Jane Eyre: Context (WJEC Eduqas GCSE English Literature)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Jane Eyre historical context
During the Victorian era, Britain was at the height of its imperial power. The West Indies, where Bertha is said to have originated from, was a region of significant economic importance due to its sugar plantations and other resources.
Colonialism
During the 19th century, Britain’s empire expanded significantly and encompassed territories across Asia, Africa and the Americas:
The Caribbean colonies were deeply intertwined with Britain’s economy through trade and the exploitation of enslaved labour
As Britain’s imperial power grew, so too did critiques of colonialism
Throughout the early to mid-19th century, there was a growing abolitionist movement in Britain aimed at ending the transatlantic slave trade:
The abolitionist movement gained momentum following the British abolition of the slave trade in 1807
This continued with the Slavery Abolition Act of 1833, which abolished slavery throughout most of the British Empire
These legislative measures were driven by growing moral outrage over the brutalities of slavery
How this links to the novel Jane Eyre | |
Bertha as a victim of colonialism | Bertha Mason is a character who is completely disempowered by her status. As a Creole woman with mixed ethnicity, she is disadvantaged by imperialist attitudes. She is depicted as a marginalised and tragic character and Jane describes Bertha in terms that dehumanise her: she refers to Bertha as “it” and a “vampire”, and cannot tell if Bertha is a “beast or human being”. She feels more horror than sympathy towards Bertha, and does not criticise Rochester for locking her up. |
Jane Eyre social context
Gender
Jane Eyre, Charlotte Brontё’s first novel, was published under a male pseudonym: Currer Bell
Brontё used a male pseudonym because most publishers in the mid-19th century did not take female authors seriously:
When Jane Eyre was published, many reviewers thought its powerful style meant it must have been written by a man
This publishing context is an example of the gender norms that Brontё critiques in Jane Eyre
Victorian society was extremely patriarchal, which meant that girls and women did not have equal access to education, employment or property ownership:
This is illustrated from the start of the novel, with John Reed attending an expensive school, while his sisters are educated at home
When women married in the Victorian era, any property or money they owned automatically belonged to their husbands
How this links to the novel Jane Eyre | |
Gender inequality | Brontё addresses the gender inequality of her time. For example, in Chapter 12, Jane reflects that “millions are in silent revolt against their lot… Women feel just as men feel”. Brontё also addresses gender inequality indirectly as male characters have far more agency than female characters. For example, Mr Brocklehurst controls the conditions for all the female teachers and pupils at Lowood; St John Rivers can make his own life choices, but his sisters are dependent on him for their home and income; Rochester is free to come and go as he pleases at Thornfield in a way that Jane and other female characters are not; Rochester is able to imprison Bertha because she is his wife and, legally, his property. |
Subverting gender norms | Brontё also subverts Victorian gender norms. As the protagonist, Jane’s independence of thought and spirit results in the outcome she desires. When Jane states, “Reader, I married him” in the final chapter, it is a reversal of the more conventional “he married me”. The active verb is given to Jane, rather than Rochester, and she is the subject of the sentence. |
The ending of Jane Eyre seems both to reinforce and challenge Victorian gender conventions. Having gained financial independence, Jane still refers to Rochester as her “master”. However, Rochester acknowledges Jane as his “equal”, illustrating Brontё’s ideal of an egalitarian marriage. | |
Social class
19th century society was strictly divided by social class:
Social mobility was limited and it was rare for people from different social classes to intermarry
The upper class comprised aristocrats, landowners and wealthy industrialists who enjoyed privileges such as education, political influence and affluent lifestyles
Social class was usually, but not always, defined by wealth:
While wealth played a crucial role, social class also encompassed education, family background and occupation
The working class, which comprised most of the population, struggled with low wages, poor living conditions and limited opportunities for social advancement
The poorest people in society often depended on workhouses and charitable institutions for their survival:
Workhouses were established under the Poor Law system, however conditions within them were often harsh and punitive
They were designed to deter dependency rather than alleviate poverty
In the 19th century, white British people considered themselves to be superior to other races, especially those they exploited for financial gain
How this links to the novel Jane Eyre | |
Jane’s social status | As an orphan, Jane experiences social disadvantages: she is dependent on the Reed family for her survival. While her education means she can find work, Jane is poor for most of the novel and has a lower class status than Rochester. However, the wealth she gains from her inheritance gives her financial independence and raises her social status. |
Brontё’s attitudes to class | Brontё is uncritical of her society’s class structure: Jane accepts her social position as being of a lower class than Rochester, but a higher class than the Thornfield servants. However, Brontё is critical of the value placed on wealth and social status. For example, Jane sees her personal merits as more meaningful than Blanche Ingram’s beauty, expensive clothes and personal “attainments”. Jane describes Blanche’s character as “inferior” because she is “not genuine”, “good” or “original”. |
Christianity
Christianity was centrally important in 19th-century England, and nearly everyone was a Christian:
Christianity provided the moral framework for 19th-century life
Even people who could not read or write knew most of the Bible by heart
Jane Eyre, like all Victorian literature, is filled with biblical references, which its readers would have recognised
Brontё’s father, Patrick, was an Anglican curate and the Brontё family lived in the parsonage provided by his employers
Brontё and three of her sisters attended The Clergy Daughters’ School at Cowan Bridge:
Conditions at this religious school were harsh, with inadequate food, freezing conditions and poor hygiene
Elizabeth and Maria, Brontё’s two eldest sisters, were sent home from Cowan Bridge and died of tuberculosis soon after, aged 10 and 11
Helen Burns in Jane Eyre is based on Brontё’s eldest sister, Maria
How this links to the novel Jane Eyre | |
The misuse of Christianity | Brontё critiques the misuse of Christianity, but accepts the baseline realities of Christian belief. Characters like Mr Brocklehurst, St John Rivers and even the saintly Helen Burns represent Christian beliefs that are either distorted or extreme. Mr Brocklehurst represents the idea of religious hypocrisy and he claims to educate the girls according to Christian principles, but in reality is cruel and unjust. He diverts donations intended for the girls’ support in order to give his own family a luxurious lifestyle. |
Religious idealism | St John Rivers represents the negative aspects of religious idealism. He ignores his love for Rosamund Oliver in order to pursue his religious vocation. He wants to marry Jane because he thinks she will make a good missionary’s wife, not because he loves her. Characters like Miss Temple and the sisters Mary and Diana Rivers represent moderate Christian beliefs, like kindness and tolerance. |
The supernatural
Awareness of the supernatural was as common in the 19th century as religious belief and is reflective of the broader societal and cultural concerns in England:
The concept of the supernatural is intertwined with Victorian England’s fascination with the unknown and the unexplained
Most 19th-century readers would have recognised the supernatural elements used by Brontё
Imprisonment was often used by 19th-century authors to evoke the supernatural, because the state of being confined is unnatural:
Women during this period were often confined to traditional roles and were often oppressed and marginalised in Victorian society
They were expected to conform to ideals of domesticity, motherhood and moral virtue, while opportunities for education, employment and social advancement were restricted
The theme of confinement is used as a powerful critique of oppressive social structures
How this links to the novel Jane Eyre | |
Supernatural beings | Brontё uses the supernatural in Jane Eyre to illustrate the richness of Jane’s imagination and to provide readers with elements of excitement, mystery and suspense. These include folk beliefs, such as elves and monsters like the “Gytrash” and ignis fatuus, as well as fairy tales and ghost stories. For example, when Jane is locked in the Red Room in Chapter 2, she believes that Mr Reed’s ghost will appear. Also, when Jane looks in the mirror of the Red Room, she sees her reflection as a “spirit” that is “half fairy, half imp”. |
Other supernatural elements | Other supernatural elements include Jane’s dreams, which often seem to predict the future, and frightening experiences that she cannot explain rationally. For example, the “demoniac” laughter she hears on the upper floor of Thornfield; the fire in Rochester’s bedroom and the invasion of her room by a “spectre” two nights before her wedding. Jane’s relationship with Rochester also takes on a supernatural dimension when she “hears” his voice calling her name. |
The doppelgänger | The parallels between Jane and Bertha suggest another supernatural motif: the doppelgänger. Although Jane is not physically imprisoned like Bertha, her social and financial position means she is trapped in her situation. By suggesting parallels between Jane and Bertha’s lack of freedom and that the imagination has the power affect the real world (especially for the socially disempowered) Brontё’s use of the supernatural supports her critique of social inequality. |
Jane Eyre literary context
Jane Eyre belongs to the Victorian Gothic genre and the narrative employs many of its conventional features:
A sinister, grotesque and mysterious atmosphere
A setting within a dark place or ruined building
Experiences on the margins of normality which lead to horror, madness or despair
Supernatural elements
Brontë also wrote Jane Eyre as a Bildungsroman, which means it focuses on its protagonist's learning and development from childhood to adulthood
The conventional structure of a Bildungsroman involved the following:
Loss: The protagonist experiences a profound emotional loss at the beginning of the narrative
Journey: Motivated by their personal tragedy, the protagonist embarks on a journey, either physical or metaphorical, to gain a better understanding of the world
Conflict and personal growth: The protagonist’s journey entails mistakes and often clashes with societal norms, though as the narrative progresses, the protagonist gradually embraces the values of society
Maturity: By the conclusion of the novel, the protagonist undergoes significant personal development, exhibiting a positive transformation which denotes maturity
How this links to the novel Jane Eyre | |
The Gothic | Rochester often compares Jane to otherworldly beings, such as “elf”, “fairy”, “witch” and “sorceress”. It demonstrates the deceptive and unrealistic nature of his intentions, even if his feelings are sincere. Brontë’s technique creates a sense of unreality around Rochester’s interactions with Jane. Brontë also shows Jane having frightening experiences that she cannot explain rationally and these are used by Brontë to create an atmosphere of mystery and to sustain narrative suspense. |
Bildungsroman | Brontë charts the psychological maturation of Jane as the novel progresses, from a character prone to anger and volatile emotional outbursts to one that has matured and has some autonomy over her decision making (ironically, one that chooses to lose her independence by marrying Rochester). |
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