatory.Women’seducationwasadaptedtotheirfuturesocialrolesintheVictorian
societyandJane,DianaandMaryallreceivedapretty‘thorougheducation’forawoman
oftheVictorianperiod.AllthreewerebettereducatedthanAdèle,whowasnot
consideredworthyofafinereducationduetohersocialroleasthedaughtertoaFrench
operadancer.Jane,DianaandMaryallstriveforknowledge,althoughtheydonotwish
tocompetewithmenandbetheirequals.Theystriveinsteadtoimprovethemselvesin
ordertogetbetterpositionsasgovernesses.BeingaVictoriangovernesswasfarfrom
easy,sinceshewouldusuallyworkforafamilyfromthesamesocialclassasherselfand
shewasveryexposedtothefamily’sgoodwill.Thegovernesswasnotviewedasafamily
memberorevenhavingthesamesocialstatusasthem,yetshewasnotconsideredto
belongtothesameclassasthedomesticservantseither,whicharguablyleftherfeeling
verylonely.Friendshipbetweenwomenweresomethingveryimportant,notonly
becausemanygovernesseshadnoonetoconfidein,butalsoimportantforlearning
socialcodes.Thebondsthatwerecreatedbetweenwomenwereveryimportantfor
buildingcharacteranditinfluencedhowmanywomenbehaved.Thegovernesswasnot
inapositiontodefendherselfagainstunwelcomeadvancesfromthemalemembersof
thefamilyandshewasusuallydailyscrutinizedbythem.Agovernesswasvery
unprotectedthroughlivingwithstrangers,andJanewasluckytoworkforMr.Rochester
whotreatsherwell.
TheVictorianschoolwasusuallyverystrictandthelivingconditions
appalling.Beforeattendingschool,Janebelievedschooltobeapleasantplacefora
younggirltobe,butshewastaughtdifferentlythroughtheharshconditionsthatwas
reinforcedatLowoodInstitution.ItwasthroughHelen’sfriendshipthatJanecopedwith
therulesandregulationsaswellasshedid.HelenisagreatsupportforJanewhileat
LowoodandJanecarrieswithherthevaluesherfriendcherished,whichwerethoseof
howthemiddle‐classVictorianwomanshouldbehave,allherlife.Janeisgreatlyaffected
byHelen’sfriendshipandthatiswhathelpsherbecomeapersonbettersuitedto
succeedinlifeasaVictorianwoman;toconformherselftotheVictorianvalues.Jane
learnssomethingfromHelenthatwillaffectwhosheisandhowshebehavesindifferent
socialcontextsthroughtherestofherlife.Helen,whoisarguablyconsideredhaving
qualitiesaVictorianwomanshouldhave,isself‐controlledandsuppressesherselfand
heropinionsinordertobehave“correctly”;qualitieswhichmakeagreatimpactonJane
22
whoadaptsherwaystoresemblethoseofherfriend.Yet,Janeneverreallysurrenders
herpassionatenaturefully,whichishowBrontëcritiquestheVictorianvalues.Jane
neverstopsviewingeverythingshehasasherundoubtedright,norquestionsthatshe
deservesmorethanwhatshehas,stillJaneisneverimmodest.
ThisessayalsonoticedhowBrontë,throughhernovel,conveyshowshe
wishesitwouldhavebeenliketobeawomanduringtheVictorianperiod,through
givingJanequalitiesthatquestiontheVictorianviewonwomen;asJanecannotbe
silencedandshewantsknowledge,somethingonlypermittedtomen.Thequestionis
reallywhyBrontëidolizedHelenifshewantedtosupportwomen’srights,whenHelen
iseverythingthesuppressedVictorianwomanstoodfor,andJaneeverythingshe
wantedittobe?WhywouldBrontëletherpassionateheroinebecomesoinfluencedby
Helenifshewantedtochangetheexistingviewonwomenasinferior?Wasitthat
Brontëcouldnotdisregardtheexistingviewonwomencompletelyinordertobeableto
publishhernovel;shehadtoacknowledgetheexistingview?WasitbecauseBrontëlet
Janekeepsomeofherpassion,andneverreallyallowedherconformtotheVictorian
valuescompletelythatsheactuallyslowlyhelpedimprovetheviewonwomen?Either
way,Helen’sinfluenceandfriendshiparewhatmakeJanefitbetterintotheVictorian
society’sconventionsandthusHelen’sfriendshipaffectsherhugely,notonlyinthe
senseofhavingsomeonetoconfidein,butintoreallyformwhoJaneisandhowshe
behaves.HelendidnotaffectJanethoroughlypositively,inthesenseofwhatawomanis
supposedtobeliketoday,butshehelpedJanetopositivelyadaptherselfinorderto
becomeaenduring,yetpassionate,Victorianwoman.
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