Wednesday 16 March 2016

Gendered expectation: Performance identity, the party and the Middlebrow in The Crowded Street by Winifred Holtby



Winifred Holtby published The Crowded Street in 1924, becoming part of the emerging and financially marketable middlebrow fiction genre. This was a significant female literary tradition in the inter-war years, that has until relatively recently, been given little critical attention. More so, these novels and in particular, The Crowded Street sought to interact with other prominent literary traditions such high modernism and impressionism. This post will consider this concern, specifically looking at how Holtby uses The Crowded Street to both affirm conventions of the middlebrow novel but also to challenge it.  
 
Nicola Humble in The Feminine Middlebrow Novel 1920s to 1950s: Class, Domesticity, and Bohemianism outlines the problematic perception of the middlebrow genre ‘Middlebrow has always been a dirty word. Since it coinage in the late 1920s, it has been applied disparagingly to the sort of cultural products thought to be too easy, too insular, too smug…convenient literary fictions like ‘Modernism’, ‘the Auden generation’, ‘the angry young men’ leave little space for writers.’ This lack of critical space, as previously discussed, has resulted in middlebrow fiction to be overlooked or misunderstood through class bound misconceptions. As a result, literary innovations in such texts are yet to be fully recognised and thought upon in terms of critical introspection. Holtby opens the novel with the first chapter entitled ‘Prologue’, exploring the childhood of the novel’s main character Muriel. Muriel attends her first society party at the Kingsport assembly room and is fascinated by the dynamic of the party. There is also a prominent theme of preparation involved before attending the party, in particular the adults focussing attention on the child. In the case of Muriel, this preparation revolves around dress.  
 
Clothing and its importance is reflected in Muriel’s anticipation towards wearing a dress that has been chosen for her ‘She was at the party. Her new dress had been made by her mother’s dressmaker…There had been a lengthily ceremony of dressing before the nursery fire, with Connie dancing around irrepressibly, wanting to try on Muriel’s sandals and silk mittens.’ (p.4). This performance ritual, in the private, enclosed liminal space of the nursery, is a demonstration of the expectations for Muriel to transition from childhood to adulthood. In particular, it is also a gendered expectation for Muriel to represent a certain ‘type’ of heteronormative femininity. The preparation ritual for the party itself, is as significant as the event in terms of performance.
 
Later, at the party, this performance becomes more significant in terms of its gendered expectations. As each child walks from one side of the hall to the other, the female gaze is being applied, and centred directly on the females who are carrying out this act.  ‘Ladies in white trailing gowns, the mothers and aunts of other little girls at the party, drifted across it like swans on a lake.’ (p.3). This sense of the woman in white can be contextually drawn back to Victorian and Edwardian ideas of ‘The Angel of the House’, immortalised by Coventry Patmore’s poem of the same name in 1851. Holtby, I would argue, is directly making reference to the constraints of performance identity and the pressures of conformity and expectation. Furthermore, this performance is being replicated and reflected back on to the individual through natural elements of light and mirror imagery ‘Their reflections floated after them, silver-white along the gold. When Muriel rubbed her foot against the floor she could feel with joy its polished slipperiness.’ (p.3). This use of naturalistic elements transcends conventional literary technique and can act as an interaction point between Holtby’s assumed middlebrow convention and other traditions such as impressionism. 
 
Winifred Holtby further explores this focus, especially an apparent gender imbalance. When Muriel, who is still in the rapture of the party, speaks to Godfrey, she asks whether he goes to parties very often, to which he later responds ‘Not very often. These things are a bit slow. I like footer, and riding. I’m going to Winchester next autumn.’ (p.8). Even though Muriel asserts that she knows where Winchester is and its significance, this is a reference point about her lack of formal education. Winchester College is private boy’s boarding school which was founded in 1382, and Godfrey’s admittance to this school speaks a lot about his socio-economic circumstances. It is also a connection point between boy’s and girl’s being given different levels of education at the start of the 20th century – with an emphasis on male dominated education and schooling systems. Holtby, it can be argued was aware of this difference, having being given a place at the University of Oxford. There is also a sense of frustration here, and this had been famously written about by Virginia Woolf, who called herself one of ‘the daughters of educated men’. Most tellingly, perhaps, is how the party is further gendered towards females performing and eventually becoming a certain kind of female identity. Godfrey on the other hand is merely an observer, his role is already assumed in the patriarchal structures that exist.
 
However, Muriel’s performance eventually results in public humiliation and failure. The narrator reflects ‘For, in her unhappiness, this was the most poignant anguish that by some mysterious cruelty of events Muriel has never found the party.’ (p.14). The party therefore, is a conceptual space that is bound by the success of gendered normativity. Whilst this is not fully made aware to Muriel, she feels a sense of desolation at failing to achieve this. This chapter in the novel is influential on the setting out of themes that Holtby later uses but also it exposes the difficulties of Muriel’s positon as a woman in the early 20th century. This is a dynamic and fluid section of the novel which challenges the notions of what middlebrow fiction can offer. What Holtby achieves is dynamism between convention and revealing societal pressures and problems. By doing so, it enables Holtby to explore complicated and innovative themes in the mask of conventionality. The middlebrow therefore, is far from what it seems.
 
Ieuan Rees
 
 
 
 
 

Friday 11 March 2016

Mrs Dalloway: A Psychoanalytic Reading

A hot London day in June; ‘the swing, tramp, and trudge; in the bellow and the uproar; the carriages, motor cars, omnibuses, vans, sandwich men shuffling and swinging.’ (1) Woolf wrote a novel that narratively explored an ordinary day and the experiences the characters in the novel have on this singular day. The text was to triumph as a literary experiment: Mrs Dalloway (1925). Through various literary techniques, ‘tunnelling processes’ and the exploration of womanhood, Woolf sets up an impressionistic text that can be read through a psychoanalytic lens. Sue Vice describes psychoanalysis as ‘an interpretative strategy, concentrating particularly on the language which tries to render the body’s experiences, the role of sexuality in defining the self, and the construction of subjectivity and gender.’ (2) In this blog post I aim to explore this hot London day and examine the information Woolf sets up for readers to interpret. At times this analysis will cross over into a Feminist reading, however, this is understandable when analysing the position of women in a text that explores the mind of women in such depth.

What Woolf does so cleverly is use one event to explore multiple experiences. This allows the narrative to flow from one mind to another to the outside world and back into another’s mind. One event that highlights this narrative flow so well is the episode with the sky-writing aeroplane: ‘dropping dead down, the aeroplane soared straight up […] out fluttered behind it a thick muffled bar of white smoke.’ (p.17) This single event on an ordinary day allows Woolf to describe the event narratively through multiple characters - both major and minor. ‘“Glaxo,” said Mrs Coates in a strained, awe-stricken voice’ is compared to ‘“Kreemo,” murmured Mrs Bletchley, like a sleepwalker.’ (p.17) The minor characters are given the same significance as characters deemed major, such as Clarissa or Septimus. There is no hierarchy in experiencing life - one experience is not favoured above another - and this single event shows how an ordinary day can become extraordinary through the presenting of characters’ thoughts. Readers need and want these snippets of experience so as to build up a picture of what is occurring in the narrative. 

What aids Woolf in her depiction of this ordinary day through the mind of many is her impressionistic writing technique. She captures the sights, smells, sounds, and more which adds up to create an impressionist collage of a shared experience. If these impressions are repeated throughout life they can cause memories to rise. Take the use of a simple hairpin:
‘But she would remember going cold with excitement and doing her hair in a kind of ecstasy (now the old feeling began to come back to her, as she took out her hairpins, laid them on the dressing-table, began to do her hair), with the rooks flattening up and down in the pink evening light’ (p.29-30)
Throughout the text, certain impressions trigger past feelings. What becomes fascinating is what triggers these memories: hairpins, hat-making materials, fresh morning air. A memory can be triggered by any impression that has stayed long enough with the character to affect them in the same way once again. Through her use of punctuation Woolf is able to draw attention to these triggering objects. The use of parenthesis about interrupts her memory at Bourton, drawing a link between the past and present in the text with the stage direction like description presented in the parenthesis. Woolf emphasises how the ordinary, any usual object, can become extraordinary as it triggers the subconscious. 

The memories of Bourton become a key element in the narrative of Mrs Dalloway when reading it from a psychoanalytic viewpoint. Elizabeth Abel explains that ‘although the Bourton scenes Clarissa remembers span a period of several years, they partake of a single emotional climate that absorbs them into a homogeneous backdrop of the present day in June.’ (3) What become of interest in these memories is what is specifically remembered and the emotions tied to these memories. For Peter, his memories at Bourton are tainted with regret and pain. The memory of Clarissa telling him she was to choose Richard Dalloway is interrupted with the small impression: ‘how sights fix themselves upon the mind! For example, the vivid green moss.’ (p.54) Why is the ‘vivid green moss’ remembered? Do these small remembered impressions allow the reader to place meaning on these puzzle pieces? Woolf spoke of a ‘tunnelling process’ she used to give readers information on characters when she felt it important and necessary. Could these remembered impressions be part of this process? Potentially.For Clarissa, the memories of Bourton are filled with happiness and the remembrance of growth from girl to woman. The different presentations of the Bourton-related memories affect how readers will analyse the characters in the present day. It could be suggested that Clarissa’s fond thoughts of Bourton could be used as a mean to escape the dread she has been feeling all day. For Peter, the past acts as a record of what he perceives as his past failures and causes him to think about his current situation with regards to relationships, employment and his position in life.

Although the relationship between Clarissa and Septimus of importance in the text I want to examine the less explored relationship between Clarissa and Rezia Warren Smith. This allows me to discuss the importance of female space and female relationships with Mrs Dalloway. Clarissa and Rezia are both wives who have been removed from a ‘female paradise.’ (4) This female paradise is a space where women interact with other women, a space that is then interrupted by the War and the patriarchy. The connection between Rezia and Clarissa becomes apparent after Septimus’s death. ‘It seemed to her as she drank the sweet stuff that she was opening long windows, stepping out into some garden’ (p.127) is reminiscent of the opening of Mrs Dalloway where Clarissa remembers ‘she burst open the French windows and plunged at Bourton.’ (p.3) The women are connected by spaces that are open to them. For Rezia it was the hat-making activity with her sister, for Clarissa it was Bourton with Sally Seton. Abel argues that ‘the death of [Septimus] releases Rezia to return imaginatively to a past she implicitly shares with Clarissa: the female-centred world anterior to heterosexual bonds.’ (5) The war acts as a dividing factor for both factors, creating a historical landmark that places them in ‘masculine present’ away from a ‘mythically feminine past.’ (6)

The influence of Sally on Clarissa becomes an influence that Clarissa remembers fondly. Although the ‘exquisite’ kiss they share could be interpreted through a lesbian lens, I argue that this kiss is a cementing of a female bond that Clarissa has, until Sally’s arrival, been devoid of. Woolf gives readers very little information on Clarissa’s childhood, focusing on just the memories of Bourton. Any personal information about Clarissa’s family is revealed by other characters. Readers are told about her sister Sylvia’s death by Peter, and her mother’s death is implied by Clarissa’s reaction after a party-goer informs her ‘she looked tonight […] so like her mother as she first saw her walking in a garden in a grey hat.’ (p.149) It becomes clear that Clarissa existed in a space with little or no influence of other women until Sally takes up residence at Bourton. I argue that Sally becomes a role model for Clarissa and this is why she remembers her so fondly. The kiss is recognition of the sacred bond between Sally and Clarissa, one built on teaching radicalism, gift-giving, and teaching that a mother or sister would have potentially given to Clarissa. 

Ultimately, this is just one reading of Woolf's Mrs Dalloway. However, a psychoanalytic reading has opened up some interesting points of discussion, espcially the history of Clarissa and the importance of female spaces in a text dominated by the aftershocks of the war. Impressionist techniques and free indirect discourse allow Woolf to transform an ordinary day into an extraordinary reading experience as readers are made to recognise the impressions they face everyday and their importance. The use of past and present narrative slips helps Woolf to 'tunnel' behind her characters, revealing (or in some cases keeping hidden) nuggets of information that would provide readers with many ways to interpret characters. The whole text is an experience that one should immerse themselves in to fully appreciate Woolf at her experimental best.

- Josie Cray

(1) Virginia Woolf, Mrs Dalloway, (Oxford: Oxford University Press, 2009)
(2) Sue Vice, 'Introduction,' in Psychoanalytic Criticism: A Reader (Cambridge: Polity Press, 1996) p.1
(3) Elizabeth Abel, 'Between the Acts in Mrs Dalloway' in Virginia Woolf and the Fictions of Psychoanalysis (Chicago: University of Chicago Press, 1989) p.31
(4) ibid, p.34
(5) ibid, p.34
(6) ibid, p.42