Malcolm Bradbury on Jane Austen: "Today nobody can dismiss Miss Austen"

On the 200th anniversary of "Pride and Prejudice", we republish a 1997 article by Malcolm Bradbury on the popular manifestations of Jane Austen.

It is two-hundred years since the publication of Jane Austen's Pride and Prejudice. Here, in a piece retrieved from the NS archive, the eminent UEA critic and academic Malcolm Bradbury evaluates the critical heritage since Henry James dismissed her at the end of the 19th century. "Jane Austen has proved herself endlessly malleable to interpretation," he observed in 1997. "And there really is no reason why the versions should ever stop."

A woman for all seasons

“Jane Austen,” wrote the Old Master, Henry James, “was instructive and charming … For signal examples of what composition, distribution, arrangement can do, of how they intensify the life of a work of art, we have to go elsewhere.”

This was a common judgment in its day; but for a century we have been upturning it. Today nobody can dismiss Miss Austen. She flourishes as never before. Her books appear in best-seller lists, versions of her work bounce across film and TV screens, in a travestied flurry of balls, carriage rides, walks through friendly woods. She attracts feminist sympathy, romantic identification, theme-park nostalgia, Georgian revivalism, Tory appreciation, Marxist approval, literary homage, critical deconstruction — all on a far greater scale than that offered to the once much-more-admired works of the Old Master himself.

Popular homage is broadly matched in critical opinion. Almost everything James said of her is under challenge. She wasn't merely instructive. She wasn't really charming. For signal examples of what composition, distribution can do, we need to go no farther. The critical revival, which has lasted for several generations, has now met up with her post-modern, classical-revival-in-quotes, folk appeal. The supposedly reclusive spinster from Chawton, who disliked Bath, avoided marriage, hid her writing when the door creaked and wrote small on two inches of ivory, has become a universal icon, satisfying to many very widely varied parties.

In the 1950s, critical attention focused on her commanding irony. “Regulated hatred,” one Scrutiny critic, D W Harding, called it, in early challenge to the idea that her work was merely charming. It was an irony that found an echo in much 1950s writing, representing a moral principle of control, a considered resistance to the effusive, the romantic, the sentimental, the silly, that made her novels serious and appealing to those neo-classical, anti-romantic times. Her idle characters lived in a morally mature universe; her best and favourite heroine was Anne Elliot in Persuasion, who — prudent in youth, learning romance as she grows older — makes a late marriage against social expectation, and only when she has passed beyond the powers of other people's false persuasion.

Like the Scrutiny critics themselves, this Jane Austen (still close to my own) was wonderfully and drily judgmental. She flayed just that kind of female silliness and romantic self-obsession that people so often find attractive in her characters when they are brought to the screen. Criticism focused on the remarkable control and moral management of her six great novels, their fine and distilled tonality, their determined refusal of the big bow-wow strain, their, well, Jamesian precision — which in turn became a heritage for the British novel, in whose history she was now granted a central role.

Since then she has been regularly deconstructed and reconstructed. By the 1970s it grew important to show how she transcended the ideological limitations of her class, to disprove the general assumption that (despite what she said herself) she did not write about big events. She wrote about some of the biggest (money, economic determinism, the price of poverty or genteel indigence, the nature of property), she understood and criticised the mercantile social revolution of her age (Tony Tanner's fine study of 1986 sums up this revised view). Feminist critics showed how she wrote the “female sentence” and so found a new, more pliable discourse for the novel.

The revival, at all levels, goes busily on. Two new biographies, by Claire Tomalin and David Nokes, both highly distinguished biographer-critics, have appeared; another is cautiously deferred to next year, not to overcrowd the crowded market.

The new biographies are entirely justified; though new research sources are scarce, and much was, perhaps wisely, burned by Cassandra, her sister, a lot of fresh contextual material has become available. It shows what critics have long suspected: the social world Austen moved in was culturally extensive. It was linked both to French émigrés and to the Empire (the East India Company, Warren Hastings), and it was plentifully filled with awkward family secrets.

The biographies draw on similar materials, but strike contrasting notes. Tomalin observes: “Jane Austen does not ramble. Each story is tightly constructed and covers a short span of time.”

She adds that her world and her cousinage did ramble. But Tomalin's own unrambling prose gives clear evidence and plain points, and stays fairly close to home. By contrast Nokes novelises, surmises, imagines, as he follows the stories of other related families, giving us a livelier prose, a vaster frame, a much bigger historical world.

He starts in India, and turns to the American war of independence. She starts with the hard Hampshire winter of 1775, when Jane was born. For Tomalin, Jane's severe illness at school and her rescue at the cost of the life of one of the rescuers, is drab and depressing. For Nokes it is yet another drama: “How daring the rescue had been! Quite like an episode from a Gothic romance.”

Like the TV Janeites, Nokes delights in balls, theatricals, domestic dramas, flamboyant visitors; he gives even ordinary daily life a hectic pace. He surmises that the ten-year literary silence of the Bath years was not, as usually assumed, because Jane did not like the spa's social delights, but because she did; he sees her as highly tempted by fame. Tomalin delights in domestic spaces, financial problems, above all in the novels themselves, carefully judging the craft of which they're made. While she closely re-examines the nature of the last illness, Nokes imagines the sickroom and the atmosphere of the funeral. Tomalin's account is the more thoughtful, studied, well-sourced; Nokes' is the more exotic, adventurous, extended, and it is soundly backed with quotations and historical insight. But both prominently quote Jane's comment: “Pictures of perfection make me sick and wicked,” and energetically question the family inscription on her tomb in Winchester Cathedral (“The benevolence of her heart, the sweetness of her temper, and the extraordinary endowments of her mind…”) — a Georgian funerary note which stressed her domestic virtues and failed even to mention her novels (a plaque divulging that open secret was erected in 1872).

“I am a wild beast, I cannot help it,” Nokes quotes at the close. Tomalin closes to the sound of Jane laughing at the opinions of the world. What our present culture wants of Jane Austen, it seems, is not the quiet, gentle writer of sense not sensibility. It doesn't want the regulated hater or the ironist, nor the economic novelist whose main metaphor is money, nor the writer of high craft who (despite Henry James) really does offer signal examples of what composition, distribution, arrangement can do. It doesn't need the satirist of class and pretension, nor the radical cultural critic exploring the transformations of British life during the Romantic and Industrial Revolutions.

What it wants, in a time of post-domestic female images, is stroppy Jane, rebelling against the conventions she also practised, irritable, independent-spirited, provocative, on the wild side. Like most great novelists, Jane Austen has proved herself endlessly malleable to interpretation. She has become an ever-shifting truth universally acknowledged. And there really is no reason why the versions should ever stop.

17 October 1997

A family portrait of Austen from 1790. Photo: Getty Images.
Getty
Show Hide image

I worked as a teacher – so I can tell you how regressive grammar schools are

The grammars and "comprehensives" of Kent make for an unequal system. So why does Theresa May consider the county a model for the future?

In 1959 my parents moved me from a Roman Catholic primary school to the junior branch of King Henry VIII, Coventry’s most high-profile grammar. The head teacher berated my mother for betraying the one true faith, but although she was born in Galway, my mum was as relaxed about her religion as she was about her native roots. Any strong feelings about the English Reformation had disappeared around the same time as her Irish accent. Her voice gave no clue to where she was from and – as a result of a wartime commission – the same was true of my father. Together, Mrs and Mr Smith embodied postwar Britain’s first-generation upwardly mobile middle class.

Their aspiration and ambition were so strong that my mother saw no problem in paying for me to attend a Protestant school. Why, you may ask, did my dad, a middle manager and by no means well off, agree to pay the fees? Quite simply, my parents were keen that I pass the eleven-plus.

King Henry VIII School benefited from the direct grant scheme, introduced after the Education Act 1944. In Coventry, the two direct grant schools were centuries old and were paid a fee by the government to educate the fifth or so of boys who passed the eleven-plus. When secondary education in Coventry became comprehensive in the mid-1970s, King Henry VIII went fully independent; today, it charges fees of more than £10,000 per year.

A few years ago, I returned to my old school for a memorial service. As I left, I saw a small group of smartly dressed men in their late seventies. They had strong Coventry accents and intended to “go down the club” after the service. It occurred to me that they represented the small number of working-class lads who, in the years immediately after the Second World War, were lucky enough to pass the eleven-plus and (no doubt with their parents making huge sacrifices) attend “the grammar”. But by the time I moved up to King Henry VIII’s senior school in 1963 there appeared to be no one in my A-stream class from a working-class background.

From the early 1950s, many of the newly affluent middle classes used their financial power to give their children an advantage in terms of selection. My parents paid for a privileged education that placed top importance on preparation for the eleven-plus. In my class, only one boy failed the life-determining test. Today, no less than 13 per cent of entrants to the 163 grammar schools still in the state system are privately educated. No wonder preparatory schools have responded enthusiastically to Theresa May’s plans to reverse the educational orthodoxy of the past five decades.

Nowhere has the rebranding of secondary moderns as “comprehensives” been more shameless than in Kent, where the Conservative-controlled council has zealously protected educational selection. Each secondary modern in east Kent, where I taught in the 1970s, has since been named and renamed in a fruitless attempt to convince students that failing to secure a place at grammar school makes no difference to their educational experience and prospects. That is a hard message to sell to the two-thirds of ten-year-olds who fail the Kent test.

Investment and academy status have transformed the teaching environment, which a generation ago was disgraceful (I recall the lower school of a secondary modern in Canterbury as almost literally Edwardian). Ofsted inspections confirm that teachers in non-grammar schools do an amazing job, against all the odds. Nevertheless, selection reinforces social deprivation and limited aspiration in the poorest parts of the south-east of England, notably Thanet and the north Kent coastline.

A third of children in Thanet live in poverty. According to local sources (including a cross-party report of Kent councillors in 2014), disadvantaged children make up less than 9 per cent of pupils in grammar schools but 30 per cent at secondary moderns. University admissions tutors confirm the low number of applications from areas such as Thanet relative to the UK average. Though many of Kent’s secondary moderns exceed expectations, the county has the most underperforming schools in the UK.

When I began my teaching career, I was appallingly ignorant of the harsh realities of a secondary education for children who are told at the age of 11 that they are failures. Spending the years from seven to 17 at King Henry VIII School had cocooned me. More than 40 years later, I can see how little has changed in Kent – and yet, perversely, the Prime Minister perceives the county’s education system as a model for the future.

This article first appeared in the 22 September 2016 issue of the New Statesman, The New Times