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In defence of Jane Austen’s unlikeable heroine

Fanny Price: passive and prudish or brave and resilient?

Beatrice writes on literature, religion, the arts, and the family. Her published work can be found here

A 18th century woman sits at a desk, beside a candle and stares out the window.
Frances O'Conner as Fanny in Mansfield Park, 1999.
BBC Films.

It is a truth universally acknowledged that nobody has ever liked Fanny Price. Or is it? Many in Austen’s own family liked the heroine of Mansfield Park. Her sister Cassandra was ‘fond’ of Fanny; her brother Francis called her ‘delightful’. Early critics of Austen’s works, like archbishop Richard Whately, also praised both the novel and its protagonist. 

Where does our current dislike towards Fanny Price come from, then? The major literary critics of the last century certainly didn’t help. Lionel Trilling paved the way, announcing confidently in the 1960s that ‘Nobody, I believe, has ever found it possible to like the heroine of Mansfield Park’; Kingsley Amis even called Fanny a ‘monster of complacency and pride’. Two decades later, Tony Tanner agreed: ‘Even sympathetic readers have often found [Fanny] something of a prig…nobody falls in love with [her]’. The list goes on.  

But we can’t blame academia alone. Sometime in the twentieth century, we simply stopped liking Fanny. Most Austen readers I know rank her as the worst of her heroines. We don’t like her moralising, her priggishness, and her insistence that she must follow her conscience along with the religious precepts which she holds so dear. To make her appealing to contemporary viewers, both major recent adaptations of the novel (Patricia Rozema’s 1999 film adaptation and Iain B. MacDonald’s 2007 TV adaptation) completely butchered her, turning a quiet, timid character into an outspoken Elizabeth Bennet type. The problem is not that we think Fanny is evil, it’s that we find her boring. 

Enter Whit Stillman’s brilliant 1990 film Metropolitan, itself a loose adaptation of Austen’s novel. Tom Townsend, one of the film’s young protagonists, recommends the very essay by Lionel Trilling that I’ve cited above to Audrey Rouget, the main character and moral compass of the film.  When they later discuss the essay, Audrey is puzzled by Trilling’s dislike of Fanny: 

I think [Trilling] is very strange. He says that nobody could like the heroine of Mansfield Park? I like her. Then he goes on and on about how we modern people today with our modern attitudes bitterly resent Mansfield Park because…its heroine is virtuous? What’s wrong with a novel having a virtuous heroine? 

Trilling is at least partly right. Fanny, with her religious principles, offends our modern sensibilities. Our reading culture is one deeply embarrassed by goodness, and Fanny’s piety makes us deeply uncomfortable. But Audrey is right, too. There shouldn’t be anything wrong with ‘a novel having a virtuous heroine’. What if the fault is not with Fanny Price, but with us, the readers? What if we’ve simply lost our taste for goodness? 

Fanny is often compared unfavourably to Pride and Prejudice’s Elizabeth Bennet. Mary Crawford, the argument goes, is the Elizabeth Bennet character in Mansfield Park: blunt, stubborn, self-assured. Fanny, on the other hand, is a kind of Charlotte Lucas, quiet, introspective, and concerned with social mores. But following her conscience doesn’t squash Fanny’s individuality, and neither does it make her ‘conventional’. This is only true on a surface level.  

Presentism, the insistence to project current sensibilities onto the past, is the poison of good literature. 

In fact, these four characters (Elizabeth, Charlotte, Mary, and Fanny) represent examples of real versus false virtues – what philosopher Alasdair Macintyre would call ‘simulacra’ of virtue. While both Elizabeth Bennet and Mary Crawford are opinionated, only Elizabeth is truly brave. Mary, though she acts like she doesn’t care about social norms, is all too eager to marry Fanny off to her brother Henry – after he has committed adultery with a married woman – for the sake of keeping appearances. Similarly, although both Charlotte Lucas and Fanny Price are reserved, Fanny’s reserve comes from humility, Charlotte’s from the kind of timidity that is a failure of courage.  

I think that’s precisely the challenge that Austen sets for us in Mansfield Park: to discern true from simulated virtue, even when true virtue might be less immediately attractive, less noticeable. When we look below the surface, Fanny emerges not as a passive, prudish character, but rather as brave and resilient. She may not be witty, but she is not a pushover. She rejects Henry Crawford’s proposal of marriage even as her uncle Sir Thomas pressures her to accept, on the grounds that he’s not good enough for her.  

By going against the will of her uncle Sir Thomas, Fanny finds herself banished from Mansfield Park, the only place she knows as her home. She’s sent off to visit her parents in Portsmouth, not knowing when she’ll be allowed back. What’s more, she is rejecting the prospect of financial security through marriage with a rich man for the sake of her principles. She neither respects nor loves Crawford enough for the commitment of marriage: ‘I—I cannot like him, sir, well enough to marry him’, she confesses to her uncle despite her own shyness. In her confidence about a decision that will affect her future happiness, she can be as headstrong as Elizabeth Bennet is when she turns down Mr. Collins.  

Once we acknowledge how brave and resilient Fanny can truly be, we can begin to cherish her other qualities, too. Still, someone might ask, why do we need to force ourselves to appreciate characters like Fanny in the first place? Why can’t we just leave people to have their own taste in literature? To that I answer: if we have come to dislike a character for being virtuous, as Trilling claims, isn’t that in itself pretty compelling evidence that something has gone amiss in our literary taste? Don’t we need to rediscover our lost enjoyment of goodness, if we want our culture to be a flourishing one? 

Fortunately, the line connecting Austen to our culture today has not been entirely cut off. ‘Somewhere between us and [Jane Austen], the chasm runs’, wrote C. S. Lewis around the same time that Trilling pronounced Fanny Price to be unlikeable. Perhaps they were both wrong. If literary critics won’t value characters like Fanny, then it’s the common reader’s job to do so. Metropolitan’s Audrey is the fictionalised appreciator of Fanny Price par excellence, a custodian of good taste. But I remain hopeful that there are Audreys in real life, too: readers who are perceptive enough to appreciate Fanny; readers who, instead of judging a character written 200 years ago for not being ‘modern’ enough, choose to let past literature challenge their current assumptions. Presentism, the insistence to project current sensibilities onto the past, is the poison of good literature. Fanny Price, with all of her goodness, is the perfect cure. 

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Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.