i
THE INFLUENCES OF FAMILY AND ENVIRONMENT CHARACTERS ON MARGARET’S PERSONALITY
DEVELOPMENT IN ELIZABETH GASKELL’S
NORTH AND SOUTH
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
DIAN WIDYAWATI Student Number: 014214073
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
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YOU MUST
AND
YOU CAN!
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ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to Allah SWT. Without His blessing, I will not be able to finish my undergraduate thesis writing. I also give my best gratitude to my beloved Ibu and Bapak, my sister Mba Sari, my brother Dik Soni and Bu Puni for all their greatest support and understanding.
My great gratitude goes to my advisor Gabriel Fajar Sasmita Aji, S.S., M.Hum., for all his advices, ideas, and being so patient in reading and guiding during the process of undergraduate thesis writing. I thank my co-advisor, Drs. Hirmawan Wijanarka, M. Hum. for his carefulness in reading and checking my mistakes. I also thank my academic advisor, Dewi Widyastuti, S.Pd., M. Hum., for her support and guidance during my study.
I would like also give many thanks to my great friends Amanda, Wulan, Prima, Methy, Sinda, Ian, Monda, Ayu, Sandi, Ferry, Imbik, Endra, Erna, Lina Indriani, Vera, Dwike, Shinta, Lina ‘Solo’ and Bungky for all your greatest support.
I give my special thank to Mas Imam who always encourages and supports me and for giving wonderful moments in my life. Last but not least, to them who I cannot mentioned one by one, thank you for the spirit I can learn.
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
ACCEPTANCE PAGE ... iii
STATEMENT OF WORK’S ORIGINALITY ... iv
MOTTO PAGE ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... vi
ACKNOWLEDGEMENTS ... vii
CHAPTER II THEORETICAL REVIEW ... 6
A. Review of Related Studies ... 6
B. Review of Related Theories ... 7
1. Literary Theories ... 7
CHAPTER III METHODOLOGY ... 18
A. Object of the Study ... 18
B. Approach of the Study ... 18
C. Method of the Study ... 19
CHAPTER IV ANALYSIS ... 21
A. The Characteristics of Margaret Hale ... 21
B. The Characterization of the Other Member of Margaret’s Family ... 27
1. The Characteristics of Mr. Hale ... 27
2. The Characteristics of Mrs. Hale ... 29
C. The Characterization of Margaret’s Environment ... 30
1. The Characteristics of John Thornton ... 31
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D. The Influences of Margaret’s Family ... 36
1. The Influence of Mr. Hale ... 36
2. The Influence of Mrs. Hale ... 38
E. The Influence of Margaret’s Environment to the Development of Her Personality ... 40
1. The Influence of John Thornton ... 40
2. The Influence of Mrs. Thornton ... 42
F. Margaret Hale’s Personality Development under the Influence of Her Family and Environment ... 43
CHAPTER V CONCLUSION ... 48
BIBLIOGRAPHY ... 51
APPENDIX ... 53
x ABSTRACT
DIAN WIDYAWATI. The Influences of Family and Environment Characters on Margaret’s Personality Development in Elizabeth Gaskell’s North and South. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2009.
This thesis discusses Gaskell’s novel entitled North and South. This novel tells about the life of Margaret Hale that is full of struggle. All the struggles in her life is caused by the treatment from people in her surrounding. Through the main character in the novel, Margaret Hale, the writer wants to study deeply the influences of family and environment people on Margaret’s personality development.
There are three questions concerning the topic of the thesis. The first question is about the characterization of Margaret Hale. The second question is about the characterization of other member of the Hales and environment. The third question asks Margaret’s personality development under the influence of her family and environment.
There were two kinds of sources used, namely, primary and secondary sources. The novel North and South is used as the primary source, and some relevant references such as psychological theories, literary theories and theory of critical approach as the secondary approach. Those theories are used to analyze the novel. The approach applied was psychological approach because it is the most appropriate one to observe personality.
xi ABSTRAK
DIAN WIDYAWATI. The Influences of Family and Environment Characters on Margaret’s Personality Development in Elizabeth Gaskell’s North and South. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2009.
.
Skripsi ini membahas novel karya Gaskell yang berjudul North and South. Novel ini menceritakan tentang kehidupan Margaret Hale yang penuh dengan perjuangan. Semua perjuangan di dalam hidup Margaret disebabkan oleh perlakuan dari orang-orang di sekitarnya. Melalui tokoh utama di dalam novel yaitu Margaret, penulis ingin mempelajari lebih jauh mengenai pengaruh keluarga dan lingkungan dalam pembentukan kepribadiannya.
Dalam skripsi ini terdapat tiga permasalahan.yang diutarakan. Permasalahan pertama mengenai penggambaran tokoh Margaret. Permasalahan kedua menanyakan mengenai keluarga dan lingkungan Margaret. Permasalahan ketiga menanyakan bagaimana perkembangan kepribadian Margaret dibawah pengaruh keluarga dan lingkungannya.
Dalam pencarian data, skripsi ini menerapkan penelitian pustaka. Ada dua macam sumber yang digunakan yaitu primer dan sekunder. Novel North and South merupakan sumber primer, dan beberapa teori yang terkait seperti teori psikologi, teori literatur dan teori pendekatan sebagai sumber sekunder. Teori-teori tersebut digunakan untuk menganalisa novel. Pendekatan yang digunakan yaitu pendekatan psikologis karena pendekatan inilah yang paling tepat untuk menganalisa kepribadian.
1 CHAPTER I INTRODUCTION
This chapter consists of four parts. Those are the background of the study, problem formulation, objective of the study, and definitions of terms. First part, the background of the study presents, presents the writer opinions about literature and also explains the reason in using the novel. In problem formulation The writer present three problems to discuss and the objective of the study is presented after this. The last part is definition of terms which presents some words that are needed to be clarified.
A. Background of the Study
Reading a literary work will entertain ourselves because we can get many enjoyable things from it. Through literature also we may be introduced of new life which has new values. This, will enrich or knowledge and experience of life. We cannot experience every moment that exist in this life, but we can get all those things through literature.
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There are many types of literary works, such as short story, novel, poetry and drama. Literary work that I would like to discuss here is novel. Van De Laar (1957: 163) and Schoonderwoerd say “ A novel is a work of art in so far as it introduces us into a living world we live in…”. A novel itself is an amazing product of literature. When we read a novel and try to study it, the story arouses our feelings and emotions since what exists in a novel is derived from our real world. It may resemble the world we live in. In a novel we can also learn how to face and solve a problem.
The writer encouraged herself to analyze a novel entitled North and South by Elizabeth Gaskell. Her literature works mostly concern to social issues. This novel, North and South is the fourth novel from her works. The writer chose this novel because it describes the differences of Margaret’s environments clearly.
The writer is interested in analyzing this novel because it tells about a young child who live in two different environments – spends her life mostly in a Southern, and then moved to Northern. The family has to move to Northern because the father lost in faith. Meanwhile, at new place, she finds friends and love. These two different environments have contribution in shaping her personality. Therefore, through the character of Margaret Hale, the writer want to study deeply (in order to understand) the influence of family and environment to Margaret Hale’s personality development.
discussed in this thesis. Moreover, this novel is worthwhile to discuss because it talks about a child who lives in two different environments. These two environments have different situations and they are the factors that influence the child in forming the personality. We can say that one’s personality develops from childhood and the experience in childhood will influence him or her when he or she becomes an adult. The situations of her environments will also take part in forming her personality. She cannot avoid this because she lives in those environments. Besides, this novel gives two different environments in which both of them influence the child’s personality. Moreover, the novel also gives us something to learn from, that is, children education. No matter how formal or informal it is, education is very important to their personality development.
B. Problem Formulation
In this part, the writer formulates three problems to discuss. They are: 1. What is the characterization of Margaret Hale?
2. What are the characterization of family members and environment characters?
3. How do the family members and environment characters situations influence Margaret Hale’s personality development?
C. Objectives of the Study
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2. To find out the Hales family and environment characters characterization.
3. To find out the influence of family members and environment characters situations to Margaret Hale’s personality development.
D. Definitions of Terms
In analyzing a novel we may find some words that need to be clarified in order to help understand the content of the analysis. In this thesis those words are:
1. Influence
As Hornby says, influence is defined as the power to affect somebody’s action, character or beliefs, especially by providing an example for them to follow, winning their admiration or making them afraid to disagree (1995: 611).
2. Personality
Kalish (1973: 52) states “personality is its nature and development, the way it adjust to the world, is feelings, its values, its problem, and the ways in which it deals with these problems”. From this statement we can say that personality is one’s action toward his/her life that makes him/her different from other people.
3. Family
marriage or adoption, which usually share a common residence and cooperate economically.
4. Environment
Based on Webster’s Ninth New Collegiate Dictionary, environment is the social and cultural conditions around us that influence our life (986: 416). To be more specific, in this study, environment refers to the community or people outside the house.
5. Development
6 CHAPTER II
THEORETICAL REVIEW
In this chapter, Review of Related Studies, Review of Related Theories, and Theoretical Framework are presented. Review of Related Studies is presented in order to give information on the work analyzed. Review of Related Theories is presented in order to give the theories that are used in analysis. Theoretical Framework provides the usage of the theories presented before.
A. Review of Related Studies
When a work of literature is published and read by public it might arise or evoke some comments from the people. There are many people who give comment, suggestion or even criticism of the novel. The comments, suggestions, or criticisms considered are from an article and also from sources in the internet.
Joseph Kestner, http://www.victorianweb.org/authors/Gaskell/charov.html from Protest & Reform: The British Social Narrative by Women, stated that Margaret Hale travels in North and South to resolve both social and religious doubts. In the novel it is described about how Margaret feel toward the two different situations (Helstone – South and Milton – North).
Andrew Sanders says that North and South does not sound optimism, however, compromise on social issues. Sanders says that as its title implies, it contrast the snobberies, chivalries, and artificially of the country gentry of the South of England with the distinctive energetic anti-gentlemanly world of self-made manufactures of the North. He also adds that Margaret Hale may at first be shocked by a market economy which works ‘as if commerce were everything and humanity nothing’ but she is later impressed by a dinner at which Manchester men ‘talked in desperate earnest, - not in the used-up style that wearied her so in the old London parties’ (1996: 410).
In this undergraduate thesis, the writer wants to examine psychological principles in detail through the main character of the novel, Margaret, her behavior and her way of thinking. The writer will explore a specific psychological study that is reflected by Margaret.
B. Review of Related Theories 1. Literary Theories
In this literary theory, the writer is presenting theory of character which gives an explanation about the type of characters and the theory of characterization which gives explanation of how the character is developed through a story.
a. Theory of Character
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characters are described through their dialogues, behavior and thought to make them just like ordinary human beings. Abrams (1981: 21) defines characters “are the persons presented in a dramatic or narrative work, who are interpreted by the readers as being endowed with moral and distortional qualities that are expressed in what they say – the dialogue – and by what they do – the action.”
A novel is written to reveal characters. This means that in a novel characters are projected and described through the story by describing their physical and psychological appearances. Not all characters play an important role. At least one character appears to be the center of the story. Milligan (1983: 155) divides characters based on their importance, namely main/major characters and minor character. A major character is the center of the story and the most important character in the story. On the other hand minor characters appear only once or twice in the story and their roles are less important than the major character.
Rohberger and Woods (1971: 31), present the terms protagonist and antagonist. The protagonist is the chief character or in traditional fiction, it is the hero or the heroine. This character is a good person and mostly becomes the center of the story. The opponent character is called the antagonist. As readers, we often recognize this character as a bad person and this character is the enemy of the protagonist.
b. Theory of Characterization
According to M.J. Murphy in his book Understanding Unseens: An Introduction to English Poetry & Novel for Overseas Student (1972: 161-173), there are nine ways to represent the characters.
First, Personal description. Personal description means that the author tries to describe the character through his physical appearances. The author can describe a person’s appearance and clothes such as his build, his skin-colour, his hair or his face.
Second, Character as seen by another. Using this way means that the author can describe the character through the eyes and opinions of another. They will give explanations, comments or opinion about what character is like. Their opinions can help the reader to understand a character.
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Fourth way is Past Life. The author can give the reader a clue to events that has helped to shape a person’s character by learning about a person’s past life. This can be done by direct comment by the author, through the person’s thought, through the conversation or through the medium of another person.
Fifth, Conversation of others. It means that the author can give the reader clues to a person’s character through conversations and things they say about him. People talk about other people and things they say often give the reader a clue to the character of the person spoken about.
Sixth, Reaction. The readers will know a person’s character through seeing how he reacts to various situations or events.
Seventh, Direct comment. The author can describe or comment on a person’s character directly.
Eighth, Thoughts. The author give the reader direct knowledge of what a person is thinking about. In this respect, he is able to do what we cannot do in the real life. He can tell the reader what different people are thinking. In the novel we accept this. The reader then is in privileged position; he has, as it were, a secret listening device plugged in to the inmost thoughts of a person in a novel (Murphy, 1972:171).
These are the ways used by an author to help his/her reader analyze the characters that he/she writes in his/her novel. An author, usually, will not use all of the ways, but only prefer some of them.
2. Psychological Theories
There are four theories concerning about child psychological development in this chapter. First, is theory of personality which gives an explanation about the definition of personality by Guilford and Hurlock. Second, are the factors influencing children personality development which explain the influence of the family and environment to children personality development. Third, are stages in social interaction according to Erikson that contain eight stages. Fourth, is child developmental sequence according to Piaget.
a. The Factors Influencing Children Personality Development
Hurlock (1974: 234-352) states that one’s personality develops under the influence of people around him or her. Hurlock also states that family and environment have a role in forming a child’s personality.
1. The Influence of Family
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because first, parents have the authority in estimating the children’s attitudes. They may give reward for the attitudes they like or give punishment for the unacceptable attitudes. Second, parents provide models that their children consciously and unconsciously copy. Third, parents live in such a way that the children internalize their values regarding education, God, humanity, and work. Since a child hears his parents’ ideas and other relatives’ even in a limited portion in his first few years, he tends to internalize these ideas without much conflict. Moreover, parents and other significant figures are the closest people who have interaction with children and it is easier to take their values rather than other people’s values.
Lester D. Crow and Alice Crow (1958: 190-191), state that a child is helped in his interaction with larger social group if he gets family cooperation. On the contrary, parents who do not give cooperation for their children will make their social interaction hindered.
Furthermore, they say that the pattern of personality is composed of traits which show the individual’s uniqueness as shown in his behavior and thought. The development of human’s personality is the most remarkable during the childhood years and is determined largely by the parent – child relationship.
2. The Influence of Environment
Besides the influence of family, one’s personality is also shaped and influenced by their environment in which the individual lives.
Social attitudes and behavior of children may be influenced by people they associate. Carver and Scheier (1996: 146) state, “Peers are important influences on growing children”. The differences in peer group may cause people to become different. If that happens, it is an environmental influence, that is not shared by siblings. They also state adults outside the home may also influence young children’s social attitudes and behavior when children associate with them. They will strive to keep up with them, and by doing so, they develop more mature patterns of behavior than their mates of their age.
b. Stages in Social Interaction
Erikson as quoted by Worchel, Stephen, and Shebilske (1989: 341-342) emphasizes the importance of individual’s interaction with social environment in shaping personality. He divides the devilment into eight stages as follows:
(1)Stage I (0 – 1 years old)
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(2)Stage II (2 – 3 years old)
During these years of life, the crisis of autonomy against a tendency to feel ashamed and doubtful of one’s own power occurs. The child learns to control himself. If he succeeds, he will feel proud but if he fails, he will feel ashamed and doubtful, which lead the child to leave this stage with a sense of insecurity.
(3)Stage II (4 – 5 years old)
The ego quality of initiatives enables the child to plan and set about tasks. He begins to master skills and tries hard to perform well. The danger of this stage is development of guilt. The child has already begun to learn what is forbidden. However, his ambitions are unlimited and he may become aggressive and manipulative in trying to achieve his goal.
(4)Stage IV (6 – 12 years old)
Child interest in laying is surpassed by a concern to produce and to learn how to use the tools of work. The danger in this stage is that if the child fails to master the tasks of school and home, this may develop a lasting sense of inferiority.
(5)Stage V (13 – 19 years old)
(6)Stage VI (20 – 30 years old)
Young adults are ready and eager to unite their identities with those of others. They seek relationship of intimacy – friendship and work relationship as well as loving. They are ready to develop the strengths. They will need to fulfill commitments to others even though commitment needs some sacrifice and compromise.
(7)Stage VII ( 31 – 65 years old)
This is the stage of the development of generativist. It concerns with establishing and guiding the next generation. In general, this means that adults want to have children to whom they can transmit their values. More broadly, generativist, one risks stagnation, in which personality becomes impoverished and regresses into self concern.
(8)Stage VIII (66 years – on)
People in this stage perceive that others have lived differently and they are prepared to defend the dignity of their own life styles. One creates one’s own life style within the culture or civilization in which one lives.
c. Child Development Sequence
According to Piaget in Worchel, Stephen and Shebilske’s book Psychology: Principles and Application (1989: 317-320), there are four major stages of intelligence and thought progress, namely:
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babies are able to grasp and walk. They learn that their hands or foot are parts of themselves, whereas their toys are not.
(2) Preoperational Stage (from two to seven years). Children recognize the world through the use of symbols. Children form a mental image about food when they can eat it and unable to form it when the object is absent. (3) Stage of Concrete Operations (during elementary school; seven to eleven
years old). During these years, children may solve the conservation problems. It is the recognition of a quantity of something in different positions.
(4) Stage of Formal Operations (from age eleven on). It is the highest level in the development of intelligence from infancy to adulthood. In this stage, children or adolescent are able to face complex problems and capable in imagining various situations.
Those four stages of intelligence and thought progress, or we may call them as cognitive process, are used in order to know how human beings get information from their environment and how they make decision about what to say and do.
C. Theoretical Framework
Murphy (1972: 161-173) is used to get better understanding about the characters’ personality and may help the writer in understanding those characters in a novel. Blair’s and Holman and Harmon’s theory of setting is used to understand Margaret Hale’s environment in this case means the place where she lives at and the condition of the environment means the society.
18 CHAPTER III METHODOLOGY
A. Object of the Study
The type of literary work in this study is a novel by Elizabeth Gaskell. This novel published by Wordsworth Editions Limited in 1994, but firstly published in 1855.
This novel used in this thesis is the fourth literary works of Elizabeth Gaskell. The novel consists of 417 pages and is divided into fifty two chapters. Chapter One until Chapter Six describes Margaret Hale and the family when they were still live at Helstone. In these chapters we can see Margaret Hale’s life in her house. These chapters also describe the attitude of the family toward toward. Chapter Seven until Chapter Thirteen describe how Margaret Hale adaptations in new environment, and also feel under pressure of her mother’s illness. These chapters describe Margaret Hale’s effort to make her family enjoy and comfortable. In these chapters, for the first time Margaret Hale meets John Thornton the owner of a local mill who also his father’s friend. Chapter Fourteen until Chapter Thirty describe Margaret Hale’s day-to-day living in the new environment and also when her mother died. Chapter Thirty one until Fifty two describe her romance with John Thornton.
B. Approach of the Study
This approach will be used to analyze Margaret Hale’s personality development, the main character of Gaskell’s North and South, which is influenced by her family and environment.
In analyzing an individual’s personality development, it is necessary to deal with a psychological aspect. Thus it will be proper to apply the psychological approach because a better understanding of a human’s personality can be achieved. Moreover, personality is one of the subjects of Psychology. It involves patterns of behaviors, thoughts and feelings. The Psychological Approach, therefore, will help me to reveal the issue of this study because it views a literary work based on psychological interpretation.
C. Method of the Study
In this thesis, the writer has two problem formulations to discuss. Before analyzing each problem of this thesis, some theories have to be presented first. These theories are divided into two parts. The first part is the literary theories which contain theory of characterization. The second part is the psychological theories which contain theory of personality, the factors influencing children personality development, stages in social interaction, factors forming one’s values, and child development sequence. There is also theory of critical approach to get the best approach to analyze the novel.
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environment that is new environment where she lives, Milton. In the new environment, she meets with the characters of John Thornton, Mrs. Thornton, and Bessy Higgins. The next discussion of the analysis was the influence of Margaret Hale’s family and environment to the development of Margaret Hale’s personality. The last discussion was to find out the influence of these situations toward Margaret Hale’s personality development.
In collecting the data and some theories, the writer did some library research such as choosing some books and visiting library. The primary and secondary data came from some books which deal with literature and psychology. Literary theories are taken from A Glossary of Literary Terms; The Novel in English, Literature: Structure, Sound and Sense; Reading and Writing about Literature and Unseens: An Introduction to English Poetry and English Novel for Overseas Students. The psychological theories are taken from Personality; Personality Development; The Handbook of Psychological Terms; Child Psychology; Perspective on Personality; and Psychology: Principles and Application.
21 CHAPTER IV
ANALYSIS
This chapter will be divided into six parts. In the first part, the writer will
analyze the characterization of Margaret Hale and continued by the analysis of the
characterization of other members of Margaret’s family. In the third part, the writer
will analyze the characterization of Margaret’s environment. In the fourth and fifth
part, the writer will find out the influence that they give, directly or indirectly, and
that contribute to the change of Margaret Hale personality. Sixth, the analysis will
find out the influence of family and environment condition on Margaret Hale’s
personality.
A. The Characteristics of Margaret Hale
A novel is written to reveal characters. This means that in a novel characters
are projected and described through the story by describing their physical and
psychological appearances. Not all characters play an important role. At least one
character appears to be the center of the story.
The main character that will be discussed in this undergraduate thesis is
Margaret Hale. Margaret Hale is the daughter of Richard Hale and Maria Hale.
Margaret grew up in a place named Helstone, in south of England, with her parents
and her brother. When she entered adolescence, Margaret was sent to live in London
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Milton when her father decided to become a private tutor. She is the youngest child of
The Hales. Margaret has a brother named Frederick. Among Mr. Hale’s children,
Margaret is favorite daughter for Mr. Hale, her father.
Physically, Margaret is described as a little girl who has large soft eyes (p.
12). Her beautiful eyes are admitted by Mr. Thornton. It is mentioned in chapter ten
that her eyes are full of light, half-laughter, and half-love (p. 75). Margaret is also a
beautiful girl (p. 80).
She sat facing him and facing the light; her full beauty met his eye; her round white flexile throat rising out of the full, yet lithe figure; her lips, moving so slightly as she spoke, not breaking the cold serene look of her face with any variation from the one lovely haughty curve; her eyes, with their soft gloom, meeting his with quiet maiden freedom (p. 59).
In this novel, Margaret is described as an introvert person. According to Mr.
Lennox, he said that Margaret will not tell anything except will only tell whether she
is not going to do this or that (p. 12).
One of Margaret’s first difficult moments in life is when she must break the
news to her mother of their remove to Milton. Her father has doubts which have
forced him to give up his ministry and move to a place where he is a stranger and can
start life a new as a private tutor without any reminders of his beloved Helstone. Mr.
Hale can not face his wife with the news, and he asks Margaret if she would very
Margaret did dislike it, did shrink from it more than from anything she had ever had to do in her life before...'It is a painful thing, but it must be done, and I will do it as well as ever I can. You must have many painful things to do'(35).
In chapter six, the narrator shows that part of the responsibility that Margaret
takes on is being strong for everyone else and keeping her own feelings inside.
Margaret's mother is upset that her husband did not come to her as a confidant when
he was first experiencing his "doubts" and is not involved much in the practicalities
of moving house. Mr. Hale is not much help either, so "Margaret's admirable sense
enabled her to see what was best and to direct how it should be done" (46). To the
servants it appears that Margaret does not care that she is leaving Helstone, the place
where she were grown up before moving to Milton.
They could not understand how her heart was aching all the time, with a heavy pressure that no sighs could lift off or relieve, and how constant exertion for her perceptive faculties was the only way to keep herself from crying out with pain. Moreover if she gave way who could act? (p. 50).
Margaret is known as a helpful person. When someone seems to look for an
assist, she kindly offers her help.
“Edith is asleep, Aunt Shaw. Is it anything I can do?”(p. 7).
In a situation, when the Hales just moved to the new house, Margaret offers
herself to prepare and make sure that the room for her mother is clean enough for
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Margaret also described as a child who loves her parents very much. She will do
everything to make them pleasant. She is rather to choose ironing or any kind of work
for her mother and father than being punished because of her careless speech (p. 71).
Margaret’s love for her parents can be seen when Margaret knew that her
mother has a serious ill, she wants to be her mother nurse. She is willing to learn
anything that Dixon, their servant, can teach her to. Margaret considers that as her
mother’s child, she has right to do everything for her mother. Although Mrs. Hale just
considers Margaret as a little child, Margaret is showing her insistence to look after
her mother. No matter how hard it will be Margaret still wants to try it. She tries to
give a comfortable situation and condition or her mother (p. 120).
Looking at the explanation of the narrator, Margaret’s behaviors, it can be
concluded that Margaret shows her kindness because she lives and grown up by
loving parents like Mr. Hale and Mrs. Hale. Since Margaret’s brother, Frederick,
joined the navy, she becomes the only child in the home. That condition makes
Margaret has a very close relationship with her parents. That is why Margaret is
willing to do everything for her parents, especially when Margaret’s mother
diagnosed with a serious disease. She does not want lose her mother. Margaret tries
as hard as possible to take care her mother and make her happy.
When Margaret was nine years old when she, she lived with her aunt, Mrs.
Shaw, and her cousin, the only child of Mrs. Shaw, Edith.
nurse, because it would disturb Miss Edith; and how she had cried as bitterly, but more quietly, till her newly-seen, grand pretty aunt had come softly upstairs with Mr Hale to show him his little sleeping daughter. (p. 8).
Margaret is flexible enough to adapt in different situation.
..Margaret saw she was no more wanted as shawl-bearer, and devoted herself to the amusement of the other visitors…(p. 9)
The narrator emphasizes Margaret’s obedient in chapter one.
Her aunt asked her to stand as sort of lay figure on which to display them, as Edith was still asleep. (p. 9).
Margaret is less confident.
“But I won’t try and describe it any more. You would only laugh at me if I told you what I think of it – what it really is.” (p. 11-12).
In the relationship with the others, Margaret is enthusiastic and easy to make
friends with anyone. She can interact and talk with anyone even strangers without
being afraid. Margaret is able to talk and discuss anything with Mr. John Thornton
(her father’s pupil), Nicholas Higgins (an industrial worker) and his daughters, Bessy
and Mary. She has capability to interact with them and they welcome her very well.
Margaret went home, wondering at her new friends, and smiling at the man’s insight into what had been passing in her mind. From that day Milton became a brighter place to her. (p. 69).
Margaret shows her cleverness when she involved in some discussion with
Mr. John Thornton, a pupil of her father, several times. The narrator characterizes
Margaret’s effort to show her cleverness from the beginning of the novel. It can be
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76-77). Margaret is able to utter her opinion and discuss about the quotation her
father mentioned. Margaret always tries to involve herself in discussing with
somebody else. It means that Maggie is known as a confident girl who dares to utter
her opinion. She is not timid to share what she thinks.
In her love life, Margaret is depicted as a person who is willing to sacrifice
her own happiness in order to show the love especially for her own family. She is
willing to sacrifice anything for the person she loves. When Margaret and her family
moved to Milton, her father has a pupil named Mr. John Thornton. He is one the
wealthy manufacturer (p. 61). Mr. Thornton’s mother, Mrs. Thornton, dislikes
Margaret. Although Margaret knows that Mr. Thornton’s mother dislikes her, she is
still willing to help and protect Mr. Thornton when there was a strike in Mr.
Thornton’s factory. She was injured. She sacrificed herself to show her love to the
person she loves.
In sum, in the novel, Margaret is depicted as an obedient and clever girl.
Sometimes, she is also depicted as a confident girl. In other parts of the novel, she is
often described as a person who acts without thinking herself. From the explanation
above, it can be concluded that most of the characterization of Margaret Hale can be
found through the description given by the narrator, reaction (the characters show her
personality from their action), and opinion of the others. In this part, problem
B. The Characterization of the Other Member of Margaret’s Family
1. The Characteristics of Mr. Hale
Mr. Hale is Margaret’s father. He is a kind and warm person although he feels
terrible because he had begun to question his faith. When asked to renew his vows,
Mr. Hale could not. Quitting his profession, Mr. Hale moved his wife and daughter to
Milton, in the north of England, where he took up work as a tutor.
Mr. Hale’s physical appearance is described as the following.
His blue-black hair was grey now, and lay thinly over his brows. The bones of his face were plainly to be seen – too plainly for beauty, if his features had been less finely cut; as it was, they had a grace if not comeliness of their own. (p. 15).
Mr. Hale was of slight figure, which made him appear taller than he really
was, when not concentrated, as at this time, with the tall massive frame of another.
The lines in her father’s face were soft and waving with a frequent undulating kind of
trembling movement passing over them, showing every fluctuating emotion; the
eyelids were large and arched, giving to the eyes a peculiar languid beauty which was
almost feminine. The brows were finely arched, but were, by the very size of the
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He is described as a good father, not typically temperamental person. Mr.
Hale in a situation asked his daughter Margaret to bring him some pears as a dessert
for them.
“Margaret, my child, you might have gathered us some pears for our dessert,” said Mr. Hale, as the hospitable luxury of a freshly-decanted bottle of wine was placed on the table. (p. 25)
Mr. Hale also loves his wife very much. His wife’s health is his main concern.
As he feels something happened with his wife’s health, he cannot hide that he is so
worry about her. He blamed himself for the decision to bring his family moved to
Milton.
“Do you think she has any hidden complaint? Do you think she is really ill? Has Dixon said anything? Oh, Margaret! I am haunted by the fear that our coming to Milton has killed her. My poor Maria!” (p. 104).
Mr. Hale is described as the wise person as well. In a situation, Mr. Hale
confessed that he does not pay attention to the workers in Milton as much as
Margaret does, but he realizes that the relation between the employer and the
employed in Milton does not work well. Even he has not been there to watch the
situation himself, he knew it by the story told by his daughter Margaret.
2. The Characteristics of Mrs. Hale
Mrs. Hale, Margaret’s mother, is a patient housewife. Even she is less happy
to be in Milton than Margaret and is dying, she does not want anyone know that she
is ill. She wants to see Frederick one last time, so Margaret secretly writes to him in
Spain, where he has been living. Frederick comes to visit the Hales in Milton, and
manages to stay hidden before she dies.
Mrs. Hales loves to live in Helstone. She cannot hold her feelings when his
husband plans to move from Helstone. She does not believe why her husband make
such decision while she thinks that everything is fine (p. 41). She thinks that is it still
possible for the bishop to set his husband right (p. 42).
“Mamma! Papa is going to leave Helstone!” she blurted forth.
“What makes you say so?” asked Mrs. Hale in a surprised incredulous voice. “Who has been telling you such nonsense?”
“Papa himself”, said Margaret, longing to say something gentle and consoling, but literally not knowing how. They were close to a garden-bench. Mrs. Hale sat down, and began to cry. (p. 41)
Besides, Mrs. Hale also an expressive woman.
It was long since Mrs. Hale had been in London; and she roused up, almost like a child, to look about her at the different streets, and to go gaze after and exclaim at the shops and carriages.
“Oh, there’s Harrison’s, where I bought so many of my wedding things. Dear! How altered! They’ve got immense plate-glass windows, larger than Crawford’s in Southampton. Oh, and there, I declare – no, it is not – yes, it is – Margaret, we have just passed Mr. Lennox. Where can he be going, among all these shops?” (p.53)
On the situation described below, Mrs. Hale can turn into a serious person.
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meant this speech for a little joke, and was vexed enough with her busy tongue when she found her mother taking it seriously.
“Yes! If anyone had told me, when I was Miss Beresford and one of the belles of the county, that a child of mine would have to stand half a day, in a little poky kitchen, working away like any servant, that we might prepare properly for the reception of a tradesman, and that this tradesman should be the only” – (p. 71)
In conclusion, Margaret’s family treats Margaret well. They often give
positives comments about Margaret. They accept Margaret because they love her.
Moreover, they always put Margaret in “only child” condition. In front of them,
Margaret is obedient daughter. She always be counted on.
According to M.J. Murphy in his book Understanding Unseens: An
Introduction to English Poetry & Novel for Overseas Student (1972: 161-173), there are nine ways to represent the characters. They are Personal description, Character as seen by another, Speech, Past Life, Conversation of others, Reaction, Direct comment, Thoughts, Mannerism.
C. The Characterization of Margaret Hale’s Environment
In the previous part, problem formulation number one has been answered. All
in once, those part explains and answer the question ‘what’ that is mentioned in the
theories in chapter two. The question what refers to the characteristics of the person
This part will answer the second question (what) that is needed to study
individual intensively. The question ‘what’ will refers to the characteristics of
Margaret’s environment. This part will examine the environmental characteristics of
Margaret. Those determinants cover people in the society represented by the
character of Mr. John Thornton and Mrs. Thornton that will be explained further
below.
The environment where Margaret spends most of her childhood here is at
Helstone. When she entered adolescence, Margaret was sent to live in London with
her aunt, Mrs. Shaw, and cousin, Edith Shaw. Edith and Margaret were the same age,
and became fast friends. Soonest after her father lost faith in religion, she and her
family move to another town, Milton-Northern. There she will meet John Thornton
who later they will fall in love often each other, and also makes friend with Bessy
Higgins, a dying young woman.
People in upper class society are very respectable. A family in the upper class
society has a power to control over the family in middle class society. Margaret’s
family does not come from upper class society. They are in middle class society.
Margaret is also not like a girl in upper class society such as Edith, her cousin.
1. The Characteristics of John Thornton
One of Mr. Hale's pupils is a local mill owner, John Thornton. He is young
and handsome. The first, Mr. Thornton, sees Margaret with an unknown man "with
32
After an encounter with a group of strikers, in which Margaret attempts to protect
Thornton from the violence, he proposes to her, telling her that he is in love with her;
she rejects his proposal of marriage.
Physically, Mr. Thornton is a tall, broad-shouldered man, and about thirty
years old (p. 60). In his face, the straight brows fell low over the clear, deep-set
earnest eyes, which without being unpleasantly sharp, seemed intent enough to
penetrate into the very heart and core of what he was looking at. The lines in the face
were few but firm, as if they were carved in marble, and lay principally about the lips,
which were slightly compressed over a set of teeth so faultless and beautiful as to
give the effect of sudden sunlight when the rare bright smile, coming in an instant and
shining out of the eyes (p. 75).
John Thornton’s kindness can be seen when he told her mother to offer help to
the Hales.
“Mother! I need hardly say, that if there is any little thing that could serve Mrs. Hale as an invalid, you will over it, I’m sure”.(p. 89)
In the early, Mr. Thornton grew up in poor family. When he was a child, his
father died. He was taken from the school and started to live in a small country town
as a employee in a draper’s shop. He struggled to keep savings little by little.
knowledge of goods). Week by week, our income came to fifteen shillings, out of which three people had to be kept. (p. 79).
His struggle when he was a child makes John is also known as an arrogant
person. He is success because of his struggle. In a situation, John underestimates
Margaret for not having to go to school and shows his proud for being well educated
in Milton.
“You never found of schools, Margaret, or you would have seen and known before this, how much is being done for education in Milton.” (p. 112).
Although sometimes John described as an arrogant person, he shows his
tender to other people. He brought some fruits for Mrs. Hale as his sympathy of Mrs.
Hale’s ill.
“Oh! It is so delicious!” said Mrs Hale in, in feeble voice. “How kind of him to think of me! Margaret, love, only taste these grapes! Was it not good of him” (p. 199).
John loves Margaret very much.
“Oh, my Margaret – my Margaret! No one can tell what you are to me! Dead – cold as you lie there, you are the only woman I ever loved! Oh, Margaret – Margaret!” (p. 168).
In chapter twenty six, the narrator emphasizes John’s feelings toward
Margaret.
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2. The Characteristics of Mrs. Thornton
Mrs. Thornton’s physical appearance is described as a large-boned lady, long
past middle age…Her features, like her frame, were strong and massive rather than
heavy (p. 71-72).
Mrs. Thornton, who dislikes Margaret, and her son's affection for her,
surmises that Margaret acted as she did out of love for Mr. Thornton.
“John! Is that you?”
Her son opened the door, and showed himself.
“What has brought you home so early? I thought you were going to tea with that friend of Mr. Bell’s; that Mr. Hale.”
“So I am, mother, I am come home to dress!”
“Dress! Humph! When I was a girl, young men were satisfied with the dressing once in a day. Why should you dress to go and take a cup of tea with an old parson?”
“Mr. Hale is a gentleman, and his wife and daughter are ladies.”
“Wife and daughter! Do they teach too? What do they do? You have never mentioned them.”
“No! mother, because I have never seen Mrs. Hale; I have only seen Miss Hale for half an hour.”
“Take care you don’t get caught by a penniless girl, John.” (p. 72)
In chapter eighteen and thirty eight, the narrator emphasizes Mrs. Thornton’s
dislikeness toward Margaret. She forbids John to stop talking about Margaret if his
son wants her to be kind to Margaret. Mrs. Thornton herself does not know whether
she will like or dislike Margaret when she is with her, but she admits that she hates
Margaret when she is thinking of her or hears his son talking of her (p. 134).
Before Margaret’s mother die, she wants Mrs. Thornton to be someone that
can give loves to Margaret. But Mrs. Thornton herself seems began to forget about
You promised Mrs Hale to be that woman!
“No!” said Mrs Thornton. “I am happy to say, I did not promise kindness and gentleness, for I felt at the time that it might be out of my power to render these to one of Miss Hale’s character and disposition. I promised counsel and advice, such as I would give to my own daughter…(p. 290).
Mrs. Thornton overprotected on her son very much. She does not allow her
son has close relationship with Margaret. She thinks that such a girl like Margaret is
only amazed because of his son’s rich. She hates Margaret very much (p. 73).
Mrs. Thornton overprotected on her son because she is jealous with Margaret.
“My son is not the one to tell of his own doings. May I again ask you Miss Hale, from whose account you formed your favourable opinion of him? A mother is curious and greedy of commendation of her children you know.” (p. 107).
Mrs. Thornton also forbids her daughter Fanny to make friendship with
Margaret. She thinks that Margaret will do no good for her daughter Fanny.
“Fanny!” said her mother, as they drove away, “we will be civil to these Hales: but don’t form one of your hasty friendships with the daughter. She will do you no good, I see. The mother looks very ill, and seems a nice, quiet person.” (p. 93).
Mrs. Thornton also underestimates Margaret indirectly.
“South country people are often frightened by what our Darkshire men and women only call living and struggling. But when you’ve been ten years among a people who are always owing their betters a grudge, and only waiting for an opportunity to pay it off, you’ll know whether you are a coward or not, take my word for it.” (p. 109).
The theory of characterization proposed by Murphy (1972: 161-173) is used
to get better understanding about the characters’ personality and may help the writer
36
From the explanation above, it can be concluded that Mr. John Thornton can
accept Margaret very well with her social status. He did not give negative opinion on
Margaret’s social status. Mrs. Thornton has different opinion. She cannot accept
Margaret because she comes from middle class society. Furthermore, she forbids her
son, John Thornton, and her daughter, Fanny, to have a close relationship with
Margaret.
D. The Influences of Margaret’s Family
In the previous part, problem formulation number two has been answered. All
in once, those part explains and answers the question “what” that is mentioned in the
theories in chapter two. The questions “what” that refers to the characterization of the
person, family, and environment have been explained.
According to Hurlock, family takes part in developing one’s personality.
Family is the closest environment for children in their early years and will determine
their first attitude. Children also get their first values and social activities from their
family. Kalish also states that parents and other significant figures probably have the
greatest influence on the formation of values and attitudes. Margaret Hale, as a child,
also gets the same situation. She gets her first values from her family, and is
influenced by their attitudes.
The characters that represent Margaret’s family are Mr. Hale, and Mrs. Hale.
1. The Influence of Mr. Hale
Margaret lives with her parents, Mr. Hale and Mrs. Hale. She was like the
only children since her brother, Frederick, join the Navy. Her father is a tutor. This
condition made Margaret becomes a critic person.
In a chance of discussion between Mr. Hale, Margaret, and John Thornton,
Margaret debates on Mr. Thornton’s explanation. She is not afraid in uttering her
thinking toward the quotation that they’ve been discussing and to disagree with
other’s opinion.
“You are mistaken,” said Margaret, roused by the aspersion on her beloved South to a found vehemence of defence, that brought the colour into her cheeks and the angry tears into her eyes. “You do not know anything about the South. If there is less adventure or less progress – I suppose I must not say less excitement – from the gambling spirit of trade, which seems requisite to force out these wonderful inventions, there is less suffering also…You do not know the South, Mr. Thornton,” she concluded, collapsing into a determined silence, and angry with herself for having said so much. (p. 77-78)
The narrator emphasizes Mr. Hale’s kindness that gives Margaret secure and
comfortable situation for her when she is close with her father.
Margaret hesitated before she replied. She did not like this authoritative questioning. Mr. Hale came in, as he thought, to the rescue (p. 107).
Margaret imitates her father’s spirit as she lives and has a close relationship
with him. The narrator shows how Margaret admiring his father’s spirit in a following
situation.
38
consider how desirable something of the kind would be to her father, whose spirits, always feeble, now became too frequently depressed, and whose health, though he never complained, had been seriously affected by his wife’s illness and death (p. 316).
2. The Influence of Mrs. Hale
In previous explanation, Margaret’s relationship with Mrs. Hale, her mother,
is very close. She prefers to do any kind of work than being punished because of her
careless speech.
“Oh, mamma!” said Margaret, lifting herself up, “don’t punish me so for a careless speech. I don’t mind ironing, or any kind of work, for you and papa. I am myself a born and bred lady through it all, even though it comes to sourcing a floor, or washing dishes. I am tired now, just for a little while, but in half an hour I shall be ready to do the same over again. And as to Mr. Thornton’s being in trade, why, he can’t help that now, poor fellow. I don’t suppose his education would fit him for much else.” Margaret lifted herself slowly up, and went to her own room, for just now she could not bear much more. (p. 71)
Margaret’s generosity affected by her mother. In a situation, when she visited
her friend’s house, Bessy Higgins, she offers her some of money and some food for
Bessy’s family. She does not want anyone know what she did.
“Let me bring you what money I can spare, - let me bring you a little food for that poor man’s children. Don’t let them know it comes from anyone but your father. It will be but little.” (p. 145).
In chapter thirty, a difficult moment for the Hales, the death of Mrs. Hale,
shows how close Mrs. Hale’s relationship with the other members of family. Since
Margaret was a child, she lives as the only child for the Hales. She received good
treatment from her parents. It is shocking to lose a figure like her mother (p. 157).
Before the night of that day, Dr. Donaldson’s opinion was proved to be too well founded. Convulsions came on; and when they ceased, Mrs Hale was unconscious. Her husband might lie by her shaking the bed with his sobs; her son’s strong arms might lift her tenderly up into a comfortable position; her daughter’s hands might bathe her face; but she knew them not. She would never recognize them again, till they met in Heaven. (p. 231).
Although Mrs. Hale’s death makes Margaret very upset, she realizes that from
that on she must be strong for her father and brother.
Then Margaret rose from her trembling and despondency, and became as a strong angel to comfort to her father and brother. (p. 231).
From the explanation above, the writer conclude that Margaret received good
treatment from her parents. As stated in the chapter two, the writer use theory from
Harlock. Harlock states that one’s personality develops under the influence of people
around him or her, and that family and environment have a role in forming a child’s
personality (1974: 234-352).
Kalish (1973: 55) states that parents and other significant figures probably
have the greatest influence on the formation of values and attitude because first,
40
reward for the attitudes they like or give punishment for the unacceptable attitudes.
Second, parents provide models that their children consciously and unconsciously
copy. Third, parents live in such a way that the children internalize their values
regarding education, God, humanity, and work. Since a child hears his parents’ ideas
and other relatives’ even in a limited portion in his first few years, he tends to
internalize these ideas without much conflict. Moreover, parents and other significant
figures are the closest people who have interaction with children and it is easier to
take their values rather than other people’s values.
In this case Margaret’s personality influenced by her parents. Good treatment
from her parents forms her personality into an obedient girl. Sometimes there are
struggles inside herself, which sometimes disagree with what the other family meant,
but she is keeping that own feelings inside her. Theories which are applied on this
undergraduate thesis are proved.
E. The Influence of Margaret’s Environment to the Development of Her
Personality
In his book, Hurlock explains that there is one more factor that influences
children personality development. This factor is environment in which the individual
lives. The environment where Margaret lives is at Milton-Northern, and interacts
1. The Influence of John Thornton
John Thornton’s kindness can be seen when he told her mother to offer help to
the Hales.
“Mother! I need hardly say, that if there is any little thing that could serve Mrs. Hale as an invalid, you will over it, I’m sure”.(p. 89)
In the previous part, it is explained that one of John’s characteristics is
arrogant. This arrogance seems has something in relation with his childhood. His
family starts from a simplicity family. Then John and his family worked harder and
harder. Until they finally can have their own manufacture.
“I am not speaking without book. Sixteen years ago, my father died under very miserable circumstances. I was taken from school, and had to become a man (as well as I could) in a few days… We went into a small country town, where living was cheaper than in Milton, and where I got employment in a draper’s shop (a capital place, by the way, for obtaining a knowledge of goods). Week by week, our income came to fifteen shillings, out of which three people had to be kept. My mother managed so that I put by three out of these fifteen shillings regularly…I believe that this suffering, which Miss Hale says is impressed on the countenances of the people of Milton, is but the natural punishment of dishonestly-enjoyed pleasure, at some former period of their lives. I do not look on self-indulgent, sensual people as worthy of my hatred; I simply look upon them with contempt for their poorness of character.” (p. 79-80)
From the explanation above, John’s characteristic raise Margaret’s bravely.
She cannot stand being accused and underestimated by people in her environment. In
a conversation, she utters her feelings toward John’s act.
“No, I see you do not. You are unfair and unjust.”
42
himself at her feet, and kissed the hem of her garment. She did not speak, she did not move. The tears of wounded pride fell hot and fast. (p. 182).
2. The Influence of Mrs. Thornton
Besides the influence of family, one’s personality is also shaped and
influenced by their environment in which the individual lives.
In the previous part, Mrs. Thornton is described as an arrogant person and she
forbids her daughter to make friends with Margaret.
“Very probably,” said Mrs. Thornton, in a short displeased manner. “I merely thought, that as strangers newly come to reside in a town which has risen to eminence in the country, from the character and progress of its peculiar business, you might have cared to visit some of the places where it is carried on; places unique in the kingdom, I am informed. If Miss Hale changes her mind and condescends to be curious as to the manufactures of Milton, I can only say I shall be glad to procure her admission to print-works, or reed-making, or the more simple operations of pining carried on in my son’s mill. Every improvement of machinery is, I believe, to be seen there, in its highest perfection.” (p.92)
In a night before Mrs. Hale’s funeral, Mrs. Thornton sent a note saying that at
her son’s desire, their carriage should attend the funeral, if it would not be
disagreeable to the family. Margaret refused Mrs. Thornton’s statement.
“Oh, don’t let us have these forms, ‘said she. ‘Let us go alone – you and me, papa. They don’t care for us, or else he would have offered to go himself, and not have proposed this sending an empty carriage.” (p. 247).
Social attitudes and behavior of children may be influenced by people they
associate. Carver and Scheier (1996: 146) state, “Peers are important influences on
different. If that happens, it is an environmental influence that is not shared by
siblings. They also state adults outside the home may also influence young children’s
social attitudes and behavior when children associate with them. They will strive to
keep up with them, and by doing so, they develop more mature patterns of behavior
than their mates of their age.
In a situation, Mrs. Thornton treated Margaret as a deaf person. She intended
to spoke loudly and distinctly.
“Here is Mr. Lowe come to see you.”
Mrs. Thornton spoke loudly and distinctly, as to a deaf person. (p. 171).
In this case, Margaret received bad treatment from her environment. Mrs.
Thornton always underestimates Margaret. She even hates Margaret since before they
met each other yet. She forbids her daughter, Fanny, and son, John, to make friends
with Margaret. Mrs. Thornton considers that girl from middle class like Margaret
does not need to make friends with those from upper class like her and family. In
other part, John Thornton also underestimates Margaret. He thinks that Margaret does
not found of school and should try for being educated in Milton like himself.
F. Margaret Hale’s Personality Development under the Influence of Her Family
and Environment
If we study individuals intensively, we want to know what they are like, how
they became that way and why they behave as they do (Pervin and John, 1996: 4). In
44
question “what” refers to the characteristics of person. Part B and C answer the
question “what” refers to the characteristics of family and environment. This part will
explain how people in Margaret’s surrounding (family, and people in upper class)
influence Margaret’s personality development. All at once, this part will answer
problem formulation number three.
Margaret Hale lives in two different environments. When living at Helstone
with her family, everything seems just be fine. She becomes the only child – since her
brother Frederick join in a Navy – at home. The change of lifestyle shocks Margaret,
who sympathizes deeply with the poverty of the workers and comes into conflict with
John Thornton, the owner of a local mill, also a friend of her father. After an
encounter with a group of strikers, in which Margaret attempts to protect Thornton
from the violence, he proposes to her, telling her that he is in love with her; she
rejects his proposal of marriage, mainly because she sees it as if it were out of
obligation for what she had done. Later, he sees her with her fugitive brother, whom
he mistakes for another suitor, and this creates further unresolved conflict. Margaret,
once she believes she has lost his affection, begins to see him in another light, and
eventually they are reunited. Walks on city streets engage Margaret in the industrial
city's life. Although it is at first "a trial" for her to share streets with throngs of
millworkers, she meets Nicholas and Bessy Higgins while out on a walk; she enters
their working class neighborhood, not once but many times.
Margaret's goal is complete control over herself. She is at her weakest when
within, she must appear cool on the outside. This is perhaps a defense mechanism that
was developed during her time living in London when she was often in the shadows
cast by Edith. Margaret receives a letter from Edith and wishes that she could have
just one day of the carefree life her cousin enjoys, because she feels so old now, much
older than her years.
All the people’s and environment’s treatment that is received by Margaret in
her childhood make Margaret feel inferior and always has desire to be loved. In
addition, Margaret cannot accept herself. She compares herself with Fanny like what
people in her surrounding do. Margaret also cannot dependent.
Margaret learns to be independent since she was a child. Mr. and Mrs. Hale
who become her idol influence all her decision. Margaret cannot make a decision for
her own life. Margaret allows Mr. and Mrs. Hale to lead her way. They decide all the
things for Margaret’s life. It makes Margaret cannot build her own life and feels her
own happiness. Margaret is not able to know that she is a unique person who has
many capabilities. She is very passive when she was a child. Margaret always does
what people in her surrounding ask her to do. She cannot refuse their request. But,
when she comes to adolescence, Margaret begins to realize her willing. She starts to
think about her own life and feels her own happiness.
In previous part, the characteristic of Margaret, she is depicted as an active
girl. She has enthusiasm in doing many things although people in her surrounding
often act that she is only a child. But treatments and evaluation that she receives
46
her life. She does not have a bravery to show disagreement or to show her own
feelings. She is keeping her own feelings inside.
In understanding Margaret Hale’s personality development, the writer applies
some psychological theories. To analyze family and environment influence to
Margaret Hale’s personality, the writer applies Hurlock’s theory of factors that
influence one’s personality (1974: 234-352). Hurlock’s theory shows that family and
environment have the great influence in shaping one’s personality.
In sum, Margaret’s bad treatment from her environment becomes the
important point in her personality development. She faces difficult situation, beside
the industrial environment, people who underestimates her. Margaret begins to show
her disagreement bravely. She cannot accept being underestimates.
Carver and Scheier state, “Peers are important influences on growing
children”. The differences in peer group may cause people to become different. If that
happens, it is an environmental influence that is not shared by siblings. They also
state adults outside the home may also influence young children’s social attitudes and
behavior when children associate with them. They will strive to keep up with them,
and by doing so, they develop more mature patterns of behavior than their mates of
their age. (1996: 146).
Erikson’s stage five quotation by Worchel, Stephen, and Shebilske (1989:
74-75) states that in this stage adolescent begin to sense their individuality and become
aware that they have to control their own destiny and to define themselves and their
