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Submitted to Faculty of Culture Studies, University of North Sumatra
In partial fulfillment of the requirements for DIPLOMA (D-III) in English
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Faculty of Culture Studies, University of North Sumatra
Accepted by the Board of Examiners in partial fulfillment of the requirements for the D-III of Examination of the Diploma III of English Study Program, Faculty of Culture Studies University of North Sumatra
The examination is held on June 21th, 2011
Faculty of Culture Studies, University of North Sumatra
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I, NURMINAH OKTAVIA LUBIS, declare that I am the sole author of this paper. Except where the reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.
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COPYRIGHT DECLARATION
Name : NURMINAH OKTAVIA LUBIS
Title of Paper : The Intrinsic Analysis on Edith Nesbit Novel The Railway Children
Qualification : D-III / Ahli Madya
Study Program : English
I am willing that my paper should be available for reproduction at the discretion of the Librarian of the Diploma III English Department Faculty of Culture Studies USU on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.
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ABSTRAK
ABSTRACT
To my best friends: Amel stresss, Iin, Ciknoer, Delta, Rani, Naffi, and all
SOLIDAS B-Class 2008 who I cannot mention you all one by one here, thank you so much
for the nice friendship during our study. I will be missing the days we spent together.
The last but not the least thanks to my sister Beby Selvia and my brother Eza
Fahlevy who give me secret spirit in completing this paper.
Finally, I do realize that this paper is still far from being perfect. Therefore, I
welcome any constructive critics and suggestions towards this paper.
Medan, June 21th, 2011
The writer,
Nurminah Oktavia Lubis
TABLE OF CONTENTS
AUTHOR’S DECLARATION………. i
COPYRIGHT DECLARATION………. ii
ABSTRACT ……… iii
ABSTRAK ……… iv
ACKNOWLEDGEMENTS ……… v
TABLE OF CONTENTS ……… vii
1. INTRODUCTION……… 1
1.1 The Background of Study……… 1
1.2 The Scope of Study ………. 2
1.3 The Purpose of Study ………. 2
1.4 The Significance of Study……… 3
1.5 The Method of Study ………. 3
2. GENERAL CLARIFICATION ON INTRINSIC …………. 4
ELEMENTS IN LITERATURE 2.1 Theme ……… 4
2.2 Plot ……… 5
2.3 Character ……… 10
2.4 Setting ……… 14
3. THE ANALYSIS OF INTRINSIC ELEMENTS IN EDITH.…. 17 NESBIT NOVEL THE RAILWAY CHILDREN 4. CONCLUSIONS AND SUGGESTIONS………. 26
4.1Conclusions ……… 26
4.2Suggestions ……… 27
REFERENCES APPEDINCES
ABSTRAK
ABSTRACT
1. INTRODUCTION 1.1 The Background of study
A novel is a literary work has been appreciated by many people because it entertains and teaches. Entertain means literary provides time to read in order to understand meaning of life and the way a novel teaches its readers. According to As Hornby (2000:867) defines that novel is a story long enough to fill a complete book, in which the characters and events are usually imaginary. Novel is a totality because it builds up of elements, and every element are related with others. The elements make work of novel meaningful and a live. These elements are called intrinsic elements. The intrinsic elements are integrated elements which build up the literary work directly.
A novelis organic structure which has a unique complex and give expression for something with indirectly. These complexities make readers doubtful to interpret it correctly. The way the author writes with complexity seems to be valued artistic richness. This artistic richness comes along the words, imaginative power, and intention delivered to the readers. Therefore readers may enjoy because they get the insights about life and meaning of life. The topic of the paper has been consciously chosen for some reasons:
Secondly, the theme as of one intrinsic element in the novel about attitude of children in the story in accordance with their respective characteristics. This is the other reason why I choose the topic.
The nature difference as expressed in the novel is represented by persons. These persons are fictitious which are better known as character in literary work.
1.2. The Scope of study
Edith Nesbit’s Novel the Railway Children is an interesting novel. It talks about how the children care. In writing this paper, I limit my scope as follows: 1. How the novelist represents his message in terms of theme?
2. How is the story of the novel connected to the theme in the terms of plot?
3. How is the theme and plot brought together by fictitious persons in terms of character?
4. Where is the event of plot taking place in terms of setting?
1.3. The Purpose the study
The purpose of writing this paper. I have some purpose to describe theme: 1. To portray the novelist’s message in term of theme.
2. To connect the Story of the novel with the theme in term of plot. 3. To portray fictitious persons I terms of character.
1.4.The Significance of study
I have strong confidence that literary study offers rich insights. Not only does it cover on the study of intrinsic elements but it also invites possibility to study different points such as point of view, expressed in novels. So, I hope this study can make students of Diploma get understanding about importance of intrinsic elements and also as an academic contribution to English Students of Diploma USU. Besides, this study hopefully can encourage English students to have great interest to study literature in their final paper.
1.5. The writing of study
2. GENERAL CLARIFICATION OF INTRINSIC ELEMENTS IN LITERATURE
In this chapter, the writer will apply the definition and explanation about intrinsic elements of a novel theoretically because they are integrated elements that build up the story directly. The relations of each element make a novel meaningful. Those elements are Theme, Plot, Character, and Setting.
2.1 Theme
According to Yonathan Culler (1977:59) theme is something which becomes the authors thought. It explains about view of life or the author’s image, and how they consider the case. Theme should be universal; it means that the readers get understanding well. The best choice of theme also portrays the novelist’ message to the readers. The relation of the story is obviously in message and theme. Therefore, Culler states that the message find in theme implicitly.
Meanwhile Hartoko and Rahmanto (1984:149) stated that theme is a general basic idea that support a literature, and it’s implied in the text as a semantic structure and connects with similarities and differences. According to the statement above that theme becomes a basic development of the whole story. Therefore, the readers should conclude the whole story to find out a literary work.
being asked. An author has a view life; asked to say what that is, and to say what that is, and to say what think of it. The best way of doing this to start with a simple question: do I agree with this the readers can ask this each time when they recognize one of the main issues of the novel.
The second piece of advice to be honest. Don’t be afraid either to agree, disagree or come down in between. This does not mean that readers should simply state it. As with all literary matters, novelist will need evidence should back up what readers think. In order to decide the main theme of a novel, the readers also should know the three steps in question form. Firstly, what the main case who wanted tell by the author? Secondly, is the case specific or general? Lastly, is there a message given the author to the readers?
2.2 Plot
A plot is also concerned with caused-with the “whys” of events-whereas a story is simply a sequence. From the reader’s point of view, a plot is different from a story because it invites and answers the question as to why one event follows another. There are some points about the construction of plots should be made.
They are : the way in which a plot is following the adventures of the central character, the way in which a plot is built upon an author’s presentation of a whole story. Then, the way in which a plot is introduced in the beginning of a novel, the problem from which a plot grows, and the way a plot can be built on contrast. Because plots emerge in the early stages of a novel, it is a good to attend closely to the opening chapters. They are often the place where author signals what kind of plot is to follow.
There are many different kinds of plot. It is, therefore, impossible to cover every one, though there are some popular ones that you are likely to meet. Three kinds of plot will be concerned are: plot of based on times order, plot based on number, plot based on content.
2.2.1 Plot Based on The Criterion Of Time’s Order
The criterion of time’s order is the time related to the condition when the events happened in a story. Therefore, the readers can determine the events happen in beginning, middle, or in the end of story. Time’s order has relation to the steps of plot, so she authors has freedom their creativity to manipulate the times order. There are three kinds of plots based on times order, namely: progressive plot, flashback plot, and the mixed plot.
2.2.1.1. The Progressive Plot
The progressive plot is the plot whereas the events are told chronologically. In other word, the story is started from earlier stop, it contain of situation, introduction, and conflict. Then, the middle step, it contain of salutation.
2.2.1.2. The Flashback Plot
even the conflict almost reach climax, and meanwhile the readers have not known the problem yet.
2.2.1.3. The Mixed Plot
The mixed plot is the mixture between progressive plot and flashback plot. It means the story has two kinds of plot. In fact, almost none of the novels use progressive or flashback plot absolutely.
2.2.2 Plot Based On The Criterion Of Number
The criterion of number means that the number of plot in the story. Perhaps a novel only shows one plot, but maybe it contains more than one plot.
2.2.2.1. Single Plot
2.2.2.2. Sub-Plot
Meanwhile, a novel that has more than one plot is called sub-plot. It is only a part of a main plot. It contain of a second story with add some additional plots in order to give an explanation and extend the reader’s view about a main plot and support the effect of whole the story.
2.2.3 Plot Based on The Criterion Of content
The criterion of contents means as something, and tendencies of problem that tell in the story. Friedman differentiates these plots into three majorities, namely: plot of fortune, plot of character and plot of though.
2.2.3.1. Plot of Fortune
Plot of fortune connects with the story that telling about the luck and fortune of main character. Friedman divides this plot into six kinds: (a) action plot, (b) pathetic plot, (c) tragic plot, (d) punitive plot, (e) sentimental plot, (f) admiration plot.
2.2.3.2. Plot of Character
2.2.3.3. Plot of Though
Plot of though telling something which becomes thinking material, willingness, felling, obsession, and the other things which become the problem of life and human lives. Friedman differentiated into four majorities: (a) education, (b) revelation plot, (c) disillusionments plot.
2.3 Character
John peck and Martin Coyle (1981:20) in their book literary terms and criticism explained the definition of character as follows:
Characters in literary work are not like real life people for they have been specially created by authors. When authors create characters, they select some aspects of ordinary people, develop some of those aspects whilst playing down others and put theme together as they please. The result is not an ordinary person but a fictional character that is only exists the words of literary work.
without any apparent reason. Nor we can say that in good fiction, character never change, or develop.
Character are not often describe all at once we get a vivid imagine of the characters from bits of information presented here and there in the novel. We may divide characters into flat and round. Flat characters were called “humorous” in the seventeenth century as the classification of character E.M Foster (1983:155) says: “In his aspect of the novel (1972) E.M Foster (1987-1970) divided characters into two types the “round and the flat”. He considered that the “flat” characters were the descendants of the simplified “type” of earlier drama, who in turn derived from the boastful solider, angry old men and bashful young lovers of earlier Roman and Italian comedy. Such characters, he believed are often associated with a repeated catch-phrase, which carries the essential clue to the kind of person he is. The “round” characters are more highly organized, such characters, Foresters says, is ready extended life “they are so well-realized that we can almost imagine them living in the world beyond the book”.
Characters are the author’s creation. Gray (1988:71) says, “Characters are invented, imagery persons in a dramatic or narrative work, which are given human qualities and behavior that we learn about them through dialogue, action, and description”. Clearly it means that character of an actor of novel can be learned through their dialogue, action, and description. The character is closely connected with essay ; it points toward the novel or drama in the examination and defication of human personality.
The result is not ordinary people, but a fictional character that only exist in the words. (Richard Gill 1984: 90)
There are some characters that readers feel know them very well. They seem alive, independent and in many cases, original. When they act, think and speak, they do so in a distinctive way, and it makes sense to ask: why did he or she do, think say that these character have many sides to them; they have a rich inner life; they are capable of growing and changing and the readers can follow them through a very wide variety of experiences, including, in some novels itself. Readers feel know these characters well because the authors have chosen to give them range, depth and richness.
In some novels there are also characters that are known from both the inside and the outside but who, nevertheless, are not as rich, varied or original as the ones written about above. They are characters who have a much more limited life. The authors have given them a few characteristics, but they do not develop or change very much, and consequently they rarely surprise the reader. To use a metaphor from art, they are lightly sketched in with a few broad lines, but there is little light or shadow to them. This not to say that they have very little purpose in the novels in which they appear. Quite often their presence is very important, but often the reader gains the impression that the author has put them there not because he or she is interested in them but because they serve a purpose in the total design of the novel.
cases, however, the authors can treat what are told as reliable and use it when they are writing about what characters is like. So, novelist must be prepared to find some character’s action to be complex, because not every character reacts in the same way throughout the novel. In the case of such characters must look at everything they do and balance one action against another novelist sometimes want to show tensions within characters and therefore show them in acting in country way. But each character has different role.
The character in the fiction story can be divided into several kinds of naming according to point of view of naming. Base on the point of view and observation, a character can classify into several kinds of naming. But here the naming of character limited into two kinds, they are the major character and the minor character.
2.3.1 Main Character
Reading the novel, the readers usually will face several characters which are appeared in the story. Each of them has different role. Base on the role and the level of importance, there are essential character being appeared continuously, so it felt dominating most of story, it is called Main Character.
Main character is character which prominent in a story. This character appeared continuously and priority in most of the story, either as subject or object. In some novels, the major character is not appeared in every event, or not shown in every chapter indirectly, it can be related to the main character.
and influential to develop of plot in a whole story. In major character of the novel, the personalities of the character become familiar to us. If the story seems “True the life” we generally find that the characters act in a reasonably consistent manner, and that the author has provided them with motivation: sufficient to be have as they do.
2.3.2 Subordinate Character
Subordinate character is the character that appears once or sometimes in a novel, and may be relatively in short portion. It is also known as supporter of main character. It is called subordinate character often provided, support, and illuminate the protagonist as Nurgiyantoro, Burthan (1984:37).
2.4 Setting
Novel don’t just consist of dialogue, or actions and insights into characters minds. Most authors set these against a background of scenes, and these scenes combine to create the atmosphere, mood or feel of the book. Setting is a broad word. It covers the places in which characters are presented, the social context of characters, such as their families, friends and class; the custom; beliefs and rules of behavior their society; the scenes that are the background or the situation for the events of the novel and the total atmosphere, mood or feel that is created by these. All of themes are examples of setting. For instance, the social, the social setting of a novel, or the way landscape is used as setting within the book.
story because these elements would face and which can imagined by the readers in factually.
According to the statement above, I conclude that setting is the background for the events of the novel that concentrate on place, time, and social environment.
There are three ways in which the setting of a book can reveal something about the book as a whole setting can reveal the authors view of the world, it can help to establish a distinctive world, and it can be the main source of interest in the book.
There are some novelists who create settings for the purpose of giving their views about the world. Such a novelist creates landscapes, townscapes, interiors of houses and the weather in order to convey his or her particular feelings and views about life. A reader can look at these and see, top put it simply, what the author thinks about things. The setting differentiated into three majorities: setting of places, setting of time, and setting of society. Although these elements offer the different problems and it can describe their own self but in fact, they have relation and influence one with another.
2.4.1 Setting of Places
accurately and realistic so it can give impression to the readers. In other word, the readers can consider which one the events are really happen in the places of story.
2.4.2 Setting of Time
Setting of time related to the matter of “when” the events happened in a fiction the matter of “when” is usually connected with a factual time, and a time which has connection with historical events. The readers try to understand and enjoy the story based on the time that they know which probably come from outside of story. There are similarities of developing a time, it is used for giving impress to the readers as if the story is really happened and live.
2.4.3 Setting of Society
3. THE INTRINSIC ANALYSIS ON EDITH NESBIT NOVEL THE RAILWAY CHILDREN
3.1 Theme
The Theme tells about two things which has a strong role in this novel, namely : the moralities and the affection conflict. The moralities conflict is in front of god and other people around them. They should be able to try to be honest and brave to face any trouble even though it’s their life.
Meanwhile the affection conflict is where they must maintain their affection, when they are in a high degree of dignity and well when they are in a slump life.
3.1.1 Plot
The writer will analysis the plot into three majorities, namely : The plot based on the criterion of times order, The plot based on the criterion of number, and The plot based on the criterion of content.
3.2.1 Plot Based on the Criterion of Time’s Order
3.2.2 Plot Based on the Criterion of Number
The railway children uses single plot because the author just focuses on the conflict that happened to the main character, such as: Roberta, Peter, Phyllis. Firstly, the conflict was appeared when Roberta, Peter, and Phyllis were left by their father for while because of something surprising. Secondly, the conflict happened when they should adapt their self from the former life. The thirdly they have to change their attitude more honest, such as at the time they stole the coal mine and cheated their mother as well. The last, they have to behave more patients and more in facing happiness.
3.3.3 Plot Based on the Criterion of Content
The railway children uses punitive plot. It means that conflict of main character associated with a penalty. Roberta, Peter, and Phyllis as main characters every time they made a mistake, they must have the courage to be honest.
3.2 Character
The writer wills analysis the character based on the role and level of importance, namely: main character and subordinate character.
3.3.1 Main Character
1.Roberta
She was the oldest son and smaller. Mother never favors her children, but mother had a favorite, who named to Roberta. She always be loves and take care of her brother and sister, she also could keep the atmosphere better, even though most of the atmospheres in a condition, she never show her sadness to her brother and sister, she always hides her sadness. She was able to take appropriate policies and decision, such as when they spoke to their father about the bad side of Ruth.
2.Peter
He was the second son. He was a child who polite. He was not just polite, but he was also unselfish, always followed at the idea of his mother and besides he was also patience. The other hand, he was an ambitious, he always fore as to others, even though it was wrong. Although he often made mistakes, he still wants to make it better.
3.Phyllis
3.3.2 Subordinate Character
Mother was a honest character, never spent her time with visiting and chatting, and
never felt bored. She always ready to play with her children, reading stories and helping them in resolving the homework. Mother was a person who was so kind, always protects her children. Sometimes she felt worried about her children, such as at the time Peter got measles, as much as possible mother gave Peter spirit. Mother creates a poem to comfort temporarily. The poem as follows :
He had a favorite locomotive That the half-hearted
The only one who want
Lest damaged the locomotives One day, my friend, unlucky face Unlucky, very unlucky
One screw apart
And the steam boiler explodes! With a look of grim
Picked up the locomotive Pointed out to his mother
Mom, mother, can mother reimburse? Wow, wow, how was it?
Peter did not seem to care
Now I know why
Peter stricken with colds, Easy cure, pie birds of dove Discharged, no remaining
He wrapped himself in a blanket Then sleep, sleep and sleep Peter apparently wants to forget Misfortune that in the face it And if his eyes slightly red Must had a cold so excuse But if the pigeon pie
He certainly will not refuse
Mother was just not clever in makes poem, she was so wise to the children.
Father. He never got angry, always fair and ready to play with his children.
Ruth. She was still young, she was a servant of Roberta, Peter, and Phyllis. They
often called hers “the red-haired”. This servant never kept her words, having bad attitudes and sometimes she made Roberta hate to hers.
Emma was a neighbor of Roberta, Peter, and Phyllis while they lived in the villa
Edgecombe. She was paying more attention to these children, although she also has child. Such as at the time they had to leave their villa, she equip theme for a variety of foods on the road. This will keep the children were so fond and always remember hers. Not only kind, she was also clever in German language, can sing songs in German.
Mr. Old is good friend of the three children, wherever the children went, Mr. Old
always accompanied them; he often gave some advice to Roberta, Peter, and Phyllis.
Perks is 32 years old, he is a porter station. He is also a good friend of the three
children and always keeps his promise. He could turn into rough at times, but he is a forgiver and always gives some advice to the children.
Dr. Forest is a kind hearted person and has a soul helper, let alone every time the
patient needed it, such as when he was engrossed in weed patches of pansies with his sleeve. At time, exists that requires his help; he immediately went to the circumstance.
Mr. Machinist is a helper, such as when he carried and brought up to the train and
Szczepansky has a very polite, such as when he got up then bowed and saluted
with full force.
Gills has a very bad attitude just like an evil and likes to pit, he always thinks of
himself and never care to other people, because of his bad attitude, people get hurt and hates him.
Mrs. Ransome is an old lady who guards a post office, she is curtly but sometimes
she worried too much, her words too sharply.
Maria is woman who has a red-haired; she liked to wear a green pleated skirt. She
has a child, she is friendly and also often in boat. She suddenly became startled when she lost her baby, but the three children were lucky to find her baby and return it to Maria’s house. She is very happy and very grateful to them.
James, According to Mr. Perks, he is kind-hearted man because he already made
leather shoes for Mr. Perks. He also was a charitable, he help-full for others, whatever his children need; he always does his best to fulfill it. People like him most because his pays much attention to others.
Regie is children’s uncle. He is a good man. Before Roberta’s father went to
prison, Regie always went anywhere with Roberta’s father.
Edward is the mother’s brother and he is brave, adventurous too. He always a lot
3.4. Setting
The writer will analysis the setting into three categories: setting of place, setting of time, setting of society.
3.4.1 Setting of Place
The railway child is set in villa Edgecombe. The events of the story happened in this villa. It begins from hefting, fading, and punishing. The setting of place also shows their house as first place in the place.
“You had think, they should happy. Yes, They were happy, but did not realize how happy they were, until one day an enjoyable life in the villa Edgecombe must be left. Want not want it forced them to undergo a very different life and then lived in a house right in the village, a very ordinary house from which they previously occupied”.
3.4.2. Setting of Time
sometimes surprising and wonderful to wake them up from a dream; they called “the ghost-night.
3.4.3. Setting of Society
The railway children take when relationship of love was turbulent and relationship of family were so beautiful, when it was a shocking incident and never imagine happening in the family, where they must adapt to normal life once because an event that originated from a misunderstanding and thief. When in fact, this is all a problem arises.
(The Railway Children: 227)
4. CONCLUSIONS AND SUGGESTIONS 4.1 Conclusions
After having described the intrinsic elements in the novel “The Railway Children” I would like to conclude that:
1. The theme of The Railway Children are about the moralities and the affection conflict . The moralities conflict is in front of god and other people around them. They should be able to try to be honest and brave to face any trouble even though it’s their own life. Meanwhile the affection conflict is at the time they must maintain their affection, when their high degree of dignity, well and their miserable life.
3. The novel portrays the main and the subordinate character. The main character are Roberta, Peter,and Phyllis. The subordinate characters are : father, mother, Ruth, Emma, Mrs.viney, Mr.old, Mr.head station, Perks, Dr.forest, Mr.machinist, Szczepansky, Gills, Ransome, Maria, James, Regie, Edward.
4. The novel uses some settings. Firstly, Setting of place, the story is set in villa Edgecombe, and setting of time, the story takes time about the train at 09.15 am and 10.07 pm. At last, setting of society, the story shows some character which are never thought, it could be happened in the family.
4.2 Suggestion
After having described the intrinsic elements in Edith Nesbit’s novel named “The Railway Children”, I would like to give suggestions that :
Reading a novel gives its readers insight about meaning of life and values. Thus, novel is rich with understanding and apprection.
1. I insist students of Diploma III should give attention and literature especially novels because they the provie language-material to support student’s language competence.
REFERENCES
Boulton, Maryorie, 1975. Anatomy of The Novel, London : Routledge and Kegan Paul.
Culler, Yonathan, 1977. Structuralism and Literature, London : Mayfield Education.
Fananie, Zainuddin, 2001. Telaah Sastra, Surakarta : Muhammadiyah Univesity. Hornby, As, 2000. Oxford Learner Dictionary of Current Engish Sixth Edition,
London : Sally Wehmeier, Collin Mcintosh.
Nesbit, Edith, 1940. The Railway Children, New York : Dell Publishing.
Nurgiyantoro, Burhan, 1998. Teori Pengkajian Fiksi, Yogyakarta : Gajah Mada University Press.
Peck, john and Martin Coyle, 1984. Literary Terms and Critissm, London : Macmillan Education Ltd.
APPENDICES
1. Summary of The Railway Children
The story concerns the Waterbury family who moves to “Three Chimneys”, a house near the railway, after the father who works at the foreign office, is imprisoned as a result of being falsely accused of selling state secret to Russians. The three children, Roberta (Bobbie), Peter, and Phyllis, find amusements in watching the trains on nearby railway line and waving to the passengers. They become friendly with Albert Perks, the station porter, and with the Old Gentleman who regularly takes the 09.15 am and 10.07 pm down train. He is eventually able to help prove their father’s innocence, and the family is reunited. The family takes care of the Russian exile, Mr. Szczepansky, who came to England looking for his family (later located) and Jim, the grandson of the Old Gentleman, who suffers a broken legion a tunnel.
2. Biography of Edith Nesbit
Edith Nesbit was born in London in 1858. When she was four her father died but her mother bravely continued to run the agricultural college her husband, and before that, his father, had founded in Kensington London. Her childhood was shared with her sister, half sister and 3 brothers. She was educated on the continent when she accompanied her mother and Sister Mary traveling throughout France, Germany and Spain. This was not an educational grand tour but an endeavor to get her sister well as she was suffering from tuberculosis. Upon their return to England Edith’s mother moved the family from London to Halstead, Kent. This was the start of Edith’s love of the countryside and especially of Kent.
At 18 years of age she met Huber Bland whom she was eventually to marry. They married in a Registry office in the city of London and Hubert found Edith a home overlooking blackheart. A move to a small terraced house in Elswick Road, Lewis ham (still standing) with their first child, Paul, was to be one of the many homes in the South east of London they were to occupy. Edith had begun writing in her teens and her artistic talents were needed to bring in money when she and Hubert were first married. Her flourish for writing poems articles and children’s stories eventually led the family which now numbered three children to move to large home in Lee and Grove Park.
come to know. Friends such as HG wells, George Bernard Shaw and friends from the Fablan society, Sydney and Beatrice Webb. The first world war and Hubert’s death in 1914 brought a change to their fortunes. Managing a large house was becoming difficult and at the suggestion of a family friends she left well hall for her beloved Kentish Countryside.
