Pygmalion Social Hierarchyedited

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1 Pygmalion Social Hierarchy

2 Pygmalion Social Hierarchy The play "Pygmalion," by George Bernard Shaw in 1912, is set towards the end of the Victorian era in early 20th-century England 1 . During this period, a well-defined social hierarchy existed, but the demands of social mobility were slowly challenging. The upper- class characters depicted in the play greatly emphasized maintaining their social status. This issue extends beyond mere economic disparity and encompasses the nuances of etiquette and manners, which serve as unwritten codes of conduct and play a crucial role in reinforcing the divide between social classes. In his work, Shaw provides a lens into the intricacies of this social framework and its limitations, through his language and appearances. Through language and literary elements, the play explores the transformation of a working-class girl into a sophisticated lady. Her metamorphosis is remarkable, making the play comparable to the classic fairy tale "Cinderella” focusing on identity. 2 However, in the original story, Cinderella reverts back to her impoverished state before finding her prince. Eliza’s transformation into a Cockney flower is also metaphorical. Upon closer examination, it becomes evident that not all transformations in the play are successful 3 . For example, when Professor Higgins says, "The great secret, Eliza, is not having bad manners or good manners or any other particular sort of manners, but having the same manner for all human souls: in short, you don't treat a democrat as you would a dustman," 4 the humor and irony depicts themes such as class, gender, and language. These elements and figurative language contribute to the overall impact and meaning of the play, making "Pygmalion" a classic of that remains relevant and thought-provoking. Shaw conveys a significant message through 1 George M. Nalliveettil, Linguistic Analysis of George Bernard Shaw’ “Pygmalion.” Scholars Middle East Publishers 2 Galatea, Cinderella Meets. "Chapter Five Mythic Transformations on Screen: Cinderella Meets Galatea Eleanor Andrews." Retelling Cinderella: Cultural and Creative Transformations (2020): 67. 3 Hashemipour, Saman, Asya Vedia Güvensoy, and Dilara Arap. "An Intertextual Study of Pygmalion Myth: George Bernard Shaw Interprets an Ovidean Tale about Transforming." 4 Shaw, Bernard. Pygmalion and Three Other Plays: With Preface and Notes . New York, NY: Barnes and Noble Classics, 2004. PDF.

3 play elements: one should be cautious in their good desires. While Higgins believes he is helping Eliza, he demonstrates the dangers of playing God and manipulating others. The play highlights the dangers of using one's power and privilege to shape others to fit one's own ideals and the importance of treating all people with dignity and respect. The play's characters show how class differences affect what people expect from one another. The characters are all put in this position to emphasize the significance of their self- definition of social status. The mother, for instance, acts like a stereotypical 1950s housewife: 5 “Freddy, you are truly powerless. Repeat the last step, and don't return until you locate a taxi.” Since Mrs. Higgins is a lady, it would be impolite to hail a cab on her own at this time. She sits around and waits for everyone else to take care of her. She demonstrates her status as a respected member of society while also demonstrating proper etiquette. She achieves this by demeaning those who are disrespectful of her. That is how the mom uses her words and influence to elevate her status in the family and the community. The play shows that people can rise in status despite class differences. Shaw depicts a class, educational, and linguistically stratified society. According to Shaw "people can rise in status despite class differences." 6 As Kurtović notes, Eliza’s poverty makes her predisposed to exploitation from the rich. 7 For Shaw introduces her as wearing nothing but “a brown skirt with a coarse apron. Her boots are much the worse for wear.” 8 He portrays a "class, educational, and linguistically stratified society." 9 Through the transformation of Eliza Dolittle, a mere girl, into a noble duchess with the assistance of Professor Henry Higgens, Shaw illustrates the potential to bridge the gaps between social classes. 10 The upper-class characters' primary concern is to maintain this social hierarchy, as seen in Higgins' belief that 5 Nalliveettil, Linguistic Analysis 6 Shaw, page. 1. 7 Kurtović, Iva. "Gender and Class in George Bernard Shaw's Pygmalion." 8 Shaw, p. 9 9 Ibid., p. 2 10 George Bernard Shaw, p. 3

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4 Eliza should not marry Freddy but someone of a higher social standing 11 . This highlights how social status is sustained through norms of conduct and etiquette. 12 This paper explores the Marxist aspects of the social class system depicted in Pygmalion and highlights its flaws. 13 Shaw also uses language to highlight the power dynamics between the upper and lower-class characters. For example, Higgins is often seen belittling and condescending to Eliza. Indeed, Eliza states, "The difference between a lady and a flower girl is not how she behaves, but how she's treated.” 14 Eliza is shown as speaking with a cockney accent. In contrast, Higgins and Pickering use language more freely to convey their high social rank. The middle class is believed to not adequately teach their children language skills. Higgins says, "The English will not teach their children to speak their native tongue because they have no regard for it. The way they spell it makes it impossible for a man to learn the pronunciation. 15 " inside the ball. Due to his offensive accent, Eliza stays silent. She is hiding since language is essential to identifying social classes. Therefore, social class and language are closely intertwined, as language can easily reveal class differences. Professor Higgins is able to distinguish individuals based on their accents, indicating the significance of language in class distinction. In Great Britain, social class and identity are inseparable, with an accent as a key factor in determining social status. Social mobility becomes challenging, especially when accent plays a role. 16 Because speech is used to judge upper-class positions in British society, Eliza's speech is rude. And speech patterns reveal social class distinctions. Because Pickering and Higgins had different perspectives on society, their treatment of Eliza differed. 11 George Bernard Shaw, p. 5 12 Ibid, p. 6 13 Ibid, p. 5 14 George Bernard Shaw, p. 96 15 Hossein Pirnajmuddin and Fatemeh S. Arani, "The Play of Codes and Systems in Pygmalion: Bernard Shaw and Roland Barthes," ResearchGate | Find and Share Research, last modified 2017, https://www.researchgate.net/profile/Hossein- Pirnajmuddin/publication/289730178_The_play_of_codes_and_systems_in_Pygmalion_Bernard_Shaw_and_R oland_Barthes/links/582093e208aeccc08af65326/The-play-of-codes-and-systems-in-Pygmalion-Bernard-Shaw- and-Roland-Barthes.pdf. 16 Gale, Cengage L. Study Guide for George Bernard Shaw's Pygmalion . Detroit: Gale, Cengage Learning, n.d.. Print.

5 People adore her beauty, yet she behaves like a statue without speech as she stands and moves. In addition to language, Shaw uses appearance to illustrate the social hierarchy in Pygmalion. Shaw makes fun of the play by claiming it is a five-act love story with an unhappy conclusion. Eliza, for example, is depicted as having a rough and unkempt appearance, which reflects her lower-class status. In contrast, upper-class characters are depicted as well-dressed and well-groomed, reflecting their higher social status. Shaw expresses opposing view when Eliza is allowed social mobility. 17 This is seen in the way Eliza is changed from a rough and disheveled flower girl to a sophisticated and elegant lady, reflecting her rise up the social ladder. Furthermore, Shaw uses the appearance of the characters to highlight the arbitrary nature of social class. For example, Eliza's transformation is not based on any inherent qualities or abilities but on her appearance. Eliza's response to her transition differs from her father, Alfred Doolittle, since they both used distinct strategies to break into the upper class. Alfred is your typical dustman. Alfred differs from Eliza since she moves up the social scale due to her wealth rather than his updated speech and mannerisms. After being rejected by the middle class, who despise him, Alfred gains popularity among the upper class. As opposed to Eliza, who aspires to stay in the middle class because of his admirable conduct. Alfred receives a promotion to the next class. Eliza believes she is an upstanding citizen and exemplifies the middle-class personality and outlook. In the second act, for instance. According to Eliza, the middle-class lacks gentlemanly behavior. Because the curtain has fallen on the play, also, Eliza describes herself as a goody-two-shoes. Still, after the new policy took effect, she no longer thinks highly of herself. Higgins told her to stop acting like a puppy and to respect herself, which is 17 Poorghorban, Younes. "Indoctrination of Victorian Class Identity: Arnold and Shaw; Beyond Victorian Class Struggles."

6 not what she would expect from other people 18 . Even Eliza's clothing is unique compared to the rest of her classmates. Moreover, she cannot communicate with anyone at the party in any other language. Something typical of those who are socially elevated. For example, a Hungarian expert at the party has a conversation with her, and she confidently declares that she does not speak French. Still, everyone is captivated by her attractiveness, how she carries herself, dresses, and moves. The behavioral divide in the play results from social class and gender stratification. Pickering, like Higgins, is polite and too concerned about others, but unlike Higgins, he will not let anyone tell him what to say or do. Since Higgins is willing to exploit the working class to satisfy his material wants, he fits the Marxist idea of the bourgeoisie. 19 Higgins exemplifies one hallmark of the upper class; a callous disregard for the suffering of those below them. Such as when Higgins says in Act II, "Well after I am done with her, we can throw her back into the gutter; and then it will be her concern again." Higgins's interest in the working class is strictly instrumental; he only cares about Eliza's prospects by exploiting her 20 . Like any good bourgeois, he does not care about the working class. Therefore, Higgins is a prototypical bourgeois since he treats Eliza as a commodity to win a bet. Higgins, however, may not seem as ruthless as he is made out to be; as in Act V, he says, "It's all about you, not me. If you return, you will find nothing has changed in how I treat you. I am not going to alter my demeanor or try to alter my personality. Regarding etiquette, I am on par with Colonel Pickering." Mrs. Pierce agrees with the rest that Higgins' habits are unacceptable, notably his profanity and the general chaos he creates wherever he goes. 18 Hossein Pirnajmuddin and Fatemeh S. Arani, "The Play of Codes and Systems in Pygmalion: Bernard Shaw and Roland Barthes," ResearchGate | Find and Share Research, last modified 2017, https://www.researchgate.net/profile/Hossein- Pirnajmuddin/publication/289730178_The_play_of_codes_and_systems_in_Pygmalion_Bernard_Shaw_and_R oland_Barthes/links/582093e208aeccc08af65326/The-play-of-codes-and-systems-in-Pygmalion-Bernard-Shaw- and-Roland-Barthes.pdf. 19 Anbar, Aneela, Abdus Samad, and Faryal Khan. "GB Shaw’s Pygmalion: Character Analysis of Eliza Doolittle as Representative of Class Struggle." P. 12 20 George M. Nalliveettil, "Linguistic Analysis of George Bernard Shaw's "Pygmalion," Scholars Middle East Publishers, last modified 2020,

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7 In conclusion, George Bernard Shaw's "Pygmalion" serves as a commentary on British society during the Victorian era, where the author advocates for class equality through the depiction of the time’s social, cultural, and linguistic tensions. The play showcases how language and the influence of social class and stereotypical beliefs are the controlling forces in society. By the end of the play, Shaw critiques the notion of upper-class privilege and reveals its inherent limitations. Through the characters of Eliza Doolittle and Mrs. Higgins, the author highlights the power of language to shape a person's identity and determine their social status. Eliza's transformation and Mrs. Higgins' confidence in her ability to communicate effectively demonstrate the correlation between language and social status. Through figurative language, Shaw skillfully conveys his themes and messages, emphasizing the importance of language in shaping people's perceptions and experiences.

8 Bibliography Gale, Cengage L. Study Guide for George Bernard Shaw's Pygmalion . Detroit: Gale, Cengage Learning, n.d.. Print. Galatea, Cinderella Meets. "Chapter Five Mythic Transformations on Screen: Cinderella Meets Galatea Eleanor Andrews." Retelling Cinderella: Cultural and Creative Transformations (2020): 67. https://books.google.co.ke/books? hl=en&lr=&id=vDAKEAAAQBAJ&oi=fnd&pg=PA67&dq=Eliza+Doolittle+and+C inderella&ots=r6C1OTaRlm&sig=oOAKUfiYI2ldavW2o4Q80lJ2ImE&redir_esc=y# v=onepage&q=Eliza%20Doolittle%20and%20Cinderella&f=false Hashemipour, Saman, Asya Vedia Güvensoy, and Dilara Arap. "An Intertextual Study of Pygmalion Myth: George Bernard Shaw Interprets an Ovidean Tale about Transforming." Hashemipour, S., et al., An Intertextual Study of Pygmalion Myth: George Bernard Shaw Interprets an Ovidean Tale about Transforming, International Journal of English, Literature and Social Science 4, no. 5 (2019): 1625-1628. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3523719 Kurtović, Iva. "Gender and Class in George Bernard Shaw's Pygmalion." Patchwork 7 (2021): 58-71. https://hrcak.srce.hr/264984 Nalliveettil, George M. "Linguistic Analysis of George Bernard Shaw's "Pygmalion."" Scholars Middle East Publishers. Last modified 2020. https://saudijournals.com/media/articles/SIJLL_34_116-125.pdf Pirnajmuddin, Hossein, and Fatemeh S. Arani. "The Play of Codes and Systems in Pygmalion: Bernard Shaw and Roland Barthes." ResearchGate | Find and Share Research. Https://www.researchgate.net/profile/Hossein- Pirnajmuddin/publication/289730178_The_play_of_codes_and_systems_in_Pygmali

9 on_Bernard_Shaw_and_Roland_Barthes/links/582093e208aeccc08af65326/The- play-of-codes-and-systems-in-Pygmalion-Bernard-Shaw-and-Roland-Barthes.pdf Poorghorban, Younes. "Indoctrination of Victorian Class Identity: Arnold and Shaw; Beyond Victorian Class Struggles." Journal of Narrative and Language Studies 9, no. 16 (2021): 21-33. http://nalans.com/index.php/nalans/article/view/402 Shaw, Bernard. Pygmalion and Three Other Plays: With Preface and Notes . New York, NY: Barnes and Noble Classics, 2004. PDF

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