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AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
ARINI WULANDARI Student Number: 044214108
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
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Christ and Saint Mary for blessing and giving me strength so I am able to finish this thesis. I thank them for giving me sign, sight, and light in my life. I realize that I am nothing without their guidance.
I would like to express my gratitude to my advisor, Dewi Widyastuti, S.Pd., M.Hum. for her great assistance in finishing this thesis. I thank her very much for spending her time to give suggestions, advice, and corrections to complete my thesis. I also would like to thank my co-advisor J. Harris Hermansyah Setiajid, S.S., M.Hum, who has given valuable corrections, and advice for my thesis. Without their help, this thesis would not have been completed. I also thank for all the lecturers and staff of the Department of English Letters during my study in Sanata Dharma University.
I dedicated this thesis to my beloved parents, especially my mother who prays for me in heaven. I thank them for their love, prayer, help and support to finish this thesis. I also thank for all my beloved sisters and brothers Anik, Dewi, Sari, Tutut, Andon, Tyo, and my nephew Joshua who have shared their love, happiness, and encouragement to me.
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to struggle to achieve what I always dream of. Besides, he always stays beside me whenever I need him and share my sadness and happiness.
I would like to express my sincere thanks to MIA (Missing in Action), my great friends in the English Letters; Ditha, Eli, Bertha, Yuli, and Eka for the support and nice friendship. I thank them for the discussion and all the moments that we have shared together during my study. I am so glad that we could spend some years together. I will not forget it forever. I also would like to thank Ika, Ditya, Kharisma, Oos, and all friends in English Letters ’04 for being my friends during my study in Sanata Dharma University.
Finally, I would like to thank those who helped me in finishing this thesis that I cannot mention one by one.
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ACCEPTANCE PAGE ... iii
MOTTO PAGE ... iv
DEDICATION PAGE ... v
ACKNOWLEDGMENTS ... vi
TABLE OF CONTENTS... viii
ABSTRACT... x
ABSTRAK ... xi
CHAPTER I: INTRODUCTION... 1
A. Background of the Study... 1
B. Problem Formulation ... 6
C. Objectives of the Study ... 6
D. Definition of Terms... 6
CHAPTER II: THEORETICAL REVIEW... 8
A. Review of Related Studies ... 8
B. Review of Related Theories ... 10
1. Theory of Character ... 10
2. Theory of Characterization ... 11
3. Theory between Literature and Society ... 15
4. Review of Social Situation in Victorian Era ... 16
C. Theoretical Framework ... 20
CHAPTER III: METODHOLOGY... 22
A. Object of the Study ... 22
B. Approach of the Study ... 23
C. Method of the Study ... 24
CHAPTER IV: ANALYSIS ... 27
A. The Characteristics of the Characters ... 27
1. Mrs. Costello ... 29
2. Winterbourne ... 36
3. Mrs. Walker ... 38
B. The Portrayal of Victorian Upper Class Society as Revealed in Daisy Miller ... 40
CHAPTER V: CONCLUSION ... 54
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x 2008.
In this thesis, the writer discusses one of works written by Henry James entitled Daisy Miller. Daisy Miller is a well known short story of Henry James written in 1878. The novella depicts the life of European society during the Victorian era especially the upper class society. Therefore, the writer tries to analyze some characters of the story as the portrayal of Victorian upper class society, namely Mrs. Costello, Winterbourne, and Mrs. Walker.
There are two problems to be discussed in this study. The first problem is how the characteristics of the characters are described in the novel. The second problem is how the Victorian upper class society are portrayed through the characters.
In order to answer those problems, the writer applied library research as the method. The writer collects all the related data and other references from the books as well as from internet in order to support this undergraduate thesis. There are some theories applied in order to answer the question on the study. Those theories are theory of character, theory of characterization, theory between literature and society, and review of social situation in Victorian era. The approach that the writer employs in analyzing the problems is the sociocultural-historical approach. This approach is useful to analyze the social condition of European society in the late nineteenth century.
xi ABSTRAK
ARINI WULANDARI. The Portrayal of Victorian Upper Class Society as Revealed through the Characters in Henry James’s Daisy Miller. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2008.
Dalam skripsi ini, penulis membahas salah satu karya yang ditulis oleh Henry James yang berjudul Daisy Miller. Daisy Miller adalah sebuah novel terkenal yang ditulis oleh Henry James pada tahun 1878. Novel ini menggambarkan kehidupan masyarakat Eropa pada masa Victoria, terutama masyarakat golongan kelas atas. Oleh karena itu, penulis berusaha untuk menganalisis beberapa tokoh dalam cerita ini sebagai gambaran masyarakat golongan kelas atas pada masa Victoria, yaitu Costello, Winterbourne, and Walker.
Ada dua permasalahan yang akan dibahas dalam skripsi ini. Yang pertama adalah bagaimana tokoh-tokoh di dalam novel ini digambarkan. Yang kedua adalah bagaimana masyarakat golongan kelas atas pada masa Victoria digambarkan melalui tokoh-tokoh tersebut.
Untuk menjawab masalah-masalah tersebut, penulis menerapkan studi pustaka sebagai metodenya. Penulis mengumpulkan semua data yang relevan dan referensi-referensi lain baik dari perpustakaan maupun internet untuk mendukung skripsi ini. Ada beberapa teori yang diterapkan untuk menjawab beberapa pertanyaan dalam skripsi ini. Teori-teori tersebut antara lain teori karakter, teori karakterisasi, teori hubungan antara sastra dan masyarakat dan tinjauan situasi sosial pada masa Victoria. Pendekatan yang penulis gunakan dalam menganalisis permasalahan-permasalahan tersebut adalah pendekatan sosiokultural historis. Pendekatan ini berguna untuk menganalisis kondisi sosial masyarakat Eropa pada masa akhir abad ke sembilan belas.
1 A. Background of the Study
Reading a literary gives many valuable things for its readers. We can enrich our knowledge and experiences in our life. As stated by Moody in his book Literary Appreciation:
The greatest pleasure and satisfaction be found in literature occurs where (as it often does) it brings us back to the realities of human situations, problems, feelings, and relationships (1968: 2).
In other words, reading a work of literature does not only give us pleasure, but also educates and teaches us as human beings. Through literature, we may understand the reality of life.
Literary work as part of literature can be said as the reflection or representation of the world and human life in a society because literary work exposes problem and situation of a society. In Theory of Literature, Rene Wellek and Austin Warren states that “Literature represents life because life reflects a social reality, even though the natural world and the inner and subjective world of the individual have also been objects of literary imitation” (1956: 94). Thus, literature can be said as the reflection of human life because a literary work contains the reality of human situation, problem, feeling, and relationship.
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a living world; in some respects resembling the world we live in, but with an individuality of its own (1963: 163). It means that a story of life will be found in a novel because it tells about someone, his or her life, the conflict he or she has to face. Therefore, by reading a novel, we may learn many things such as what happened in the past, what kind of human behavior, the conflict and problem the characters has to face in a society.
There are many factors that influence the author to produce a literary work. People’s experience and the conflict that happened where the characters live may become the inspirations for the author in writing a literary work. Sometimes, an author wants to write a literary work because he or she wants to show and express his feelings and ideas, which concern with his or her surrounding.
society. At this point, James portraits custom conflict between American and European society through the characters of the story.
Henry James is an American author who lived during the eighteenth and early nineteenth century. He wrote lots of literary works during his life, such as novels, plays and short stories. The writer is interested in Henry James’s novel because most of his works are widely known and read. Besides, he was known as a great and popular author. The Encyclopedia Americana Vol.15 states that Henry James is an American novelist and critic, who remains one of the greatest and the most influential figures in American literature (1977: 679). That statement is also supported by others, such as Robert E. Spiller. He said that Henry James is a great American novelist of ideas. In The Cycle of American Literature, he gives his opinion:
James succeeded in treating the dilemma realistically. The protagonist of his fiction was always a projection of at least a substantial part of the authors self, writer or painter in many of the shorter tales, or a woman or man whose art the was the conscious reshaping of the self to its own best potentialities, as in the longest and best his novels (1957: 133).
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free open nature of the American with the more formalized and stiff rules found in Europe. Daisy Miller is one of James’ earliest works involving this theme
Another interesting aspect to see in this novel is about the characteristics of the novel written by James. His novel has some characteristics of the novel of manners, a genre, which represents the behavior, customs and values of a particular social class in a certain time and place. The setting of the story took place in Europe. Henry James’s Daisy Miller was written in 1878. That year was considered as a part of the Victorian Age. The term Victorian Age refers to the time when Queen Victoria ruled England from 1837 until 1901. When Queen Victoria governed England in the Nineteenth Century, the Victorian Age reminds for us a synonym for old-fashioned when referring to attitude related to the morality and social code (Arnstein, 1966: 76).
Winterbourne, one of the main characters in the novel, is an American young man who is visiting his aunt in a hotel in Vevay, Switzerland. He has lived in Europe for a long time. In the hotel, he meets an American young girl, named Daisy Miller, who is traveling to Europe with her mother and brother. In Winterbourne’s interaction with Daisy Miller, Winterbourne and the society find that Daisy’s behavior is inappropriate at that time. Therefore, they consider Daisy as a girl who has uncultivated behavior because they think that Daisy’s behavior totally ignores the manner, social custom and tradition of European at that time.
characters because the picture of Victorian upper class society is clearly seen through those three characters. Actually, they are sort of Europeanized expatriate. It means that they are American people but they have traveled and lived so long in Europe and have adopted the customs and manners of the European around them. Even though they are American people, they show the readers what European cultures are, for example manner, custom, and gap among social status etc.
Daisy likes to react to any situation according to her own desires. Even though people tell her that certain things are improper, Daisy always ignores them. She refuses to obey the rules of European society. On the contrary, Mrs. Costello, Winterbourne, and Mrs. Walker who are the upper class society would never act in any manner which breaks the rule existing in the society. The Europeans have certain norm which guides their behavior in the society.
In this thesis, the writer is interested in revealing the manner, customs, and behavior of European upper class society during the Victorian era. The next reason is the presentation of the characters as the model of the society in the novel is very interesting to be discussed though the description of their attitudes and behavior. The characters’ behavior later reflects and functions to reveal the portrait of the society. Thus, the writer is interested to discover what kind of society where Daisy lives that is really portrait the Victorian society.
B. Problem Formulation
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1. How are the characteristics of the characters described in the novel Daisy Miller?
2. How do the characters in the story portray the Victorian upper class society?
C. Objectives of the Study
Related to the problem above, there are two objectives of study that are going to be discovered. The first is to know how the characteristics of the characters are described in the novel. The last is the writer wants to know the portrayal of Victorian upper class society through the characters as seen in the novel Daisy Miller written by Henry James.
D. Definition of Terms
To get the clearer understanding of the content of the study, there are some definitions of terms that are needed to be clarified.
1. Portrayal
In The New Oxford American Dictionary, Erin Mckean says that portrayal can be defined as the act of describing something or someone in a particular way (2005: 1322). This term is used to see the characters in the story as the representation of Victorian upper class society.
2. Society
organized to some degree and who share a common culture (1974: 53). This term is used to see European society in their way of living, custom, etc.
3. Victorian Era
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CHAPTER II
THEORETICAL REVIEW
A. Review on Related Studies
In this thesis, the writer will analyze one of Henry James’s novels, Daisy Miller. This part consists of the related studies that deal with Henry James's Daisy
Miller. There are many studies that will be presented in order to enrich the writer's
knowledge in understanding the novel.
As it is noted down in Enotes Website, Daisy Miller, which first appeared in England in Cornhill Magazine in 1878, has always remained one of Henry James's most popular works. However, when the novella made its appearance in The Cornhill Magazine in 1879, it created a huge uproar among the American public. William Dean Howells observed that the country was split between Daisy Millerites and anti-Daisy Millerites. The latter were scandalized by Daisy's behavior, which was thought to flout Victorian standards of womanly conduct. Daisy Miller's originality, stylistic distinction, and psychologically complex characters, have led many modern critics to regard James as a subtle craftsman who skillfully reflected the late nineteenth-century concern with morality and social behavior.
Karen Bernardo in his article Henry James' Daisy Miller also adds that all
the characters are expatriated Americans. The situation seems ironic; the
Costello-Winterbourne-Walker set is in Europe, attending society functions that make them
feel like European aristocracy, all the while fiercely resenting the sound of
wealthy but common people like the Millers knocking at their gates.
As have been cited in Sparknotes Website, it is stated that at that time the
post–Civil War industrial boom had given rise to a new class of wealthy
Americans for whom “the grand tour,” an extended trip through Europe,
represented the pinnacle of social and financial success. As a result, Americans
were visiting Europe for the first time in record numbers. However, American
manners differed greatly from European manners, and the Americans were largely
ignorant of the customs of Europeans of comparable social status.
As it is noted down in Gradesaver Website, the main theme which Henry
James explores in his novella, Daisy Miller, concerns the contrast between
American and European societies in the second half of the nineteenth century.
Symbolically these societies represent, respectively, an innocent and natural way
of life as compared to a ritualized, experienced, and artificial manner in Europe.
James had lived comfortably in both the United States and abroad. He was the
first author truly capable of exploring the differences between the two societies.
His writing explored those of a standard of living which allow them to experience
the luxuries and pleasures of education, travel, and high society.
Bradley, in his book The American Tradition in Literature, gives his
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a perspective that allowed him to contrast American society with that of European
by contrasting the people’s idea” (1967: 143). At this point, Henry James tries to
shows the contradiction between American and European that have different
social background.
Another essay in Daisy Miller’s Introduction states that the novella
contrasts the rigid social laws of Europe and the independent, unconventional
spirit of a young American woman, Daisy Miller, who has been regarded by some
commentators as an archetypal American woman. To this day, the story continues
to be widely anthologized and discussed for its complex and interesting characters
and its examination of late nineteenth-century morality and manners.
The writer will discuss the previous criticisms and commentaries on
James’s Daisy Miller that this novel shows cultural differences between America
and Europe during the nineteenth century or during the Victorian Era. In this
undergraduate thesis, the writer wants to analyze deeper about the portrayal of
Victorian upper class society through some characters in Henry James’s Daisy
Miller, which have not been analyzed yet. The writer wants to find out the
characteristics of Victorian society at that time, especially the upper class society
that is presented through the characters.
B. Review on Related Theories
1. Theories on Character
uses theories on character from some experts in this undergraduate thesis. Those
theories are needed in order to get clear understanding about the character.
Abrams in A Glossary of Literary Terms defines character as “the person
presented in the dramatic and narrative work, who are interpreted by the reader as
being endowed with moral and disposition qualities that are expressed in what
they say- dialogue and what they do- the action” (1981: 20).
The character in the novel can be divided into two types, namely main or
major character and minor character. In the book An Introduction to Fiction,
Stanton defines major character is the most important character, the central
character, the one to whom all the events in the story have relevance (1965: 17).
Moreover, Roger B. Henkle adds that the major character has a full attention and
performs a key structural function in a novel (1977: 92).
Another character in the novel is minor character or the secondary
character. The minor character is generally less complex than the major character.
The minor character also shows only one side of the experiences in a novel. In
addition, the minor character is less sophisticated. Actually, minor characters have
a job as elements in the society, as foils to the major characters, and as symbols
aspect in the governing states of the human situation (Henkle, 1977: 95-96). In
this point, the character that is going to be analyzed will be mainly focused on
both major and minor characters in this novella Daisy Miller, namely Mrs.
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2. Theories on Characterization
Theory on characterization is applied to find out the characteristics of Mrs.
Costello, Winterbourne, and Mrs. Walker. The writer mainly uses Murphy’s
theory on characterization. Moreover, there are two other theories that support
Murphy’s theory, namely the theory on characterization raised by Rohrberger and
Woods about the two principle ways to show the characterization and Barnet’s
theory on characterization. Those theories function to strengthen Murphy’s theory.
Rohrberger and Woods in Reading and Writing about Literature give a
theory of characterization. They say that characterization is the process by which
an author creates a character. There are two principle ways that an author can
characterize. The first is through a direct way. It describes the physical
appearance. The second, he uses a dramatic event. It means that he places in
situation where he should react in particular way. His action must be motive in
term that a reader can accept (1971: 20). In other words, the way to show about
characterization can be direct or indirect. In direct ways the author describes the
physical appearance. Secondly, is through indirect ways, where the author
describes the character by how the character behaves and speaks. We can see the
character implicitly.
In the book Literature for Composition Essays, Fiction, Poetry, and
Drama, Barnet stated that the characters are the significant element in the work of
literature. According to him, there are some important factors that must be
a. What the character says
What the character says in the story is important to give a clue of how the
author describes him or her, for example whether he or she is a good or bad
person, educated or uneducated person.
b. What the character does
To see what character does is important to know whether he or she is an
upper class or lower class, he or she is a good or bad person.
c. What other characters say about the character.
What other characters say about the character is needed to get additional
information and about clear description about his character in the story.
d. What others do
The action of others may help to indicate what the character could do but
he or she does not do. It is important to know his character such as lazy, wicked,
careless person, and etc.
According to Murphy (1972: 161-173), there are nine ways on how the
author attempts to make his characters understandable, to and come alive for his
readers as follow:
a. Personal description
The author can describe a person’s appearances and clothes.
b. Character as seen by another
Instead of describing a character directly, the author can describe him through
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c. Speech
The author can give us an insight into the character of one person in the book
through what the person says.
d. Past life
By letting the reader learn something about a person’s past life, the author
can give us a clue to events that have helped to shape a person’s
character.
e. Conversation of others
The author can also give us clues to a person’s character through the
conversations of other people and the things they say about him.
f. Reactions
The author can also give us clues to a person’s character by letting us know
how that person reacts to various situations and events.
g. Direct comment
The author can describe or comment on a person’s character directly.
h. Thought
The author can give us direct knowledge of what a person is thinking about.
i. Mannerism
The author can describe a person’s mannerism, habits, or idiosyncrasies which
may also tell us something about his character.
In brief, a character plays an important role in literary works, because
character is a person who made action and to whom the incidents happen.
2. The Relation between Literature and Society
Literature as a work of art whose medium is language has a close relation
with society. Usually, literature uses certain society which is used as the setting of
the novel. In the book of The Theory of Literature, Wellek and Warren state that
“Literature has usually arisen in close connection with particular social
institutions and has also a social function, or use, which cannot be purely
individual” (1956: 94).
Moreover, Graham Little in his Approach to Literature: an Introduction to
Critical Study of Content and Method in Writing (1963: 1) mentions that literature
is the principle of a culture. It contains a record of values, thoughts, problem, and
conflict that are transmitted either through written or spoken words. With such
acknowledgement, literature stands as the instrument to pass the experience from
the generation to the next. Literature then functions as a media that recorded the
situation of a society in the past then exposes it to the new generation.
The relations between literature and society are that literature is an
expression of the society (Wellek and Waren, 1956: 95). Literary work can play
its role as a document that record social realities, happen in society, which is
artistically portrayed by the authors (1956: 102). Literature also can be made for
the outlines of social history. For example, literature can be as a social picture of
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C. Review of Social Situation in Victorian Era
Since the thesis will deal with the portrayal of European society during the
Victorian Era, it is necessary to know the European society during that period.
Through understanding of the society, the problems in the thesis can be revealed
deeply. In this part of the study, the writer is going to give the information about
Europe conditions in the Victorian era.
The Victorian period in England correspond to the reign of Queen
Victoria, beginning in June 1873 and ending with her death in January 1901
(Swisher, 2000: 11). In that period, there were many great changes in the life of
English society. Cultural, political, economic, industrial and scientific changes
were occurred during her reign. In this thesis, the writer sees the data about
conditions of Victorian society, such as Victorian class structure and Victorian
sociocultural condition.
1. Victorian Class Structure
The Victorian society was divided into a big social class structure. Each
class was representative of the changes in economics and social conditions in the
early period of Victorian’s reign. The social class is grouped in three classes,
upper class, middle class, and lower class or working class.
a. Upper Class
According to Hill, in A History of Western Society, the upper class was the
richest class that composed mainly of the most successful business families from
that the upper class is the owner of large amounts of property and the income.
They are able to develop a distinctive style of life based upon expensive cultural
pursuits and leisure activities, from which the great majority of the population is
excluded, to exert a considerable influence upon economic policy and political
decisions and to procure for their children a superior education and economic
opportunities that help to perpetuate family wealth (1983: 949). The upper classes
hired tutors for young children and sent their older boys to high-cost academies
like Eton and Rugby, which prepared them for the university (Swisher, 2000:
23-24).
The upper class society usually purchased country places or built beach
houses for weekend and summer use. More generally, the rich businessman and
certainly his son devoted less time to business and more to culture easy living than
was the case in less wealthy or well established commercial families (Hill,
1983: 847-848).
Spending on food was also great because the dinner party was this class’s
favored social occasion. A wealthy family might give a lavish party for eight to
twelve almost every week, while more modest households would settle for once a
month (Hill, 1983: 850)
b. Middle Class
According to Hill, the members of the middle class were successful
industrialists and merchant, professional in law and medicine, independent
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were solid members of what some contemporary observers called the
servant-keeping classes. Indeed, the presence of at least one enormously helpful full-time
maid to cook and clean was the best single sign that a family had crossed the
vague line separating the working class from the middle class (1983: 850).
Well-fed and well-served, the middle classes were also well-housed by
1900. Many quite prosperous families rented rather than owned their homes.
Apartment living, complete with tiny rooms servants under the eaves of the top
floor, was commonplace, and wealthy investors and speculative builders found
good profits in middle-class housing. Education was another growing expense, as
middle class parents tried to provide their children with the crucial advanced
education (1983: 850).
By 1900, the middle classes were also quite clothes-conscious. He factor,
the factory, the sewing machine, and the department store had all helped to reduce
the cost and expand the variety of clothing. Middle-class women were particularly
attentive to the fickle dictates of fashion (Hill, 1983: 850).
c. Lower Class or Working Class
William Benton in The New Encyclopedia Britannica Volume 16 states
that the lower class or working class was constituted essentially by manual
workers in extractive and manufacturing industry. The characteristics of the
working class were lack of property and dependence upon wages. With this
condition were associated relatively low levels of living and of education,
leisure and cultural activities, and exclusion, to a large extent, from the spheres of
important decision making (1970: 949). They were strongly committed to the
family and to economic improvement. Families in the working class saved money
regularly, worried about their children’s education and valued good housing
(Hill, 1983: 852-853).
Hill adds that the lower classes were divided into highly skilled or the
labor aristocracy, semiskilled, and unskilled workers. The most aristocratic of the
highly skilled workers were construction bosses and factory foremen, men who
had risen from the ranks and were fiercely proud of their achievement.
Semiskilled worker consisted of workers in the established crafts- carpenter,
bricklayers, and pipe fitters. A large number of the semiskilled were factory
workers. The unskilled worker was the larger group, made up of day laborers such
as longshoremen, wagon-driving teamsters, teenagers, and every kind of helper.
One of the largest components of the unskilled group was domestic servants
(1983: 852-853).
2. Victorian Sociocultural Condition
According to Smith, in every society, there is a social status. A group of
people of certain social class is expected to behave as their social status. The
upper class should have a high social status and they have to live in a certain style
of life, which shows that they belong to an exclusive class (1955: 267).
Hill states that sexual experimentation before marriage had been
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European couples manage sex, pregnancy, and marriage in the nineteenth century,
because such questions were considered improper both in polite conversation and
in public opinion. In addition, the young ladies in high society will never talk so
freely to men they have just met (1983: 857). It means that the upper class young
girls can not reveal and show her feeling to the men freely because if they do such
kind of behavior, they are considered improper.
Clarice Swisher, in Victorian England says that in the relations of the
sexes where the upper and middle classes were concerned outlasted the Victorian
Age, for it continued to exist to no inconsiderable extent until the outbreak of the
First World War. If a woman went in a hansom (a two-wheeled carriage) alone
with a man who was neither her father nor her husband, nor old enough to be her
grandfather, her reputation was irretrievably lost. The ruling convention was
directed against unmarried men and women ever being alone together unless they
were engaged (2000: 181). Tregidgo in his book A Background to English adds
that in Victorian era, unmarried girls were always closely guarded and rarely
allowed to be alone with a young man (1971: 37). In other words, reputation is
important for the upper class people, therefore they are supposed to keep their
behavior and manner in the society
D. Theoretical Framework
This study aims to find out the portrayal of Victorian society as seen
through the characters in Henry James’s Daisy Miller. In this analysis, the writer
theory on character and characterization, theory on relation between society and
literature, and review of social situation in Victorian Era. These theories will
support the analysis and help to answer the problems stated in the problem
formulation.
In answering the first question of the problem formulation, theory on
character and characterization will be applied. In analyzing the characters, the
writer will apply the theory on character and characterization. As the result, the
writer is able to get a clear description and the characteristics of the characters.
Here, the writer will analyze and write all the characteristics of those characters in
the story.
Understanding the relation between society and literature is also important
in this analysis to answer the second problem, since the analysis deals with the
actual condition of Victorian society. The writer uses the idea of Wellek and
Warren about the relationship between literature and society in order show how
the work clearly expresses the Victorian society during that period.
In addition, the historical reviews that refer to this thesis are the fact about
the condition of society in western countries, especially European during the
Victorian Era. The writer applies the historical reviews as supporting theory to
answer the second problem. The historical reviews contain the characteristics of
European society in the late nineteenth century so it can help the writer to prove
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CHAPTER III
METHODOLOGY
A. Object of the Study
The novel that will be analyzed in this study is one of Henry James’s
novels entitled Daisy Miller. The novel was written in the 1870s and it was first published in The Cornhill Magazine in two parts, number 37, June, 1878, and
number 38, July, 1878. Then, James revised Daisy Miller in 1909 for the collection of his novels and tales known as the New York Edition.
The writer read the novel that was published in New York by Dover
Publications in the year of 1995. It consists of 59 pages and it is divided into two
chapters with their own title in each chapter. The background when the novel was
written was in the nineteenth century, which can be called as Victorian Age. Daisy Miller was an immediate and widespread popular success for James, transforming him into an author of international standing. In 1974, James’s novel became a
film. Peter Bogdanovich directed a film version of Daisy Miller successfully, starring Cybill Shepherd as Daisy Miller.
James in his novel Daisy Miller contrasts American customs and values with European manners and morals in the late nineteenth century. One of the main
characters is an American young man, named Winterbourne. When he is visiting
his aunt in Vevay, he meets an American lady, named Daisy who is traveling to
Europe. During his relationship with Daisy, Winterbourne, Mrs. Costello, and
different from European manners at that time. In Europe, Daisy refuses to obey the norms of European society and she behaves just as she did in America. Therefore, she is considered improper by the European society because of her lack of understanding of the social mores of the society. In the story, the European society is presented through some characters; that is reflected through Mrs. Costello, Winterbourne, and Mrs. Walker.
B. Approach of the Study
In order to analyze the novella Daisy Miller, the writer uses the sociocultural-historical approach. The point of socio-cultural and historical approach is seeing a literary work from its relation with social history of certain time and place. In Reading and Writing about Literature, Rohberger and Woods states that:
Critics whose major interest is socio-cultural historical approach insist that the only way to locate the real work is in reference to the civilization that produced it. They defined civilization as the attitudes and actions of a specific group of people and point out that literature takes these attitudes and actions as the subject matter (1971: 9-10).
From the quotation above, it is obvious that sociocultural-historical approach is an approach that has something to do with analyzing civilization, and it means that it concerns the society including the condition of the society; the way of life, the attitude, and also the historical background of the story.
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commentaries on something in a certain society. There is an interaction between social milieu and literary work.
The sociocultural-historical approach is chosen in this thesis since the writer analyzes the novel based on historical perspectives. It means that the writer analyzes the novel based on historical fact. The writer uses the sociocultural-historical approach to analyze the socio cultural background where the Victorian society lived. Thus, it concerns with the situation of a society with all its aspects in certain place, during certain time in the past. The approach defined by Mary Rohrberger and Woods leads the writer to find out the reflection of the social issues on a literary work. In other words, the writer might relate the Victorian society and the characters’ characteristics in the novel by using this approach.
C. Method of the Study
In conducting the analysis of this thesis, the writer employed a library research method. The writer referred to some books of English literature to collect the information in the process of analyzing and answering the problems.
Understanding Unseen: An Introduction to English Poetry and the English Novel for Overseas Students, The Theory of Literature, A History of Western Society, The New Encyclopedia Britannica Volume 16, Victorian England, A Guide to English Traditions and Public Life, A Background to English, and Reading and Writing about Literature. In order to get some other additional references which can support the analysis of the literary study, the writer gathered some information from internet.
There were some steps taken in analyzing the novel. As the first step, the writer read and reread the novel until the writer understood the content of the story thoroughly, by focusing on the characters’ attitude and behavior which depicted the upper class society life during the Victorian era. Then, the writer underlined the important points related to the topic of the analysis. The second step was searching the books and sources that were needed to support the analysis of the novel and also related to the analysis.
The third step was answering the questions stated in the problem formulation one by one by paying attention to the whole story and that was supported by the information from the secondary data. To answer the first question, the writer tried to find out the characteristics of the characters in the story. In this part, firstly the writer identified the characters that were going to be analyzed. Afterwards, the writer identified the characteristics of those characters. Here, the writer made some quotations with the pages from the supported books. The step was done with the help of the theory of character and characterization.
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In this chapter, the writer would like to analyze the problems that have been formulated in the first chapter. The analysis of this thesis will be divided into two parts. In the first part, the writer will analyze the characterizations of Mrs. Costello, Winterbourne, and Mrs. Walker in the novella Daisy Miller. In the second part, the writer would like to find out on how the Victorian upper class society are portrayed through those three characters.
A. The Characteristics of the Characters
Character is significant parts of the story. Abrams explains that “characters are the person presented in the dramatic and narrative work, who are interpreted by the reader as being endowed with moral and disposition qualities that are expressed in what they say- dialogue and what they do- the action” (1981: 20). In Daisy Miller, there are some following characters. The major characters of the
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three characters because they give clear descriptions in revealing the characteristics of Victorian upper class society at that time. In Daisy Miller, the writer finds that Winterbourne is one of the major characters since his presence is echoed from the beginning until the end of the story. In the book An Introduction to Fiction, Stanton defines major character is the most important character, the
central character, the one to whom all the events in the story have relevance (1965: 17). Meanwhile, the writer considers that Mrs. Costello and Mrs. Walker are the minor characters since they are less complicated than the major character. Those three characters represent the high class society at that period. Mrs. Costello, Winterbourne and Mrs. Walker are American expatriate people, but they have lived their entire lives in Europe and have adopted and followed the European culture. The American expatriate people in Europe mean the people born in the United States, most likely member of the wealthy elite, who live on the European continent.
The writer will analyze those three characters by using Murphy’s theory in his book Understanding Unseen: An Introduction to English Poetry and the English Novel for Overseas Students about how to characterize the character’s
1. Mrs. Costello
Mrs. Costello is one of the minor characters in the story. She is described as an old wealthy widow. She is an American but she lives in Europe for a long time. She clearly comes from a wealthy family, since she does not work and she now spends most of her time to travel to Europe. She lives in a hotel in the little town in Vevay, Switzerland, namely Trois Corrounes. She has three sons, two of them are married in New York and another is traveling to Europe. However, she seems to have a gloomy life. She lives alone in the hotel without the presence of her sons. Her three sons rarely visit her for a long time. The only person who always takes care of her is her nephew, named Frederick Winterbourne.
She had two sons married in New York, and another who was now in Europe. This young man was amusing himself at Hombourg: and, though he was on his travels, was rarely perceived to visit any particular city at the moment selected by his mother for her own appearance there. Her nephew, who had come up to Vevay expressly to see her, was
therefore more attentive than those who, as she said, were hearer to her (p. 13).
The quotation above shows that Mrs. Costello lacks happiness in her age because her sons seem to ignore her. Her three sons ignore her as if she is not precious to them. Winterbourne is the relative who often comes to see her. In the beginning of the story, Winterbourne has come to Vevay from Geneva in order to visit her. Therefore, she is very fond of him.
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characteristic can be seen from the way the author describes her habit or manner. Murphy states that an author describes a person’s mannerism, habits, or idiosyncrasies to tell the reader something about the character (1972: 173).
Mrs. Costello was a widow with a fortune; a person much distinction, who frequently intimated that, if she were not so dreadfully liable to sick- headaches, she would probably have left a deeper impress upon her time (p. 13).
In the beginning of the story, Mrs. Costello is described as a wealthy and well-respected woman. According to Murphy, a character can be seen through the personal description from the author (1972: 161). She is described as having a long pale face, a high nose, and a great deal of very striking white hair.
She had a long pale face, a high nose, and a great deal of very striking white hair, which she wore in large puffs and rouleaux [rolls] over the top of her head (p. 13).
Mrs. Costello is a representative of a high-class society in Europe and she is so exclusive. Her characteristic can be found from her reactions to situation she face. In his theory on characterization, Murphy states that the author could give the reader a clue of someone's character by letting the reader know how the person reacts to various situation and events (1972: 168). When Winterbourne intends to introduce Daisy to her, Mrs. Costello has already known who Daisy is. She immediately rejects Winterbourne’s plan.
He immediately perceived, from her tone, that Miss Daisy Miller’s place in the social scale was low. “I am afraid you don't approve of them,” he said.
“They are very common,” Mrs. Costello declared. “They are the sort of Americans that one does one's duty by not— not accepting.”
“Ah, you don't accept them?” said the young man.
Mrs. Costello thinks that Daisy is very common. She notices that the relationship between Daisy and her courier is too intimate. To Mrs. Costello, someone who associates with people from the lower class indicates that his or her status low. On the contrary, as the member of a high class, Mrs. Costello does not easily come into contact with a social inferior like Daisy. That is why she chooses not to associate with Daisy. The characteristic of Mrs. Costello also can be seen through Daisy’s eyes. As Daisy tells to Winterbourne when she knows that Winterbourne’s aunt refuses to be introduced to her.
“I know just what your aunt would be; I know I should like her. She would be very exclusive. I like a lady to be exclusive; I’m dying to be exclusive myself. Well, we are exclusive, mother and I. We don’t speak to everyone—or they don’t speak to us” (p. 17).
From the remarks of Daisy, we can see that Mrs. Costello is a very exclusive woman. That is, there are many people she refuses to talk to, because she believes they are socially inferior. That is why Daisy and her mother would like to be as exclusive as her. Thus, the writer reveals Mrs. Costello’s characteristics in the previous quotation. Murphy states that the author can also give the readers clues to a person's character through the eyes and opinion of another character (1972: 167).
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by Mrs. Costello when she gives her comment about Daisy’s behavior. Qui se passe ses fantaisies means she does whatever she likes.
As a well-respected person in the society, it is necessary for her to keep her reputation among the society. Mrs. Costello wants to protect the members of her family from negative influences of others and also protect the good reputation of her family in the society. She explains to Winterbourne that Daisy’s family has bad behavior in the society. She tries to convince him so Winterbourne realizes that what he has thought about Daisy is wrong.
“They are hopelessly vulgar”, said Mrs. Costello. “Whether or no being hopelessly vulgar is being bad is a question for the metaphysicians. They are bad enough to dislike, at any rate; and for this short life that is quite enough” (p. 29).
Mrs. Costello realizes that she has responsibility to keep Winterbourne’s reputation. She appropriately worries about her nephew's involvement with Daisy because she thinks that it will bring a problem to Mrs. Costello’s family in the future. Mrs. Costello does not want her nephew’s life will be destroyed by the negative influences from Daisy. That is why Mrs. Costello does not approve the relationship between Winterbourne and Daisy.
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nephew to keep the distance with Daisy. The indication of Mrs. Costello’s ambition can be seen from the quotation below.
But I really think that you had better not to meddle with the little American girls that are uncultivated, as you call them. You have lived too long out of the country. You will be sure to make some great mistake. You are too innocent (p. 15).
It clearly shows that she is eager to separate her nephew's relation from Daisy Miller. She does not agree with their relation and she does everything to separate the twos. She says that Winterbourne is too innocent. She thinks that because Winterbourne has lived so long in America, he seems ignores how to behave in Europe. Mrs. Costello ends the conversation by claiming that her own granddaughters in New York would never behave as Daisy does.
Mrs. Costello’s ambition also can be seen when Winterbourne leaves Geneva for Rome. She tells to Winterbourne everything about Daisy’s behavior in Europe. Mrs. Costello informs him that Daisy Miller has been carrying on in the same way she did at Vevay by making friends and spending time with Italian men.
Those people you were so devoted to last summer at Vevay have turned up here, courier, and all, she wrote. They seem to have made several acquaintances, but the courier continues to be the most intime. The young lady, however, is also intimate with some-third-rate Italians, with whom she rackets about in a way that makes much talk (p. 28).
The quotation above shows that in order to fulfill her ambition, Mrs. Costello tries
to find out Daisy’s mistake through her behavior. She hopes by telling it, her nephew’s opinion about Daisy will change so he will keep away from Daisy.
judging other people. Mrs. Costello's awareness becomes an effective precaution for preventing misconducts or miscalculations. For example, she becomes selective in making a relationship with other people. It can be seen when Winterbourne wants to introduce Daisy to her, she tries to reject it. She does not easily agree with Winterbourne’s request to be introduced to Daisy.
“Then, my dear Federick”, said Mrs. Costello, “I must decline the honor of her acquaintance. I am an old woman, but I am not too old, thank Heaven, to be shocked!”(p. 15).
Mrs. Costello’s statement above shows that Mrs. Costello is aware that she can not make careless decision by making a useless relationship with someone. As a well-respected person, Mrs. Costello makes limitations in a making relationship with Daisy.
Actually Mrs. Costello does not come into contact with Daisy, but she knows her type. Mrs. Costello considers that Daisy is unequal with the Costello's family. Daisy does not posses certain qualifications as Mrs. Costello demanded. Daisy is not a respected person, she is not an important person in the society, and she is uneducated woman. In short, Mrs. Costello considers that Daisy is not a suitable relation to the family. That is why she wants to prevent misconducts by not making a relationship with Daisy.
2. Winterbourne
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He is about twenty-seven years old. In the beginning of the story, we can see that he is depicted as a friendly person and has many friends. The writer finds out this characteristic from the author’s comment. When his enemies spoke of him, they said – but, after all, he had no enemies; he was an extremely amiable fellow, and universally liked (p. 2). From the quotation, it can be noticed that Henry James as the author of the story gave his own comment about Winterbourne’s characteristic. The direct comment from the author is one of Murphy’s ways to understand the character. Murphy says that the author can describe or comment on a person’s character directly (1972: 170).
Similarly with one of Mrs. Costello’s characteristics, Winterbourne comes from a wealthy family. Besides, he is described as a well-educated people. Winterbourne was sent to Europe when he was a boy and he went to school in Geneva. In the story, in can be found that he had been put to school there as a boy, and he had afterwards gone to college there (p. 2).
Winterbourne is also depicted as a person who is responsible and full attention to his aunt. Although he lives separately from his aunt, he often visits his aunt who lives in Vevay. Winterbourne’s characteristic is conveyed through the author’s comment.
“Her nephew, who had come up to Vevay expressly to see her, was therefore more attentive than those who, as she said, were nearer to her. He had imbibed at Geneva the idea that one must always be attentive to one’s aunt” (p. 13).
after his aunt. He is respectful to his aunt. He always shares everything in his life to his aunt.
In the story, Winterbourne is described as a person who loves Daisy so much. He falls in love with Daisy in the first sight when he met her in the garden. He is amazed by Daisy’s beautiful appearances. “…She is wonderfully pretty, and in short, she is very nice” (p. 14).
He can not handle his feeling toward Daisy. Winterbourne always wants to meet her in every time. He was impatient to see her again (p. 16). Winterbourne thinks that Daisy is not like other women whom he ever met. He intends to have a close relationship with Daisy. In order to make his relationship with Daisy more intimate, he spends his time with Daisy by going to Castle de Chillon. Winterbourne expects that one day Daisy will become her girl friend or his fiancé. He felt as if there were something romantic going forward. He could have believed he was going to elope with her (p. 24).
Winterbourne not only cares about his aunt, but he also cares about Daisy. Because she loves Daisy, he always gives his attention to Daisy. His attention to Daisy can be seen when Daisy has an intimate Italian friend, Giovanelli. Winterbourne thinks that Daisy has already done something improper by going to the Pincio together with Giovanelli. Winterbourne points out that European girl never walk around in the street with men. Winterbourne tries to explain to her that flirting is an American custom and it does not exist in Italy.
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It shows that Winterbourne explains Daisy that what she has done with Giovanelli is wrong. We can say that Winterbourne shows her attention to Daisy by giving her understanding about society’s culture. He tries to advise her because he does not want the society will gossip about her behavior.
3. Mrs. Walker
Walker is a wealthy widow whom Winterbourne meets in Geneva. She is an American woman who has lived in Rome for a long time. In Rome, she lives in a one of hotel in the Via Georgiana. In the story, she is described that she has children. She is also characterized as a woman who considers that education is important for her family. It can be seen in the story that she sends her children to school in Geneva. One of these friends was an American lady who has spent several winters at Geneva, where she had placed her children to school (p. 29).
She becomes a friend of Daisy in Vevay. She always takes care of her friends, especially Daisy Miller. It can be seen from Mrs. Walker’s effort to prevent Daisy from going for her walk alone. When, Mrs. Walker says to Daisy’s family that it is the time to them to return to the hotel, Daisy replies that she wants to go for a walk to the Pincio to meet Giovanelli, her friend. Mrs. Walker tries to prohibit Daisy because she really cares about what happens to Daisy. She is very afraid of something that might happen to her friend. Mrs. Walker’s characteristic can be seen through Mrs. Walker’s reaction when she faces a certain situation.
The reaction of Mrs. Walker above indicates Mrs. Walker’s attention toward Daisy’s behavior. Mrs. Walker thinks that it is not safe for her to walk to the Pincio about in the late afternoon alone because Pincio will be crowded by carriages and pedestrians. Besides, there is a fever going around Rome. Then, she takes Daisy's hand and begs her not to go off on this walk.
“My dear young friend,’ said Mrs. Walker, taking her hand, pleadingly, “don’t walk off to the Pincio at this unhealthy hour to meet a beautiful Italian” (p. 33).
The short quotation above shows that Mrs. Walker is afraid of the Daisy’s safety. Mrs. Walker warns her of the dangers if she goes to the Pincio alone. However, Daisy still ignores what Mrs. Walker’s saying.
In the story, Mrs. Walker is depicted as an American woman who is studying European society. She is really interested in the society at that time. Therefore, she holds an occasion or party in her room where she lives by inviting all her friends. It can be seen from the author’s comment below.
Mrs. Walker was one of those American ladies who, while residing abroad, make a point, in their own phrase, of studying European society, and she had on this occasion collected several specimens of her diversely born fellow mortals to serve, as it were, as textbooks (p. 42).
By having an occasion or party, she expects to be able to learn the society in Europe closely.
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Her characteristic can be seen when she discovers that Daisy is walking out with two men in the Pincio.
“It is really a dreadful,” she said.
“That girl must not do this sort thing. She must not walk here with two men. Fifty people have noticed her” (p. 37).
She knows that what Daisy has done is not the custom of the society. If the society notices it, Mrs. Walker is worry that Daisy's reputation will be ruined. She tries to rescue Daisy’s reputation by pleading with her to get in the carriage.
“I am glad you admire it,” said this lady, smiling sweetly. “Will you get in and let me put it over you?”
“Oh, no, thank you,” said Daisy. “I shall admire it much more as I see you driving round with it”.
“Do get in and drive with me!” said Mrs. Walker (p. 38).
Mrs. Walker realizes that Daisy’s behavior is improper. The society does not allow such kind of behavior. She wants Daisy to drive around with her by using carriage. From Mrs. Walker’s attitude, it implies that a woman should keep her behavior as what she does.
B. The Portrayal of Victorian Upper Class Society as Revealed in Daisy
Miller
James tries to express the social condition of Victorian society in the late nineteenth century.
The setting of Daisy Miller takes place in Europe; Switzerland and Rome in the late nineteenth century. That period is considered as the Victorian era when Queen Victoria ruled England (1873-1901). It was the time when the social class in the society is still divided into three classes, such as upper class, middle class, and lower class. This analysis only concerns about the upper class people, because Henry James focuses his novel on the upper or high class society.
This second analysis tries to show the portrait of Victorian upper class society as seen through the characters of the story. Those characters are Mrs. Costello, Winterbourne, and Mrs. Walker. The writer intends to research and analyze some attitudes or behaviors of those three characters. Therefore, the writer considers that the portrayal description of the Victorian upper class society at that time can be seen from the behavior and manner of Mrs. Costello, Winterbourne, and Mrs. Walker.
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status, education, reputation, the rules on how men and women deal with each others, how a woman should behave in the society, and life style.
In the European society, the social class structure is divided into three classes, namely the upper class or aristocrat, the middle class, and the lower class or working class. The description of the classes is given in order to explain what kind of society appears in the Daisy Miller.
In the story, Mrs. Costello, Winterbourne and Mrs. Walker represent the people of the upper class. The upper classes are the richest class. They are able to develop a distinctive style of life based upon expensive cultural pursuits and leisure activities, from which the great majority of the population is excluded (Benton, 1970: 949). Usually, the upper class is described as the people who live in a luxury and pleasure. In the beginning of the story, we can see that Mrs. Costello and Winterbourne have vacation in Trois Couronnes at the winter time. Trois Couronnes is one of hotels in Vevey, Switzerland. The hotel is quite classic and luxurious. Trois Couronnes is one of expensive hotel in Switzerland so usually the people who stay in that place are the high social class people.
“…from the ‘grand hotel’ of the newest fashion, with a chalk-white front, a hundred balconies, and a dozen flags flying from its roof, to the little Swiss pension of an elder day, with its name inscribed in German-looking lettering upon a pink or yellow wall, and an awkward summer-house in the angle of the garden. One of the hotels at Vevay, however, is famous, even classical, being distinguished from any of its upstart neighbors by an air both of luxury and of maturity” (p. 1).
to stay in the town or in the urban city. This means to show their wealth to the society. Mrs. Costello, Winterbourne, and Mrs. Walker are described as the people who come from a wealthy family. They are the picture of Victorian upper class society whose life is very luxurious. It can be seen that they do not live in a house but they choose to live in a hotel there. It shows the reader how wealthy they are.
Besides the class structure, education can also be used as the portrayal of the society that reflects the upper class people at that time. In the Victorian era, education becomes an important foothold in the society's life. Education drives people to find and learn many valuable things around them that would be useful for their future life. As stated before that upper class people are able to provide their children a superior education and economic opportunities that help to perpetuate family wealth (Benton, 1970: 949). The characteristic of Victorian upper class society can be seen from Winterbourne and Mrs. Walker’s characteristic.
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he has gone to college there in order to reach a high education and become a well educated person.
Another character in the story that represents the upper class people in the aspect of education is Mrs. Walker. In the previous characters analysis, it is stated that Mrs. Walker is depicted as a woman who thinks that education is important for her. She sent her children at school in Geneva. One of these friends was an American lady who has spent several winters at Geneva, where she had placed her children to school (p. 29). As a wealthy woman, she is able to provide an education for her children. She expects by sending her children to school, they will be well educated people in the future.
In the Victorian society, there is a distance between upper and lower class people and people should respect this distinction. As the exclusive people, the upper class cannot get close to the lower people. If it happens, it is quite rare. They try to keep their life apart from the lower class people. Since the respectability and social status is important for the upper class people, they need to keep it carefully. As stated by Smith in A Guide to English Traditions and Public Life that the upper class should have a high social status and they have to
relationship with others, she has to be selective as what the women of upper class also do. She tends to be careful in her interactions in the society. When Winterbourne mentions Daisy to his aunt, he tells his aunt about Miller’s intimacy with their courier. At once, Mrs. Costello cannot accept the treatment of Daisy’s family toward their courier, because they treat him like a familiar friend. Although his aunt acknowledges that Daisy is very pretty and has good taste in clothes, she thinks the Millers are very common. Then, she does not agree to be introduced to Daisy because she chooses to keep away from Daisy. She thinks that they are “the sort of Americans that one does one's duty by not-- not accepting” (p. 13). It can be seen from the quotation below:
“She is young lady,’said Mrs Costello,’who has intimacy with her mamma’s courier.”
“An intimacy with the courier?’ the young man demanded.
“Oh, the mother is just as bad! They treat the courier like a familiar friend, like gentleman. I should wonder if he dines with them. Very likely they have never seen a man with such good manners, such fine clothes, so like a gentleman. He probably corresponds to the young lady’s idea of a count. He sits with them in the garden in the evening. I think he is smokes” (p. 14).
It shows that Mrs. Costello is a mirror of the upper class woman in the Victorian Age in the way Victorian society makes a relationship. Usually, one can make a
relationship to those who belong to the same class and social status. In the story, Mrs. Costello gives a clear description about the great distance of life
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intimate with their Italian courier, named Eugenio. They even eat meals with him, and sit with him in the garden. As stated in the chapter two that the lower class people have low education and does not get a standard of living. Couriers or servants belong to the members of lower class in the Victorian society. They are categorized as unskilled workers. That is why she refuses to be introduced to Daisy, as Winterbourne had planned to do. She warns Winterbourne to avoid the family.
In the Victorian society, it is necessary for a gentleman of the upper class to keep their own reputation. They have to be responsible in keeping their dignity and pride and must not act carelessly that can ruin their reputation in the society. They will do everything in order to save their reputation. They tend to avoid anything that may threaten their name in the society, such as gentlemen should avoid any scandalous behavior which may destroy their good name. They should be well aware of the rules of social interaction which are very rigid and are always observed. In the novel, this characteristic of Victorian upper class society is represented by Mrs. Costello. This can be seen from the conversation between Winterbourne and Mrs. Costello when Mrs. Costello has already knew that Winterbourne will go together with Daisy Miller.
“She is completely uncultivated,” Winterbourne went on. “But she wonderfully pretty, and, in short, she is very nice. To prove that I believe it, I’m going to take her to Chateau de Chillon.”
She is shocked to learn that her nephew is taking Daisy to the Castle de Chillon alone after knowing her for half an hour. A gentleman, like Winterbourne is inappropriate to go together with a woman whom he knew just for just a moment because it may ruins her name in the society. The public will give a bad opinion to the Winterbourne’s behavior. Mrs. Costello intends to give Winterbourne an understanding that their family comes from the high class so he is expected to behave accordingly based on his status. As stated by Smith that a group of people of certain social class is expected to behave as their social status. The upper class should have a high social status and they have to live in a certain style of life, which shows that they belong to an exclusive class (1955: 267). As explained in the previous character analysis, Mrs. Costello is a type of person who is
responsible to her family. Besides, she is also described as an ambitious woman. Mrs. Costello realizes that her family has a good status in the society. She has a
duty to keep and maintain her family’s good status by protecting her family’s reputation including protecting her nephew. She is worry if Winterbourne goes with Daisy, it will a give bad influence to him and destroy his reputation later. She would do anything in order to protect Winterbourne’s reputation in front of the public. At this point, she clearly forbids Winterbourne to get in touch with her.
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cares about Daisy. Her choice to keep her friend's reputation can be seen from her conversation with Winterbourne.
“My dear young friend,’ said Mrs. Walker, taking her hand, pleadingly, “don’t walk off to the Pincio at this unhealthy hour to meet a beautiful Italian” (p. 33).
Based on the polite manner, Daisy does not follow the habit of Victorian women who walk politely. As stated by Clarice Swisher, in Victorian England, that if a woman went in a hansom (a two-wheeled carriage) alone with a man who was neither her father nor her husband, nor old enough to be her grandfather, her reputation was irretrievably lost. The ruling convention was directed against unmarried men and women ever being alone together unless they were engaged (2000: 181). The upper class Victorian society should follow this way because it is a kind of good behavior for the Victorian upper class women to show their behavior as honored people. An unmarried woman like Daisy is not supposed to walk alone with an unmarried man, Giovanelli since they are not engaged because it will ruin Daisy’s reputation. However, Daisy ignores this rule. She does everything she wants. Then, Mrs. Walker tries to explain to Daisy that her behavior is unacceptable in the society, because actually that kind of behavior is not the custom in the European society.
“It is really too dreadful,” she said.
“That girl must not do this sort of thing. She must not walk here with you two men. Fifty people have noticed her”
