Jane Eyre- Philosophical Approach

In Jane Eyre, the story presents an optimistic view of life. Jane learns to make the best of everything that happens to her as well as thinking the best of everyone. She finds that all circumstances work towards the good of all.

Mankind’s relationship to God, as portrayed in Jane Eyre, is that of a humble servant. Jane finds that her relationship with God consoles her when she finds herself in difficult situations. She wishes to do good and better the universe by her actions.

Jane Eyre explicitly states that we as humans should think the best of others and do the best that we can for other people. However, we should not give up our lives to our work for other people.

The author of Jane Eyre believes that God is the supreme creator and designs life perfectly. Fate is just another name for the work of God’s hands.

Jane Eyre is a story of a good, true, loyal, and pure girl making her way through evil circumstances. Through the story the author portrays the message that God always has a better plan to conquer evil and evil circumstances.

In the story Jane Eyre, Jane falls in love with Mr. Rochester, who is a kind person with many flaws and failings. The phrase “only human” applies to all of her characters, which illustrates that Charlotte understands human nature. We intend to do good, but oftentimes we fail in our endeavors. 

Jane Eyre- Responsibilities

Question #8

                As a child, author Charlotte Bronte endured a difficult life. Two of her sisters died at a young age, and evidence illustrates that all was not well at home. (Melani) Despite these setbacks, Charlotte and two of her sisters grew into famous novelists and gained a good reputation that was unusual for women in those days. Jane Eyre is almost an autobiography of Charlotte’s life. Miss Bronte uses many details from her experiences to further the plot in her own story. The tragic deaths of her sisters and her brother’s demise into alcoholism served as the basis for important characters and events in the story. For instance, it is possible that Jane’s brother served as the model for Master John Reed.

                Although people like John Reed were cruel to Jane, she still returns to them with empathy and kindness. The lessons that Jane learned from Helen Burns dominate her personality as she struggles to reconcile with her relations. Ironically, Helen tells Jane, “Life appears to me too short to be spent in nursing animosity, or registering wrongs.” (page 34) When Jane returns to Mrs. Reed, she has all but forgotten how she had been treated, and longs only for reconciliation. However, Mrs. Reed has not forgotten her enmity toward Jane, and even holds onto her hatred on her dying bed. Charlotte Bronte understands that all humans owe each other compassion and forgiveness.

Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Engaging Techniques

Question #7

Charlotte Bronte uses many techniques to engage her audience when reading Jane Eyre. One of the most important parts of the story is Jane herself. Charlotte introduces Jane to readers when she is very young. Jane narrates in first person, and through her descriptive language, readers witness the abuse of the child almost as if they were truly there. Seeing Jane at an early age with such hardships invites readers’ sympathy and good feelings towards Jane. Thus, the readers are drawn in at the first chapter, anxious to know what becomes of this unfortunate young girl.

                In addition to a vivid character in a horrid situation, Charlotte depicts, in the style of a Victorian gothic novel, scenes of horror and suspense. Mr. Rochester does not reveal the identity of Bertha until he is forced to do so. He places false suspicion on Grace Poole, but even so, there is an aura of mystery and suspense in the building that Jane (and the readers) cannot figure out until all is revealed. As Jane herself says, “There was a mystery at Thornfield; and that from participation in this mystery, I was purposely excluded.” (page 94) Using these techniques, Charlotte is able to keep her readers interested in the plot until the very end of the novel.

                Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Relevance Today

Question #6

A book that was even popular in the 1800s, Jane Eyre is still treasured today, for the characters are engaging and relatable and the themes are still relevant today. The story opens with a passionate but bookish girl for whom readers feel affection from the beginning of the story. Watching this character grow into womanhood is a delight for readers just as much now as it was in the 1800s. Although the settings and social customs are outdated, the characters’ personalities (especially Jane’s) ring just as true today as they did hundreds of years ago, thus making the book an engaging and relatable read.

 In addition to the characters whose personalities still ring true today, Charlotte Bronte’s themes and messages are still just as relevant today as they were hundreds of years ago. She speaks of religion and the hypocrisy that can accompany even its most devout followers. Religion and faith traverse time. “I disliked Mr. Brocklehurst… [he read] evening readings from books of his own inditing, about sudden deaths and judgments, which made us afraid to go to bed.” (page 74)

 Additionally, Charlotte is constantly speaking of the separation of social classes and the effect that it has on individual people. Today, though the division is less dramatic than it was two hundred years ago, the separation of classes is still evident in our society. These universal themes and characters make Jane Eyre a book that is still treasured by readers today.

Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Social Issues

Question #5

Jane Eyre tells the story of a young girl’s hardships as she contrives to make a way for herself as a school governess. Through the voice of Jane, the young girl, Charlotte Bronte provides a harsh social commentary on the time period and setting in which Jane lives her life. While at Lowood Jane is forced to endure terrible hardships as a young girl, as Mr. Brocklehurst puts it, for the sake of “salvation.” Helen Burns, however, teaches Jane about God and how to be a quiet, submissive Christian. The foil between these two characters illustrates the horrid conditions in schools and the hypocrisy of many preachers. Even today, we can learn a lesson from Helen Burns. It is true that the novel is accurate to history; many agree that the events in Jane Eyre mirror the events in Charlotte Bronte’s own life. (Melani)

In addition to the hardships and hypocrisy found at Lowood, Jane Eyre speaks out against the oppression of women. In the era that the novel was published, women were expected to perform their household duties without branching out into the world with their talents. Jane acts as the voice for these women, blatantly speaking out against their lot in life. “It is narrow-minded in their more privileged fellow-creatures to say that they ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is thoughtless to condemn them, or laugh at them, if they seek to do more or learn more than custom has pronounced necessary for their sex.” Charlotte wrote Jane Eyre under a male pen name, and used events and social customs to build her novel and speak out against her lot in life.

Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Heroes

Question #4

                As well as being the protagonist of her story, Jane Eyre is the heroine of her own life. Despite difficult circumstances, she stays strong in her faith and in her perseverance. In Jane Eyre, the storybook hero’s role is reversed. Instead of the aristocratic man valiantly stepping in to save the day, Jane must resist the man and save herself from those who might pull her into evil. By writing this role for Jane, Charlotte Bronte shows that she approves women rising to power and supporting themselves. With a kind, gentle spirit, Jane disengages from those who might do her harm, thus making herself the heroine of her own story.

                It may be argued that Mr. Rochester is the hero of Jane’s life as well, for he rescues her from her mundane, loveless existence and invites her into his life. Although he is older, wiser, and more privileged than Jane, Mr. Rochester depends on her completely. It is Jane who rescues him when he falls off of his horse, and it is Jane who is his sole assistant when he is crippled and blind. When Mr. Rochester proposes for the second time, he reflects, “Hitherto I have hated to be helped- to be led: henceforth, I shall hate it no more. I did not like to put my hand into a hireling’s, but it is pleasant to feel it circled by Jane’s little fingers.” (page 269)

                Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Themes

Question #3

One of the most important themes explored in Jane Eyre is the prejudice and inequality of social classes. Jane’s underprivileged class as a poor governess has a profound impact on her life. Although she grows up in an aristocratic family, she is shunned and does not truly belong. Taking on the post of governess at eighteen, Jane begins to make a humble way for herself, but is still surrounded by society of a higher class than she. When Mr. Rochester proposes, Jane feels her disadvantaged position even more acutely. As Mr. Rochester shops for Jane’s new aristocratic position as his wife, Jane reflects, “the more he bought me, the more my cheek burned with a sense of annoyance and degradation.” (page 161) Aware that she could never purchase the finery with her own meager salary, Jane only wishes to marry him and be his equal wife.

                After the wedding is called off, Jane runs away and finds a family of her own. Mary and Diana, her adopted sisters, share her tastes and love for learning. When among equals, Jane is content, but she cannot be truly happy without Mr. Rochester. Charlotte Bronte writes this to illustrate the confinements of social class and how they impede Jane’s happiness. Towards the end of the novel, Jane comes into an inheritance. Finally able to live as Mr. Rochester’s equal, she marries them and experiences true, content happiness. She tells him after he proposes, “I love you better now, when I can really be useful to you, than I did in your state of proud independence.” (pace 269) Charlotte Bronte understands that it is in human nature to wish to be loved, but we must sometimes conform to the harsh restrictions that society places on us.

Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Conflict

   Question #2            

The conflict in Jane Eyre is partly internal. Jane struggles with her own feelings and temperament, causing conflict with the people around her. In many cases she is forced to choose between the passionate, caring side of her personality and her cool, collected, conscience. As a child, Jane gives vent to her passionate feelings when she collides with Mrs. Reed. By doing so, she makes herself a lifelong enemy with whom she never reconciles. After Mrs. Reed’s death, Jane realizes that, “living, she had ever hated me- dying, she must hate me still.” (page 144)

After Jane’s childhood, her conflict is all a result of her dealings with men. In Jane’s first year at school, Mr. Brocklehurst tells the school that Jane is deceitful. Instead of responding to this accusation with passionate hatred, however, Jane stays calm, learning to control her feelings for the first time.

Later in the novel, two men propose to Jane. These two proposals are the source of an even greater conflict. If Jane accepts Mr. Rochester, then she will let her cool conscience sleep, defying the laws that she has set for herself. On the other hand, if Jane accepts St. John, then she will be defying all of her passion and emotion. Jane’s conflicts as a child leave her with enemies, and she loses relationships that she might have cultivated with her aunt and cousins. As Jane grows, however, she learns to balance both sides of her personality, and consequently achieves happiness later in her life.

 Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Jane Eyre- Perspective and Values

Question #1

Charlotte Bronte writes Jane Eyre from the point of view of a young English girl for whom the book is titled. The story starts in Jane’s childhood years, focusing on her life at school. The remainder of the novel is devoted to Jane’s eighteenth year, a year full of trials and suffering. However, the suffering helps Jane to grow stronger, building and developing her sometimes flighty character. Before lapsing into thought, she dryly remarks, “Restlessness was in my nature.” (Page 65) Neither calm nor submissive, Jane refuses to accept the limits forced upon her by society, but rather looks to God for guidance in difficult situations.

                By choosing Jane as the main character who speaks from the first person point of view, Charlotte Bronte ensured that her ideas and opinions could be expressed clearly. If the protagonist had been a weak minded or submissive character, then many of Miss Bronte’s thoughts on religion, freedom, love, and responsibility, would pass unnoticed before the reader. It is Jane’s insightful reflections that bring these thoughts into being. For instance, she remarks to herself, “Women feel just as men feel… but they suffer from too rigid a constraint.” (Page 65) Jane’s forward thinking and self honesty enables her to be an excellent narrator.

Brontë, Charlotte. Jane Eyre. New York: Random House, 1943. Print

Calvino- Emotion/Logic

Quesiton #8

Many essays elicit a reaction from their audience that is either emotional or logical. “Why We Read the Classics” is a very logical essay. Its information is presented without great metaphors, too many descriptive phrases, or unnecessary fluff. Nearly the entire essay is devoted to a sequence of definitions that describe the good qualities in a classic work of literature. The information is presented in a perfectly logical manner. However, somehow, my reaction to the essay is a mix of logic and emotion. Interwoven somewhere in between the fine threads of fact and reason is an emotional appeal. All voracious readers have experienced the feeling of “a book to which you cannot remain indifferent.”

Throughout the course of the essay, Calvino takes the opportunity to pinpoint exactly how a reader feels towards his or her classic to which he or she cannot remain indifferent. Calvino uses fact and sound reasoning to arrive at his conclusion. For the majority of the essay, I spent my time smiling and nodding my head, for I could relate to the definitions that he presented. However, there are parts of the essay that appeal more to feeling than to logic. When Calvino references “your classic,” it almost triggers an emotional response that works alongside the logical appeal, for I doubt my love of literature could be the same without “my classic.”

Calvino, Italo. "Why Read the Classics." Lecture.

Calvino- Authority

Question #7

The author of “Why We Read the Classics” has every authority as a writer. Italo Calvino wrote his essay with the purpose of communicating his knowledge to others in an insightful, impactful essay. Calvino realizes that a simple statement will not get his message across to readers, so he uses his knowledge, skill, and authority as a writer to compose an essay that would grab the reader’s attention with powerful statements, aid their understanding of the piece with precise definitions, and use the insightful concluding paragraphs to leave readers with something to think about. Calvino is a credible author because he himself has read the classics and understands how wonderful they can be.

Authority does not always come with knowledge. Instead, an author’s authority comes from understanding. We do not read the essay “Why We Read the Classics” because Calvino was able to pull together fifteen different definitions that make a vague attempt to actually define a classic work of literature. Yes, knowledge of literature created those definitions. However, knowledge does not give Calvino his authority. He understands the connection, the bond that a reader has with his or her favorite classic. “’Your’ classic… helps you define yourself.” It is this understanding that gives Calvino his unquestionable authority to capture our attention, adjust our opinions, and reform our understanding.

Calvino, Italo. "Why Read the Classics." Lecture.

Calvino- Intro/Conclusion

Question #6

In the essay “Why We Read the Classics,” Italo Calvino does not waste time on an unnecessarily long introduction to capture the reader’s attention. Instead he relies on his title. The title draws readers in by causing them to question themselves. When reading the title of the essay, they might ask, “Why do we read the classics? Is there a purpose?” After questioning themselves, readers will thirst for more. Searching for answers, they will read the first paragraph, which begins with: “Let us begin by putting forward some definitions.” Instead of starting the essay with an introductory paragraph, Calvino jumps into answering the readers’ questions, relying on curiosity to keep them interested.

Although there is a serious lack of an introductory paragraph, there is a very nice conclusion to wrap up the essay and bring all of Calvino’s points to a close. The conclusion, however, is not contained to one paragraph. After delivering and explaining all fourteen definitions, Calvino shocks readers by essentially telling them that the definitions hardly matter at all. With the concluding paragraphs he helps us to realize that we should read the classics because we want to read them. We should read because “reading the classics is always better than not reading them.” With his concluding paragraphs, Calvino shocks his readers into this realization, making his essay even more powerful.

Calvino, Italo. "Why Read the Classics." Lecture.

Calvino- Organization

Question #5

Italo Calvino’s essay “Why Read the Classics” is organized logically. Calvino introduces his work by stating one of the definitions of a classic. Each paragraph is devoted to a new definition of a classic work of literature. The logical organization works best for this essay because it prevents confusion. Readers can better understand the simple beauty of Calvino’s carefully worded definitions with the logical organization as opposed to a spatial or persuasive structure. By organizing his essay logically, Calvino ensures that his essay is understood correctly.

In addition to promoting better understanding, a logical organization adds meaning to the essay and allows the writer to “hammer home” his thesis. His logical list of definitions builds interest in the essay until the fourteenth definition, when he comes to a climax of sorts. He states that our classic library should mean something to us, which is much more important than any attributes that supposedly accompany a classic work of literature. All of the definitions add understanding, but do not tell us why we should read the classics. By listing each definition first, Calvino builds interest, contributes understanding, and ultimately makes the thesis much more powerful. The logical order is one of the most important parts of the essay, for it emphasizes the point that “reading the classics is always better than not reading them.”

Calvino, Italo. "Why Read the Classics." Lecture.