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Showing posts with label Literary Criticism. Show all posts
Showing posts with label Literary Criticism. Show all posts

Monday, December 16, 2013

The Cat’s Meow: Coraline’s Self-Identification Through Her Animal Double

Introduction 

In the early 1900s, Swiss linguist Ferdinand de Saussure delivered lectures to his students at the University of Geneva. In his General Linguistics course, de Saussure focused on language (langage) as a system of signs and ideas. De Saussure theorized that langage could be broken down into two main ideas; the first component of langage—the langue—refers to the abstract or theoretical form of a language, while the second component—the parole—identifies the way that the abstract is used in practice. This theoretical-versus-practical binary carries down into the linguist’s identification of a single linguistic unit: the signe or “sign.” The sign is a double entity made up of the signifier (signifiant) and the signified (signifié).

De Saussure’s langage and the concept of the sign both reflect a notion of duality: without one half, the other half cannot exist. These dual halves oppose and reflect each other and yet, must coexist so that the product—in de Saussure’s case, linguistic communication—can also exist. In his own theoretical ways, Carl Jung identified a similar binary in the human psyche: the shadow, or “shadow aspect.” This shadow serves to complete a person’s identity: the shadow inhabits and consists of the darkness of Man—his animalism, his anger, his fear—without which no individual is complete. In Saussurian terms, the individual body is the signifié—a body serving the purpose of a concept. Without a shadow serving the role of the signifiant, however, the material body is incomplete and meaningless.

The struggle for meaning is a recurring trope in behavioral psychology, and so these ideas of self-identification can often be found in fields that reflect psychological understanding. In the field of young adult literature, for example, the coming of age novel, or Bildungsroman, often puts a protagonist in an environment where they must struggle against odds to find out who they, themselves, truly are. These quests for self-identification often come by means of travel: Lewis Carrol’s Alice falls through a rabbit hole and must discover herself in the absurd world of Wonderland; C.S. Lewis’s Lucy and her siblings walk through a wardrobe and must discover truth in a world unlike their own; Philip Pullman’s Lyra Belaqua and Will Parry cut their way into parallel universes in a quest to discover their own sexual and psychological identities.

In his essay, “An Eye for an I: Neil Gaiman’s Coraline and Questions of Identity,” David Rudd uses Freudian theory to examine the way symbols and devices in the world of Coraline help the titular character discover her own place in the world. This essay seeks to achieve similar goals, but with different materials. Whereas Rudd examine symbols and the ways in which Gaiman’s writing reflects Coraline’s self-identification process, this essay will examine the way Coraline—as a signifié—is made whole by the signifiers in the world around her and the world that reflects her own. Structurally, the essay will examine the “real world,” then elements of the “other world,” and finally examine the way elements of the story exist in the liminal space of the two worlds.


Coraline and the Residents of the House

The work of characterization in a novel is rarely achieved by listing a character’s physical and mental traits. Instead, the reader knows that the eight-year-old girl is an eight-year-old girl because she acts like one, is treated like one, or is identified as one by elements in the story (such as other characters, or by the character themselves). Gaiman’s Coraline uses an interesting mechanism to give his characters identity: the empty flat. The big old house in which Coraline lives is shared with her neighbors: Miss Spink and Miss Forcible live below Coraline “with a number of ageing Highland terriers who had names like Hamish and Andrew and Jock” (Gaiman 3); a “crazy old man with a big mustache” (4)—we later learn he is named “Mr. Bobo”—lives above Coraline with his mouse circus. Coraline and her parents have just moved into an empty flat in the center of the house that sits parallel to a (supposedly) empty flat on the other side. Coraline finds that the passages between her flat and the neighboring, empty flat have been bricked-up, and it is inaccessible to her when her mother unlocks the door for her.

For Coraline, this world is one in which she is ignored. As Rudd notes in his discussion, “Coraline’s boredom and loneliness are beautifully captured when she represents her state on paper for her mother. She writes the word “mist” thus…[with] the “I,” significantly dropped out…. Coraline is clearly the lonely “I” which, punning on the word above, is not missed (i.e. she is overlooked)” (Rudd 160). Coraline’s loneliness is shown in the way she acts around her parents: she frequently attempts to be involved in her parents’ daily lives, but she is rejected each time: her mother suggests she “read a book…watch a video. Play with your toys. Go and pester Miss Spink or Miss Forcible, or the crazy man upstairs” (Gaiman 6) and her father gives her pen and paper and sends her off to “count all the doors and windows. List everything blue. Mount an expedition to discover the hot water tank. And leave me alone to work” (7). When Coraline’s parents are kidnapped, their plea for her to help them is literally backwards (57), because of the mirror, but would also seem backward because it is the parents who should be protecting the child, not vice-versa. In Coraline’s eyes, her parents ignore her and want nothing to do with her.

Her neighbors aren’t much better (not that they have any responsibility to be better than her parents). Miss Spink and Forcible, and Mr. Bobo all repeatedly call the young girl “Caroline,” despite Coraline’s corrections. Even though they entertain her, Miss Spink and Forcible ultimately ignore Coraline’s problems: on page 19, “Coraline wondered if they’d forgotten she was there” and on page 50, they ignore Coraline when she tells them that her parents have gone missing. Even though Coraline is very interested in his project, Mr. Bobo won’t show his mouse circus to Coraline because they aren’t playing their instruments correctly (4).

In the early stages of the novel, and up until the point where she returns to her own world to stay, the world for Coraline is one of isolation and neglect. The world is only this way for Coraline, however, because she has not yet come into an understanding of who she is. As Rudd demonstrates in his “mist” example, Coraline is either “refusing to be contained by the mist (insisting on her independence)” or she wants “to be a part of it, having the mist descend and embrace, or envelop her” (Rudd 160). Coraline reveals her craving for individualization in her desire for the Day-Glo green gloves that her mother refuses to buy for her (Gaiman 23) and yet still seeks the company and approval of her parents and neighbors. Coraline fashions herself as an “explorer” and spends plenty of time outside discovering her new home, and inside cataloguing doors, windows, and blue things. Coraline’s actions and desires show, rather than tell, that she is in search of herself.

Because she has not achieved a stage of self-realization, though, she is ignorant to the fact that she is not as alone as she believes herself to be. While it is true that her parents are busy with work, Coraline doesn’t actually seem to know what it is they do: she knows that “both her parents worked, doing things on computers,” (7) but there is no indication of what kind of computer work it is that they do. Coraline’s mother buys school clothes for Coraline that she does not like, but they could very likely be based on the uniform of her new school. When her parents ask for help in the mirror, they aren’t just asking her to do something that reverses their parental role with their child—they are trusting her to be capable of saving them.

Coraline’s ignorance extends to her neighbors, as well. Miss Spink and Miss Forcible both warn her of the danger facing the child, but she ignores the warnings in her tea leaves and wonders “who they thought they were talking to” (20). Additionally, even though Miss Spink and Forcible give Coraline a tool that could help her in the “other” world—the stone with a hole in the middle—she fails to recognize its value until she has run out of other options. Coraline shows prejudice against Mr. Bobo and his mouse circus by calling him a “crazy old man,” and she doesn’t even recognize that he has a name until she has already returned from the “other” house for the final time (155).

In her own world—her “real” world—Coraline is incomplete. She is parole without the langue; she is the signifié without the ability provided by the signifiant to understand the world. In her developmental stages, as described, Coraline understands herself as a person would understand a word that is completely foreign to them: the word is clearly there, and surely it means something, but without the signifiant—without the other half of its dual nature—it can mean nothing yet.


Coraline and the Other Residents

When Coraline crosses through the threshold into the “other” house, Coraline finds herself in a world not unlike her own. “The carpet beneath her feet was the same carpet they had in her flat. The wallpaper was the same wallpaper they had. The picture hanging in the wall was the same that they had hanging in their hallway at home. She knew where she was: she was in her own home. She hadn’t left” (Gaiman 27). Coraline learns, of course, that this other house is not the same as her own. The concept of “other”—here, a house—appears in many science fiction stories as the “alternate universe” or “parallel reality.” This “other” house exists beside her own and seems the same, but it is widely different.

The “other” residents are physically different because they all have buttons in the place of their eyes, but the more extreme differences that Coraline recognizes is in their personalities. Her “other” mother is attentive (overly so), her “other” father can cook food that easily rivals her real father’s food. The “other” Spink and Forcible are young and aerobic. The other Mr. Bobo doesn’t seem as fun-crazy as the real one—also, he plays with rats that sing menacing songs, instead of mice that play instruments. These other residents are interesting to Coraline in a way that the real residents are not—and they get her name right, every time. The “other” residents are all opposites of their “real” selves, and for Coraline, this seems appealing.

In a linguistic sense, however, these residents are no different from their “real world” counterparts. They all still represent a single half of a whole. It is merely because Coraline met the “real” beings first that she recognizes these new ones as different. That being said, the signifié is actually Coraline’s concept of the “real” character, and the signifiant develops with Coraline’s experience of the other. Because Coraline meets both versions of the characters in the house, she is able to use experience to create a fully understood idea of who they are.

At this stage of Coraline’s coming-of-age, a linguistic interpretation would identify “youthful ignorance” as the signifié and “experience” as the signifiant. By learning more, Coraline can imagine Miss Spink and Forcible as being the actresses that they remember being. Experience lets Coraline realize that, while training a mouse circus is certainly interesting, there may be something secretly frightening about a man who locks himself away and speaks to vermin. Coraline learns to respect her father’s attempt to cook for her, even if it isn’t good, and she appreciates her mother even more when she is replaced by the dangerous and terrifying “other mother.”


Coraline and the Beldam

Coraline’s relationship with this “other mother” however, is particularly interesting, because she inhabits two very specific roles. Her first role, as the “other mother,” is the same as the other “other” characters: she, like the others, serves as a Jungian “shadow” reflection for the “real world” counterparts. This shadow role is not necessarily dangerous, because it serves to promote Coraline’s growth—by dealing with the “other mother,” Coraline develops a closer attachment and appreciation for her own parent.

The other mother’s other role, however, is truly dangerous and terrifying. In the role of the “beldam[i]” (as she is named in the 2009 film adaptation of Coraline), the other mother has the power to create and manipulate elements of the “other” world, as well as the power to capture the souls of the innocent. While the ability to create is one that is held by mothers—and even their ability to create life requires the assistance of male influence—the ability to capture the souls and memories of children is not a typical motherly trait.

Because she fulfills this otherworldly, non-mother role, the beldam must be a different type of sign. In this other world, the beldam is like a god. She has created the world and fills it with things for her own desire, and yet despite her ability to create, she does not have complete control of the actions of her creations; she cannot affect free will. When Coraline encounters the beldam, she is encountering a psyche-half of a god-type character (the other half of which, according to a Judeo-Christian understanding of the celestial, can never be known).

The beldam creates a world that is everything a person could want, without reservation. This world lacks necessity and responsibility, however. In the beldam’s world, Coraline can have anything she wants, and she can do anything she wants. The price of staying in this world is high, though; as the beldam says, “Mirrors…are never to be trusted” (77). The children who choose to stay in this world have willingly chosen to never return to their real world. In doing so, they give up their signifié and corporeal bodies. With their bodies, they lose their memories as well and—in essence—become nothing but vague warnings for the next child. Something keeps Coraline from making the same mistake as the children before her, though: “I have no plans to love you,” she tells the beldam. “No matter what. You can’t make me love you” (77). Coraline not only manages to return to her own world, but she saves the souls of the three lost children, and her parents, as well. So what exactly is it that gives Coraline the strength to survive her ordeal?


Coraline and the Cat

The answer to that question, it seems, can be found stalking around the grounds, and walking between worlds: the cat. Coraline has no double in the “other” world, a fact which she, herself, recognizes: “Was there an other Coraline? No, she realized, there wasn’t. There was just her” (69). Coraline, because she has not yet achieved an adult self of realization, is able to travel between the worlds. The children must’ve also been able to make the journey, but somehow they were not able to make it back. The black cat that Coraline finds on the grounds of the real world follows her into the “other world,” though, so how is it that the cat can travel, too? Other animals have their “other world” counterparts: the mice have rat counterparts and even the terriers have their thespian doubles, so why not this cat?

In her 2004 lecture, “Cheek by Jowl: Animals in Children’s Literature,” writer and critic Ursula K. Le Guin examines the roles that animals play in young adult novels. Section VII, “Fables and Psychic Fragments” is an examination of stories like Coraline in which humans take a central role and animals take the form of support. In Le Guin’s discussion, she talks about the cats in Philip Pullman’s His Dark Materials trilogy: “The two cats in the story, who have a minor but important role, do what cats have often done in myth and fable: they cross between worlds” (Le Guin 101). World crossing cats aren’t the only similarity between Gaiman and Pullman’s work, however. The daemons in His Dark Materials, according to Le Guin, are somehow connected to a person’s maturity: “Until you reach puberty your daemon may take any animal shape at any moment; with your sexual maturity your daemon settles into a permanent form, always of the other gender” (101). For Coraline, the cat serves much the same purpose as Pullman’s daemons. “They are fragments or images of the human psyche given animal shape” (Le Guin 102).

Coraline’s cat does not change shape, but it is unmistakably similar in function to Pullman’s daemons. When the cat speaks for the first time, its voice sounds “like the voice at the back of Coraline’s head, the voice she thought words in, but a man’s voice, not a girl’s” (Gaiman 35). The cat offers advice to Coraline as a form of reflection, and even when it’s not talking, Coraline is still able to derive meaning from him. The cat has no name and tells Coraline, “now, you people have names. That’s because you don’t know who you are” (37). This implies that the cat needs no name because he already knows who he is. The cat represents a form of self-awareness that Coraline desperately needs, and without it she would never have been able to escape from the beldam’s world.

If the cat is Coraline’s key to self-awareness, and indeed serves the role of Coraline’s shadow, her signifiant, then she literally embraces her identity before encountering the beldam: “She went back to the cat, bent down, and picked it up. The cat did not resist. It simply trembled. She supported its bottom with one hand, rested its front legs on her shoulders. The cat was heavy but not too heavy to carry” (125). Coraline carries the weight of her identity and impending adulthood—a weight which is “not too heavy”—and confronts the beldam. Coraline then literally throws her identity—the cat—right into the face of the beldam (131) before escaping back to reality with the souls of the lost children, and the lives of her parents who remember nothing.


Conclusions

After Coraline escapes, the rest of the pieces fall into place. Coraline learns Mr. Bobo’s name, she returns the stone to Miss Spink and Miss Forcible, and yet, there is still something amiss. Miss Spink and Miss Forcible seem to have difficulty reading Coraline’s tea leaves: “Oh dear. No, I have no idea what that signifies. It looks almost like a hand” (Gaiman 151, my italics). Because Miss Spink and Miss Forcible do not share Coraline’s experience, they cannot fully identify the meaning of the sign in the cup—they have the signifié, but lack the signifiant in this situation. Coraline’s experience allows her to combine the two parts and understand the sign, here, though, and so she is able to defeat the beldam’s hand. This final episode shows that, no matter how much experience a person has (such as the aged Spink and Forcible), there are always things one can never fully grasp (like the hand). Coraline was able to understand signs by looking at their completed form, and in doing so achieved a fuller sense of who she was, herself. Coraline succeeds where the other children could not because she embraces who she is, and in doing so, Coraline proves the importance of self-identification, but also warns that the process of self-identification is never truly done.


Works Cited

De Saussure, Ferdinand. Writings in General Linguistics. ED. Simon Bouqyet and Rudolf Engler. Trans. Carol Sanders and Matthew Pires. Oxford: Oxford University Press, 2006. Print.

Gaiman, Neil. Coraline. New York: HarperCollins Publishers Inc, 2002. Print.

Le Guin, Ursula K. Cheek By Jowl: Talks & Essays on How & Why Fantasy Matters. Seattle: Aqueduct Press, 2009. (pg 43-108). Print.

Rudd, David. “An Eye For An I: Neil Gaiman’s Coraline And Questions Of Identity.” Children’s Literature in Education 39.3 (2008): 159-168. Academic Search Complete. Web. 28 Oct. 2013.
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[i] I use the term “beldam” here in the hope that another name for the character can eliminate the confusion between the “other mother” as a mother-shadow, and the “other mother” as a representation of some unknown god-like force. “Beldam” comes from an archaic term meaning “witch” or “hag,” and may have connection to John Keats’s ballad, “La Belle Dame sans Merci.” The children souls in the film adaptation refer to the other mother as such.

Saturday, October 19, 2013

Stella’s Choice: Fictive Reality In Tennessee Williams’ "A Streetcar Named Desire"

"I have found it easier to identify with the characters who verge upon hysteria, who were frightened of life, who were desperate to reach out to another person. But these seemingly fragile people are the strong people really."–Tennessee Williams

            We all accept the fact that there is a separation between what is real and what is unreal. Fact or fiction? Truth or lies? These dichotomies, like most, are worn to the point, but they still direct a reader to important questions—particularly the question of where the line between the two sides is blurred. For instance, one character in a work of fiction could be a compulsive liar, and another could be honest. The liar would be a “bad guy” and the honest a “good guy.” The story becomes more complicated and exciting, however, when the text encourages the reader to sympathize with the liar, and to scorn the honest man. In literary fiction, the untruths often point to otherwise hidden truths about the world outside the text. Fiction asks us to think about reality in a new light; literary theorists, then, examine fictional texts with this expectation. In this way—in literature at least—that simple little line between fiction and reality is blurred.
            Dramatic literature, in particular, upsets the balance between what we understand as truth, and what truly is true. A play brings a plot to life as a physical manifestation of reality by placing actual people on a stage to enact a fictional story. With drama, a writer can directly express a character’s drives, goals and ambitions, without ever explaining in the text what those drives, goals, and ambitions are. In Tennessee Williams’ 1947 play, A Streetcar Named Desire, the psychology of Williams’ characters affects the world that they create, thus blurring a reader’s understanding of reality. Elia Kazan, the director of the premiere production of Williams’ most famous play, suggests in his “Notebook for A Streetcar Named Desire” that “directing finally consists of turning Psychology into Behavior” (21).
            The play itself revolves around a complicated understanding of reality and fiction. By the final act of Williams’ play, Stella—one of the main characters—is the one who must make a choice: will she stand by her sister, Blanche—the woman she was raised with, with whom she shares blood and genetic coding, even though this woman has been lying to her—or will she stand by her husband, Stanley—the man she chose to marry, whose child she bears, even though this man raped her sister? By understanding how these characters live in constructed fictional realities, we can understand why Stella finally chooses her husband over her sister in the end. Williams’ play takes the proverb “blood is thicker than water” and turns it on its head, arguing that—though the decision itself may be a hard one to make—the value of a constructed relationship is more valuable to Stella than those relationships over which she has no control—particularly the relationship to her sister, Blanche.
When looking at how Stella makes her decision, the reader must understand how the characters in Streetcar construct their realities. If we take a step back from fiction, and look at human nature, we can recognize how strong the draw of fiction is. We love creating stories, going to plays, watching movies; we create fantasies and dreams. Sometimes we create fiction as a way of coping with reality: hardships, stress, even boredom are all issues that are resolved by creating fiction. Many of these creations—like some lies—are minor and are not harmful to anyone. For some individuals, however—in both fiction and in real life—those fictions become more complex, and eventually govern the person’s life.
Most people will recognize these complex lies as delusions. When someone is designated as “deluded,” that individual is often viewed as pitiable and flawed; the term “delusion” carries negative connotations. According to Jaime Leeser (Department of Philosophy, Rutgers, The State University of New Jersey) and William  O’Donohue (Department of Psychology, University of Nevada, Reno), the generally accepted definition of “delusion” in psychology was developed by K. Jaspers in 1968. Jaspers identified a delusion as a “false belief…that is held with extraordinary conviction or subjective certainty and is impervious to other experiences and compelling counterargument” (Leeser 687). This definition is applicable to people in real life, but literary analysis deals with fictional characters, so a literary term and definition should be developed for characters who experience false beliefs. When referring to the delusions or false beliefs of fictional characters, then, I will use the term “fictive realities.” I use the term “reality” because a character who suffers from delusions probably does not recognize that he or she does; for the sufferer, the delusions are real, and for this reason we must treat those delusions as though they are realities. A therapist treating a patient in this manner would probably seem immoral, but with literary analysis, since the character cannot be affected by a reader, this treatment seems to work. To the reader, however, the character appears deluded, and therefore that character’s reality is imagined, or fictive. All in all, the audience can recognize that the fictive reality for a character is different from the “actual reality” experienced by the non-deluded characters in the work.
            Fictional characters forge fictive realities, like real individuals create delusions as coping mechanisms. When dealing with stressful or uncomfortable situations, people often pretend that everything is okay so they can keep smiling and move on. According to Dr. Bertram P. Karon, “the psychological life of all individuals consists of a set of fantasies, conscious and unconscious, which are formed on the basis of actual experience, as given meaning by the preexisting conscious and unconscious fantasies” (171). Karon’s description can be applied to each of the characters in A Streetcar Named Desire; each character has a subconscious fantasy through which he or she sees the world: Stanley believes in his notion of “truth;” Stella is attached to her relationship with her husband; and Blanche has developed a fantastic vision of her past and current circumstances. These fantasies, however, should not be classified as “delusions.” Though delusions and fictive realities both are basically excessive lies, delusions and fictive realities are not completely the same. Blanche forges a fictive reality in Streetcar, but she is not “deluded.” Leeser explains that there are four criteria that go into the creation of a “delusion”: “(a) delusions are false, (b) they are based on incorrect inference, (c) They are believed in spite of overwhelming evidence to the contrary, and (d) they are not believed by others in the relevant subculture” (687). In Blanche’s fantasies, criterion (a) is fulfilled, but the others do not apply to her situation. If we accept that criterion (b) is true, then it would imply that Blanche would be applying a certain amount of logic—albeit, fallacious—in the way that Blanche lies; we see, instead, that the things that Blanche says all relate to what she refers to as her “dream” and do not follow a logical pattern—they exist only as an element in her “ideal reality.” If there is no logic in what Blanche creates, then there is no inference present that can be correct or incorrect.  Blanche doesn’t actually believe that many of her lies are fact, but says herself, that she “don’t want realism. I want—magic” (Streetcar 84). If Blanche herself doesn’t believe her own lies, then criterion (c) does not apply here either. Finally, criterion (d) is not applicable because the people around her (primarily the other faded Southern Belle, Stella) believe her lies.
            The term “delusion” does not fit Blanche in an aesthetic sense, either. Streetcar concludes with Blanche having been raped and carted away to a mental institution, Stella has a breakdown, Mitch blames Stanley for everything, and Stanley—the rapist, himself—is in a powerful position, cradling his weeping wife as the play closes. This ending, holds Blanche up as a tragic heroine, whereas Stanley seems to be a villain. Stella’s decision to stand by the villain, then, concerns the audience. The play portrays Blanche as pitiable, and the audience leaves, feeling sympathetic toward the poor broken woman, but if we say that Blanche is “deluded,” the compassion the audience might feel for her would be undermined. Then, if the audience does not sympathize with Blanche and her plight, the reader would either be left without any character to support—which would effectively make the play useless—or the reader would be forced to side with Stanley. If the audience sides with Stanley, then Streetcar becomes a morally bankrupt drama about how Blanche “was asking for it.” We can see then that, not only is Blanche designed by the playwright to be sympathetic, she must be sympathetic, and if she is called “delusional,” we lose that sympathy for her.
Sympathy for Blanche is paramount because in Streetcar, it is not only the development of relationships that is important, but it is also important to understand each of the characters individually. Blanche is a very central character, and sympathy for her is as important as an understanding of her constructed ideas of gender. Blanche constructs her identity to fit the model of the “Southern Belle,” whereas Stanley exhibits aspects of a sexually dominating construct of immigrant masculinity. Blanche’s quest to “play the part” of the Southern Belle compels her to worry about image: a Southern Belle must appear to be proper, organized, well-off, and most importantly, physically attractive. Stanley’s drive to “keep things his way,” as Elia Kazan puts it, comes from a subconscious urge to prove that he is American, not a Polish male (26). His macho personality and his position as a “Master Sergeant in the Engineer’s Corps” (Streetcar 14) are both products of his defensive desire to protect his position as an American male citizen. Gender as a construct should simply be an extension of who a person is; labels such as “masculine” and “feminine” can be attributed to aspects of a character’s personality simply based on how they act. The characters in A Streetcar Named Desire, however, take the opposite approach and allow their lives and identities to be constructed by their notions of gender; in this way, gender plays a crucial part in the character’s construction of fictive realities. Blanche’s gimmicks and lies show that the performance of her femininity ultimately derives from her insecurity about herself. Gender, as it is understood by many critics, is a constructed ideal of what makes a person “masculine” or “feminine.” There are multiple versions of femininity, as are there many different forms of masculinity. These can be derived from different social strata, different nations, ethnicities, or levels of education. These multiple versions of gender identity are just as constructed as Blanche’s fictive reality, however. Blanche subscribes to that image of femininity—the Southern Belle. Blanche’s Southern Belle identity becomes a part of her experience of “reality” throughout the play, and throughout the life of the character.
“Fictive Reality” describes the complicated variety of issues that Blanche experiences; the term provides the reader with a rich understanding of her complex fantasy—an understanding that we can begin to use to understand how character decisions are made. In A Streetcar Named Desire, Stella’s choice and the way that it is affected by her sister’s fictive reality reveals that—although Stella must make a hard choice (she may even, indeed, make the wrong choice)—the power of a constructed relationship like marriage is considerably stronger than that of a familial bond, one over which a person has no control.

Blanche—An Attempt at Re-Creating the Beautiful Dream
            Blanche DuBois is the eldest daughter of a wealthy French aristocratic family. She has lived a troubled life only to end up at her sister’s apartment, where the story in Williams’ play is set. Williams has ironically named this character Blanche, a name derived from the feminine form of the French word meaning “white,” but Blanche is far from the pure and chaste Southern Belle that her name suggests. Her character is complex, though, because from the moment she steps onto the stage, we see her personal understanding of the world being questioned. Throughout the rest of the play, she develops a series of lies, deceptions, and gimmicks that fool her sister and brother-in-law, a man named Mitch that she seeks a relationship with, and finally these deceits trick Blanche herself out of the beautiful dream for which she so desperately searches.
            Elia Kazan, in his “Notebook,” identifies Blanche’s “Spine”—or drive—as “find[ing] Protection: the tradition of the old South says that it [protection for a woman] must be through another person” (Kazan 22, my brackets). We see this drive evident throughout the play. Blanche’s history is hard to pin down, given that she lies most of the time, but the audience can eventually recreate a believable portrait of her history. She has lost her family’s plantation, Belle Reve, a fact which Blanche admits to in Act I, scene 1. This upset—the loss of the one home she had—has driven her to seek protection in the form of multiple male sex partners in Laurel—the town near Belle Reve. When the men in Laurel will no longer provide her “protection,” she moves to the French Quarter of New Orleans and finds her sister Stella—her last living relative—so that Blanche can find the support that she desires. But before the opening scene of the play, and even before the loss of her family estate, Blanche was married.
            Blanche tells Mitch at the end of Act II that when she was sixteen, she had married a younger boy named Allen Grey. Blanche Grey, formerly DuBois, walked in on her new husband having intimate relations with an older man. When Blanche and her husband were dancing later that night, Blanche told her husband that he disgusted her, and he left, only to kill himself in shame. Blanche’s disgust at the discovery of her husband’s homosexual affair with his older male partner set off her moral and mental descent to the end. Up until her marriage, she had ridden her “streetcar named desire,” but when her husband died, she switched “to one called Cemetery,” (where dreams are dead, and Belle Reve is lost) and finally, Blanche ended her journey at “Elysian Fields,” the place where classical warriors spent their afterlives (Streetcar Act I, scene 1). After the loss of her husband, Blanche starts relying both on her connections to other people and on her own constructed realities to cope with the loss of her Belle Reve—her “beautiful dream.” The music of the Varsouviana—the dance that Allen and Blanche shared before his suicide—continues to haunt Blanche throughout the play, and becomes a device that signals to the audience the points at which Blanche is recollecting her past in an honest fashion.
            Even though Blanche recognizes name changes as a result of marriage—she initially refers to her sister as “DuBois”, but then corrects with “Mrs. Stanley Kowalski” (Streetcar Act I, scene 1)—she does not keep the name “Grey.” Her decision to re-adopt her “white” identity in opposition to what she sees as the tainted “grey” one represents her first step into a fictive reality: Blanche constantly acts as though none of the wrongs of her past—her husband’s suicide, her promiscuity, and losing the plantation—ever happened. Blanche feverishly tries to keep her fictive reality alive; she uses the world that she has created to protect herself, and if the pursuit of protection is her primary drive, then the reader can see that she does everything she can defend that reality (fictive or not). She drinks profusely throughout the play; when she first arrives in New Orleans, she immediately breaks into Stanley’s whisky (9), and then drinks more when her sister arrives (10). In fact, the amount of alcohol consumed by Blanche in the play is probably comparable only to the amount drunk by Stanley.
            The alcohol may help Blanche hold onto her fantasies, but, as Elia Kazan suggeste, her Southern Belle upbringing impels Blanche to seek protection from others (22). She is naturally drawn to her sister, Stella, through her bonds of sisterhood, and so she turns to Stella as one who can provide that protection. Stella represents not only the last of Blanche’s family, but also the last remnants of the world that existed before her “beautiful dream” was lost. Unfortunately for Blanche, the connection between her and her sister was already mostly severed when Stella left Belle Reve after their father’s death.
The nature of the connection between Blanche and Stella may be best explained by Phyllis Rose, author of Parallel Lives, a book which examines Victorian marriages. In the “Prologue” to her book, Rose discusses the concept of “constructing narratives,” or “parallel lives” (6) as a way that people form relationships. She notes that her “own assumption is that certain imaginative patterns—call them mythologies or ideologies—determine the shape of a writer’s life as well as his or her work” (6). I respect Rose’s idea, and would like to draw attention between the way her conception of constructed relationships parallels the idea of a narrative constructed jointly by Blanche and her sister. Throughout their childhood, the two sisters share a single narrative—call it the “Book of the DuBois Sisters”—but this narrative concludes when Stella leaves home. When Stella leaves, the narrative reaches a sort of “divorce,” which Rose suggests “makes marriage meaningless” (18). Rose explains that “when divorce is possible, people no longer need to conform themselves to the discipline of the…relationship” (18).  Although Rose is referring specifically to Victorian marriage, and Stella and Blanche are not married, Rose’s argument still applies—if we look at the sisterhood as a type of “marriage” (A relationship between two people), then when Stella leaves (a “divorce”), the relationship is effectively voided. Stella feels that she is “divorced” from her sister from the moment she leaves their shared narrative, so when Blanche returns with the impression that the narrative can be continued as though it had never ended, Stella is forced back into her sisterly role. Stella wants to do well by her sister, but Stella’s narrative is now a story of marriage to her husband, and not a story of sisterhood.
            Subconsciously, Blanche seems to realize that she and her sister are no longer close. As a result she goes to extremes to weave a fiction that unites her with Stella; if she can make Stella believe her fiction, then the connection between the sisters will be reestablished, and Stella will then defend her against those people—such as Stanley—who threaten her because they can see through the fabric of her deceit. To achieve her fiction, Blanche tells lies on a range of different topics. Blanche lies about her age and occasionally pretends that she is younger (38) than Stella (Blanche is actually five years older). She insists on being seen in low-lit places to prevent people from seeing the signs of age on her face (83). Williams not only draws the reader’s attention to Blanche’s duplicity, but he also reveals the way Blanche’s lies encourage Stella to play along with the fantasy. For instance, Blanche enters the Kowalski home in such a mess that Stella, without any prompting, asks her husband to “admire her dress, and tell her she’s looking wonderful” (21).
            Blanche has faded even in the mask that allows her to depict the Southern belle. She is an older woman, now, one who drinks and has a promiscuous past. Despite those apparent conflicts with the feminine role she imagines she plays, she still believes that she fulfills that role. Ultimately, Blanche’s rigid understanding of class structure, hierarchy, and gender roles is what leads her to have stereotypical notions of the people around her. She still expects Stella to be her “star.” She constantly calls Stanley a “Polack,” an insult that drives her brother-in-law to retort “I am not a Polack. People from Poland are Poles, not Polacks. But what I am in one-hundred-per-cent American, born and raised in the greatest country on earth and proud as hell of it, so don’t ever call me a Polack” (Streetcar 78). Her position with regard to Stanley emphasizes Blanche’s uncompromising adherence to her own fictive reality; even if people are not the sorts of individuals that Blanche sees them to be (a star, a Polack), her “reality” makes her believe that they are whatever she thinks that they are.
            Blanche doesn’t just live or demonstrate fantasy in her actions, though; she also weaves verbal lies into the tapestry of her reality. Since Blanche operates as an unreliable narrator, it is difficult to tell which parts of Blanche’s story are actually true. We know, for example, that Blanche claims that she does not have a drinking problem. She makes claims such as, “Your sister hasn’t turned into a drunkard” (10); “No—I—rarely touch [whiskey]” (18); “I’m not accustomed to having more than one drink” (37), yet she continues to drink throughout the entire play. She tells the Kowalskis that the reason she left the school where she taught was that the superintendent suggested that she take a leave of absence (12), but we learn later from Stanley that “she was kicked out before the Spring term ended” because of her sexual relations with a seventeen-year-old student (72). In an attempt to make herself appealing to Mitch in Act I, scene 3, Blanche tells him that “Stella is my precious little sister. I call her little in spite of the fact that she’s somewhat older than I. […] Just a little. Less than a year” (38), but we know from her initial entrance that “she is about five years older” than her sister (7). When she is later asked by Mitch about her age, she avoids the question by presenting the story of her marriage to Allen. These lies all serve the purpose of making Blanche look more appealing to others. By her own definition, Blanche is a victim “on the verge of—lunacy, almost!” (12), and she claims to have the sensibilities of a Southern Belle to refrain from drinking in large quantities—it simply does not do for a lady of the south to partake in alcohol. This description, though it is a false depiction of Blanche, succeeds in deceiving Stella and Mitch, and also transforms Blanche into a sympathetic character to the audience.
            It is when Blanche has her audience captivated that she begins to create bigger lies—lies that change aspects of her actual past to create a fictive past. In act I, scene 4, Blanche reminisces about Shep Huntleigh, a man that she “went out with […] at college and wore his pin for a while” (46). Blanche pretends that she “ran into him [Shep] last winter” (46, my brackets). In this first description of Shep, Blanche describes him as a married oil tycoon with a block-long Cadillac convertible (47). At the beginning of Act II, while she is writing a letter to Shep, Blanche admits that she is “such a liar,” referring to her own description of her summer “on the wing” (52).  Finally, when Blanche and Stanley are alone while Stella is giving birth (Act II, scene 4), Blanche actually calls for Shep. She is unable to contact Shep, however, because in truth, she has no information about him except for his name; at this point, the audience begins to suspect that Blanche has not been in touch with him after all. If Blanche were keeping contact with Shep, she would certainly have a way to contact him. If Mr. Shep Huntleigh were truly “so well-known he doesn’t require any address” (93), then a telephone operator would have been able to put this desperate woman in contact with him. Shep Huntleigh seems to be no more than a fantastic character that exists solely in Blanche’s fictive reality. After Blanche initially introduces “Shep” into the story, Blanche asks if Stella remembers him; Stella must admit that she does not, even though Blanche insists that her sister really does (46). During her post-traumatic reveries in the final scene, after Stanley has raped her, Blanche finds it strange that she didn’t get a call from Shep (97). It is in this state of post-trauma that Blanche is most deeply entrenched in her fantasy. When all else has been lost—when she no longer has hope for protection in the home of her sister—she seeks her last chance for protection in the fictional character, Shep Huntleigh.
            What purpose does Shep Huntleigh serve for Blanche, though, if her primary drive is protection? For Blanche, Shep is the ideal model of the man that she desires. He is rich and can provide for her. He invites her on Caribbean cruises (89). In an attempt to emulate her sister, Blanche has, in effect, created a character that serves her in the same way that Stanley serves Stella. Mitch, too, serves a similar role to Blanche. In fact, Blanche’s drive to seek protection seems to push her toward men: she turns to Mitch for courtship, she invents Shep as a back-up plan, and earlier, she sought out unnamed men with whom she had sexual relations. Perhaps her quest for protectors led Blanche to marry her late husband, Allen Grey.
Blanche’s tendency to seek out male figures whom she hopes will provide a form of protection comes from her constructed identity as a Southern Belle.  As a Southern Belle, she must attach to a man that will protect her, while she serves him to the best of her ability. In a perverse way, Blanche’s promiscuity can be explained by this fact: what better way can she serve these sexual men, than to engage in intercourse with them? As a faded Belle, however, Blanche has lost definition in her portrayal of her Southern heritage; instead of seeking the masculine protection someone like Stanley provides for Stella, Blanche has moved to seek protection in another woman—her sister. We know from Blanche’s disgust at Allen Grey’s homosexuality—“’You disgust me!’” (68), and from her contempt for homosocial engagements—such as her response to Stanley’s poker night in Act I scene 3—that Blanche has a strongly heteronormative view of society: she believes that men should be with women because that is the natural order of things. By seeking protection from Stella—another female—Blanche breaks the code of the Southern Belle. By the end of the poker night, however, when she meets Mitch, Blanche returns to her grounding in her previous understanding of gender identity.
            In the end, the audience sees that Blanche develops a fantasy world—a fictive reality—to replace the reality of Belle Reve. The loss of her family plantation is a symbol of the actual “beautiful dream” that was lost. In her fictions, the audience sees an attempt to re-create her lost past. She tries to retain her youthful image by keeping lights low and by lying about her actual age. Blanche also drinks to keep the world in a semi-drunk, semi-sober flux. She brings her sister back into her life. Every lie Blanche tells—every action Blanche takes—results from her desperate effort to keep her fantasy world alive. Blanche says, herself, “I don’t want realism. I want—magic!... I don’t tell the truth, I tell what ought to be truth” (84). If Blanche were capable of sticking to her idea that “a woman’s charm is fifty per cent illusion” (28), she might have been able to continue to convince her sister of her innocence, and she might have even been able to make her fantastic reality and true reality. If Blanche’s charm is half illusion, though, then the other half needs to be something that is not illusion. Unfortunately for her, though, Blanche pushes her fiction too far with Stanley in act III scene 4. Stanley was already not buying into Blanche’s story, so when she makes the last push and starts to insult her brother-in-law, her dream begins to crash down around her. It is in act III, scene 4 that the scale unbalances and the audiences sees what happens when a woman’s charm becomes consumed by more than “fifty per cent illusion” (28).
Stanley—The Rape of Belle Reve
            If Blanche were able to maintain her dream through the end of the play, then Stella would have no choice to make. The choice Stella is forced to make derives from Stanley’s action—the rape—and the collapse of Blanche’s mental state that results from that rape. The audience recognizes the rape as the climax of the play, but in order to understand the basis for and significance of Stella’s choice, we must examine why and how Blanche deteriorates. “Belle Reve” acts as the symbol for the “beautiful dream”. By saying that Belle Reve was “lost,” (15) Blanche gives a different impression than she would if she said that the plantation was “taken.” I have titled this section “The Rape of Belle Reve,” however, because Blanche is raped, and because the process that tears down Blanche’s fictional “Belle Reve” is as violent and severe as the act of rape.
            While Stanley was “a Master Sergeant in the Engineers’ Corps” (14), he would have done a fair amount of construction, but through his actions in A Streetcar Named Desire, the audience considers Stanley as a man who destroys, rather than creates. Elia Kazan defines Stanley’s motivation as “keep[ing] things his way” (26, my brackets). Kazan suggests that “Blanche would wreck his home. Blanche is dangerous. She is destructive…” (26, author’s italics). Stanley, though he may be seen as a villain by the close of the show, is much more complicated than Kazan’s notes indicate, initially. Kazan goes on to explain that Stanley’s love for Stella is “rough, embarrassed […] but it is there” (26). He is a hedonist, “supremely indifferent to everything except his own pleasure and comfort” (27). Given these qualities, though, he “is most interesting in his ‘contradictions,’ his ‘soft’ moments, his sudden pathetic little-tough-boy tenderness toward Stella” (27).
            Stanley’s full range of qualities—his hedonism, his selfishness, even his embarrassed love for his wife—are not immediately apparent. These qualities are aspects of Stanley’s actual reality in the same way that elements of Blanche’s fantasies developed her fictive reality. Stanley can understand only what is “real,” and throughout the play he seeks “truth” as a way to undermine the ironically theatrical behavior of his sister-in-law. Stanley is not without his own theatrical qualities, however. He changes costume, so to say, from his work clothes to his pajamas in a rather exhibitionist way and he even makes a show out of walking around half-naked in his house—These shows are intended to assert his dominance as the “man” and ruler of the house that can do as he wishes.
            Stanley is also theatrical in his representation of masculinity. Stanley is keenly aware that he comes from Polish immigrant heritage. In The Masculine Self, Christopher T. Kilmartin details several aspects of a Polish-American identity: “Polish-American men have generally been willing to work for others, at low-paying and low-status jobs, to ‘bide their time’ for a better future. These values derived from the peasant identity of their forebearers […] who developed an intricate system for coping with domination and oppression by foreign powers.” (122). This complacent attitude may in fact have been a part of a Polish-American identity, but Stanley is a different kind of Polish-American individual. He is, however, fierce in his defense of his immigrant roots. Given his drive for control and the urge to “keep things his way Stanley erupts in fury at Blanche when she refers to him as a “Polack” (Streetcar 78).
            Stanley rejects the role of the Polish American male (78), and attempts, instead, to form a new masculine model that better fits his selfish nature. Stanley cannot completely reject his cultural heritage, however. In his discussion of the Polish-American masculine persona, Kilmartin notes that “there is also a common disdain for being ‘stuck up’” (122), a disdain which Stanley exhibits quite frequently with reference to Blanche’s frivolity. Though Stanley wishes to be considered a “one-hundred-per-cent American, born and raised” (Streetcar 78), his “deemphasis on ‘fitting in’ with the larger culture” (Kilmartin 123)—which is exemplified according to Kilmartin by a majority of Polish-American immigrants—prevents people from seeing him as anything except Polish-American. Stanley cannot get over his contempt for the “U.S. ‘gentry’ class” (Kilmartin 123) and ultimately fails to construct a non-Polish-American masculinity for himself.
            What happens as a result of his failure to become a “non-Polish male” is interesting, though. In a mix of his disappointment for failing to shuck the Polish-American stereotype into which he falls and his determination to maintain his selfish drive to “keep things his way,” Stanley begins to exhibit childish behavior: at one point he cries like a baby in Stella’s arms (Streetcar 42); at another point, he digs through Blanche’s belongings and tosses them around the room (23); and in act I, scene 3, Stanley’s men-only poker night is reminiscent of a boyish “No Girls Allowed” clubhouse. One of the most noteworthy aspects of Stanley’s childish masculinity, though, is his inability to compromise or understand positions or beliefs that are not his own. Thomas P. Adler, professor of English at Purdue University, Indiana, suggests in his book, A Streetcar Named Desire: The Moth and the Lantern, that “Stanley does not bother to think in moral terms” (52). Adler also suggests that Stanley is “a literalist or anti-illusionist” and that Blanche’s stories are “all lies and deceits” (53). Stanley is “unable to see any aesthetic or potentially redemptive value in the ‘magic’ [Blanche] creates” (53). As Adler suggests, Stanley cannot—will not—accommodate or accede to Blanche’s “lies and deceits.”
            Blanche’s fantasies are dangerous, and since Stanley must—in his childish way—“win” all of the battles in which he fights, he becomes aggressive. Stanley is a childish, adult male who desperately needs to keep all aspects of his life under his own personal control. Stanley realizes that he must stop Blanche from coercing her Stella with fiction; Stanley realizes the need to do battle with Blanche, and recognizes that Blanche’s fictive reality is her most effective option for stealing Stella away from Stanley, thus, from Stanley’s perspective, this weapon—Blanche’s fictive reality—must be eliminated at any cost.
            The “war” begins for Stanley when he learns of the fate of Belle Reve—the plantation. As Stanley recalls, “in the state of Louisiana we have what is known as the Napoleonic Code according to which what belongs to the wife belongs to the husband also and vice versa” (Streetcar 22). Since Blanche has lost the plantation, she has lost something that belonged to Stanley through his marriage to Stella. In this way, Blanche has made the first decisive strike in the fight between husband and sister-in-law. Stanley cannot accept the loss of Belle Reve as an accident (because he cannot compromise with Blanche’s position), and so he begins to work on uncovering the truth. At the end of the second scene, however, Stanley learns that Blanche was actually being honest; Blanche offers the fully documented account of Belle Reve’s previous ownership: “Thousands of papers stretching back over hundreds of years affecting Belle Reve, as piece by piece our improvident grandfathers and father and uncles and brothers exchanged the land for their epic fornications—to put it plainly” (29).
            Defeated by Blanche’s evidence, Stanley accepts defeat. The next time Stanley and Blanche interact is during the poker game. In this scene, Stanley acts like a sore loser (true to his childlike mentality). Stanley’s bad luck in the poker game (31) and his disappointment at being wrong about Blanche’s loss of Belle Reve both contribute to his bad attitude throughout Act I scene 3; it is in this same scene that the audience sees Stanley jump away from the poker table to childishly throw the radio out of the window (39-40), the same scene that Stanley attacks Stella in drunken aggression (40), and the same scene in which Stanley’s cries of “STELL-AHHHH! STELL—” summon his wife back to his side (42). The aggression seen here in Stanley foreshadows the violent methods that Stanley later uses to “keep things his way.” Stanley’s tears in this scene are also important; as an infant quickly learns that crying for its mother will result in her appearance, Stanley learns, too, in this scene that childish methods will draw his wife to his side, so he will use those methods again later with the expectation that they will succeed.
            During that same scene, as Stanley finds different ways to act out his aggression, Blanche meets Mitch and finds in Mitch a new man who may provide the “protection” she so desperately craves. Mitch is Stanley’s friend, though. Stanley considers Mitch as part of his belongings, so when Blanche attempts to enthrall Mitch and pull him into her fictive world, the war is rekindled. At this point in the play, Stanley learns that a man named Shaw (presumably one of Stanley’s coworkers) once met Blanche at a hotel called The Flamingo, which Blanche knows as a seedy, disreputable establishment (54). When Blanche claims not to have met the man, Stanley reacts to her words as if they were an assault against his beliefs. Again, Stanley takes the time to reassert his dominance by finding proof of Blanche’s lies. In his quest to determine the validity of Blanche’s story, Stanley learns that she has told Mitch that “she had never been more than kissed by a fellow” (70). By lying to Mitch, Blanche is attempting to deceive someone who—in Stanley’s view—“belongs” to Stanley, and therefore Blanche is—in Stanley’s eyes—lying to Stanley himself. Stanley reveals to his wife what he has learned of Blanche: Blanche used the Flamingo frequently enough that the management “requested her to turn in her room-key—for permanently […] a couple of weeks before she showed” up at Elysian Fields, that “she was practically told by the Mayor to get out of town,” and that Blanche’s place “was one of the places called ‘Out-of-Bounds’” by the army-camp near Laurel (71). Additionally, Stanley has learned about her relationship with the seventeen-year-old student that lost her the teaching job she previously held (72).
            Stanley’s revelation of Blanche’s misdeeds was merely an example of his braggadocio, though. Stanley knows after the poker night incident that he can keep his wife now, so Stanley is simply adding insult to injury by disillusioning Stella about her sister. Stanley’s real attack against Blanche is manifest in the fact that he revealed Blanche’s past to Mitch on Blanche’s Birthday. This attack is made still more tragic when Stella reveals that Blanche “thought Mitch was going to—going to marry her” (74). Stanley is still not satisfied, though: he wants his victory to be more complete. Thus, he buys Blanche a bus ticket back to Laurel and presents it to her as a birthday present (79), fully aware that she has nothing left for her there. After he does so, Williams’ stage directions run as follows: “BLANCHE tries to smile. Then tries to laugh. Gives up both, turns accusingly to STELLA at R. Suddenly she runs above STANLEY into bedroom, commencing to sob sharply. Pauses in C. of bedroom, no knowing which way to run, finally, with shaking sobs, darts into bathroom, slamming door shut” (79). The attempt to smile and laugh reveals Blanche’s initial impression that this is all a joke. When she “turns accusingly to Stella,” however, Blanche reveals to the audience that her attempt to seek protection through her sister has failed: Stella could not protect Blanche from her husband, and so she flees to the bathroom so she may find solace in a room with a lock on the door.
            Stella, Blanche’s pregnant sister, who believes that Stanley “needn’t have been so cruel to someone alone as she is” (79), cannot calm Blanche down, though, because Stella begins to go into labor. The next scene (Act III, scene 3) opens with Blanche “drinking to escape the sense of disaster closing in on her (81). Mitch arrives to try to understand what Stanley has told him, but finds only Blanche, who drunkenly dodges his questions. Mitch demands to see Blanche in proper light because he has “never had a real good look” at her (84). When Mitch tears down the paper lantern that covers the bulb in the room, Blanche falls to the ground with a cry, and explains that she does not “want realism. I want—magic!” (84). The paper lantern serves a practical function (dimly lighting the room so that Blanche’s age is not so evident) and a symbolic one (it acts as a filter for Blanche’s illusion—when it is torn down, so is part of Blanche’s fictive reality). When Mitch removes the lantern, though, and turns on the light, he finally sees the truth in Stanley’s story about Blanche. Most critics fail to realize the importance of what happens next: Mitch, fully aware of Blanche’s deceit, declares that he wants “what I been missing all summer” (sex) and begins “fumbling to embrace her” (87). When Blanche says he must marry her, he says “No! You’re not clean enough to bring in the house with my mother” (87). Blanche chases Mitch off, saying she’ll start screaming “fire” (87). Traditionally, when afraid of rape, a victim will scream “fire” instead of “rape” because screams about fire will attract the attention of more people. The fact that Blanche is aware of this defense mechanism indicates that she may have been in this situation before. This scene depicting Mitch’s attempted rape of Blanche foreshadows the impending and very real rape in the next scene. Additionally, it helps to reveal the reason why the actions in the play’s climax actually take place.
            Stanley returns to the apartment at night after he learns that “the baby won’t come before morning” (88). Blanche has been drinking steadily, and “a mood of hysterical exhilaration has possessed her, and she fancies she hears applause and favorable compliments of her old friends at a party at Belle Reve” (88). The room is covered with the contents of Blanche’s truck: Blanche has immaturely littered the apartment (88). In his own euphoria over the imminent birth of his child, Stanley offers a beer to Blanche as a truce (90). Blanche, however, cannot accept a truce with a man who would hold “up [the beer bottle], letting beer cascade over his arms and person” (90). Blanche laments to Stanley about losing Mitch earlier in the night and suggests that she has “been foolish—casting my pearls before [swine]” (91, my brackets). She says that both Stanley and Mitch are swine, and then begins to tell another story about how Mitch returned asking for her forgiveness, but Blanche wouldn’t accept it (91). To make up for her loss of Mitch, though, Blanche tells Stanley that she has “received a telegram from [Shep Huntleigh]” (89, my brackets). Stanley, annoyed at her “swine” comment begins to poke holes in Blanche’s story about Shep. Their fight grows, while Stanley and Blanche both defend their positions—truth versus fiction—until Blanche breaks a bottle to defend herself against what have become Stanley’s sexually aggressive movements (94).
            For Stanley, there cannot be any other outcome for this battle than his raping Blanche. He believes that he has to win against Blanche. He has tried to suppress her—to keep her under—by revealing her duplicity, and again by offering peace, but the only way he is able to keep her beneath him once and for all is to literally put her beneath him.  Thomas P. Adler suggests that “for having threatened Stanley’s little domain, Blanche becomes another object to be used and discarded; Stanley reasserts his vengeful supremacy through brute strength” (53). Stanley recognizes that there was no other choice, for him, when he says that “we’ve had this date with each other from the beginning” (Streetcar 94). Adler makes the claim that Stanley “is to Blanche as she was to Allan, but with a central distinction: whereas Blanche’s cruelty was unthinking and, therefore, forgivable, Stanley’s is malevolent, and therefore not” (53). Stanley’s malevolence in raping Blanche vilifies him, and even though Blanche’s earlier problems were self-inflicted, Stanley’s sexual assault makes the audience feel sympathetic to her problems.
            When doctors arrive at the end of the play to take Blanche away, presumably to a psychiatric ward, Blanche’s fictive reality has been completely shattered. This does not mean, however, that she re-enters the world of fact and reality, however. Instead, the audience sees that Blanche falsely believes that she is leaving on a cruise with Shep Huntleigh; that she believes that this event will take place because she incorrectly believes that she spoke with Huntleigh about it; that she has blocked the rape from her memory along with all evidence that proves her wrong; and finally, that the audience sees that no one—not Stella, nor Eunice, nor Stanley, nor the doctors that come the remove Blanche—believes Blanche’s story about her “vacation” (Streetcar Act III, scene 5). Blanche’s state at the end of the play reflects all of the criteria in Leeser’s list that outlines a true delusion. Blanche’s post-traumatic delusional state, though caused by Stanley’s rape, plays a significant role in Stella’s choice.

Stella—DuBois or Kowalski?
            When Stella returns from the hospital with her newborn son, she is faced with a decision: it is evident in the closing scene that either Stanley, or more likely Blanche has revealed that Stanley raped Blanche. Stanley and Blanche cannot live in the same place together anymore, and therefore Stella is forced to make a decision: reject her husband in favor of her sister, or disbelieve her sister’s story, and abandon her flesh and blood sister in order to stay with the man she married. In Act III, scene 5, Stella makes the only choice that she feasibly can: she decides to stay with Stanley.
            Stanley is the father of Stella’s new born son. Despite Stanley’s brashness and the negative opinion that Blanche has formed of her brother-in-law, Stella loves her husband and the “drive he has” (Streetcar 34). The reader might hope that Stella will turn away from her husband in the end and give all her love to her new son (which is what happens in Elia Kazan’s film version of the play), but Stella’s “complete surrender” (103) to Stanley in the closing moments of the play suggests otherwise. Nevertheless, the audience is left with the impression that Stella has not made the correct choice. Stella screams out for her sister—“Oh, God, what have I done to my sister!” (102)—and “sobs with inhuman abandon” (103) as Blanche is literally carried off the stage by the doctors. Eunice (who lives above the Kowalskis) declares “you done the right thing, the only thing you could do” (102), but this statement holds no sway over the audience, especially since the audience has seen Eunice reentering an abusive relationship earlier in the play (53, 58).
            Stella’s choice is strongly impacted by Blanche’s fictive reality. As Blanche’s reality breaks down, Stella feels the wounds of being lied to for months.  This pain, though, is not what causes Stella to give up on her sister; instead, Stella gives up on her sister because she truly has no other choice. The truth is that the only choice Stella has is the wrong one. Elia Kazan identifies Stella’s “spine” as “hold[ing] onto Stanley” (24, my brackets). This perspective on Stella  initially seems odd. Kazan elaborates, though, as follows:
One reason [that] Stella submits to Stanley’s solution at the end, [and] is perfectly ready to, is that she has an unconscious hostility toward Blanche. Blanche is so patronizing, demanding and superior toward her…[Blanche] makes her so useless, old-fashioned and helpless…everything that Stanley got her out of. Stanley has made a woman out of her [Stella]. Blanche immediately returns her to the subjugation of childhood, younger-sister-ness. […] Stella would have been Blanche except for Stanley. She now knows what, [and] how much Stanley means to her health. So…no matter what Stanley does…she must cling to him, as she does to life itself. To return to Blanche would be to return to the subjugation of the tradition… (24-25, my brackets).
Kazan’s interpretation of Stella is accurate after all. The audience knows that Stella abandoned Belle Reve and her sister many years ago. Stella now does not fit the stereotype of the Southern Belle and she does not try to, either.
At Belle Reve, Stella was subjected to cultural standards that pressured her to become a Southern Belle. She was expected to be a daughter, a sister, a typical Southern Gentlewoman. Her decision to leave the plantation and the “epic fornications” (Streetcar 29) of the men in her family marked her departure from the patriarchal system of her southern heritage. Like Blanche, Stella must have taken a Streetcar named Desire—Stella desired to make a life for herself. Stella must have switched to a streetcar named “Cemeteries” where she would have seen the death of her past self—Stella DuBois. Finally, she would have gotten off at Elysian Fields as a victorious new woman: Stella Kowalski. By usurping the patriarchal power of her heritage, Stella is able to create a new narrative, or in Phyllis Rose’s words, a parallel narrative with Stanley.
The chief motivating factor for all three of the main characters in this play is the effort to control their own lives. Blanche seeks control by defining her own reality; Stanley seeks control by keeping things his way with aggression; at the end of the play Stella takes control of her life. Despite the fact that Stella’s only choice is not a good choice at all, her ability to make that decision defines her ability to control the situation. Control is paramount in A Streetcar Named Desire, and the lack of control drives a character to tears. What does Stella’s choice mean, though, if she picks Stanley only because staying married to him is the only option available? The only other choice Stella could have made was to divorce her husband, a choice which, as Phyllis Rose notes “makes marriage meaningless” (Rose 18). If Stella’s marriage is made meaningless, then her decision, her choice, her power of control is undermined.
Ultimately, Stella chooses to retain “control,” but she also make the peculiar choice of “family” over “family.” The cultural context in which Williams was working helps to explain this situation. The play takes place in the 1940s, when American culture was solidifying the concept of what we now call a “traditional” or “nuclear” family. In The Way We Never Were: American Families and the Nostalgia Trap, Stephanie Coontz describes the ways in which the idea of the “traditional American family” has changed over time. She writes that “by 1947, six million American families were sharing housing, and postwar family counselors warned of a widespread marital crisis caused by conflicts between the generations” (Coontz 26). The generational conflict the Stella has lived through—especially that the point where she breaks out of the Belle Reve patriarchy—has a clear effect on the potential marital crisis that she nearly faces, but never reaches. The conflict between Stella’s generation and that of her parents, and the way she resolved that conflict by running away, helps keep Stella in her marriage to Stanley. In her chapter on marriage, sex, and reproduction (Coontz 180-206), Coontz notes that during the 40s and 50s—the period in which Streetcar takes place—there was a surge in sexual engagement that was not linked to reproduction. Many scenes in Streetcar are heavily sexualized, from the line of innuendo at the opening of the play when Stanley asks Stella to “catch” his meat (Streetcar 6), to the flirtatious way in which Steve seeks Eunice after the resolution of their fight (58), to Mitch’s attempted rape (87) and Stanley’s successful rape of Blanche (94).
There is also a drive in this period of American history for a family to stay together “for the kids.” Even if Stella did decide to abandon her husband, and side with her sister, she would still have to face the fact that leaving Stanley would create a broken family in which her son would have to be raised. Stella’s family with Stanley—re-made with a child and love—is the family she chooses, and has chosen, even before the play begins. Stella’s family with Blanche is a family that Stella decided to cut herself off from when she left Belle Reve. Williams’ play reveals that Blanche’s constructed reality, and Stanley’s usurpation of that world both affect Stella’s decision as much as does Stella’s own struggle to find a version of “reality” that works. A Streetcar Named Desire places the value of marriage over the value of a blood-based family, but it also suggests, since Stella’s decision is not the right choice, that, perhaps, the institution of marriage may require revision.
A Streetcar Named Desire is particularly effective as a play in distorting the lines between what is real and what is fiction. Stella herself requires a sort of fictive reality in the end when she rejects the possibility that Stanley did, in fact, rape Blanche. Blanche has required a fictional reality throughout the entire play, and when it is finally destroyed, she collapses into a mentally deteriorated state. Stanley has treasured “truth” throughout, but it is his character and “reality” that is vilified. While Streetcar blurs the lines of reality by presenting a fiction on stage, it also makes the audience question what is more real; Stanley’s truth is vilified, so maybe Streetcar reveals that the need for fiction that Stella and Blanche exhibit is actually more real than reality.



Works Consulted/Cited
Adler, Thomas P. A Streetcar Named Desire: The Moth and the Lantern. Boston: Twayne Publishers, 1990. Print.
Colin, Philip C. “A Streetcar Named Desire.” Tennessee Williams: A Guide to Research and Performance, ed. Philip C. Kolin. Westport, Connecticut: Greenwood Press, 1998. Print. 51-79.
Coontz, Stephanie. The Way We Never Were: American Families and the Nostalgia Trap. New York: Basic Books, 1992. Print.
Freeman, Daniel; Garety, Philippa A.; Fowler, David; Kuipers, Elizabeth; Bebbington, Paul E.; Dunn. “Why Do People With Delusions Fail to Choose More Realistic Explanations for Their Experiences? An Empirical Investigation.” Graham Journal of Consulting and Clinical Psychology, Vol 72(4), Aug 2004, 671-680. Print.
Griffin, Alice. Understanding Tennessee Williams. Columbia: University of South Carolina Press, 1995. 45-80. Print.
Karon, Bertram P. “On the Formation of Delusions.” Psychoanalytic Psychology, Vol 6(2), 1989, 169-185. Print.
Kazan, Elia. “Notebook for A Streetcar Named Desire.” Twentieth Century Interpretations of A Streetcar Named Desire: A Collection of Critical Essays. Ed. Jordan Miller. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1971. Print. 21-27.
Kilmartin, Christopher T. The Masculine Self. New York: Macmillan Publishing Company, 1994. Print.
Leeser, Jaimie; O'Donohue, William. “What is a delusion? Epistemological dimensions.” Journal of Abnormal Psychology, Vol 108(4), Nov 1999, 687-694. Print.
Miller, Jordan Y., Ed. Twentieth Century Interpretations of A Streetcar Named Desire: A Collection of Critical Essays. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1971. Print.
Rose, Phyllis. Parallel Lives: Five Victorian Marriages. New York: Vintage Books, 1984. 5-19. Print.
Voss, Ralph F., Ed. Magical Muse: Millenial Essays on Tennessee Williams. Tuscaloosa, Alabama: The University of Alabama Press, 2002. Print.

Williams, Tennessee. A Streetcar Named Desire: A Play in Three Acts. New York: Dramatists Play Service, Inc., 1981. Print.

Wednesday, October 31, 2012

The Journey to "The Sweet Hereafter": An Analysis of Translation from Life, to Book, to Film


        “Write what you know.” That’s a phrase that many writers hear when they try to come up with ideas for a book. A novelist’s task is typically to create a piece that evokes some form of meaning for someone. Sometimes, the best way to come up with inspiration for this type of writing, though, is to base the work off of something in real life. Film works in a similar fashion: movies are often based off of books. The important thing to understand with these translations is that they are not exact recounts of the actual events. The story of The Sweet Hereafter, for example, was written by Russell Banks about an actual bus crash that took place in 1985. Banks’ book was then translated from the book version to the film version directed by Atom Egoyan. Now, while these translations like to stick close to the original story, some events and characterizations often need to be changed in order to evoke the theme that the creator is trying to achieve.
If we look at The Sweet Hereafter in stages, then we can see it manifested in three documented forms. The first form manifests itself in the newspapers and articles that were written about the crash in Alton, Texas that killed 21 students in September, 1989. The second form in Russell Banks’ book The Sweet Hereafter. Russell Banks, a resident of upstate New York, had the book published in 1991, two years after the events that occurred in Alton, Texas. The tragedy takes its final form in Atom Egoyan’s film The Sweet Hereafter, which hit the big screen in 1997, six years after the publication of the book. Each incarnation of the story has a different theme to it, yet the themes are closely related to one-another.
            The crash in 1989 took place in Alton, Texas. A soft-drink delivery truck hit a school bus filled with students. The bus plummeted into a water-filled chasm: an accident which proved immediately fatal to 19 students, and then 2 more students that died later on. On top of the students killed, over 40 other students were injured in the accident, along with the driver of the cola truck (who survived). At first glance through newspapers, the theme of this accident is one of grief and sorrow. The loss of innocent children was tremendous that day. But the story does not end there, sadly. After the accident, lawyers swarmed to the scene, and many of the children’s families were urged to sue the soda company. After many arguments and hardships, several million dollars were awarded because of the case. The true tragedy here, though, is that most of the recipients of the money did not find the compensation worth the trouble. Because of the invasion of lawyers, the people of Alton were not able to recover and grieve as they should have been allowed, and so they became bitter. The theme of the story, due to the surge of the lawyers coming to the town, is that a town and its people should be allowed to grieve without having to deal with the legal issues that come from the accident. The people were urged to turn their grief into anger as an attempt to receive monetary compensation, as though that would help them deal with their sorrow. Instead, once the cases were closed, the people found themselves incapable of dealing with the money, or the grief.
            Russell Banks takes the story in a different direction, though. Banks takes the accident and sets it in a small town in New York, which is a location that he actually knows. He then had to create characters, and plot differences in order to make the novel more than just a newspaper article. His four first-person narrators each represent different aspects of the original crash: Dolores Driscoll represents the drivers responsible for the crash, and the way they must’ve felt about the ordeal; Billy Ansel represents the citizens of Alton that lost their children and were hurt by the lawsuits; Mitchell Stevens, Esquire, represents the lawyers that came to Alton to lead the lawsuits; and Nichole Burnell represents one of the students that survived the accident, but whose life was completely changed as a result. By using the four characters, Banks represents as many of the people involved in the Alton accident as possible, and in that way sticks close to the original story. The major difference that his novel makes in the story, though, is that the case is defeated by Nichole’s character. By shifting this perspective on the case, Banks reveals that the story is really about how, rather than reverting to anger in a time of grief, the best solution to dealing with sorrow is to accept that what has happened is unchangeable, and that nothing will ever bring back those that were lost. Nichole, as a representative of the survivors, kills the case, and allows the town a chance to move on from their anger. In this way, Banks gives the town a chance to move on in a way that the citizens of Alton were not capable of achieving.
            Atom Egoyan further complicates the plot of the story in his film. Rather than a story about the inability to deal with grief, or the methods by which grief can be overcome, Egoyan takes the story and creates a movie about empowerment. Egoyan takes Nichole and Stevens’ characters and promotes them to a higher level by turning them into primary narrators, while demoting Dolores and Billy Ansel’s characters to supporting roles. This shift creates a two-sided conflict of power between Nichole and Stevens—a struggle that wasn’t a focus in the previous story mediums. In addition to this narration change, Egoyan uses the controlling metaphor of Robert Browning’s The Pied Piper of Hamelin. Browning’s poem is based off of events that happened in Hamelin, Germany (as well as other German townships) in 1284. The primary theme of the Pied Piper is that people can be lead to their death as a result of greed, anger, and corrupting influences made by outside sources. Egoyan’s The Sweet Hereafter likewise shows how the people of Sam Dent, New York (Banks’ version of Alton, Texas) were, as a result of the lawyers’ greed, led by an outside influence to use anger to deal with the loss of their children. Stevens, the lawyer, comes to town and moves from victim to victim, urging them to allow him to become a “voice” for their anger. Meanwhile, we also see Nichole having to deal with her father molesting her. By the end of the film, however, there is a shift of power. Nichole’s lie, which was created in Banks’ book version, ruins Stevens’ case. This lie, however, provides Nichole with the power to overcome her father’s controlling influence, and to save the town from falling into the situation in which the citizens of Alton, Texas found themselves. Her strength of power by the end really turns the film into an empowerment story. It shows how one person can save a town from ruin, despite her own personal hardships.
            Now, it’s fine and well to say that each of the stories has a different theme, but what does it all actually add up to? By changing the theme and the way the story is set up, each story is perceived in a different manner by the audience. Our understanding of the survivors, for instance, shifts from children whose lives were worsened by the loss of their peers (Alton, Texas), to a student who manages to overcome her grief (the book), to a hero who manages to save the whole town from their grief. Likewise, we are given different perspectives on the lawyers. In the papers about the accident in Alton, and from the perspectives of the citizens, the lawyers became a corrupting influence that caused them trouble and regret. In the book, Banks uses Stevens to further vilify the people of Sam Dent, New York. Finally, Egoyan takes Stevens’ character and highlights some of the elements of Banks’ story (elements which may be overlooked) in order to reveal that he, too, has problems of his own, and reasons for why he wants to win the case.
            These changes and differences are important because they reflect the interpretation of the source material. Banks’ novel reflected his own interpretation of the tragedy in Alton, and he was able to place it in an area he, himself, knows and can relate to. Egoyan, who is limited to interpreting Banks’ novel, was also able to imprint his own opinions against the backdrop of the story.  These themes are tied together by the way they offer an interpretation of real life events. The changes are important simply because, without them, the story would be singularly focused, and it wouldn’t be able to convey any more than the one single idea. By incorporating the changes, the story, like the event itself, is seen from many perspectives, and many interpretations. After all, there was more than just the crash that was going on.
            By looking at the way the crash was translated, we can see that interpretation—when passed along from real life, to novel, to film—focuses ideas and expands the horizons for how an audience can look at something as seemingly simple as a bus accident in a myriad of ways. At surface level, things are as they seem, but these interpretations show that there is more underneath any story than just what is immediately available. With that in mind, perhaps a better phrase than “Write what you know” would be to “Write what you can interpret.”