How are women presented in The Handmaid’s Tale and Frankenstein?
In both novels women are presented as being forced to sacri ce their ideals surrounding
education and children. In Frankenstein this sacri ce is enforced as a result of societal
expectations whereas in The Handmaid’s Tale (THT) their sacri ces are enforced by the law. Both
novels present women in a sacri cial light in order for them to be illustrated as idealised domestic
gures.
In both novels women are expected to sacri ce things that in modern society are considered
human rights; one of which being the right to an education. In Frankenstein a parallel can be
drawn between Walton and Victor as neither received a formal education. It is also made clear
that their lack of a formal education was their greatest tragedy. This is seen through the abundant
use of dramatic language in the letters by Walton to describe his desire for an education ‘I feel my
heart glow with an enthusiasm which elevates me to heaven; for nothing contributes so much to
tranquillise the mind as a steady purpose’ the hyperbolic language emphasises the importance of
an education. The metaphor ‘I feel my heart glow’ moreover represents the rejuvenating power of
learning and acquiring knowledge. Despite the abundance of dramatic language used in order to
present the importance of an education women are more often than not denied this opportunity.
Elizabeth is expected to retire herself from her minimal education in order to be the women of the
house, more commonly referred to as a housewife. When Elizabeth is introduced, Victor uses
animalistic language to describe her ‘she was docile and good tempered, yet gay and playful as a
summer insect/… her hazel eyes, although as lively as a bird’s’ the employed animalistic language
allows for a distinction between Victor and Elizabeth in terms of education as what distinguishes
humans from animals is our extensive education. Thereby presenting Elizabeth as animalistic she
is therefore presented as uneducated. This possibly introduces a societal imparted power
imbalance between men and women. Moreover the simile comparing her to a bird ‘although as
lively as a bird’s’ could be seen to refer to a common trope in literature where women are often
compared to birds. Shelley sought to include feminist ideas in her novel. The description of nature
and its characterisation as feminine within the romantic movement is examined through the
comparisons made with Elizabeth. Whilst it is clear Shelley draws on these tropes she is also
criticising them; Shelley herself received an informal education as her father desired her to
however it was unusual for a young girl to be encouraged to get an education. Ergo one can
conclude that Shelley is critiquing societal expectations which work against women: such as the
expectation of women to sacri ce their education in order to dedicate herself to her domestic role.
This idea paints Elizabeth in a romantic light and could possibly portray her as passive and easier
to control: the ideal women. Through these comparisons and moreover her lack of an education
could re ect Elizabeth’s inability to lie. Her lack of an education may mean she is unable to lie as
she simply does not have the intellectual ability. Furthermore what then could be interpreted as
her ignorance should alternatively be referred to as her being naive. Her lack of education not only
means she can be compared to an animal but moreover to a child. Her naive nature means she is
unable to speak up for herself due to her not having the knowledge to dispute other’s claims
making her a passive women. Therefore the romantic description of Elizabeth not only aides in
presenting her lack in education but also her naivety and passive nature; making her the ideal
domestic women.
Similarly women in THT under the Gileadean regime are not only denied of a formal education but
also indoctrinated to t the role of an ideal women. One that lives solely as a ‘womb’. As a part of
their indoctrination citizens are expected to learn the new language of Gilead and are forbidden
from speaking the ‘old’ language. By replacing old discourse with a new one the handmaids are
stripped of their formal education. We can draw similarities here between Elizabeth and the
handmaids, even though in Frankenstein the discrimination of women is as a result of societal
expectations: these norms are enforced systematically, both the handmaids and Elizabeth are
presented as as passive. However where Elizabeth is unknowingly naive the handmaids are not.
They choose ignorance as a means of making their lives easier ‘We lived, as usual, by ignoring.
Ignoring isn’t the same as ignorance, you have to work at it.’ Atwood plays with language to
emphasise that their ignorance is an active choice. The handmaids understand that knowledge is
power and moreover understand the consequences if they are seen to have an academic
education in place of their reformed education. Despite the morbid undertones, they are active in
their sacri ce contrasting Elizabeth. Linking back to the restrictions placed on language in THT; a
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In both novels women are presented as being forced to sacri ce their ideals surrounding
education and children. In Frankenstein this sacri ce is enforced as a result of societal
expectations whereas in The Handmaid’s Tale (THT) their sacri ces are enforced by the law. Both
novels present women in a sacri cial light in order for them to be illustrated as idealised domestic
gures.
In both novels women are expected to sacri ce things that in modern society are considered
human rights; one of which being the right to an education. In Frankenstein a parallel can be
drawn between Walton and Victor as neither received a formal education. It is also made clear
that their lack of a formal education was their greatest tragedy. This is seen through the abundant
use of dramatic language in the letters by Walton to describe his desire for an education ‘I feel my
heart glow with an enthusiasm which elevates me to heaven; for nothing contributes so much to
tranquillise the mind as a steady purpose’ the hyperbolic language emphasises the importance of
an education. The metaphor ‘I feel my heart glow’ moreover represents the rejuvenating power of
learning and acquiring knowledge. Despite the abundance of dramatic language used in order to
present the importance of an education women are more often than not denied this opportunity.
Elizabeth is expected to retire herself from her minimal education in order to be the women of the
house, more commonly referred to as a housewife. When Elizabeth is introduced, Victor uses
animalistic language to describe her ‘she was docile and good tempered, yet gay and playful as a
summer insect/… her hazel eyes, although as lively as a bird’s’ the employed animalistic language
allows for a distinction between Victor and Elizabeth in terms of education as what distinguishes
humans from animals is our extensive education. Thereby presenting Elizabeth as animalistic she
is therefore presented as uneducated. This possibly introduces a societal imparted power
imbalance between men and women. Moreover the simile comparing her to a bird ‘although as
lively as a bird’s’ could be seen to refer to a common trope in literature where women are often
compared to birds. Shelley sought to include feminist ideas in her novel. The description of nature
and its characterisation as feminine within the romantic movement is examined through the
comparisons made with Elizabeth. Whilst it is clear Shelley draws on these tropes she is also
criticising them; Shelley herself received an informal education as her father desired her to
however it was unusual for a young girl to be encouraged to get an education. Ergo one can
conclude that Shelley is critiquing societal expectations which work against women: such as the
expectation of women to sacri ce their education in order to dedicate herself to her domestic role.
This idea paints Elizabeth in a romantic light and could possibly portray her as passive and easier
to control: the ideal women. Through these comparisons and moreover her lack of an education
could re ect Elizabeth’s inability to lie. Her lack of an education may mean she is unable to lie as
she simply does not have the intellectual ability. Furthermore what then could be interpreted as
her ignorance should alternatively be referred to as her being naive. Her lack of education not only
means she can be compared to an animal but moreover to a child. Her naive nature means she is
unable to speak up for herself due to her not having the knowledge to dispute other’s claims
making her a passive women. Therefore the romantic description of Elizabeth not only aides in
presenting her lack in education but also her naivety and passive nature; making her the ideal
domestic women.
Similarly women in THT under the Gileadean regime are not only denied of a formal education but
also indoctrinated to t the role of an ideal women. One that lives solely as a ‘womb’. As a part of
their indoctrination citizens are expected to learn the new language of Gilead and are forbidden
from speaking the ‘old’ language. By replacing old discourse with a new one the handmaids are
stripped of their formal education. We can draw similarities here between Elizabeth and the
handmaids, even though in Frankenstein the discrimination of women is as a result of societal
expectations: these norms are enforced systematically, both the handmaids and Elizabeth are
presented as as passive. However where Elizabeth is unknowingly naive the handmaids are not.
They choose ignorance as a means of making their lives easier ‘We lived, as usual, by ignoring.
Ignoring isn’t the same as ignorance, you have to work at it.’ Atwood plays with language to
emphasise that their ignorance is an active choice. The handmaids understand that knowledge is
power and moreover understand the consequences if they are seen to have an academic
education in place of their reformed education. Despite the morbid undertones, they are active in
their sacri ce contrasting Elizabeth. Linking back to the restrictions placed on language in THT; a
fi
fl fi fi fi fi fi fi fi fi
