Stereotype of an ideal woman as challenged through Polly Milton`s characteristics in Louisa may Alcott`s an old-fashioned girl.

viii ABSTRACT

SUHENDRO, OLIVIA CHRISTINE. Stereotype of an Ideal Woman as Challenged through Polly Milton’s Characteristics in Louisa May Alcott’s An Old-Fashioned Girl. Yogyakarta: Department of English Letters, Sanata Dharma University, 2016.

An Old-Fashioned girl (1869) is Louisa May Alcott’s literary work that

represents the life of Polly Milton. The novel tells the readers about Polly

Milton’s effort as a country girl in challenging the stereotype of an ideal woman in the city. She visits her friend in the city but she does not know that the city is a fashioned city which is so contradictory to her modest style.

In order to challenge the stereotype of an ideal woman in Louisa May

Alcott’s novel,An Old-Fashioned Girl, two problems are formulated. The first is how the characteristics of Polly Milton are described in the novel. The second is how Polly Milton challenges that stereotype in the novel.

The writer applied Feminist approach to answer those problems above, along with the theory of character and characterization, theory of stereotype, and theory of ideal women. Meanwhile, a library research is used as the method of this study.

The result of all the analysis after answering those two problem formulated problems shows that Polly Milton’s characteristics can be seen from her personal description, others’opinion, her own speech, conversation of others,

ix ABSTRAK

SUHENDRO, OLIVIA CHRISTINE. Stereotype of an Ideal Woman as Challenged through Polly Milton’s Characteristics in Louisa May Alcott’s An Old-Fashioned Girl. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

An Old-Fashioned Girl(1869) adalah sebuah hasil karya dari Louisa May Alcott yang menggambarkan kehidupan Polly Milton. Novel ini bercerita kepada pembaca tentang perjuangan Polly Milton menantang stereotip di kota. Dia mengunjungi temannya di kota, tetapi dia tidak mengetahui bahwa kota yang dia kunjungi adalah kota mode yang sangat bertolakbelakang dengan gayanya yang sederhana.

Dalam rangka menemukan tantangan stereotip di novel Louisa May Alcott yang berjudulAn Old-Fashioned Girl, dirumuskanlah dua buah permasalahan. Pertama adalah bagaimana karakter Polly Milton dideskripsikan di dalam novel. Kedua adalah bagaimana Polly Milton menantang stereotip yang ada di novel.

Penulis mengaplikasikan pendekatan feminisme untuk menjawab rumusan permasalahan di atas, bersama teori tokoh dan penokohan, teori stereotip, dan teori wanita ideal. Sementara itu, metode yang digunakan adalah studi pustaka.

STEREOTYPE OF AN IDEAL WOMAN AS CHALLENGED

THROUGH POLLY MILTON’S CHARACTERISTICS IN

LOUISA MAY ALCOTT’S

AN OLD-FASHIONED GIRL

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree ofSarjana Sastra

in English Letters

By

OLIVIA CHRISTINE SUHENDRO Student Number: 104214068

ENGLISH LETTERS STUDY PROGAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

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vi

ACKNOWLEDGEMENTS

I would like to give thanks and praise to God for His unconditional love and blessing in my life, especially during this time in my study and in the completion of this undergraduate thesis.

I would like to express my sincere gratitude to my advisor, Elisa Dwi Wardani, S.S., M.Hum., for the guidance and corrections during the process completing the undergraduate thesis, and to the co-advisor, Harris Hermansyah S., S.S., M.Hum., who reads and revises this undergraduate thesis.

I would like to dedicate this undergraduate thesis to my beloved family. My greatest gratitude goes to my parents, Hansel C. S. and Elly Azhalia. I thank them for the love, prayers, and support they gave me. I would also like to thank my brothers, Nathanael and January who always support me to finish my study.

A very special thank to Adi who spend his priceless time to help and support me. I am also grateful to my best friends, Kartika and Lisma, for the never ending prayers and supports, for all the good time in campus, though many problems troubled us, you both always be the best for me.

Last but not least, I thank all English Letters’ lectures and the staff of

Sanata Dharma University for the knowledge and service I got during my study. And all my friends in English Letters for the great friendship they gave me.

vii

TABLE OF CONTENTS

TITLE PAGE ...i

APPROVAL PAGE ...ii

ACCEPTANCE PAGE...iii

STATEMENT OF ORIGINALITY ...iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...v

ACKNOWLEDGEMENTS...vi

TABLE OF CONTENTS...vii

ABSTRACT ...viii

ABSTRAK...ix

CHAPTER I: INTRODUCTION ...1

A. Background of the Study...1

B. Problem Formulation ...3

C. Objectives of the study...3

D. Definition of Terms...3

CHAPTER II: REVIEW OF LITERATURE ...5

A. Review of Related Studies ...5

B. Review of Related Theories ...7

1. Theory of Character and Characterization ...7

2. Theory of Stereotype...9

3. Theory of an Ideal Woman ...10

C. Theoretical Framework ...12

CHAPTER III: METHODOLOGY ...14

A. Object of the Study...14

B. Approach of the Study ...15

C. Method of the Study...17

CHAPTER IV: ANALYSIS ...18

A. Character of Polly Milton...18

B. Stereotypical Idea of an Ideal Woman in the Novel ...28

CHAPTER V: CONCLUSION...42

BIBLIOGRAPHY ...44

viii ABSTRACT

SUHENDRO, OLIVIA CHRISTINE. Stereotype of an Ideal Woman as Challenged through Polly Milton’s Characteristics in Louisa May Alcott’s An Old-Fashioned Girl. Yogyakarta: Department of English Letters, Sanata Dharma University, 2016.

An Old-Fashioned girl (1869) is Louisa May Alcott’s literary work that

represents the life of Polly Milton. The novel tells the readers about Polly

Milton’s effort as a country girl in challenging the stereotype of an ideal woman in the city. She visits her friend in the city but she does not know that the city is a fashioned city which is so contradictory to her modest style.

In order to challenge the stereotype of an ideal woman in Louisa May

Alcott’s novel,An Old-Fashioned Girl, two problems are formulated. The first is how the characteristics of Polly Milton are described in the novel. The second is how Polly Milton challenges that stereotype in the novel.

The writer applied Feminist approach to answer those problems above, along with the theory of character and characterization, theory of stereotype, and theory of ideal women. Meanwhile, a library research is used as the method of this study.

The result of all the analysis after answering those two problem formulated problems shows that Polly Milton’s characteristics can be seen from her personal description, others’opinion, her own speech, conversation of others,

ix ABSTRAK

SUHENDRO, OLIVIA CHRISTINE. Stereotype of an Ideal Woman as Challenged through Polly Milton’s Characteristics in Louisa May Alcott’s An Old-Fashioned Girl. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

An Old-Fashioned Girl(1869) adalah sebuah hasil karya dari Louisa May Alcott yang menggambarkan kehidupan Polly Milton. Novel ini bercerita kepada pembaca tentang perjuangan Polly Milton menantang stereotip di kota. Dia mengunjungi temannya di kota, tetapi dia tidak mengetahui bahwa kota yang dia kunjungi adalah kota mode yang sangat bertolakbelakang dengan gayanya yang sederhana.

Dalam rangka menemukan tantangan stereotip di novel Louisa May Alcott yang berjudulAn Old-Fashioned Girl, dirumuskanlah dua buah permasalahan. Pertama adalah bagaimana karakter Polly Milton dideskripsikan di dalam novel. Kedua adalah bagaimana Polly Milton menantang stereotip yang ada di novel.

Penulis mengaplikasikan pendekatan feminisme untuk menjawab rumusan permasalahan di atas, bersama teori tokoh dan penokohan, teori stereotip, dan teori wanita ideal. Sementara itu, metode yang digunakan adalah studi pustaka.

1 CHAPTER I INTRODUCTION

A. Background of The Study

Anything about women has always been an interesting topic to talk about. In literature we can see many authors produce literary work such as, poetry, play, prose that focuses on women as the subject. One of American writers who talk about her experiences through her literary works is Louisa May Alcott.

In this undergraduate thesis,An Old-Fashioned Girlis used as the main source in the analysis. An Old-Fashioned girl was originally serialized in Merry’s

Museum magazine. This story is about a young girl namely Polly Milton from a country who comes to the city visiting Fanny Shaw her friend. She comes to a place which is not suitable for her because of her simple style and also looks

“odd” for the people in that city. This novel also describes Polly Milton’s journey

from the first visit when she was a girl and the second visit when she becomes a piano teacher and helps the Shaw Family from bankruptcy. This novel also describes the style of fashion especially in Victorian era and the stereotypes of the people who live at that time.

Macrae in Pilcher and Whelehan’s Fifty Key of Concepts in Gender Studies

‘typical picture’ that comes to mind when thinking about a particular social group

(2004: 166)

The Victorian Era itself was a time of great change and progress- with its efforts to reform complex social institutions and its experimentations with mechanical and scientific ingenuities. The Victorian Era was highly moral. Motherhood\ was cherished and virtue was idolized. There was no greater icon of these ideals than the Queen herself, or the virtuous life of her husband Prince Albert. However, while this strict code of behavior greatly increased the civility and the gentility of life, it also encouraged an austere climate of conformity (Jarrett, 2013).

Through that explanation, the focus on the stereotype was Queen Elizabeth herself because the people at that time idolized her. They were following her from her behavior to her fashion style. This is different from the people now, where so many people can be idolized.

There is an interesting statement that is related to the concept or picture of

people’s mind in a society. Margaret L. Andersen quoted in Selly Handayani’s

thesis The Portrait of Ideal Woman in Early 19th Century British Society as Seen in Anne Elliot in Jane Austen’s Persuasion

“…All of these expectation-communicated through parents, peers, the media, the schools, religious organizations, and numerous other facets of society-create a concept of what it means to be a “woman” or be a “man”…(Handayani, 2003: 3)”.

explained

The researcher used that statement as the reason why the topic is chosen. It is

because the concepts of people’s mind are created from their expectation which is

mind on how a woman should become more interesting by wearing some

glamorous things and become “a lady” on their young age.

B. Problem Formulation

1. How is Polly Milton characterized in the story?

2. How does Polly Milton challenge the stereotypical idea of an ideal woman? C. Objectives of the Study

The objectives of the study are generally to answer the problem formulation. In details, the purposes of the objectives of the study are to understand Polly’s

characteristics in the story even more. Then, the second one is to find the stereotypical idea of an ideal woman from the novel, and then figure out how the characteristics of Polly Milton challenge the stereotype of an ideal woman.

D. Definitions on Terms

Before starting the discussion, there are some important terms that should be clarify, the first is “Stereotype”, the second is “ideal woman” and the last is

“character”.

According to Barker’sDictionary of Cultural Studies, stereotype is defined as a vivid but simple representation that reduces persons to a set of exaggerated, usually negative, character traits and is thus a form of representation that

essentializes others through the operation of power (Barker, 2004: 188)”.

In“Ideal woman”, to clarify the terms it should be separated into “ideal” and “woman”. According to Webster’s New Twentieth Century Dictionary of the

which is considered as the closest meaning to the topic in the analysis. The meaning of “ideal” is “... an object which corresponds with such a conception, a perfect model” (p. 902). Still in the same dictionary, the meaning of“woman”is

“... an adultfemale human being” (p.2103).

According to Abrams, characters are the persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what way they say –

thedialogue–and by what they do–theaction(Abrams, 1993: 23).

From these definitions, the writer would conclude that stereotype and ideal woman in the title mean an assumption of what is defined as an ideal woman which comes to people's mind from their expectation and it becomes the standard to categorize women in a society. And an ideal woman in a society is expected to have a good behavior, able to fulfill the expectation in a society that she lives in. But a woman's characteristic is formed from the people's expectation in the society where she lives. The last, characters are the persons presented in a literary work which can be interpreted by the readers through some qualities.

5 CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Studies

An Old-Fashioned Girlis published in 1869 by Louisa May Alcott. This novel tells about a simple girl named Polly Milton who visits her friend in the city. She comes into a different world between a country and a city.

The researcher wants to find the stereotypical idea of an ideal woman. To do that, the researcher needs to discover the intrinsic element of the novel. In the story, Polly is raised by a perfect lady too and also has good manners though she lives in the country. And still in the cover of an unchanging rural class where everyone keeps using old manners. Polly is a fourteen years old girl. In order to

explore Polly’s character deeper, atheory is used based on Polly’slife experience. Thus, characterization theory is used to fulfill the requirement of a literature study. According to the study by Krisna Sari Mulyaningsih, the stereotypical idea can be analyzed through the character of the novel.

The theory of character and characterization is used to find out how the four Makioka sisters are described in the novel. Then to analyze the kind of expectations that given to the Japanese women based on thecharacterization of the four sisters, the writers combines the previous theory by relating it to the review of Japanese society in 1930s (Mulyaningsih, 2011: 28).

in a new world, a world where manners and customs are so different from the simple ways at home, that she feels like a stranger in a strange land, and often wishes that she has not come. People in the city have their own perspective of an ideal woman. For example, women in the city are considered themselves as ideal women only if they wear some glamorous things since they were fourteen. This issue relates to a reference that involves stereotypical issues of an ideal woman. The reference that relates to that issue comes from Yohannes Rosefhel Susilo

Putra’s undergraduate thesis titled Becky’s Failures to be an Ideal Woman in The Victorian Era as Seen in Thackeray’s Vanity Fairsays:

“… A woman was ready to get married if she had some qualities, like being

able to sing, play music instrument or had a special skill in language like French or Italian. They also had to innocent, virtuous, biddable, dutiful and be

ignorant of intellectual opinion… (Putra, 2009: 11-12)”

Compared to Putra’s study, there is a similarity between Putra and this study.

The purpose of Putra and this study are to reveal the society’s perspective about

an ideal woman. The difference between Putra’s study and this study is that

Putra’s study focuses on the failure of a character in fulfilling the requirement to be an ideal woman. Meanwhile, this study focuses on how a character challenges the stereotype of an ideal woman.

From Mulyaningsih’s analysis, there is the same purpose with this study.

Mulyaningsih also focuses on woman’s character with the perspective of an ideal woman. On the other hand, Mulyaningsih’s study has central point on different

work’s background. The work in her study stresses on different culture and era.

In contrast with this study, the study tries to explore American culture in Victorian era.

B. Review of Related Theories

This part explains about the theories that are related to analyze problem formulations in the study.

1. Theory of Character and Characterization

Character is described as a person who appears in a literary work. Richard Gill in his bookMastering English Literaturedefines:

A character is a person in a literary work. Characters in books may have all sorts of links with the people we meet every day but we only meet them in books.

Characters are what they are like because of the way they’ve been made. The kind

of conversations they have, the things they do, their appearances and so on are the particular ways in which the author has chosen to characterized (1995: 127)

According to Murphy , there are nine ways to analyze a character. a. Personal description

Personal description of a character is appropriate to consider. Outer appearances such as body, face, and clothes can describe a character further.

Murphy (1972: 161) defines, “The author can describe a person’s appearances and

clothes.”

b. Character as seen by another

The characters described through the opinion by the others. Murphy (1972:

162) says, “Instead of describing a character directly the author can describe him

through the eyes and opinions of another. The reader gets, as it were, a reflected

c. Speech

Speech is the way people know about the characteristic through what they say

about themselves or others. Murphy (1972: 164) comments, “The author can give

us an insight into the character of one of the persons in the book through what that

person says.”

d. Past life

By learning about a person’s past life, author can give some clues to identify a

person’s personality. Murphy (1972: 166) argues, “By letting the reader learn

something about a person’s past life the author can give us a clue to events that

have helpedto shape a person’s character.

e. Conversation of others

Through the conversation to other, the reader can get the clues by the thing

they say about him or her. Murphy (1972: 167) adds, “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. People do talk about other people and the things they

say often give as a clue to the character of the person spoken about.”

f. Reactions

The author can identify the character personalities by the way they react in

some conditions. Murphy (1972: 168) tells, “The author can also give us a clue to

a person’s character by letting us know how that person reacts to various

g. Direct comment

The author shows the reader about the character in a frontal way. Murphy

(1972: 170) explains, “The author can describe or comment on a person’s

character directly.”

h. Thoughts

The author gives direct knowledge of what a person thinking about. Murphy

(1972: 171) says, “The author can give us direct knowledge of what person is thinking about.

i. Mannerisms

The author can give the readers clues about a person’s personality by

describing their manners or habits. Murphy (1972: 173) shows, “The author can

describe a person’s mannerisms, habits or idiosyncrasies which may also tell us

something about his character.”

2. Theory of Stereotype

This study uses secondary theory to support the analysis. Theory of stereotype is appropriate to explore the character in this study.

A stereotype can be thought as a cognitive method or procedure, used by our mind in order to simplify the complex barrage of information it experiences. From this perspective, a stereotype is a method of understanding, which works through classifying individual people into a group category (Pilcher and Whelehan, 2004: 166).

a. Stereotyping in families

In this area, gender stereotyping is practiced by adults to influence their children to do appropriate or inappropriate behaviors based on the gender. This part explains that parents have more important role to teach their children about gender role. So, the children will understand their role as a girl or a boy.

Research within the field of gender studies has examined the presence of gender stereotyping in key agencies of socialization, such as families, the education system and the media. For example, it is through the application of

‘sex role’ stereotypes by adults, especially parents, that infants and children learn what is deemed appropriate or inappropriate behavior for their sex (Pilcher and Whelehan, 2004: 167).

b. Stereotyping in education system

Teachers and workers consider woman as a mature and discipline person. On the other hand, boy is aggressive and lack of disclipine. As the result, the teacher should pay more attention to the boys to keep the order in the classroom maintained.

In a study of secondary school, Riddell (1992) found that teachers stereotyped girls as mature, neat conscientious, while boys were seen as aggressive and lacking in discipline. As a consequence, teachers devoted more attention to boys as a strategy of maintaining order in the classroom (Pilcher and Whelehan, 2004: 167).

c. Stereotyping in media

There are two types of stereotyping that are based on the domesticity and sexuality. In media stereotyping, women are categorized as housewives and sexual objects, and domestic role in jobs. A woman’s job reflected their role like take care the house.

housewives, or in jobs which were reflections of their domestic/caring role (Pilcher and Whelehan, 2004: 167).

3. Theory of Ideal Women

Ideal woman are reflected in Chris Beasley’s book What is Feminism?

Women have their own position in social and political life. This position becomes mainstream thought among the people. Then, the perspective about ideal women is developed by the confirmation that women are accepted in certain position of social and political life. Beasley explains in the book:

Feminist writers regularly point out that mainstream social and political

thought has commonly accepted and confirmed women’s subordinated

position in social and political life, either explicitly or implicitly (Beasley, 1999: 6).

Beasley explains about the ideal women in the society and the political view. Here, women are categorized as partial helpmates. Society expects women to

complete men’s needs including pleasure, provision of services, children. In this

part, women are defined as men’s needs in housework like taking care the children, cooking, washing, and so on.

The first view involves an account of women as partial helpmates. Here

women are defined in terms of men’s needs regarding pleasure, provision of services, children and so on (Beasley, 1999: 6).

The second description about ideal women is defined. Women are portrayed as complement. In this case, men are the main figure in the people’s thought while

Secondly, feminists found in mainstream thought a conception of women as different but complementary. Supposedly in this account both sexes are valued . . . Women, in other words, are defined not so much asformen but as

in relation to men. Man is the norm and woman is defined negatively in relation to that norm. Man becomes the standard model and woman the creature with extra and/or missing bits (Beasley, 1999: 7).

Beasley organizes some dualism between man and woman from the western people perspective. The dualism is pairs of associations. Beasley makes the oppositional characteristic connected with femininity. Here are the oppositional associations characteristic of Western thinking:

Man/woman Freedom/bondage

Subject/object active/passive

Culture, society/nature public/private

Human/animal general, universal/particular

Reason/emotion politics, law,

morality/personal

Logic/intuition familial, biological

Selfhood, being/otherness, non-being presence/absence light/dark

Independence/dependence good/evil

Autonomy/interconnection, nurture Adam/Eve (Beasley, 1999: 9)

C. Theoretical Framework

The theoretical framework provides of how the theories applied in giving answers to problem formulation. The theories of character and characteristics, theory of stereotype, and theory of an ideal woman are used to answer problem formulation.

Firstly, the analysis starts from the theory of character and characteristics. The theory of character and characteristics used is based on Murphy’s book which

gives nine ways to find how character is worth to analyze especially to analyze

personal description, character as seen by another, speech, past life, conversation of others, reaction, direct comment, and mannerisms.

Secondly, the theory of stereotype is used to support the analysis. Through the definition of stereotype by Pilcher and Whelehan, the reader can see how the people in the society have basic knowledge in their mind about something which is negative to the new comer.

14 CHAPTER III METHODOLOGY

A. Object of the Study

In this paper, a classical novel entitled An Old-Fashioned Girlis used as the object of the study. The novel was written by Louisa May Alcott. It was serialized in the Merry’s Museum magazine between July and August in 1869 and formed only six chapters. Then, Alcott continued the story from the chapter “Six Years Afterwards” and so it finished in nineteen chapters.

The novel also adapted into a musical film in 1949. This film is produced by Arthur Dreifuss, starring by Gloria Jean as Polly Milton, Jimmy Lydon as Tom Shaw, Frances Anne Rafferty as Fanny Shaw, and Mary Eleanor Donahue as Maud Shaw.

Boston especially in Massachusetts is the main setting in the novel. The story

starts with Polly Milton who visits her friend’s house whose name is Fanny Shaw.

Even when Polly grows up into an independent woman and also a good piano teacher, her good behavior never change at all. And also her natural shyness that caused her frequent panic among so many strangers still never changes. But, from surveying people in the city, Polly already transformed from the gray grub into a white butterfly. Then, she realizes that she loves Tom, she learned to love him one

summer, when he made them a visit. That was before Trix, Tom’s fiancée, caught

him; and when she heard that piece of news, Polly couldn’t unlove him all at once, though she tried very hard, as was her duty. So she put her love away, and tried to forget it, hoping it would either die, or have a right to live. Though now, Trix leaving him, Polly still loves Tom even though Tom is poor now. Polly still accompanying the Shaw family till they become more success and finally Tom and Polly get married.

B. Approach of the Study

This study uses a feminist approach to analyze the work of literature.Feminist theory is used to complete the approach of this paper. Feminist theory is away in determining women as the subject in social and political view revolving equality between women itself and men.

A focus on considering women as the subject of the analysis which may necessarily exclusive (Beasley, 1999: 117). It means that women are considered as the exclusive subject. This part shows that women are considered as exclusive subjects which can be analyzed.

which feminism ‘belongs’ to women to the exclusion of men (Beasley, 1999: 117). It means that women are considered as passive and the opposite of men.

An inclination to propose how things ought or ought not be, revolving around resistance to power and the privileging of men (Beasley, 1999: 117). It means that men have more power and privilege than women in the society.

A feminist approach is used in this study to show women as the subject, reveal that women ought not follow the society perspectives about ideal women, and

explore the Polly’s character whether she will follow the perspective about ideal woman or not. The main character in the novel is the center focus as the subject of feminism. In the story, the main character shows issues that are worth to discuss in the feminist approach. The reflection of stereotypical idea about woman is exposed in the novel that can influence the main character. This stereotypical idea about ideal woman affects the main character further.Literary work is an important object to unveil images of women. In order to do this, feminist approach can be relevant to dispute and question about the images of women. Thus, the final discussion can affect society. Barry argues in his book Beginning Theory:

This movement was, in important ways, literary from the start, in the sense that it realized the significance of the image of women promulgated by literature, and saw it as vital to combat them and question their authority and their coherence. In this sense the women’s movement has always been

C. Method of the Study

The study in this paper was a library research. The references used in this study were taken from books. The relevant data was used to analyze the main problem in this study. They were two types of data which are primary sources and secondary sources. The primary source in this study was literary works entitlesAn Old-Fashioned Girl by Louisa May Alcott. The novel becomes a primary source because this study was intended for literary study. The secondary source was from

Beasley’s bookWhat is Feminism?The secondary source was used to support the literary study in solving the analysis.

18 CHAPTER IV

ANALYSIS

The analysis in this part follows the problem formulation in the first chapter. This analysis uses theories by Murphy and Beasley. The first method is to analyses the character Polly Milton. Then, the stereotype of ideal women becomes the focus of the analysis. At the end of this part, the analysis will show whether Polly Milton fits the stereotypical idea of an ideal woman or not.

A. Character of Polly Milton

The character of Polly Milton is analyzed by Murphy’s theory. Theory of

character is used as the intrinsic element of literature. There are nine ways to distinguish a character. However, in this paper the character is considered in seven kinds of ways.

a. Personal Description

A character can be described by its personal description as explained by Murphy. The personal description can be a method that sees a character from its

appearance. Murphy tells in this book about personal description, “The author can

describe a person’s appearances and clothes (p. 161).”

came the little girl, with her hand out, and a half-shy, half-merry look in her blue eyes (p. 2).”

Polly lives in four season country. It is seen by her costume. She wears merino frock and boots. This kind of clothes tells that she passes winter season at the young age. The situation explained that Polly lives in West Country since her

early age. So, Polly can be considered as western girl. “Polly looked at her simple blue merino frock, stout boots, and short hair, with a puzzled air (p. 5).”

Polly is described to have a lovely physical appearance at her early twenty. She has blue eyes, sweet mouth, broad forehead, curly hair, and firm chin. From the explanation in the novel, Polly is described to have her own beauty because of her characteristics.

The blue eyes were clear and steady, the fresh mouth frank and sweet, the white chin was very firm one in spite of the dimple, and the smooth forehead under the little curls had a broad, benevolent arch; while all about the face were those unmistakable lines and curves which can make even a plain countenance comely, by breathing into the beauty of a lovely character (p. 73). In her twenty, she has changed. She now wears all in grey. She wears rough coat and round hat. She is similar to American villagers who use to wear clothes that all in gray. She preserves the culture of the people in her place. This can be concluded because she adapts with all the people, like the way she wears her clothes. As explained in page seventy three:

She always wears plain clothes. But in contrast to her plain clothes, her figure is more attractive. She is described as full of the vigor, grace, and ease, which nothing else can surely bestow.

Yet the plain suit become her excellently, and one never thought of the dress, looking at the active figure that wore it, for the freedom of her childhood gave to Polly that good gift, health, and every movement was full of the vigor, grace, and ease, which nothing else can so surely bestow (p. 73).

b. Character as Seen by Another

The reader can see the main character of the story from another character’s

opinion. In the novel, there are some people who explained about Polly’s

character, like Maud, Fanny, Tom, Mr. Shaw, and Miss Mills. Maud is Fanny’s

young sister. She loves to play with Polly. Fanny is Polly’s best friend. Polly comes to city because of her inviting to spend holiday. Tom is Fanny’s old

brother. He loves to insult and underestimate girl. Mr. Shaw is a father from Fanny, Tom, and Maud. He is a man who is busy getting rich. And Miss Mills, she is a wise woman who gives Polly a place to live since Polly arrives in the city. Maud thinks that Polly is a mature person though she is still fourteen. She never teases her mother to follow her favor, but she obeys all of the terms that she has already been made with her mother. Maud thinks that it is selfishness for Polly if

she teases her mother. “Polly never teases. She says it’s selfish; and I don’t do it

now much,” put in Maud with virtuous air (p. 62).

“Polly is a sensible, brave-hearted girl, and I respect her for doing it,” said Mr.

Shaw, emphatically. “One never knows what may happen, and it does no harm for young people to learn to be independent (p. 71).”

Polly has artistry in music. She has taste of old style. She tends to be more popular among the elder. “My girls sing as Polly sings. It suits old people better

that your opera things, and mother used to enjoy it so much.” As he spoke Mr.

Shaw eye turned …. (p. 72).

Polly is a comforting and flexible woman. It means that Polly makes people around her feel comfortable and she is easy enough to adapt in any situations. Polly is compared to Fanny that she is more comforting in any conditions than Fanny. “… If she was a rosy, cosy little woman , like Polly, it would come easier, though, thought Tom (p. 100).”

Miss Mills think that Polly has inner beauty. She thinks that Polly does not realize her own kindness that always tries to help others with all her heart. As described in the novel:

She certainly did, for she was talking and laughing in the gayest manner with

Frank while Sydney was covertly surveying Polly as if he didn’t quite

understand how the gray grub got so suddenly transformed into a white butterfly. It is a well-known fact that dress plays a very important part in the lives of most women and even the most sensible cannot owning sometimes how much happiness they owe to a becoming gown, gracefully arranged hair, or a bonnet which brings out the best points in their face and puts them to a

good humor … Polly was not very wise, but she felt that every one about here

found something more attractive than usual in her and modestly attributed

Tom’s devotion, Sydney’s interest and Frank’s undisguised and swan’s-down,

which, like Charity’s mantle, seemed to cover a multitude of sins in other’s people’s eyes and exalt the little music teacher to the rank of young lady (p.

116).

Tom realizes that Polly is a bright and lovable girl. He thinks that Polly never try to be pretty to be able to fulfill the requirement of a good wife. As exposed in the novel:

Little Polly was growing up to be a very charming woman. He had known her since her visit and had always liked the child; this winter he had been interested in the success of her plans and had done what he could do. But he never thought of failing in love with Polly till that night. Then he began to feel that he had not fully appreciated his young friend ; that she was such a bright and loveable girl, it was a pity she should not always be gay and pretty, and

enjoy herself; that she would make a capital wife for somebody…. These

thought came and went as he watched the white figure in front, felt the enchantment of the music , and found everybody unusually blithe and beautiful (p. 117).

Polly is a cheerful person. Her face always looks very happy. She is very different with Fanny in solving the problem. Polly has an optimistic thinking and it makes her being loved easily. Meanwhile, Fanny is very hard to accept dealing with the problem though she also looks happy.

“Well, ‘pears to me Polly did; she talked most, and looked funny and very happy all the time. Fan laughed a good deal, but I guess Polly is the loveress,” replied Maud, after a moment’s reflection (p. 164).

position. And also, Polly has a quality as a good wife, for example, she is willing to wait Tom patiently and helping Tom as good partner. It makes her deserve to

be loved. “A good woman to love and help him all his life, as you will me, please

God (p. 184).”

c. Speech

A speech means the way Polly talks to others. According to Polly’s speech,

Polly is a responsible, caring, and educated person. It is proven from Polly’s

speech that wants to help her sister. She wants to help by working and saving money for her sister. Her speech also proves that she cares about her family. She

cares about her sister’s condition. She is an educated person too, because she also

cares about her sister’s education. This is proven by her future plan of her sisters.

“Then the independence will be delightful, and if I can save a little to help Kitty

along with, that will be best of all (p. 74).”

Polly is a diligent and confident person. Her conversation with Tom proves that she likes to finish her book. Her confident character is shown from her belief that Tom should not underestimate her about her skill. Polly obeyed, and did even better than before, saying, as she looked up, with a laugh, “I’ve been through the whole book; so you won’t catch me that way, Tom (p. 28).”

Polly is a resolute person, it means that Polly keeps her own purposes by work in the city. It is proven from her words in the conversation with Fanny. She shows her focus towards her obligation. She prefers to do her duty rather than accept

work, not play; to save, not spend; and parties will be quite out of the question for

me (p. 77).”

d. Conversation of Others

According to the conversation, it shows that Polly is not only a mature person but also has a curious side. The writer thinks it is a curious side because Polly also wants to wear the same glamour dress in the party but she cannot. Like a child who wants a candy because they look their friend who has a candy. But she realizes that she cannot and feel thankful that she can go home tomorrow.

“Well, Polly, do you like parties?”asked Fan when the last guest was gone (p. 69).

“Very much; but I don’t think it would be good for me to go to many,”

answered Polly, slowly (p. 69).

“Why not (p. 69)?”

“I shouldn’t enjoy them if I didn’t have a fine dress, and dance all the time,

and be admired, and all the rest of it (p. 69).”

“I didn’t know you cared for such things,” cried Fanny, surprised (p. 69). “neither did I till to-night; but I do; and as I can’t have’em, it’s lucky I’m

going home tomorrow (p. 69).

Polly is a strong, independent, and modest person. According to Tom, it is impossible for Polly to abide her lover. Tom cannot imagine if Polly always depends on her lover. And also she can stand by herself without being influenced by the environment. It makes Polly look strong in the people’s eyes especially

Tom and Sydney in the conversation. Furthermore, Tom cannot imagine that Polly would fix herself up by growing her hair down; it proves that Polly is a

modest person in Tom’s point of view.

“I can’t imagine you walking about the world with your back hair down, bewailing a hard-hearted lover,” said Tom (p. 118).

“No; Miss Polly would let concealment prey on her damask cheeks and still

lover through small-pox, or some other contagious disease, and die

seraphically, leaving him to the agonies of remorse and tardy love (p. 118).” “That’s not my way either,” she said decidedly. “I’d try to outlive it, and if I couldn’t, I’d try to be better for it. Disappointment needn’t make a woman a fool. (p. 118).”

According to the conversation below, it shows that Polly is a hardworking woman. She hates seeing Tom works all alone and she loves to do jobs together with Tom. And also her courage to repeat everything from the beginning makes her look stronger than women in general.

“Only a view years, and we needn’t wait a minute after Syd is paid, if you don’t mind beginning rather low down, Polly(p. 183).”

“I’d rather work up with you, than sit idle while you toil away all alone.

That’s the way father and mother did, and I think they were very happy in

spite of the poverty and hard work (p. 183).”

e. Reactions

Polly is a shy person. Also, she is not confident person. When Fanny introduced her to her friends, she does not have the confidence because of her modest style.

But Polly did feel and look very shy, when she was ushered into a room full of young ladies, as they seemed to her, all very much dressed, all talking together, and all turning to examine the new-comer with a cool stare which seemed to be as much the fashion as eye glasses (p. 10).

f. Direct Comment

These, attracted first by Polly’s cheerful face, modest manners, and faithful

work, soon found in her something more than a good teacher; they found a real talent for music, an eager desire for helpful opportunities, and a heart grateful for the kindly sympathy that makes rough places smooth (p. 110). She is a shy yet brave person at the same time. She will be nervous to meet new people. But she has courage because of her purpose of life. Her bravery gives advantage in the form of love. Her pupils love her.

For Polly had not yet outgrown her natural shyness and going among so many strangers caused her frequent panics. But her purpose gave her courage, and when the ice was once broken, her little pupils quickly learned to love her (p. 81).

She is a loveable person. People can easily love her. This is because of her lovely manner. One example is her simple manner toward Fanny’s father. When

he goes to work, Polly always watching and waiting him go in the terrace.

She loved to do the “little things” that others did not see, or were too busy to

stop for; and while doing them, without a thought of thanks, she made

sunshine for herself as well as others…….. She did not to try to settle the

question, but did her best to love and serve and bear with each, and the good will, the gentle heart, the helpful ways and simple manners of our Polly made her dear to everyone, for these virtues, even in a little child, are lovely and attractive (p. 27).

The direct comment below shows that Polly is a modest person. She used to wear plain clothes that reflect her modest characteristic. Even at the party, she still wears her plain clothes.

g. Thoughts

Once again, it is proven that Polly is a resolute person. Even in the party, she keeps wearing her usual clothes. This indicates that she does not want to pretend as another person. She appears as herself.

Poor Polly, with all her efforts to be contended, and not to mind looking unlike other people, found it hard work to keep her face bright and her voice happy that night (p. 62).

Her persistence is so high, although there is temptation to wear high end clothes; she never changes her style in the whole story. She once tries to get a new style like the uptown girl but at the end it is just a plan.

She did not know it, but that good old fashion of simplicity made the plain gowns pretty, and the grace unconsciousness beautified their little wearer with the charm that makes girlhood sweetest to those who truly love and reverence it. One temptation Polly already yielded to before the letter came and repented heartily of afterward (p. 24).

h. Mannerism

Her manner shows that Polly is an active and playful person. When she was at home, she played and did everything in the outdoor. And she will not get trouble through her act. “At home, Polly ran and rode, coasted and skated, jumped rope and raked hay, worked in her garden and rowed her boat (p. 19)”.

To sum up the character of Polly Milton, the writer uses some of Murphy’s

she was still fourteen, and in the second visit, she is a twenty years old woman who becomes more charming with her sweet mouth and curly hair which makes her becomes more beautiful. Her physical appearance which tells that she is also a shy woman but her purpose give her courage to teach piano lessons in front of some pupils and makes them loves her. Though she already becomes a woman but her modest style never changes because her parents’ advice thatbeing beautiful is not about what someone wears but about the cheerful face and the kindnesses which can make a woman become more beautiful.

B. Stereotypical Idea of an Ideal Woman in the Novel

Before discussing gender stereotyping deeper, it is important to know what kind of ideal woman in the novel. The novel explains that an ideal woman should have maturity. When a woman plays dolls, people might think that it is too childish. “I should think you’d be ashamed to play with dolls, Polly. I haven’t touched one this ever so long,” said Fanny, looking down with a superior air (p. 26).

Also, an ideal woman is a good partner in life. A good woman will accompany a man as his wife. She will help, love and patiently wait for his husband.“A good

woman to love and help him all his life, as you will me, please God(p. 184).”

An ideal woman can only be the object of media. An ideal woman should have a good looking to attract the attention of others. And also, they considered themselves as young ladies by wearing any glamour things to attract people.

“You are fourteen; and we consider ourselves young ladies at that age,”

continued Fanny, surveying, with complacency, the pile of hair on top of her head, with a fringe of fuzz round her forehead, and a wavy lock streaming down her back; likewise, her scarlet-and-black suit, with its big sash, little pannier, bright buttons, points, rosettes, and heaven knows what. There was a locket on her neck, ear-rings tinkling in her ears, watch and chain at her belt, and several rings on a pair of hands that would have been improved by soap and water (p. 5).

There are three aspects which contribute to develop gender stereotypes. First of all is family life, and secondly the education system, and finally the media. Gender stereotyping in families involves adults who have the main roles to influence their children to do appropriate or inappropriate behaviors based on the sex. Gender stereotyping in education system include teachers and workers who categorized girls as a discipline person and boys have more attention in maintaining order. Last, stereotyping in media is done through domesticity and sexuality (Pilcher and Whelehan, 2004: 167).

Gender stereotyping works through families. In the novel, through Fanny’s

perspective, playing dolls is shameful for girls of her age. It is because she thinks that she is too old to play with dolls anymore. The stereotype works through

Fanny’s perspective which thinks that playing doll is not proper anymore in her

Gender stereotyping works through education systems by the belief that boys are supposed to be smarter than girls. This is Tom’s perspective that girls do not need formal education, they only need to learn music lessons and manners.

There is gender stereotyping making woman becomes the sexuality object in a theatrical show in gender stereotyping in media It shows glamour things and

people in the city are already used to it. For people’s perspective in the city, women are regarded as sexual objects. The second case, girls in fourteen consider

themselves as young ladies. In Fanny’s perspective, to become a young lady, she should wear any glamorous things. It is develop by the media like the sparkling theatrical show.

Polly is faithful to her origin. Because of her faithfulness, she is not easily influenced by others. She always remembers her own origin before accepting something. Even when there are stereotype issues from outer culture, she might reject this stereotype. But, if the stereotype comes from her origin, she can accept it.

a. Gender stereotyping in families

Polly is a good person. As described in page 184,“A good woman to love and help him all his life, as you will me, please God.“ Since Polly is a good person,

they still playing with dolls. But Polly against that stereotype, she thinks that it is okay playing with doll as long as it makes people happy.

In the novel, such stereotyping exists. One of the stereotypes is built based on family education. One of the proofs is Fanny’s perspective about how a lady

should be. Fanny has a perspective that play with dolls is shameful for girls of her age. It happens because her parents prefer to send her to a ladies school. From her parents perspective, it is shown that her parents wants her to get more education by taking her to a ladies school. Based on the ladies school, their focus is on the manner to be a lady. According to this matter, it is shown that the parents want their daughter grows to be what kind of woman. They want their daughter to be a lady with a good manner.

In this case, Fanny looks like a young lady who feels that she is old enough to not to play with dolls anymore. She knows how a lady should behave. In fact, playing with dolls is okay for all ages, it does not matter how old you are. It is only stereotype in family. For example, when the parents laughed at their children when the children are still playing with dolls at their age.“I should think you’d be ashamed to play with dolls, Polly. I haven’t touched one this ever so long,” said

Fanny, looking down with a superior air (p. 26).

Polly’s response is very different. She thinks that playing with doll is okay for

everyone. Polly is against the stereotype by teasing Fanny’s hobby. Her hobby is

reading novel and Polly thinks that hobby is such a waste of time. She rejects

Fanny’s offer for doing another things because helping Maud is more important.

Polly shows that her maturity is not attached to playing dolls. Her response is shown below:

“I ain’tashamed, for it keeps Maud happy, and will please my sister Kitty; and

I think sewing is better than prinking or reading silly novels, so, now.” And

Polly stitched away with resolute air, for she and Fanny had had a little tiff;

because Polly wouldn’t let her friend do up her hair “like other folks,” and

bore her ears (p. 26).

“Don’t be cross, dear, but come and do something nice, it’s so dull to-day,”

said Fanny, anxious to be friends again, for it was doubly dull without Polly.

“Can’t; I’m busy.”

Based on the case above, the society has introduced a stereotype of maturity. It means, the society has their own idea about what an ideal woman should be like. Beasley (1999) has a concept of woman she offers in her book What is Feminism?. Related to the playing with dolls is only for little girls, and not for boys. Beasley concedes that in some society’s especially Western societies. Men are considered as active and free individuals. Meanwhile, women are passive and obedient individuals. In the case of Polly, an ideal woman is pictured as passive and obedient because a girl can play dolls at home whereas boys should not to do

that. It is shown that the woman’s area is home. Compared to boys, they usually play sport in the outdoor. It is shown that an ideal woman is passive and bondage because they have to stay at home.

It is also proven that Tom thinks that women should wait for men while men

woman does not have the reason to work, a woman should wait to for man. This stereotype is developed in family. For example, a mother should cook in the kitchen while a father should go to work. This case has already developed in society.

“You were so good to me those last days, that I came very near speaking out,

but I couldn’t bear to seem to be offering you a poor, disgraced sort of fellow, whom Trix wouldn’t have, and no one seemed to think worth much.’No,’ I said to myself,’Polly ought to have the best; if Syd can get her, let him, and I

won’t say a word. I’ll try to be better worthy her friendship, anyway; and perhaps, when I’ve proved that I can do something, am not ashamed to work, then, if Polly is free, I shan’t be afraid to try my chance.’So I held my tounge,

worked like a horse, satisfied myself and others that I could get on my living honestly, and then came home to see if there was any hope for me (p. 181).” Polly’s reaction toward the case, she understands the stereotype. It is surprising that Polly can be a woman who can sit and wait to someone. Because of her love, she tries to be more patient in waiting in home.

“And I was waiting for you all the time,” said a soft voice close to his shoulder; for Polly was much touched by Tom’s manly efforts to deserve her

(p. 181).

Based on the previous case, an ideal woman should be an object, passive, bondage and dependence because a woman has already been being prepared in being more depend on man while waiting for their husband at home whereas man should being responsible to their jobs. It is shown that the woman’s importance is her dependence as a wife in waiting man. Waiting for their husband is the symbol of their passive characteristic. Their limited area such us home is the symbol of the bondage. Compare to man, they have to go to work. It is shown that an ideal woman is an object, passive, bondage, and dependence because they have to waiting their man.

b. Gender stereotyping in education system

Polly is an educated person. As explained in page 28, “I’ve been through the

whole book; so you won’t catch me that way, Tom.” Since Tom underestimates her by the stereotyping that girl is not smart enough to be educated, she proves that she can do better than Tom. The reaction shows that Polly has already read so many books and she is against the stereotypical idea about a girl being considered to be not in need of education.

In this stereotyping in education system, boys are considered as leader because

boys are more aggressive than woman in people’s mind. In addition, boys are

stronger and tougher in people’s perception. For example,boys are always chosen as leader in classroom because people in the classroom think that boys have more

responsibility to lead since girls are more obedient than boys. In people’s mind,

In the novel, there is also the same case, where people think that boys are smarter than girls. In this case, Tom is trying to finish his Latin homework but he thinks that it is so difficult so Polly comes to help him, but he underestimates her. He thinks that a girl does not need to study. “You? Pooh! Girls’ Latin don’t amount to much anyway,” was the grateful reply (p. 28). He thinks that a girl just needs to be pretty. From this example, Tom has a stereotype idea in his mind about a girl. Tom thinks that ideal woman is not smarter than man.

According to the story, Polly responds to Tom’s act. Polly’s reaction show

that she is not worth it to underestimate. It is because she has already studied with her brother before, and she not only study Latin, but also study many books. Tom is amazed because he never met another girl like Polly. It is because his perception is only about a girl does not need to be educated. The quote below shows that Polly is different from common girl, she is more educated though she lived on the country. It is proven by the quote below that Tom is amazed by Polly: But Polly was used to him now, and, nothing daunted, took a look at the grimy page in the middle of which Tom had stuck. She read it so well, that the young gentleman stopped munching to regard her with respectful astonishment, and

when she stopped, he said suspiciously, “You are a sly one, Polly, to study up so you can show off before me. But it won’t do, ma’am; turn over a dozen pages, and try again (p. 28).”

Polly respects Tom as a response. Polly obeyed her friend to repeat again his

Latin to help him. From that quote, it is shown that Tom accepts Polly’s help. This

Polly obeyed, and did even better than before, saying, as she looked up, with a

laugh, “I’ve been through the whole book; so you won’t catch me that way, Tom (p. 28).”

According to the quote below shows that Polly follows her brother for keeping study many things and her parents always support her. It proves the she is against the stereotype that girls should not learn a lot. She proves it by keep learning with her brother. She shows to Tom that she already learn many things.

“I studied with Jimmy, and kept up with him, for father let us be together in all our lessons. It was so nice, and we learned so fast (p. 29)!”

Based on the case above, the society has their stereotype. It means, the society has their own mind about what ideal woman should be. Beasley has concept of Western thinking in her book What is Feminism?. Related to the previous case, being educated in formal school is only for boys, while girls only need being educated in their mannerism. It is prove that society wants that ideal woman only uses their intuition as their instinct for taking cares the babies, meanwhile; man should use their logic. Just like Beasley’s concept, oppositional characteristic of Western thinking that are man have to use their logical mind. Meanwhile, woman has an intuition as their instinct for taking cares the babies . Based on the previous case, an ideal woman should have an intuition because a woman someday will become a mother whereas man should not have that.

c. Stereotyping in media

representations, the focus has shifted away from whether stereotypes of gender

reflect the “reality” of gendered experiences and identities. (Pilcher and Whelehan, 2004: 167).

Polly has an old-fashioned style. As described in page 72, “My girls sing as

Polly sings. It suits old people better that your opera things, and mother used to

enjoy it so much.” As he spoke Mr. Shaw eye’s turned. Since the old fashion is her nature, she cannot help herself when seeing the vulgar, fashionable, and gorgeous theatrical show. The reaction shows that Polly is not comfortable with the glamour life style.

There is an example of stereotyping through media in the story. One example is shown when Polly attends a theatrical show. In the theatrical show, seeing very gorgeous, very vulgar, and very fashionable things are amazing. People in the city are accustomed to those things. It means that they already have the standard about things that amazed them. It proves that stereotype in media influenced the

things are also shown. The theatrical shows showing that there are people who become sexual objects.

That night she saw one of the new spectacles which have lately become the rage, and run for hundreds of nights, dazzling, exciting and demoralizing the spectator by every allurement French ingenuity can invent, and American prodigality execute. Never mind what its name was, it was very gorgeous, very vulgar, and very fashionable; so, of course, it was much admired, and every one went to see it. At first, Polly thought she had got into fairy-land, and saw only the sparkling creatures who danced and sung in a world of light and beauty; but, presently, she began to listen to the songs and conversation, and then the illusion vanished; for the lovely phantoms sang negro melodies, talked slang, and were a disgrace to the good old-fashioned elves whom she knew and loved so well (p. 8).

Polly’s responseshows that she is not comfortable with the theatrical shows. It is because of her innocent nature and establishment. Yet, Polly comes from different background so her culture must be different from the city. The stereotype about glamour things are the symbol of amazement. The stereotype in the city has already been created because of the media. The media is in the formed of theater.

“I’ll never come again,” said Polly, decidedly; for her innocent nature rebelled

against the spectacle, which, as yet, gave her more pain than pleasure. She did

not know how easy it was to “get used to it.” As Fanny did (p. 8);

According to the quote below, Polly reacts that she is against people’s

perspective about girls in fourteen are allowed coming in that glamour and vulgar theatrical show. In her perspective, girl in fourteen are still a little girl and it is not proper for them to watch the glamour and vulgar theatric al show.

“I don’t care if she has. I know it wasn’t proper for little girls to see, or I shouldn’t have been so ashamed!” cried sturdy Polly, perplexed, but not

convinced, even by Mrs. Smythe Perkins.

the media. A beautiful creature is a predicate for women in the media. It is a proof that society wants that ideal woman should be an object. Just like Beasley’s

concept, oppositional characteristic of Western thinking that are man is a subject. Meanwhile, woman is an object. Based on the previous case, an ideal woman should be an object because the society has the stereotype that a woman is a more beautiful creature than man. It is shown that woman can be an object for man. While men, as the subjects can only see a woman as a beautiful object. It is shown that an ideal woman is an object.

Polly is a faithful person. As explained in page 62,

“Poor Polly, with all her efforts to be contended, and not to mind looking

unlike other people, found it hard work to keep her face bright and her voice

happy that night”.

Since she is a faithful person, she keeps her own background as a country girl. Though it was explained by Fanny that she looks “odd” but she is not influenced by the stereotype that a girl should be a young lady.

In the description of the stereotype below, it can be seen that young girls at fourteen are already considered themselves as young ladies. It is seen from what they wear. For example, Fanny wears so many accessories like the pile of hair on the top of her head with a fringe of fuzz round her forehead, and a wavy lock streaming down her back. The ideal woman in the city looks like Fanny’s appearance. Fanny’s appearance looks like a woman though she is still in

fourteen. It is because of the stereotype from the city itself. The stereotype comes from the media for the example, the sparkling theater show.

“You are fourteen; and we consider ourselves young ladies at that age,”

head, with a fringe of fuzz round her forehead, and a wavy lock streaming down h