The Victorian Era

Victorian Era Exam Review

General Information

• Political and Social Changes: The Victorian Era saw enormous changes in both political and social life.

• Industrial Revolution: Marked by scientific and technical innovations.

• Modern Nationalism: A Growing sense of national identity across Europe.

• European Colonization: Expansion of European empires into Africa, the Middle East, and the Far East.

• Literary Explosion: New ideas led to a massive increase in literary output.

Queen Victoria (1819-1901)

• Reign: 1837–1901; second-longest in British history.

• Became queen at age 18.

• Personal Traits: Graceful, self-assured, and had a talent for drawing and painting.

• Marriage: Married Prince Albert in 1840, who became the Prince Consort.

• After Albert's Death: His death in 1861 led to deep depression; Victoria wore black daily after his passing.

The Growth of the British Empire

• Expansion: England expanded its empire significantly, including Canada, Australia, New Zealand, Hong Kong, Singapore, South Africa, Kenya, and India.

• Economy: Dominated global trade with a large navy and merchant fleet. Exported finished goods, imported raw materials.

• Sense of Duty: Victorians felt it was their mission to spread English values, laws, and religion to other nations.

Industrial Revolution

• Shift from agricultural to industrial economy.

• Great Exhibition of 1851: Held in the Crystal Palace, showcased innovations like hydraulic presses, locomotives, power looms, and steam engines.

Social and Political Reform

• 1832: First Reform Act – extended the vote to most middle-class men.

• 1833: Abolition of slavery and the Factory Act regulating child labor.

• 1834: The Poor Law Amendment established workhouses.

• 1871: The Trade Union Act legalized labor organizing.

Religious Movements

• Evangelical Movement: Focused on personal salvation, led to the creation of the Salvation Army and YMCA.

• Oxford Movement (Tractarians): Sought to bring the Anglican Church closer to Catholic rituals and beliefs.

Key Figures & Ideas

• John Stuart Mill (1806–1873):

  • Utilitarianism: Advocates for actions that bring the greatest good to the greatest number.

  • Liberalism: Believed government should restrict individual actions only when they harm others.

• Charles Lyell (1797–1875):

  • Proposed that Earth's geological features developed slowly over long periods.

• Charles Darwin (1809–1882):

  • Developed the theory of natural selection and "survival of the fittest."

• Herbert Spencer (1820–1903):

  • Applied Darwin's ideas to society, justifying social inequalities with Social Darwinism.

• Adam Smith (18th century):

  • Promoted laissez-faire economics, advocating for minimal government interference in markets.

Victorian Literature

• Realism: The portrayal of reality in literature, focusing on families, religion, and social reform.

• Naturalism: Focused on how external forces, rather than human intentions, shape events. Explored themes common to the lower and middle classes.

The Victorian Novel

• Popular Form: The novel was the dominant form of literature.

• Key Authors:

  • Emily Brontë: Wuthering Heights.

  • Charlotte Brontë: Jane Eyre.

  • Charles Dickens: Famous for works like A Christmas Carol, Great Expectations, and David Copperfield. Known for serializing novels and depicting a wide range of social classes.

• Literacy: By the end of the century, literacy became universal, with compulsory education by 1880. Steam-powered printing presses made books and periodicals more affordable and widespread.

• Novels were expensive to print.

Victorian Poetry

• Developed as an extension of the novel, with poets trying to tell long narrative stories.

• Romantic Influence: Many poets rejected Romanticism, seeking more objective, socially conscious writing.

• Dramatic Monologue: A key development in Victorian poetry, where a speaker other than the poet delivers a monologue.

Key Characteristics of Victorian Poetry

• Variety: Poets explored a wide range of styles and subjects.

• Form: Emphasis on long narrative poems; the dramatic monologue became a major form.

• Sound: Poets used sound for effect, with both gentle and harsh rhythms.

• Diction: Poetic language varied from elevated and lofty to colloquial and vulgar.

• Subjects: Explored love, nature, poverty, social inequality, science vs. religion, and humanity’s relationship with God.

Notable Victorian Poets

• Alfred, Lord Tennyson: Known for his long narrative poems and dramatic monologues.

• Robert Browning: Famous for his dramatic monologues.

• Matthew Arnold: Known for his social and political poems.

• Gerard Manley Hopkins is known for his innovative use of language and rhythm.

• Christina Rossetti: Famous for her lyric poems and exploration of themes like faith and love.

• Elizabeth Barrett Browning: Known for Sonnets from the Portuguese and her social consciousness.

Jane Eyre

Gateshead --> Lowood

Mrs. Reed: Evil aunt

Miss Miller: Jane's guide

Mr. Brocklehurst: Son of Naomi Brocklehurst. Treasurer and manager of the establishment.

Miss Temple (Maria Temple): Fashionable teacher

Partly charity-school. They pay 15 pounds per year. Institution for educating orphans.

1. Reread the introductory note in italics on page 627. How does Jane's experience at Lowood compare with the life she led at Gateshead?

Jane lived with a wealthy but heartless aunt, but was reminded of her low economic status by her cousins. In Lowood, she was not treated differently because every girl attending there had similar living situations to hers. Also, Lowood was severely underfunded, so it did not compare to living with her rich aunt.

2. England did not have government-funded schools in the period covered by the novel; the children at Lowood must rely on charity for their education. Based on Jane's descriptions of the settings, how well does this system serve the needs of students? Explain.

According to Jane's descriptions, Lowood's system serves the needs of students very poorly. The poor living conditions, insufficient food, and the extreme austerity the girls are subjected to are the causes of the school being underfunded. The place is more focused on strict discipline than providing an adequate education.

3. What does the excerpt hint about Mr. Brocklehurst's character?

Mr. Brocklehurst can be portrayed as a hypocritical and cruel character. He subjects the girls to neglect and deprivation.

4. In paragraph 95, Jane notes a Contrast and a Contradiction between the older girl's reaction to being punished and the reaction that Jane expects her to have. What does this incident reveal about Jane's personality?

Jane anticipated that the girl would be upset or angry, but instead, the girl quietly accepts her punishment. This reveals that Jane is observant, sensitive, and perhaps a bit naïve.

5. Is the first-person narration of Jane Eyre effective, or should Brontë have used the third-person point of view to tell the story? Give reasons for your opinion.

The first-person narration of the story is highly effective and essential. Her personal reflections and emotional depth add richness to the narrative. The first-person perspective allows the reader to experience Jane's thoughts, feelings, and growth.

6. Review details about the historical, social, and economic context you noted and any other details that stood out to you. What theme does Brontë express? How do your details support that theme?

- Detail: Jane's early experiences at Gateshead and Lowood, where she learns to assert her dignity.

These early hardships show how she is mistreated and undervalued due to her orphan status and lack of wealth. Despite this, Jane stands up for herself, which sets the tone for her continued fight for respect throughout the novel.

- Detail: The strict social hierarchy and limited opportunities for women in the Victorian era.

Brontë uses Jane’s position as a governess to show how women, especially those without wealth or family connections, had few options and were often caught between classes — neither fully accepted by the upper class nor entirely belonging to the lower class.

- Theme: The importance of self-respect and moral integrity in the face of social and emotional pressure.