AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
IKA CHRISNAWATI KURNIADI Student Number: 034214019
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
IKA CHRISNAWATI KURNIADI Student Number: 034214019
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
By
IKA CHRISNAWATI KURNIADI Student Number: 034214019
Yogyakarta, June 30, 2007. Faculty of Letters
Rejoicing in hope,
patient in tribulation,
continuing steadfastly in prayer
Dedicated to
Papa JC,
my beloved parents,
my brothers,
thesis writing. I am so grateful that Jesus Christ always strengthens me when I am
weak and never leaves me alone when I need ideas and encouragement.
I would like to express my gratitude to my advisor, Dra. Th. Enny
Anggraini, M. A., for the precious times, ideas, supports, and suggestions during
the consultation, and for her patience in reading and putting right the mistakes in
my undergraduate thesis. I also thank my co-advisor, Ni Luh Putu R., S. S., M.
Hum., for the pleasant discussion and for the correction of my inaccuracies in
writing the thesis. I thank all lecturers for their guidance during my study, and the
USD staffs for being very helpful in the process of my study.
I would like to show my gratitude to my beloved parents for their
encouragements, to both of my brothers, and to my little niece, Selyne, who
always comforts me with her smile.
I am grateful for having the ‘Lemoterz’ – Melmot, Grace, B-Daq, T-tyn,
and Ocha – as my best friends at any times during my study in Jogja. Their
uniqueness and support will always stay close to my heart. I am indebted for the
ideas and support from my ‘zeal’ during my thesis writing. The last but not the
least, I also thank to Vina, Irene, Yona, C’Joice, Ita for their prayer, and to my
team in KKN – Grace, Frida, Prita, Putri – for the good teamwork.
APPROVAL PAGE ………. ii
CHAPTER II: THEORETICAL REVIEW ………... 5
A. Review of Related Studies ……… 5
B. Review of Related Theories ……….. 8
1. Theory of Character and Characterization ...………….. 8
2. Maslow’s Hierarchy of Needs ………... 10
3. Theory of Human Motivation ……… 12
4. Theory of Interpersonal Attraction ……… 16
5. Theory of Love ……….. 18
A. The Portrayal of Mr. Lewisham’s Achievement Motivation …. 27 1. Mr. Lewisham’s Behavior and Characteristics ……….. 28
2. Mr. Lewisham’s Environment ...………. 32
B. Factors that Obstruct Mr. Lewisham’s Achievement Motivation and the Result ...……….. 34
1. Conflict with Previous Habits ……….………... 34
2. Conflict between Motives ……….. 40
Lewisham. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University.
The main subject of this thesis is taken from one of H. G. Wells’ novels entitled Love and Mr. Lewisham. Considering human needs, Mr. Lewisham as the main character in the story undergoes a conflict between his love needs and esteem needs. His achievement motivation, as the representation of his esteem needs, confronts several obstacles since the matter of love comes into his life. Mr. Lewisham’s choice to ignore his achievement motivation brings him into failures and dreary domesticity with a girl named Ethel Henderson.
There are two objectives in this study. The first is to find out the way Mr. Lewisham’s achievement motivation is portrayed in the novel. Then it also aims to discover some factors that obstruct Mr. Lewisham’s achievement motivation and the results towards his life.
Library research was employed as the method of this study. The writer used H. G. Wells’ Love and Mr. Lewisham as the primary source, while other references related to the novel were applied as the secondary sources. In order to answer the problems, psychological approach was employed together with theories on character and characterization, human needs, human motivation, interpersonal attraction, and love.
Lewisham. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas
Sanata Dharma.
Pokok pembahasan utama tesis ini bersumber dari salah satu novel karya H. G. Wells yang berjudul Love and Mr. Lewisham. Berbicara mengenai kebutuhan manusia, Mr. Lewisham sebagai tokoh utama dalam cerita ini mengalami konflik antara kebutuhan akan kasih sayang dengan kebutuhan akan penghargaan diri. Ketika dia mulai mengenal cinta, motivasi pencapaian Mr. Lewisham sebagai lambang atas kebutuhan akan penghargaan dirinya menghadapi beberapa hambatan. Pilihan Mr. Lewisham untuk mengabaikan motivasinya tersebut mengakibatkan dia gagal dalam karirnya dan hidup dalam rumah tangga yang kurang harmonis bersama Ethel Henderson.
Ada dua tujuan dalam studi ini. Yang pertama yaitu untuk mencari bagaimana motivasi pencapaian Mr. Lewisham digambarkan dalam novel tersebut. Kemudian studi ini juga bertujuan untuk menemukan beberapa faktor yang menjadi penghambat bagi motivasi pencapaian Mr. Lewisham dan bagaimana dampaknya terhadap kehidupan Mr. Lewisham.
Studi ini menggunakan metode studi pustaka. Penulis memakai novel karya H. G. Wells berjudul Love and Mr. Lewisham sebagai sumber utama, sementara referensi lain yang berkaitan dengan novel tersebut dijadikan sebagai sumber kedua. Guna menjawab permasalahan, pendekatan psikologi diaplikasikan bersamaan dengan teori-teori tentang karakter dan karakterisasi, kebutuhan manusia, motivasi manusia, ketertarikan antar-perseorangan, dan cinta.
A. Background of the Study
Love, as one of the most misunderstood subject in this world, takes
significant role in every aspect of human’s life. Beginning with the birth of a
baby, for example, love is involved. It means human being cannot live without
love. Most people look for it all their life but seldom get enough of it. They may
remember it forever with its first encounter, but otherwise it may cause the most
painful condition for themselves (Hauck, 1983: 1). It has large scope, not only
love between man and woman, but it can be love between parents and children,
among friends, etc. According to Abraham Maslow, the needs of love should be
fulfilled after the primary needs – physical and safety needs – are satisfied
(Atkinson, 1983: 317). Therefore, many people courageously sacrifice everything
in their life in order to satisfy their love needs.
Herbert George Wells has portrayed this psychological phenomenon in his
novel entitled Love and Mr. Lewisham. It is written at the times Wells was very popular with his science fiction stories such as The Time Machine, The Island of Dr. Moreau, The Invisible Man, and The War of The World. This is Wells’ first serious novel of social manners, which he took much time to write. It is
essentially a memorial to his meeting with his cousin Isabel Wells, to be his first
1994: xxxix). However, the novel is not straightforwardly autobiographical
because actually Love and Mr. Lewisham is based on some parts of Wells’ own experiences of teaching as poor science student and of a prosaic youthful marriage
(Wells, 1994: xxxiv).
Love and Mr. Lewisham is a story of poor young science student – at the same time being a teacher – who has to choose between love and his ambition,
which is clearly shown by the Schema – the map of an ‘arranged career’ – in his
study-bedroom. Mr. Lewisham who lives in discipline to gain his dreams at his
very young age never thinks about the matter of love. Yet, Mr. Lewisham finally
forsakes his intellectual and professional ideals for the dull life of his marriage.
Bacon’s statement at the beginning of Love and Mr. Lewisham may describe a little bit about what the story is about:
Great Spirits, and great Businesse, doe keepe out this weake Passion . . . . yet Love can finde entrance, not only into an open Heart; but also into a Heart well fortified; if watch be now well kept (Wells, 1994: 1).
When we focus on our great dreams, we will not fully consider the passion in our
heart. Otherwise, when we begin to tolerate this feeling comes into our heart,
although this heart is well fortified, eventually we cannot avoid this passion
anymore. As the love has found an entrance to our heart, commonly it will affect
our emotion as what is experienced by the main character of this novel, Mr.
Lewisham.
In this thesis, the writer is interested in the psychological conflict between
first time has affected his mind, which is thinking about the Schema – as an
‘ordered sequence of work and success’ – that must be done rapidly. The way Mr.
Lewisham’s achievement motivation is portrayed in the novel, and several factors
that obstruct his achievement motivation and their results will be discussed further
in the analysis.
B. Problem Formulation
1. How is Mr. Lewisham’s achievement motivation portrayed?
2. What are the factors that obstruct Mr. Lewisham’s achievement motivation and
how are the results?
C. Objectives of the Study
In relations to the problems, this thesis has two objectives. The first is to
find out the way Mr. Lewisham’s achievement motivation is portrayed in the
novel. Then it intends to identify some factors that obstruct Mr. Lewisham’s
achievement motivation and the results towards his life.
D. Definition of Terms
Several terms in this thesis need to be clarified in order to avoid
misunderstanding. They are:
1. Obstruct
2. Motivation
According to Karen Huffman, motivation refers to factors within an
individual (such as needs, desires, and interests) that activate, maintain, and direct
behavior toward a goal (2000: 392).
3. Achievement
Webster’s Third New International Dictionary defines achievement as a result brought about by resolve, persistence, or endeavor (1981: 16).
4. Conflict
In Webster’s Third New International Dictionary, conflict means an emotional state characterized by indecision, restlessness, uncertainty, and tension
resulting from incompatible inner needs or drives of comparable intensity (1981:
477).
5. Vacillation
A. Review of Related Studies
A journalist, Ivor Brown, writes his opinion in 1923 about the difference
of Love and Mr. Lewisham from Wells’ other humorous novels such as Kipps
(1905) and The History of Mr. Polly (1910). Brown points out the figure of Mr. Lewisham – pity and thoughtful – and the vague beauty of the romance on grey
streets (Wells, 1994: 196). The poet Norman Nicholson also states the same idea
that the atmosphere of the novel is gloomy. He said that the life of student and
teacher should be happier than what is described in the novel (Wells, 1994: 197).
Henry James, one of Wells’ friends, has admitted that Love and Mr. Lewisham is true to life. It means the miserable story in the novel may also happen in everyone’s life. Therefore, James states further, “I have found in it
great charm and a great deal of the real thing – that is of the note of life, if not all
of it (as distinguished from the said great deal)” (Wells, 1994: 193). He admires
Wells’ ideas of writing the novel using humor and sorrow.
There is another less enthusiastic reply from Wells’ close friend, George
Gissing. He told Wells that he and his wife enjoy the novel very much. His wife –
Gabrielle – is delighted in ‘Mr. Chaffery’ and ‘Mr. Lagune’. Those two comical
characters attract her attention as a psychologist. Corresponding from France on 3
It is very well done, very fresh and full of life. The impression left upon me as I closed the book was one of strong pathos. That struggle with dire poverty and youth’s illusions! Your humorous method is responsible for much in the effect – in the originality of the whole thing. There is nothing not well seen – both by writer and reader, and many things very admirably realized by very simple means (Wells, 1994: 194).
Anthony West – the son of Wells and Rebecca West – years later
examines the autobiographical element in Love and Mr. Lewisham and finds out that it is his father’s first novel which deals explicitly with sexuality. However, he
claims that none of his father’s novels is straightforwardly autobiographical. West
argues further about the character of Mr. Lewisham in H. G. Wells and his Critics:
His Lewisham is a born loser, a better-than-average but still not a brilliant student, without means, who throws away his chances of an academic career and a decent life because he is hagridden by his need for sexual relationship. The educational powers that be who have given him his scholarship have offered him a devil’s bargain: he can have everything he wants from them on the one condition that, on his part, he must live against the grain of his physical being for a term of years. Mr. Lewisham cannot do it, and motivated solely by his desire to have a bedfellow, he sells himself short by plunging into a marriage that is fatal to all his prospects (1994: 194-195).
He then goes on to show his father’s difficulties in finishing the novel.
Wells’ knowledge has grown up rapidly and it forces him to revise the novel that
he is writing because he knows better about the right concept. It takes longer time
for Wells to finish the novel. Moreover, West added that Love and Mr. Lewisham
had become his father intention to bring revolution. He explains, “It was to be the
first of a series of novels, making up the greater part of his fiction, devoted to
young, and to encouraging them to demand the freedom to find their own ways to
happiness” (1994: 196).
Another critic comes from John Carey who shares his thought about
woman’s influence toward man. He argues, “…women notoriously use their sex
appeal to captivate young males and force them into marriage, thus trying them to
be breadwinning treadmill and effectively ending their lives as thinkers. This fate
overtakes Wells’ Mr. Lewisham, among others” (Wells, 1994: 199). This idea is
supported by Peter Kemp who gives harsh judgment on Ethel Henderson in the
novel. He believes that Ethel has been associated with fraudulence and deception.
Kemp also pays attention to the character of Mr. Lewisham:
Like many of Wells’ protagonists, Lewisham has a ‘dream of incessant unswerving work’. He intends to dedicate himself to learning, but female intrusion into his studiously disciplined existence soon puts paid to this – ‘in one year…all my hopes, all my ambitions, have gone’ – slumps into a dim domesticity. The book’s ending shows him – and perhaps the author – trying to make the most of this (Wells, 1994: 199).
Anna Kus Saparti in her undergraduate thesis analyzes the influence of the
two female characters – Ethel Henderson and Miss Heydinger – toward Mr.
Lewisham’s life. She finds that Ethel Henderson has negative role (destructive) in
Mr. Lewisham’s life, while Miss Heydinger has the positive role (supportive).
Therefore, she argues about the way Ethel Henderson leads Mr. Lewisham to
failure at the end of her analysis (1998: 49-51).
Another study about Love and Mr. Lewisham has been done by Matheus Budi in his undergraduate thesis. He identifies the messages of the novel
Mr. Lewisham’s character development through his attitude toward love. The
result is that Mr. Lewisham prefers to discover his love to Ethel Henderson than
to fight his dream for a great career in his life. Budi also stated that Ethel is a
realistic person, while Miss Heydinger is supporting Mr. Lewisham. Finally, there
are some messages that Budi gets from the whole analysis. They are courage,
assertiveness, responsibility in life, and free fight of an independent man to
choose his or her own decision with all the consequence of it in life (2000: 48-50).
After evaluating some of Herbert George Wells’ criticisms, this study
would like to develop further Anthony West’s opinion. Mr. Lewisham has thrown
away his chances of educational career for satisfying his need of sexual
relationship, which then leads him to unexciting domesticity. The position of this
study is to find out the factors that obstruct Mr. Lewisham’s achievement
motivation and the results toward his life. It is different from the previous study
because it scrutinizes Mr. Lewisham’s ambition which disappears at the end of
the story.
B. Review of Related Theories
1. Theory of Character and Characterization
In his book A Glossary of Literary Terms, Abrams describes characters as the persons presented in a dramatic or narrative work, who are interpreted by the
reader through what they say – the dialogue – and by what they do – the action.
moral nature for their speech and actions are called their motivation” (1985: 23).
This is supported by Robert Stanton’s statements in An Introduction to Fiction: A character’s reason for behaving as he does is his motivation. His specific motivation is his immediate reason, perhaps unconscious, for any particular speech or act. His basic motivation is an aspect of his general character: it is the continuing desire or intention that governs him throughout the story, the direction toward which almost all his specific motivations tend (1971: 17).
In fiction, there are two types of characters called “round” and “flat”.
Round characters usually become the major figures in a story. Since round
characters have a lot of individual and unpredictable human traits, they may be
considered as dynamic – they show their ability to change or to grow (Roberts,
1987: 120-121). Furthermore, E. M. Forster in Aspect of The Novel states, “It is only round people who are fit to perform tragically for any length of time and can
move us to any feelings except humor and appropriateness. A round character is
capable of surprising in a convincing way” (1927: 51).
In Fiction: An Introduction to Reading and Writing, flat characters basically cannot be differentiated from their group or class (Roberts, 1987: 121).
Therefore they are not individual, but representative. They are usually minor
characters, although not all minor characters are flat. Moreover Roberts states,
“Flat characters are mostly useful and structural in the stories. Usually they stay
the same; they are static, and not dynamic like round characters. They are not
developed, and because they are not central to the plot, they do not change or
grow” (1987: 121). This idea is supported by Forster who mentions that there are
The first is that they are easily recognized whenever they come in – recognized by the reader’s emotional eye, not by the visual eye that merely notes the recurrence of a proper name. Then the second is that they are easily remembered by the reader afterwards because they were not changed by circumstances (1927: 47-48).
Flat characters never, or hardly ever, surprise the reader. They are often quite
helpful, especially as comic characters (Van De Laar, 1963: 171).
Characters have particular personalities and physical attributes that
distinguish them from other characters. The process by which an author creates a
character is called characterization. According to Rohrberger and Woods, there
are two principal ways an author can characterize. The first is direct method – to
describe the physical appearance or intellectual and moral attributes of the
character. Then, the author may use dramatic method – describing the character
through the way he behaves or speaks in certain situation (1971: 20).
Looking at the theories of character above, the writer would like to apply
the theories from Abrams and Stanton to identify Mr. Lewisham’s motivation
through the way he speaks and acts. Then, the theory of characterization and types
of characters will support the writer’s analysis later.
2. Maslow’s Hierarchy of Needs
Abraham Maslow, one of the pioneers of humanistic psychology, believes
that all human beings have ‘basic biological needs’ which then appear into ‘higher
needs’. He calls this as hierarchy of needs because the position of need in the list
is determined by its order of importance to most people (Aiken, 1969: 115).
levels. The two lower levels – physiological needs and safety needs – are grouped
together as fundamental needs, then the next two levels – belongingness or love
needs and esteem needs – are grouped as psychological needs, and the top level is
self-actualization needs (Kasschau, 1995:144).
a. Physiological Needs
It takes the first level because it is the primary need of human being, for
example hunger, thirst, and so forth. Usually it is fulfilled for most people in the
society.
b. Safety Needs
It represents need for safety in the environment. People need to feel secure
and safe, out of danger, therefore they prefer familiar surroundings, secure jobs,
and insurance (Petri, 1981: 303).
c. Belongingness and Love Needs
Petri in Motivation Theory and Research says, “These needs involve a hunger for affectionate relationships with others, a need to feel part of a group, or
a feeling that one ‘belongs’” (1981: 303). The desire of these needs is constant, so
if there is an absence, it will cause loneliness, depression, social anxiety, etc.
d. Esteem Needs
It motivates someone to strive for achievement, strength, confidence,
independence, and freedom (Petri, 1981: 304). When it is satisfied, one has
feeling of self-confidence or self-worth. On the other hand, if it is not satisfied
e. Self-actualization Needs
It is the need to find self-fulfillment and realize one’s potential. It
stimulates people to test their abilities and to expand their horizon. Petri claimed
that the behavior of this kind of person is motivated by ‘being needs’ such as
truth, honesty, beauty, and goodness (1981: 305).
From those five levels of human needs, the writer will take two levels to
be analyzed deeper – belongingness or love needs and esteem needs – because
both of them take a role in Mr. Lewisham’s career development.
3. Theory of Human Motivation a. The Basic Ideas
At any certain time, a person is motivated by a variety of internal and
external factors, which are usually referred as intrinsic and extrinsic motivation.
Intrinsic motivation refers to motives based on internal desires and needs, while
extrinsic motivation refers to positive or negative external incentives, such as
rewards, punishment, praise, or money (Halonen, 1999: 330).
Murray in Motivation and Emotion states, “A motive is an internal factor that arouses, directs, and integrates a person’s behavior” (1964: 7). For human,
those internal conditions are divided into biological drives – basic needs like
water, food, oxygen – and psychological motives such as the needs of social
b. Motivation and Behavior
According to Edward J. Murray, the existence of a motive in general is
inferred from the goals a person selects and the rewards that are effective. He
added that the dominance of a theme in a person’s conversations, fantasies, and
dreams also suggests certain basic motives. Furthermore, he explains, “Inferring
motivation from behavior, is difficult and at times, misleading. This is because
behavior is determined not only by motivation, but also by the present situation
and past experience” (1964: 11).
Meanwhile, another perception comes from Floyd L. Ruch. In Psychology and Life he says:
Human motivation influences behavior in two ways. The first is that motives determine the direction of behavior and thus change the organism’s relation to its environment. Then, motives also make energy available for the activity required (1948: 376).
It is obvious that motivation is one of the key factors which determine how a
person will behave.
c. The Characteristics of Motivated Behavior
John Jung in his book Understanding Human Motivation describes some essential features of motivated behavior. First, any activities should be well
planned and done in a purposive or goal-directed behavior. Next, the individual
holds expectancies that specific behaviors will lead to the attainment of his
motivation. Then, energy is also involved to activate the individual on his
important, so that sustained effort can occur even if obstacles or setbacks occur”
(1978: 5).
Lester D. Crow gives an addition towards Jung’s description of motivated
behavior. He explains:
Related to persistence is the phenomenon of variability. While the person persists in his effort to achieve some satisfaction, he does not simply repeat the same act again and again. He will try different paths to the goal (1954: 288).
Moreover, in Psychology: An Introduction, it is stated that a motive is not likely to result in any behavior unless a person has freedom from anxiety and there is an
absence of conflicting motives (Kagan, 1972: 361-362).
d. Failures of Motivation
However, the progression of individual to attain his motivation may
undergo several obstacles. Based on his book General Psychology, Richard W. Husband finds that there are number of reasons why motivation may not be
successful. The first occurs when the situation does not appeal to the person
concerned. Husband explained that motivation should be designed to fit with the
interests of the individual (1940:160).
Then, it happens when the particular motive is not appropriate. It means
that each person may require different motivation. Next, failure of motivation
comes up when there is a conflict between motives. When two motives are
present, one triumphs and the other is not expressed (1940:161). Furthermore,
Husband states:
past experience, when the goal is not within reach, when interests have changed, and when there is vacillation (1940: 161-163).
e. Achievement Motivation
Human beings are motivated by social needs – such as achievement,
affiliation, and power – as well as physiological needs. Henry Murray, a
well-known psychologist, is interested in studying the achievement motivation. He
states, “It is the desire to accomplish something, to reach a standard of excellence,
to overcome obstacles and attain a high standard, and to expand effort to excel”
(Halonen, 1999: 348). In the context of Maslow’s hierarchy of needs, the need for
achievement would be associated with one of the higher levels, esteem needs
(Sdorow, 2002: 345).
In Psychology: Contexts and Applications, there are some significant aspects of achievement. The extremely important aspect is effort. It is under a
person’s control and capable to change. The next is goal setting and planning,
which often work in concert. When people set goals, they need to plan how to
reach the goals. Goals help individuals to reach their dreams, increase their
self-discipline, and maintain interest. And the last aspect is monitoring the progress
toward the goal (Santrock, 2005: 449). Santrock adds, “Researchers have found
that high-achieving individuals monitor their own learning and systematically
evaluate their progress toward their goals more than low-achieving individuals
do” (2005: 449).
The other characteristics of achievers are further explained by David C.
People high in achievement motivation tend to seek out and do better at moderately challenging tasks, take personal responsibility for their performance, seek performance feedback on how well they are doing, and try new and more efficient ways of doing things (1985: 251).
Meanwhile, according to Jung, individuals with high achievement motivation will
struggle harder if they perceive a possibility between present achievements and
future consequences (1978: 164). Another explanation in Motivation and Emotion
gives more details about the characteristics of achievers. It is stated there that
achievers also tend to have self-confidence and to prefer concrete knowledge of
the results of their work (1964: 100). Furthermore, Murray describes:
They get good grades. They are active in college and community activities, choose experts rather than friends as working partners, and are resistant to outside social pressure. They enjoy taking moderate risks in situations that depend on their own ability, but not when it comes to pure chance situations, such as horserace betting (1964: 100).
Those theories are very useful for the writer since it is the main subject
that is going to be analyzed later. The writer can identify what kind of motivation
that Mr. Lewisham has, and how it influences his behavior. Moreover, the
theories may help the writer to find the factors that become the obstruction of Mr.
Lewisham’s motivation.
4. Theory of Interpersonal Attraction
Human being is social creature who cannot live alone without any
interactions with others. An interaction happens when there is a relationship
between one and another, therefore interpersonal attraction often takes role in it.
positive or negative feelings toward another” (2000: 594). According to Atkinson,
there are three determinants of interpersonal attraction such as physical
attractiveness, proximity, and similarity (1983: 551). Huffman added that usually
physical attractiveness and proximity are more prominent in the beginning steps
of relationship, while similarity is very significant to keep a long-term
relationship (2000: 594).
a. Physical Attractiveness
Having the physical properties – size, shape, facial characteristics, and
manner of dress – will attract other people’s preference toward someone
(Huffman, 2000: 594). Huffman states further, “Men prefer to mate with beautiful
young women, whereas women prefer to mate with men who have assets and
social status” (2000: 595). Physical attractiveness becomes important since people
– man and woman – hold certain perspective about attractive individuals. They
believe that physically attractive person has positive characteristics like positive
self-concept, assertiveness and self-confidence, cooperative, independent,
sociable, intelligent, and sexually warm (Atkinson, 1983: 554). However,
Atkinson assured that physical attractiveness is no longer important whenever a
marriage partner is being chosen (1983: 554).
b. Proximity
It involves geographic, residential, and other forms of physical closeness
(Huffman, 2000: 595). People who live in the same place or environment usually
influence the idea of attractiveness. When someone acts pleasantly, the better she
c. Similarity
It means a sharing of common interest, values, and beliefs. Huffman says,
“We tend to prefer, and stay with, people who are most like us; those who share
our ethnic background, social class, interests, and attitudes” (2000: 596). It seems
that situational circumstances also play an important role in similarity. Atkinson
explained that similarity might result in liking because people appreciate their
own opinions and preferences and enjoy being with others who confirm their
choices (1983: 553). The need compatibility – a sharing of similar needs – is
crucial for long-term attraction.
After reviewing some theories on interpersonal attraction from Karen
Huffman and Rita L. Atkinson, the writer finds that the three factors of
interpersonal attraction – physical attractiveness, proximity, and similarity – is
suitable to scrutinize the relationship between characters in Wells’ Love and Mr. Lewisham.
5. Theory of Love
Love has long been a familiar theme in our songs, stories, and everyday
lives. People are starved for love; they watch endless numbers of films about
happy and unhappy love stories, they listen to hundreds of trashy songs about love
– yet hardly anyone thinks that there is anything that needs to be learned about
love. Most of them see the problem of love primarily as that of being loved, rather
Erich Fromm in The Art of Loving stated that love is a vigorous power in human being that can unite him with others and can overcome the sense of
loneliness and separateness without losing his integrity (1956: 17). He also added
that love is not passive, but it is an activity of giving, not only receiving (1956:
18). Beyond the element of giving, the active character of love becomes obvious
that it always entails certain basic elements – care, responsibility, respect and
knowledge – to all forms of love (1956: 22).
According to Rollo May, love is a kind of tragedy because it conveys both
joy and destruction. He explains, “Sexual love has the power to propel human
beings into situations which can destroy not only themselves but many other
people at the same time” (1969: 109). People believe that love can motivate them
to move forward and get a better life (1969: 14). Most people commonly
experience this kind of love rather than to be destroyed by the love itself.
Paul Hauck in his book How to Love and Be Loved pointed out that being in love can affect us to behave unwisely and give us pain (1983: 5). Moreover, he
states another definition about love, “Love is that powerful feeling one has for
persons, animals or things that has satisfied, is satisfying, or will satisfy our
deepest desire and needs” (1983: 16). It means that when there is no satisfaction,
there will be no love anymore.
a. Passionate Love
Karen Huffman defines passionate love, also called romantic love, as “an
intense feeling of attraction to another person, within an erotic context and with
future expectations” (2000: 597). However, romantic love – which combines
cognitive, emotional, and behavioral elements – is typically short lived and it is
largely based on mystery and fantasy. A person who is experiencing passionate
love tends to be anxious with his or her partner, and to see the love object as being
perfect. When passionate love subsides, it may grow into companionate love,
which includes friendship, liking someone, mutual trusting, and wanting to be
with them (Kasschau, 1992: 342).
b. Companionate Love
In Psychology in Action, Huffman states, “Companionate love is based on admiration and respect, combined with deep feelings of caring for the person and
commitment to the relationship” (2000: 599). It is a strong feeling of attraction to
another person characterized by trust, caring, tolerance, and friendship.
Undoubtedly, this kind of love is believed to provide an enduring basis for
long-term relationships.
The idea of this stable love is supported by Robert Sternberg. Sternberg’s
triangular theory of love is made up of three parts. The first is intimacy, that is the
closeness two people feel and the strength of the bond holding them together. The
next is passion. Passion is love’s motivating aspect, which drives us to seek
when we realize that a relationship is love and we want to maintain the
relationship over time (Kasschau, 1992: 344).
Based on Fromm’s and Hatfield’s theories, the writer gets better
understanding about what is experienced by Mr. Lewisham after he meets Ethel
Henderson. This fact is also supported by Rollo May and Paul Hauck’s
statements.
C. Theoretical Framework
The reviews of related studies and theories are necessary in supporting the
analysis. Several studies that had been done by other researchers may give
additional information toward this study. Meanwhile, the theories that have been
explained before are needed to scrutinize the problems stated in the problem
formulation.
The theories on character and characterization are applied to find out the
characteristic of the male main character, that is Mr. Lewisham, because he plays
significant role in the whole story. Secondly, the theories on human motivation
will be used to explain the kind of motivation that Mr. Lewisham has and also
how his motivation determines his behavior.
Then, the theory of interpersonal attraction is very suitable to identify Mr.
Lewisham’s first impression toward Ethel Henderson. In analyzing Mr.
Lewisham’s needs, the writer chooses Abraham Maslow’s hierarchy of needs,
especially the love needs and the esteem needs, because they give valuable
analyzing Mr. Lewisham’s love needs, the theory of love is used to show the
A. Object of the Study
The object of this study is a novel written by a British author, Herbert
George Wells, entitled Love and Mr. Lewisham. Wells starts working on Love and Mr. Lewisham in 1896 but it is not completed for another three years. It is published by Harper & Brothers on June 1900. The edition used in this study is
edited by Jeremy Lewis and republished by The Everyman Library in 1994. The
novel is printed in Great Britain. It consists of 189 pages and 32 chapters. The
publishing of the novel itself has brought different perspective for the readers in
terms of social life.
This novel has been made into TV series in England directed by
Christoper Barry. Originally telecasted in 1972, the British miniseries Love and Mr. Lewisham concerns the romantic travails of a British schoolteacher during the early twentieth century. The actor is Brian Deacon collaborated with Carolyn
Courage as Ethel Henderson, Robert James as Mr. Bonover, and Jane Lapotaire as
Miss Heydinger. The four 50 minutes installments of Love and Mr. Lewisham are beamed out by BBC2. It is based on H. G. Wells’ novel Love and Mr. Lewisham
and conducted by Martin Lisemore as the producer and Alun Richard as the
The story is simply about a man, named Mr. Lewisham, who has to choose
between the scientific dreams in his mind and the love that has just been found.
However, in the progression of achieving his dreams, love which has never been
thought before is suddenly disturbed his concentration. Sexual matters replace all
his ideals in life and at last take him to the dreary domesticity.
B. Approach of the Study
The approach that is applied in this study is psychological approach. It
would help to support the analysis of the male major character related to his needs
of love and the achievement motivation in his life. M. H. Abrams in his book A Glossary of Literary Terms states, ”Psychological approach deals with a work of literature as an expression of the state of mind and the structure of personality of
the individual author” (1985: 263). As an addition, according to David Daiches,
psychological approach is an approach that applies principles of modern
psychology to the behavior of the characters as a means of explaining and
interpreting the literary work (Daiches, 1981: 337).
After taking a look at those definitions, it seems that there is a close
relation between psychology and literature. The writer finds that these two
opinions about psychological approach are appropriate for this study. Besides it
relates to modern psychology such as human motivation and human needs, the
C. Method of the Study
Library research is employed as the method of this study. All the data are
taken from both printed texts and web site references. The primary source of the
data is taken from one of Herbert George Wells’ novel entitled Love and Mr. Lewisham. Another references related to the novel are used as the secondary sources, such as Rohrberger and Woods’ Reading and Writing About Literature; Robert Stanton’s An Introduction to Fiction; Edward J. Murray’s Motivation and Emotion; Floyd L. Ruch’s Psychology and Life; Richard C. Atkinson’s
Introduction to Psychology; Karen Huffman’s Psychology in Action; and Herbert L. Petri’s Motivation Theory and Research.
Rohrberger and Woods’ Reading and Writing About Literature, Murray’s
Motivation and Emotion, Ruch’s Psychology and Life, and Huffman’s Psychology in Action are needed to analyze the problem formulation number one, which is related to Mr. Lewisham’s achievement motivation. Whereas, Stanton’s An Introduction to Fiction, Atkinson’s Introduction to Psychology, and Petri’s
Motivation Theory and Research will be the basic sources to examine the problem formulations number two.
Some steps were taken in the analysis of the problem formulations. First,
after reading the novel for several times, the writer found that Mr. Lewisham as
the main character had a strong desire in gaining knowledge or it can be said that
he had an achievement motivation. Therefore, statements that indicate his
achievement motivation were underlined. In order to support the analysis, the
motivation. Based on Ruch’s theory, it was obvious that Mr. Lewisham’s
achievement motivation determines his behavior and affects his environment.
Second, the writer began to analyze why at the end of the story, Mr.
Lewisham fails to attain his goal. The writer found there are several factors which
become the obstruction of Mr. Lewisham’s achievement motivation. In this part,
the writer applied the psychological approach. The use of this approach proved
that Mr. Lewisham undergoes a conflict between his motivation and his love
needs. Therefore, Maslow’s hierarchy of needs, theory of love, and the theory of
interpersonal attraction are employed to explain the change of Mr. Lewisham’s
focus – from scientific matters into the matters of love. Then, the writer tried to
reveal some statements that show Mr. Lewisham’s confusion and his
disappointment of his own choice at the end of the story. At last, the writer made
a conclusion. In this part, the writer also checked whether the result of the
The analysis of the problem formulations is divided into two parts. For the
first part, the writer will reveal the achievement motivation in Mr. Lewisham’s
life. Then, the next part of this chapter presents the factors that obstruct Mr.
Lewisham’s achievement motivation and the results toward his life.
A. The Portrayal of Mr. Lewisham’s Achievement Motivation
Every one definitely has motivation in his life, whether it is achievement
motivation, affiliation motivation, or power motivation. Referring to Stanton’s
theory of character, someone’s reason for behaving as he does is his motivation
(1971: 17). It is seen in Mr. Lewisham as the male main character in H. G. Wells’
Love and Mr. Lewisham. Before the writer identifies further about Mr. Lewisham’s motivation in his life, the writer concludes that actually Mr.
Lewisham has a motivation to be a scientist. It implies that Mr. Lewisham has an
achievement motivation as what is said by Henry Murray in his theory. Murray
defines achievement motivation as the desire to accomplish something, to reach a
standard of excellence (Halonen, 1999: 348), which then in the context of
Maslow’s hierarchy of needs, the need for achievement would be associated with
Using the theories on human motivation, Mr. Lewisham’s achievement
motivation is portrayed through his behavior, which includes his characteristics as
a person with high need for achievement, and through his environment.
1. Mr. Lewisham’s Behavior and Characteristics
As it is said by Floyd L. Ruch that motives determine the direction of
behavior (1948: 376), in the story, Mr. Lewisham’s behavior is also determined
by his achievement motivation. In order to maintain the focus on his motivation,
Mr. Lewisham takes the decision to work in educational field. He realizes that to
attain his motivation, he should have broad experience and knowledge, which can
be gained, for example through his jobs.
From the first chapter of the novel entitled Introduces Mr. Lewisham, he has become an assistant master in Whortley Proprietary School, Whortley,
Sussex. By applying the direct method (Rohrberger and Woods, 1971: 20), H. G.
Wells describes Mr. Lewisham as a passable looking youngster of eighteen with
incipient moustache, fair-haired, and unnecessary pair of glasses to make himself
older. Mr. Lewisham wears ready-made clothes; his black jacket is dusted about
the front and sleeves with scholastic chalk (Wells, 1994: 3). Though Mr.
Lewisham is still young, it is a strict regulation that he is called ‘Mr.’ so that
discipline might be maintained.
It is noticeable that from the beginning of his career as an assistant master
in Whortley Proprietary School until the time after his marriage, Mr. Lewisham
An army crammer named Captain Vigours wanted someone energetic for his mathematical duffers and to teach geometrical drawing and what he was pleased to call ‘Sandhurst Science.’ He paid no less than two shillings an hour for his uncertain demands on Lewisham’s time. Moreover, there was a class in lower mathematics beginning at Walham Green where Lewisham was to show his quality. Fifty shillings a week or more seemed credible – more might be hoped for (Wells, 1994: 151).
Besides working as a teacher, Mr. Lewisham’s achievement motivation takes him
to a chance for studying under well-known experts in the Normal School of
Science, London. He learns many scientific subjects and always tries hard to get
good grades (Wells, 1994: 43).
John Jung states in his theory that one of the essential features of
motivated behavior is any activity should be well planned and done in a purposive
behavior (1978: 5). This is similar to what is done by Mr. Lewisham. In order to
motivate himself, he makes Schema and timetable which are hung in his bedroom.
The Schema contains the subject to be undertaken. However, there will be
modifications of the Schema as the experience widens (Wells, 1994: 5).
In this scheme, 1892 was indicated as the year in which Mr. Lewisham proposed to take his B. A. degree at the London University with ‘hons. in all subjects,’ and 1895 as the date of his ‘gold medal.’ (Wells, 1994: 4).
Then, attached by a drawing pin to the roof over the wash-hand stand, dangled the
timetable which arranged his daily activities. Never a moment for Mr. Lewisham
to be idle. Yet, his spirit to accomplish his achievement motivation is like a
devouring flame (Wells, 1994: 5). This fact is supported by Jung’s theory that
motivated individual should have energy for his performance (1978: 5).
Shakespeare – and then to school and duty. The timetable further prescribed Latin Composition for the recess and the dinner hour, (‘literature’ however, during the meal), and varied its injunctions for the rest of the twenty-four hours according to the day of the week (Wells, 1994: 4).
According to Santrock in his theory, three aspects such as goal setting,
planning, and monitoring in the individual’s achievement are important (2005:
449). However, those three significant aspects are also applied in Mr. Lewisham’s
life through the Schema and timetable that he had made. He has set his goal to be
a professor, and then he uses the Schema and the timetable as the tools to plan and
monitor all his accomplishment. In addition, Mr. Lewisham feels the advantages
of those Schema and timetable. They ease him to maintain his discipline, to be
punctual, and to make his activities well organized. It is seen in Chapter one:
Precisely as the church clock struck five Mr. Lewisham, with a punctuality that was indeed almost too prompt for a really earnest student, shut his Horace, took up his Shakespeare…(Wells, 1994: 7).
Two years and a half have passed and Mr. Lewisham was invited to go to
London and be paid a guinea a week for listening to lectures by T. X. Huxley and
Joseph Norman Lockyer in the Normal School of Science. These were the
lectures of his most ambitious dream, since both of the lecturers were well known
experts in scientific subjects (Wells, 1994: 43). In those times, Mr. Lewisham was
involved in college activities such as Socialism, Debating Society, and political
movement. Even he wanted to be the Luther of Socialism (Wells, 1994: 52). He
believed that human beings should not be happy while others near them were
wretched. Therefore, he showed his tolerance and bought that red tie (Wells,
grades; active in college and community activities; and choose experts rather than
friends as working partners (1964: 100), Mr. Lewisham’s participation in such
activities reveals that he has the characteristic as achiever.
During his studies, it is also apparent that Mr. Lewisham only has one
focus – his achievement motivation – as what is said by Kagan that an absence of
conflicting motives is one of the characteristics of motivated behavior (1972:
362). Furthermore, as a well-educated person, Mr. Lewisham has a value such as
honesty and truth. Therefore, Mr. Lewisham hates trickery and dishonesty as what
had happened in the séance (Wells, 1994: 55). This refers to Murray’s statements
that an achiever tends to have self-confidence and to prefer concrete knowledge as
the results of their work (1964: 100).
As Mr. Lewisham really focuses on his study, therefore he passed
monotonous life there. He was never seen having fun with his friends. One of
fellow-townsman gave comment on him after Lewisham’s presentation on
Socialism:
‘that beast Lewisham – awful swat. He was second last year on the year’s work. Frightful mugger. But all these swats have a touch of the beastly prig. Exams – Debating Society – more Exams. Don’t seem to have ever heard of being alive. Never goes near a Music Hall from one year’s end to the other’ (Wells, 1994: 47).
Otherwise, in the third year of his studies, Mr. Lewisham worked hard and
decided to do great things (Wells, 1994: 49). Every hard work and serious study
that Mr. Lewisham underwent have made him as the most promising student of
the year (Wells, 1994: 55). Jung’s theory that the persistence of behavior over
motivated behavior. One of the evidence is seen in Chapter 18, after he fails on
the Biological examination.
He was to be seen on each of the late nights amidst a pile of diagrams and textbooks in one of the less draughty corners of the Educational Library, accumulating piles of memoranda (Wells, 1994: 89).
Referring to the theory of human motivation by Edward J. Murray (1964:
11), the dominance of a theme in Mr. Lewisham’s conversations, fantasies, and
dreams suggest certain basic motives, in this case is his achievement motivation.
The theme of knowledge is always found in every aspects of Mr. Lewisham’s life.
Considering the timetable that manages his daily activities, it is obvious that
educational subjects, such as literature and foreign languages, always fulfill Mr.
Lewisham’s mind. Moreover, his jobs as a teacher can be an evident that he
always deals with knowledge.
From Mr. Lewisham’s life, it can be concluded that someone’s motives
truly affect the direction of his behavior. This is comparable to Abrams’
statements that the grounds in Mr. Lewisham’s temperament, desires, and moral
nature for his speech and actions are called his motivation (1985: 23).
2. Mr. Lewisham’s Environment
Based on Ruch’s theory of human motivation, Mr. Lewisham’s behavior
affects his surroundings. The first evidence is obviously seen in the room where
Mr. Lewisham lodged with Mrs. Munday at the little shop in the West Street. It
was an attic, with lead-framed dormer windows, a sloping ceiling, and a bulging
some places. Over the head of his bed, he hung texts written in a clear, bold,
youthfully ornate hand: ‘Knowledge is Power,’ and ‘What man has done man can
do’ (Wells, 1994: 3). Another text hanging on the wall over the wash-hand stand
was ‘Who would control others must first control himself’ (Wells, 1994: 4). The
writer believes that these texts represent Mr. Lewisham’s mottos in his life. He
will not forget those things; otherwise they always come afresh every morning in
his mind and become his spirit. Then, behind the door was the portrait of Carlyle
that indicated his interest on literature, especially in Carlyle’s works. And against
this, there was a manuscript list of French irregular verbs.
It takes, I have been told by an eminent scholar, about a thousand hours of sincere work to learn a language completely – after three or four languages much less – which gives you, even at the outset, one each a year before breakfast. The gift of tongues – picked up like mushrooms! Then that ‘literature’ – an astonishing conception! Could anything be simpler or more magnificent? In six years Mr. Lewisham will have his five or six languages, a sound, all-round education, a habit of tremendous industry, and be still but four and twenty (Wells, 1994: 4-5).
It turns out that Mr. Lewisham also has a private library with several kinds
of books, such as Jostling Shakespeare, Emerson’s Essays, and the penny Life of
Confucius (Wells, 1994: 4). However, those texts are not common texts, which
are usually read by people in general, but they prove that Mr. Lewisham is a man
who is knowledgeable. Furthermore, there are battered and defaced schoolbooks,
a number of the excellent manuals of the Universal Correspondence Association,
and exercise books as the indication that Mr. Lewisham likes reading as another
There is also Mr. Lewisham’s reward as the representation of his
intellectuality and his accomplishment. A trophy of bluish green South
Kensington certificates for geometrical drawing, astronomy, physiology,
physiography, and inorganic chemistry, adorns his further wall (Wells, 1994: 4).
His ability on several subjects proves that Mr. Lewisham has good characteristic
and broad understanding.
Another evidence is shown through Mr. Lewisham’s community. When he
studies in London, he makes friends with his lecturers and smart people. He also
involves in college discussion, college activities and communities, even he
performs his interest through Socialism (Wells, 1994: 51). All of these prove Mr.
Lewisham’s effort to fulfill his need for achievement.
B. Factors that Obstruct Mr. Lewisham’s Achievement Motivation and the Results
Apparently Mr. Lewisham’s effort to achieve his motivation confronts
obstacles. The factors that become the obstacles come from Mr. Lewisham
himself. Based on Richard W. Husband’s theory of failures of motivation (1940:
161-161), the writer identifies three factors that obstruct Mr. Lewisham’s
achievement motivation and their results.
1. Conflict with Previous Habits
Mr. Lewisham undergoes his daily life in the seriousness of his studies
having many friends (Wells, 1994: 47). The fact that Mr. Lewisham has been
kissed only three times by women since his babyhood shows that he rarely has
relationship with others (Wells, 1994: 114).
Mr. Lewisham started thinking about having relationship with someone
when there was a girl coming into his life. At that time, he was still an assistant
master in Whortley Proprietary School. He was seen in his bedroom, translating
Latin into English as what was written in his timetable. Suddenly his expression
changed when he was listening to a light tapping sound outside. He peered down
into the street and saw a hat delicately trimmed with pinkish white blossom, the
shoulder of a jacket, and just the tips of nose and chin (Wells, 1994: 5). Certainly
it was the stranger who sat under the gallery last Sunday. Then, Mr. Lewisham –
who was eager to know about the stranger – could not concentrate on his work.
He felt uncomfortable when he ignored his focus on his work.
‘This wandering attention!’ ha said. ‘The slightest thing! Where was I? Tcha!’ He made a noise with his teeth to express his irritation, sat down, and replaced his knees in the upturned box.
‘I can’t fix my attention,’ said Mr. Lewisham. He took off the needless glasses, wiped them, and blinked his eyes. This confounded Horace and his stimulating epithets! A walk?
‘Did ever man have such a bother with himself as me?’ he asked vaguely but vehemently. ‘It’s self-indulgence does it – sitting down’s the beginning of laziness’ (Wells, 1994: 5-6).
On the next day when Mr. Lewisham walked down the avenue to the park
with Horace in his pocket, the same girl wearing a straw hat adorned with white blossom was advancing towards him. She was so busy writing that evidently she
did not see him. Wells describes Mr. Lewisham’s odd attitude as if it is the first
Unreasonable emotions descended upon Mr. Lewisham – emotions that are unaccountable on the mere hypothesis of a casual meeting.
He began to expect almost painfully the moment when she would look up, though what there was to expect -!
He was near trembling with excitement. His paces, acts which are usually automatic, became uncertain and difficult. One might have thought he had never passed a human being before (Wells, 1994: 9).
It is obvious through the description of Mr. Lewisham’s emotion that he is
interested to the girl. However, the first impression on her beautiful eyes does not
last for a long time because he finds that the girl writes the imposition for one of
his student – Teddy Frobisher.
To find her doing this jarred oddly upon certain vague preconceptions he had formed her. Somehow it seemed as if she had betrayed him. That of course was only for the instant.
‘I say,’ he said, with protest still uppermost, ‘You oughtn’t to do this.’ ‘Do what?’
‘This. Impositions. For my boys.’
She knew him perfectly well, which was one reason why she was writing the imposition, but pretending not to know gave her something to say (Wells, 1994: 10).
As an intellectual person, Mr. Lewisham holds tight the value of honesty. He does
not know that the girl actually tells a lie by pretending it is the first time she meets
him. Though at the beginning he thinks awful about the girl, but then he tolerates
and forgives her mistakes just because she apologize and says that she is silly
(Wells, 1994: 11). This is Mr. Lewisham’s first unawareness about his own value
because he cannot defend his stand. He is amazed at her warmth, her soft voice,
and her gratitude towards him.
‘You won’t take any notice of it? Really!’ ‘Certainly not,’ said Mr. Lewisham.
He was chivalrous! The phrase acted like spur. He obeyed a foolish
‘I don’t mind,’ he said. ‘It’s nothing much’ (Wells, 1994: 12).
However, by having relationship with the girl, Mr. Lewisham’s achievement
motivation is disturbed and it brings negative effects towards the progression of
his accomplishment.
It is begun when Mr. Lewisham realized that there was not only
knowledge, which was important in this world, but there was another he never
thought of – it was about love. Referring to Erich Fromm’s theory that love is a
vigorous power in human being that can unite him with others and overcome the
sense of loneliness and separateness (1956: 17), in this situation, Mr. Lewisham
starts to experience what Fromm has defined. Love was the greatest of all things –
better than fame and knowledge. This great discovery – which meant the
beginning of his motivation’s destruction – flew in his mind like a flood. It was
clear that Mr. Lewisham was in love (Wells, 1994: 16). It was the first time for
him to experience a feeling like this. This is what is called as passionate love in
Kasschau’s theory of love (2000: 597). Therefore, Mr. Lewisham endeavors to
satisfy his love need.
This is followed by Mr. Lewisham’s dishonesty when Mr. Bonover – the
headmaster – asked him about the girl whom he met in the garden before. As it is
honesty and dropped his voice to a mumble when he answered Mr. Bonover’s
question (Wells, 1994: 24). Mr. Lewisham felt annoyed at his headmaster’s
attitude because he did not want his privacy to be disturbed. He could not control
his emotion anymore.
‘Confound him!’ said Mr. Lewisham, arguing the matter out with the bedroom furniture. ‘Why the devil can’t he mind his own business?’
‘Mind your own business, sir!’ shouted Mr. Lewisham at the wash-hand stand. ‘Confound you, sir, mind your own business!’
The wash-hand stand did.
‘You overrate your power, sir,’ said Mr. Lewisham a little mollified. ‘Understand me! I am my own master out of school.’ (Wells, 1994: 25)
After the disturbance, Mr. Lewisham abandoned his study and did the
tasks with slipshod energy or less concentration. He felt dilemma between his
passion to meet the same girl again and his timetable prescription.
The career constituent insisted that to meet and talk to this girl again meant reproof, worry, interference with his work for his matriculation, the destruction of all ‘discipline,’ and he saw the entire justice of the insistence. It was nonsense this being in love; there wasn’t such a thing as love outside of trashy novelettes (Wells, 1994: 25-26).
For several days he tried to avoid the girl when he returned from school, but it
could not last any longer. His belief in love was warm and living again, and his
heart was full of remorse for the previous days. His obsession with her was so
vivid that it distracted him when he taught the most teachable subject – algebra.
He took no notice of his career. He decided to go that afternoon after the school
hours, to see and speak to her again, and nothing should stop him. The thought of
Mr. Bonover arose only to be dismissed (Wells, 1994: 26). Unfortunately, that
afternoon Mr. Bonover asked him to supervise a cricket match. For a moment,
‘No,’ said Lewisham bluntly, saying all he was sure of, and forthwith racking his unpractised mind for an excuse. ‘I’m sorry I can’t oblige you, but…my arrangements…I’ve made arrangements, in fact, for the afternoon.’
Mr. Bonover’s eyebrows went up at this obvious lie, and the glow of his suavity faded (Wells, 1994: 27).
He insisted on his refusal to the duty, and this made Mr. Bonover disappointed.
For this time, Mr. Lewisham did not consider his respect for etiquette as what Mr.
Bonover thought.
Having a walk with the girl whose name was Ethel Henderson and being
kissed in his cheek made Mr. Lewisham very pleased. As Ethel went to London to
be a shorthand-typist for an elderly gentleman, then Mr. Lewisham dealt with the
neglected Schema by assuring it that she was his inspiration, and that he would
work for her a thousand times better than he could possibly work for himself.
However, that was certainly not true, and indeed he found himself unconcerned to
his theological examination of Butler’s Analogy (Wells, 1994: 36). Even, Mr.
Bonover dismissed him, so that he should apply for other teaching jobs and for a
place at the Normal School of Science in South Kensington. Mr. Lewisham went
to London in order to look for Ethel too. He felt sorry for his own career when
Dunkerley – one of his senior – asked him not to leave.
‘When?’ said Dunkerley.
‘End of next term,’ said Lewisham.
‘About this girl that’s been staying at the Frobishers’s?’ ‘Yes.’
‘She’s a pretty bit of goods. But it will mess up your matric next June,’ said Dunkerley.
A long time after his last meeting with Ethel in Whortley, Mr. Lewisham
met her again in the séances during his study in Normal School of Science. The
sweet memories between them in the past have aroused his desire, which was
almost lost because of his activities. His proximity with Ethel began to bother his
timetable and his principles. No consciousness of the practical destruction of the
career seemed to have troubled him at this time. Doubt has vanished from his
universe for a space (Wells, 1994: 105).
Once again, Mr. Lewisham undergoes conflicts with his previous habits.
Since Ethel Henderson comes into his life, the writer finds that he is always
defeated by his desire of satisfying his love needs, rather than to think twice about
his focus on his achievement motivation. Therefore, his achievement motivation
does not show significant progression because his attitude and habits have been
changed.
2. Conflict between Motives
The change of Mr. Lewisham’s good habits unconsciously causes a
conflict between his head and his heart. Mr. Lewisham is confused about what he
actually wants to reach in the meantime. Whether it is to continue his desire to
gain knowledge, or to have special relationship with one of the women
represented by Ethel Henderson and Alice Heydinger. However, the presence of
these two women gives impact towards his achievement motivation.
Ethel Henderson, as it is described using direct method (Rohrberger and
dark eyebrows above her hazel eyes, and sufficed nose. Her lips are finely shaped,
her mouth is not too small to be expressive, her chin is small, and her neck is
white, full, and pretty. She is of a mediocre height, sturdy rather than slender, and
her dress is of a pleasant, golden-brown material with the easy sleeves and
graceful line of those aesthetic days (Wells, 1994: 65).
Huffman’s theory of interpersonal attraction is appropriate to notice Mr.
Lewisham’s first impression toward Ethel Henderson. Huffman states that usually
physical attractiveness and proximity are more prominent in the beginning steps
of relationship, while similarity is very significant to keep a long-term
relationship (2000: 594). This is what Mr. Lewisham undergoes when the first
time he meets Ethel; he is amazed not only at her beautiful appearance but also on
her pleasant manners. He then found that actually Ethel also liked reading and
music. He was glad that she had the same interest as him (Wells, 1994: 20). Yet,
the attractiveness of Mr. Lewisham towards Ethel is not perfect. The fact that her
handwriting was still round and boyish – with several mistakes on punctuation
and spelling – when she tried to send an application letter could be an evident that
Ethel was not well educated (Wells, 1994: 132-133).
She also hardly understood Mr. Lewisham’s feeling when he failed in the
exam because she knew nothing about his interest on science. It can be seen in
Chapter 18:
