Love Needs As the Obstruction of Mr

LOVE NEEDS AS THE OBSTRUCTION OF MR. LEWISHAM’S ACHIEVEMENT MOTIVATION IN H. G. WELLS’ LOVE AND MR. LEWISHAM

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

IKA CHRISNAWATI KURNIADI

Student Number: 034214019

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2007

LOVE NEEDS AS THE OBSTRUCTION OF MR. LEWISHAM’S ACHIEVEMENT MOTIVATION IN H. G. WELLS’ LOVE AND MR. LEWISHAM

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

IKA CHRISNAWATI KURNIADI

Student Number: 034214019

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2007

ii A Sarjana Sastra Undergraduate Thesis

LOVE NEEDS AS THE OBSTRUCTION OF MR. LEWISHAM’S ACHIEVEMENT MOTIVATION IN H. G. WELLS’ LOVE AND MR. LEWISHAM

IKA CHRISNAWATI KURNIADI

Student Number: 034214019

Yogyakarta, June 30, 2007. Faculty of Letters Sanata Dharma University Dean

iii

Rejoicing in hope,

patient in tribulation, continuing steadfastly in prayer

Romans 12 : 12

Dedicated to Papa JC, my beloved parents, my brothers, and the ‘golden dragons’.

v ACKNOWLEDGEMENTS

First of all, I would like to thank God because of His guidance during my thesis writing. I am so grateful that Jesus Christ always strengthens me when I am weak and never leaves me alone when I need ideas and encouragement.

I would like to express my gratitude to my advisor, Dra. Th. Enny

Anggraini, M. A., for the precious times, ideas, supports, and suggestions during the consultation, and for her patience in reading and putting right the mistakes in my undergraduate thesis. I also thank my co-advisor, Ni Luh Putu R., S. S., M.

Hum., for the pleasant discussion and for the correction of my inaccuracies in writing the thesis. I thank all lecturers for their guidance during my study, and the

USD staffs for being very helpful in the process of my study.

I would like to show my gratitude to my beloved parents for their encouragements, to both of my brothers, and to my little niece, Selyne, who always comforts me with her smile.

I am grateful for having the ‘Lemoterz’ – Melmot, Grace, B-Daq, T-tyn, and Ocha – as my best friends at any times during my study in Jogja. Their uniqueness and support will always stay close to my heart. I am indebted for the ideas and support from my ‘zeal’ during my thesis writing. The last but not the least, I also thank to Vina, Irene, Yona, C’Joice, Ita for their prayer, and to my team in KKN – Grace, Frida, Prita, Putri – for the good teamwork.

Ika Chrisnawati K.

vi TABLE OF CONTENTS

TITLE PAGE …………………………………………………..………. i APPROVAL PAGE ……………………………………………………. ii ACCEPTANCE PAGE ………………………………………………… iii MOTTO PAGE ………………………………………………………… iv DEDICATION PAGE …………………………………………………. v ACKNOWLEDGEMENTS …………………………………………… vi TABLE OF CONTENTS ……………………………………………… vii ABSTRACT …………………………………………………………….. ix ABSTRAK ……………………………………………………………… x

CHAPTER I: INTRODUCTION ……………………………………… 1 A. Background of the Study …………………………………….. 1 B. Problem Formulation ………………………………………… 3 C. Objectives of the Study ………………………………………. 3 D. Definition of Terms ………………………………………….. 3

CHAPTER II: THEORETICAL REVIEW …………………………... 5 A. Review of Related Studies …………………………………… 5 B. Review of Related Theories ………………………………….. 8 1. Theory of Character and Characterization ...………….. 8 2. Maslow’s Hierarchy of Needs ………………………... 10 3. Theory of Human Motivation ………………………… 12 4. Theory of Interpersonal Attraction …………………… 16 5. Theory of Love ……………………………………….. 18 C. Theoretical Framework ………………………………………. 21

CHAPTER III: METHODOLOGY …………………………………… 23 A. Object of the Study …………………………………………... 23 B. Approach of the Study ……………………………………….. 24 C. Method of the Study ………………………………………….. 25

CHAPTER IV: ANALYSIS …………………………………………….. 27 A. The Portrayal of Mr. Lewisham’s Achievement Motivation …. 27 1. Mr. Lewisham’s Behavior and Characteristics ……….. 28 2. Mr. Lewisham’s Environment ...………………………. 32 B. Factors that Obstruct Mr. Lewisham’s Achievement Motivation and the Result ...……………………………………………….. 34 1. Conflict with Previous Habits ……………….………... 34 2. Conflict between Motives …………………………….. 40 3. Vacillation within Mr. Lewisham’s Mind ……………. 44

vii CHAPTER V: CONCLUSION …………………………………………. 49

BIBLIOGRAPHY ……………………………………………………….. 53

APPENDICES …………………………………………………………… 55 Appendix 1 Summary of Love and Mr. Lewisham ………………. 55 Appendix 2 Biography of H. G. Wells …………………………… 57

viii ABSTRACT

IKA CHRISNAWATI KURNIADI (2007). Love Needs as the Obstruction of Mr. Lewisham’s Achievement Motivation in H. G. Wells’ Love and Mr. Lewisham. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University.

The main subject of this thesis is taken from one of H. G. Wells’ novels entitled Love and Mr. Lewisham. Considering human needs, Mr. Lewisham as the main character in the story undergoes a conflict between his love needs and esteem needs. His achievement motivation, as the representation of his esteem needs, confronts several obstacles since the matter of love comes into his life. Mr. Lewisham’s choice to ignore his achievement motivation brings him into failures and dreary domesticity with a girl named Ethel Henderson. There are two objectives in this study. The first is to find out the way Mr. Lewisham’s achievement motivation is portrayed in the novel. Then it also aims to discover some factors that obstruct Mr. Lewisham’s achievement motivation and the results towards his life. Library research was employed as the method of this study. The writer used H. G. Wells’ Love and Mr. Lewisham as the primary source, while other references related to the novel were applied as the secondary sources. In order to answer the problems, psychological approach was employed together with theories on character and characterization, human needs, human motivation, interpersonal attraction, and love. For the first analysis, the writer finds that from the beginning of the story, Mr. Lewisham has already had an achievement motivation to be a scientist. Therefore, the main theme of his speech and acts is about knowledge. It is seen through his jobs as a teacher, through his characteristics as an achiever – such as discipline, organized, makes friends with intellectual people, involves in college community and activities, and enthusiastic –, through his room – where scientific books, literary texts, trophy, Schema, and timetable can be seen –, and through his relationship with others. The answer for the next problem reveals three factors that obstruct Mr. Lewisham’s achievement motivation. First, there is conflict with previous habits. His acquaintance with Ethel Henderson has destroyed his good habits, and it means the beginning of the obliteration of his achievement motivation. The next factor is the occurrence of conflict between motives. In this case is conflict between his love needs and esteem needs. Then, vacillation within Mr. Lewisham’s mind becomes the last factor. As Mr. Lewisham takes the wrong choice, therefore he fails to attain his ambition.

ix ABSTRAK

IKA CHRISNAWATI KURNIADI (2007). Love Needs as the Obstruction of Mr. Lewisham’s Achievement Motivation in H. G. Wells’ Love and Mr. Lewisham. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

Pokok pembahasan utama tesis ini bersumber dari salah satu novel karya H. G. Wells yang berjudul Love and Mr. Lewisham. Berbicara mengenai kebutuhan manusia, Mr. Lewisham sebagai tokoh utama dalam cerita ini mengalami konflik antara kebutuhan akan kasih sayang dengan kebutuhan akan penghargaan diri. Ketika dia mulai mengenal cinta, motivasi pencapaian Mr. Lewisham sebagai lambang atas kebutuhan akan penghargaan dirinya menghadapi beberapa hambatan. Pilihan Mr. Lewisham untuk mengabaikan motivasinya tersebut mengakibatkan dia gagal dalam karirnya dan hidup dalam rumah tangga yang kurang harmonis bersama Ethel Henderson. Ada dua tujuan dalam studi ini. Yang pertama yaitu untuk mencari bagaimana motivasi pencapaian Mr. Lewisham digambarkan dalam novel tersebut. Kemudian studi ini juga bertujuan untuk menemukan beberapa faktor yang menjadi penghambat bagi motivasi pencapaian Mr. Lewisham dan bagaimana dampaknya terhadap kehidupan Mr. Lewisham. Studi ini menggunakan metode studi pustaka. Penulis memakai novel karya H. G. Wells berjudul Love and Mr. Lewisham sebagai sumber utama, sementara referensi lain yang berkaitan dengan novel tersebut dijadikan sebagai sumber kedua. Guna menjawab permasalahan, pendekatan psikologi diaplikasikan bersamaan dengan teori-teori tentang karakter dan karakterisasi, kebutuhan manusia, motivasi manusia, ketertarikan antar-perseorangan, dan cinta. Untuk analisis yang pertama, penulis mendapati bahwa dari awal cerita, Mr. Lewisham telah memiliki sebuah motivasi pencapaian menjadi seorang ilmuwan. Oleh karena itu, tema utama dari percakapan dan perilakunya berkaitan dengan pengetahuan. Hal ini terlihat melalui pekerjaannya sebagai guru, dalam karakteristiknya sebagai orang sukses – disiplin, teratur, berteman dengan orang- orang intelektual, bergabung dalam kegiatan dan komunitas kampus, dan bersemangat –, melalui kamar tidurnya – dimana buku-buku pengetahuan, teks- teks sastra, piala, Skema, dan daftar kegiatan terlihat –, dan dalam pergaulannya dengan orang lain. Jawaban atas permasalahan selanjutnya mengungkapkan adanya tiga faktor yang menghambat motivasi pencapaian Mr. Lewisham. Pertama, adanya konflik dengan kebiasaan terdahulu. Hubungannya dengan Ethel Henderson telah merusak kebiasaan baik Mr. Lewisham, dan ini berarti awal kehancuran motivasinya. Faktor berikutnya adalah munculnya konflik antar motif. Dalam hal ini yaitu antara kebutuhan akan kasih sayang dengan kebutuhan akan penghargaan diri. Selanjutnya, kebimbangan dalam pikiran Mr. Lewisham merupakan faktor yang terakhir. Mr. Lewisham gagal menggapai ambisinya karena dia mengambil pilihan yang salah. x CHAPTER I

INTRODUCTION

A. Background of the Study

Love, as one of the most misunderstood subject in this world, takes significant role in every aspect of human’s life. Beginning with the birth of a baby, for example, love is involved. It means human being cannot live without love. Most people look for it all their life but seldom get enough of it. They may remember it forever with its first encounter, but otherwise it may cause the most painful condition for themselves (Hauck, 1983: 1). It has large scope, not only love between man and woman, but it can be love between parents and children, among friends, etc. According to Abraham Maslow, the needs of love should be fulfilled after the primary needs – physical and safety needs – are satisfied

(Atkinson, 1983: 317). Therefore, many people courageously sacrifice everything in their life in order to satisfy their love needs.

Herbert George Wells has portrayed this psychological phenomenon in his novel entitled Love and Mr. Lewisham. It is written at the times Wells was very popular with his science fiction stories such as The Time Machine, The Island of

Dr. Moreau, The Invisible Man, and The War of The World. This is Wells’ first serious novel of social manners, which he took much time to write. It is essentially a memorial to his meeting with his cousin Isabel Wells, to be his first wife. In his autobiography, Wells writes that at the time of writing Love and Mr.

Lewisham, he unconsciously applies his own circumstances to the story (Wells, 1 2

1994: xxxix). However, the novel is not straightforwardly autobiographical because actually Love and Mr. Lewisham is based on some parts of Wells’ own experiences of teaching as poor science student and of a prosaic youthful marriage

(Wells, 1994: xxxiv).

Love and Mr. Lewisham is a story of poor young science student – at the same time being a teacher – who has to choose between love and his ambition, which is clearly shown by the Schema – the map of an ‘arranged career’ – in his study-bedroom. Mr. Lewisham who lives in discipline to gain his dreams at his very young age never thinks about the matter of love. Yet, Mr. Lewisham finally forsakes his intellectual and professional ideals for the dull life of his marriage.

Bacon’s statement at the beginning of Love and Mr. Lewisham may describe a little bit about what the story is about:

Great Spirits, and great Businesse, doe keepe out this weake Passion . . . . yet Love can finde entrance, not only into an open Heart; but also into a Heart well fortified; if watch be now well kept (Wells, 1994: 1).

When we focus on our great dreams, we will not fully consider the passion in our heart. Otherwise, when we begin to tolerate this feeling comes into our heart, although this heart is well fortified, eventually we cannot avoid this passion anymore. As the love has found an entrance to our heart, commonly it will affect our emotion as what is experienced by the main character of this novel, Mr.

Lewisham.

In this thesis, the writer is interested in the psychological conflict between love and scientific dreams that occurs in Mr. Lewisham’s life. The love at his very

first time has affected his mind, which is thinking about the Schema – as an

‘ordered sequence of work and success’ – that must be done rapidly. The way Mr.

Lewisham’s achievement motivation is portrayed in the novel, and several factors that obstruct his achievement motivation and their results will be discussed further in the analysis.

B. Problem Formulation

1. How is Mr. Lewisham’s achievement motivation portrayed?

2. What are the factors that obstruct Mr. Lewisham’s achievement motivation and how are the results?

C. Objectives of the Study

In relations to the problems, this thesis has two objectives. The first is to find out the way Mr. Lewisham’s achievement motivation is portrayed in the novel. Then it intends to identify some factors that obstruct Mr. Lewisham’s achievement motivation and the results towards his life.

D. Definition of Terms

Several terms in this thesis need to be clarified in order to avoid misunderstanding. They are:

1. Obstruct

In Webster’s Third New International Dictionary, obstruct means to place an obstacle in or fill with obstacles or impediments to passing (1981: 1559).

2. Motivation

According to Karen Huffman, motivation refers to factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal (2000: 392).

3. Achievement

Webster’s Third New International Dictionary defines achievement as a result brought about by resolve, persistence, or endeavor (1981: 16).

4. Conflict

In Webster’s Third New International Dictionary, conflict means an emotional state characterized by indecision, restlessness, uncertainty, and tension resulting from incompatible inner needs or drives of comparable intensity (1981:

477).

5. Vacillation

Webster’s Third New International Dictionary defines it as the quality or state of one that vacillates – inability to take a stand (1981: 2527).

CHAPTER II

THEORETICAL REVIEW

A. Review of Related Studies

A journalist, Ivor Brown, writes his opinion in 1923 about the difference of Love and Mr. Lewisham from Wells’ other humorous novels such as Kipps

(1905) and The History of Mr. Polly (1910). Brown points out the figure of Mr.

Lewisham – pity and thoughtful – and the vague beauty of the romance on grey streets (Wells, 1994: 196). The poet Norman Nicholson also states the same idea that the atmosphere of the novel is gloomy. He said that the life of student and teacher should be happier than what is described in the novel (Wells, 1994: 197).

Henry James, one of Wells’ friends, has admitted that Love and Mr.

Lewisham is true to life. It means the miserable story in the novel may also happen in everyone’s life. Therefore, James states further, “I have found in it great charm and a great deal of the real thing – that is of the note of life, if not all of it (as distinguished from the said great deal)” (Wells, 1994: 193). He admires

Wells’ ideas of writing the novel using humor and sorrow.

There is another less enthusiastic reply from Wells’ close friend, George

Gissing. He told Wells that he and his wife enjoy the novel very much. His wife –

Gabrielle – is delighted in ‘Mr. Chaffery’ and ‘Mr. Lagune’. Those two comical characters attract her attention as a psychologist. Corresponding from France on 3

July 1900, Gissing gives his encouraging response toward Wells’ Love and Mr.

Lewisham: 5 6

It is very well done, very fresh and full of life. The impression left upon me as I closed the book was one of strong pathos. That struggle with dire poverty and youth’s illusions! Your humorous method is responsible for much in the effect – in the originality of the whole thing. There is nothing not well seen – both by writer and reader, and many things very admirably realized by very simple means (Wells, 1994: 194).

Anthony West – the son of Wells and Rebecca West – years later examines the autobiographical element in Love and Mr. Lewisham and finds out that it is his father’s first novel which deals explicitly with sexuality. However, he claims that none of his father’s novels is straightforwardly autobiographical. West argues further about the character of Mr. Lewisham in H. G. Wells and his

Critics:

His Lewisham is a born loser, a better-than-average but still not a brilliant student, without means, who throws away his chances of an academic career and a decent life because he is hagridden by his need for sexual relationship. The educational powers that be who have given him his scholarship have offered him a devil’s bargain: he can have everything he wants from them on the one condition that, on his part, he must live against the grain of his physical being for a term of years. Mr. Lewisham cannot do it, and motivated solely by his desire to have a bedfellow, he sells himself short by plunging into a marriage that is fatal to all his prospects (1994: 194-195).

He then goes on to show his father’s difficulties in finishing the novel.

Wells’ knowledge has grown up rapidly and it forces him to revise the novel that he is writing because he knows better about the right concept. It takes longer time for Wells to finish the novel. Moreover, West added that Love and Mr. Lewisham had become his father intention to bring revolution. He explains, “It was to be the first of a series of novels, making up the greater part of his fiction, devoted to describing the ways in which the prevailing mores frustrated and stultified the

young, and to encouraging them to demand the freedom to find their own ways to happiness” (1994: 196).

Another critic comes from John Carey who shares his thought about woman’s influence toward man. He argues, “…women notoriously use their sex appeal to captivate young males and force them into marriage, thus trying them to be breadwinning treadmill and effectively ending their lives as thinkers. This fate overtakes Wells’ Mr. Lewisham, among others” (Wells, 1994: 199). This idea is supported by Peter Kemp who gives harsh judgment on Ethel Henderson in the novel. He believes that Ethel has been associated with fraudulence and deception.

Kemp also pays attention to the character of Mr. Lewisham:

Like many of Wells’ protagonists, Lewisham has a ‘dream of incessant unswerving work’. He intends to dedicate himself to learning, but female intrusion into his studiously disciplined existence soon puts paid to this – ‘in one year…all my hopes, all my ambitions, have gone’ – slumps into a dim domesticity. The book’s ending shows him – and perhaps the author – trying to make the most of this (Wells, 1994: 199).

Anna Kus Saparti in her undergraduate thesis analyzes the influence of the two female characters – Ethel Henderson and Miss Heydinger – toward Mr.

Lewisham’s life. She finds that Ethel Henderson has negative role (destructive) in

Mr. Lewisham’s life, while Miss Heydinger has the positive role (supportive).

Therefore, she argues about the way Ethel Henderson leads Mr. Lewisham to failure at the end of her analysis (1998: 49-51).

Another study about Love and Mr. Lewisham has been done by Matheus

Budi in his undergraduate thesis. He identifies the messages of the novel presented through the main character’s development. He begins with scrutinizing

Mr. Lewisham’s character development through his attitude toward love. The result is that Mr. Lewisham prefers to discover his love to Ethel Henderson than to fight his dream for a great career in his life. Budi also stated that Ethel is a realistic person, while Miss Heydinger is supporting Mr. Lewisham. Finally, there are some messages that Budi gets from the whole analysis. They are courage, assertiveness, responsibility in life, and free fight of an independent man to choose his or her own decision with all the consequence of it in life (2000: 48-50).

After evaluating some of Herbert George Wells’ criticisms, this study would like to develop further Anthony West’s opinion. Mr. Lewisham has thrown away his chances of educational career for satisfying his need of sexual relationship, which then leads him to unexciting domesticity. The position of this study is to find out the factors that obstruct Mr. Lewisham’s achievement motivation and the results toward his life. It is different from the previous study because it scrutinizes Mr. Lewisham’s ambition which disappears at the end of the story.

B. Review of Related Theories

1. Theory of Character and Characterization

In his book A Glossary of Literary Terms, Abrams describes characters as the persons presented in a dramatic or narrative work, who are interpreted by the reader through what they say – the dialogue – and by what they do – the action.

He explains further, “The grounds in the characters’ temperament, desires, and

moral nature for their speech and actions are called their motivation” (1985: 23).

This is supported by Robert Stanton’s statements in An Introduction to Fiction:

A character’s reason for behaving as he does is his motivation. His specific motivation is his immediate reason, perhaps unconscious, for any particular speech or act. His basic motivation is an aspect of his general character: it is the continuing desire or intention that governs him throughout the story, the direction toward which almost all his specific motivations tend (1971: 17).

In fiction, there are two types of characters called “round” and “flat”.

Round characters usually become the major figures in a story. Since round characters have a lot of individual and unpredictable human traits, they may be considered as dynamic – they show their ability to change or to grow (Roberts,

1987: 120-121). Furthermore, E. M. Forster in Aspect of The Novel states, “It is only round people who are fit to perform tragically for any length of time and can move us to any feelings except humor and appropriateness. A round character is capable of surprising in a convincing way” (1927: 51).

In Fiction: An Introduction to Reading and Writing, flat characters basically cannot be differentiated from their group or class (Roberts, 1987: 121).

Therefore they are not individual, but representative. They are usually minor characters, although not all minor characters are flat. Moreover Roberts states,

“Flat characters are mostly useful and structural in the stories. Usually they stay the same; they are static, and not dynamic like round characters. They are not developed, and because they are not central to the plot, they do not change or grow” (1987: 121). This idea is supported by Forster who mentions that there are two advantages of flat characters:

The first is that they are easily recognized whenever they come in – recognized by the reader’s emotional eye, not by the visual eye that merely notes the recurrence of a proper name. Then the second is that they are easily remembered by the reader afterwards because they were not changed by circumstances (1927: 47-48).

Flat characters never, or hardly ever, surprise the reader. They are often quite helpful, especially as comic characters (Van De Laar, 1963: 171).

Characters have particular personalities and physical attributes that distinguish them from other characters. The process by which an author creates a character is called characterization. According to Rohrberger and Woods, there are two principal ways an author can characterize. The first is direct method – to describe the physical appearance or intellectual and moral attributes of the character. Then, the author may use dramatic method – describing the character through the way he behaves or speaks in certain situation (1971: 20).

Looking at the theories of character above, the writer would like to apply the theories from Abrams and Stanton to identify Mr. Lewisham’s motivation through the way he speaks and acts. Then, the theory of characterization and types of characters will support the writer’s analysis later.

2. Maslow’s Hierarchy of Needs

Abraham Maslow, one of the pioneers of humanistic psychology, believes that all human beings have ‘basic biological needs’ which then appear into ‘higher needs’. He calls this as hierarchy of needs because the position of need in the list is determined by its order of importance to most people (Aiken, 1969: 115).

Maslow’s hierarchy of needs is often depicted as a pyramid consisting of five

levels. The two lower levels – physiological needs and safety needs – are grouped together as fundamental needs, then the next two levels – belongingness or love needs and esteem needs – are grouped as psychological needs, and the top level is self-actualization needs (Kasschau, 1995:144). a. Physiological Needs

It takes the first level because it is the primary need of human being, for example hunger, thirst, and so forth. Usually it is fulfilled for most people in the society. b. Safety Needs

It represents need for safety in the environment. People need to feel secure and safe, out of danger, therefore they prefer familiar surroundings, secure jobs, and insurance (Petri, 1981: 303). c. Belongingness and Love Needs

Petri in Motivation Theory and Research says, “These needs involve a hunger for affectionate relationships with others, a need to feel part of a group, or a feeling that one ‘belongs’” (1981: 303). The desire of these needs is constant, so if there is an absence, it will cause loneliness, depression, social anxiety, etc. d. Esteem Needs

It motivates someone to strive for achievement, strength, confidence, independence, and freedom (Petri, 1981: 304). When it is satisfied, one has feeling of self-confidence or self-worth. On the other hand, if it is not satisfied yet, the feeling of inferiority and weakness will be occurred.

e. Self-actualization Needs

It is the need to find self-fulfillment and realize one’s potential. It stimulates people to test their abilities and to expand their horizon. Petri claimed that the behavior of this kind of person is motivated by ‘being needs’ such as truth, honesty, beauty, and goodness (1981: 305).

From those five levels of human needs, the writer will take two levels to be analyzed deeper – belongingness or love needs and esteem needs – because both of them take a role in Mr. Lewisham’s career development.

3. Theory of Human Motivation a. The Basic Ideas

At any certain time, a person is motivated by a variety of internal and external factors, which are usually referred as intrinsic and extrinsic motivation.

Intrinsic motivation refers to motives based on internal desires and needs, while extrinsic motivation refers to positive or negative external incentives, such as rewards, punishment, praise, or money (Halonen, 1999: 330).

Murray in Motivation and Emotion states, “A motive is an internal factor that arouses, directs, and integrates a person’s behavior” (1964: 7). For human, those internal conditions are divided into biological drives – basic needs like water, food, oxygen – and psychological motives such as the needs of social approval, self-esteem, security, and knowledge (Ruch, 1948: 377).

b. Motivation and Behavior

According to Edward J. Murray, the existence of a motive in general is inferred from the goals a person selects and the rewards that are effective. He added that the dominance of a theme in a person’s conversations, fantasies, and dreams also suggests certain basic motives. Furthermore, he explains, “Inferring motivation from behavior, is difficult and at times, misleading. This is because behavior is determined not only by motivation, but also by the present situation and past experience” (1964: 11).

Meanwhile, another perception comes from Floyd L. Ruch. In Psychology and Life he says:

Human motivation influences behavior in two ways. The first is that motives determine the direction of behavior and thus change the organism’s relation to its environment. Then, motives also make energy available for the activity required (1948: 376).

It is obvious that motivation is one of the key factors which determine how a person will behave. c. The Characteristics of Motivated Behavior

John Jung in his book Understanding Human Motivation describes some essential features of motivated behavior. First, any activities should be well planned and done in a purposive or goal-directed behavior. Next, the individual holds expectancies that specific behaviors will lead to the attainment of his motivation. Then, energy is also involved to activate the individual on his performance. At last Jung adds, “The persistence of behavior over time is also

important, so that sustained effort can occur even if obstacles or setbacks occur”

(1978: 5).

Lester D. Crow gives an addition towards Jung’s description of motivated behavior. He explains:

Related to persistence is the phenomenon of variability. While the person persists in his effort to achieve some satisfaction, he does not simply repeat the same act again and again. He will try different paths to the goal (1954: 288).

Moreover, in Psychology: An Introduction, it is stated that a motive is not likely to result in any behavior unless a person has freedom from anxiety and there is an absence of conflicting motives (Kagan, 1972: 361-362). d. Failures of Motivation

However, the progression of individual to attain his motivation may undergo several obstacles. Based on his book General Psychology, Richard W.

Husband finds that there are number of reasons why motivation may not be successful. The first occurs when the situation does not appeal to the person concerned. Husband explained that motivation should be designed to fit with the interests of the individual (1940:160).

Then, it happens when the particular motive is not appropriate. It means that each person may require different motivation. Next, failure of motivation comes up when there is a conflict between motives. When two motives are present, one triumphs and the other is not expressed (1940:161). Furthermore,

Husband states:

Motivation may not succeed when the reward is not immediate enough, when there are conflicts with previous habits, when there is an unpleasant

past experience, when the goal is not within reach, when interests have changed, and when there is vacillation (1940: 161-163). e. Achievement Motivation

Human beings are motivated by social needs – such as achievement, affiliation, and power – as well as physiological needs. Henry Murray, a well- known psychologist, is interested in studying the achievement motivation. He states, “It is the desire to accomplish something, to reach a standard of excellence, to overcome obstacles and attain a high standard, and to expand effort to excel”

(Halonen, 1999: 348). In the context of Maslow’s hierarchy of needs, the need for achievement would be associated with one of the higher levels, esteem needs

(Sdorow, 2002: 345).

In Psychology: Contexts and Applications, there are some significant aspects of achievement. The extremely important aspect is effort. It is under a person’s control and capable to change. The next is goal setting and planning, which often work in concert. When people set goals, they need to plan how to reach the goals. Goals help individuals to reach their dreams, increase their self- discipline, and maintain interest. And the last aspect is monitoring the progress toward the goal (Santrock, 2005: 449). Santrock adds, “Researchers have found that high-achieving individuals monitor their own learning and systematically evaluate their progress toward their goals more than low-achieving individuals do” (2005: 449).

The other characteristics of achievers are further explained by David C.

McClelland. He clarifies:

People high in achievement motivation tend to seek out and do better at moderately challenging tasks, take personal responsibility for their performance, seek performance feedback on how well they are doing, and try new and more efficient ways of doing things (1985: 251).

Meanwhile, according to Jung, individuals with high achievement motivation will struggle harder if they perceive a possibility between present achievements and future consequences (1978: 164). Another explanation in Motivation and Emotion gives more details about the characteristics of achievers. It is stated there that achievers also tend to have self-confidence and to prefer concrete knowledge of the results of their work (1964: 100). Furthermore, Murray describes:

They get good grades. They are active in college and community activities, choose experts rather than friends as working partners, and are resistant to outside social pressure. They enjoy taking moderate risks in situations that depend on their own ability, but not when it comes to pure chance situations, such as horserace betting (1964: 100).

Those theories are very useful for the writer since it is the main subject that is going to be analyzed later. The writer can identify what kind of motivation that Mr. Lewisham has, and how it influences his behavior. Moreover, the theories may help the writer to find the factors that become the obstruction of Mr.

Lewisham’s motivation.

4. Theory of Interpersonal Attraction

Human being is social creature who cannot live alone without any interactions with others. An interaction happens when there is a relationship between one and another, therefore interpersonal attraction often takes role in it.

Huffman in Psychology in Action states, “Interpersonal attraction is the degree of

positive or negative feelings toward another” (2000: 594). According to Atkinson, there are three determinants of interpersonal attraction such as physical attractiveness, proximity, and similarity (1983: 551). Huffman added that usually physical attractiveness and proximity are more prominent in the beginning steps of relationship, while similarity is very significant to keep a long-term relationship (2000: 594). a. Physical Attractiveness

Having the physical properties – size, shape, facial characteristics, and manner of dress – will attract other people’s preference toward someone

(Huffman, 2000: 594). Huffman states further, “Men prefer to mate with beautiful young women, whereas women prefer to mate with men who have assets and social status” (2000: 595). Physical attractiveness becomes important since people

– man and woman – hold certain perspective about attractive individuals. They believe that physically attractive person has positive characteristics like positive self-concept, assertiveness and self-confidence, cooperative, independent, sociable, intelligent, and sexually warm (Atkinson, 1983: 554). However,

Atkinson assured that physical attractiveness is no longer important whenever a marriage partner is being chosen (1983: 554). b. Proximity

It involves geographic, residential, and other forms of physical closeness

(Huffman, 2000: 595). People who live in the same place or environment usually influence the idea of attractiveness. When someone acts pleasantly, the better she is liked and vice versa.

c. Similarity

It means a sharing of common interest, values, and beliefs. Huffman says,

“We tend to prefer, and stay with, people who are most like us; those who share our ethnic background, social class, interests, and attitudes” (2000: 596). It seems that situational circumstances also play an important role in similarity. Atkinson explained that similarity might result in liking because people appreciate their own opinions and preferences and enjoy being with others who confirm their choices (1983: 553). The need compatibility – a sharing of similar needs – is crucial for long-term attraction.

After reviewing some theories on interpersonal attraction from Karen

Huffman and Rita L. Atkinson, the writer finds that the three factors of interpersonal attraction – physical attractiveness, proximity, and similarity – is suitable to scrutinize the relationship between characters in Wells’ Love and Mr.

Lewisham.

5. Theory of Love

Love has long been a familiar theme in our songs, stories, and everyday lives. People are starved for love; they watch endless numbers of films about happy and unhappy love stories, they listen to hundreds of trashy songs about love

– yet hardly anyone thinks that there is anything that needs to be learned about love. Most of them see the problem of love primarily as that of being loved, rather than that of loving, of one’s capacity to love.

Erich Fromm in The Art of Loving stated that love is a vigorous power in human being that can unite him with others and can overcome the sense of loneliness and separateness without losing his integrity (1956: 17). He also added that love is not passive, but it is an activity of giving, not only receiving (1956:

18). Beyond the element of giving, the active character of love becomes obvious that it always entails certain basic elements – care, responsibility, respect and knowledge – to all forms of love (1956: 22).

According to Rollo May, love is a kind of tragedy because it conveys both joy and destruction. He explains, “Sexual love has the power to propel human beings into situations which can destroy not only themselves but many other people at the same time” (1969: 109). People believe that love can motivate them to move forward and get a better life (1969: 14). Most people commonly experience this kind of love rather than to be destroyed by the love itself.

Paul Hauck in his book How to Love and Be Loved pointed out that being in love can affect us to behave unwisely and give us pain (1983: 5). Moreover, he states another definition about love, “Love is that powerful feeling one has for persons, animals or things that has satisfied, is satisfying, or will satisfy our deepest desire and needs” (1983: 16). It means that when there is no satisfaction, there will be no love anymore.

In Kasschau’s Understanding Psychology, Hatfield mentioned that there are two common types of love, passionate love and companionate love.

a. Passionate Love

Karen Huffman defines passionate love, also called romantic love, as “an intense feeling of attraction to another person, within an erotic context and with future expectations” (2000: 597). However, romantic love – which combines cognitive, emotional, and behavioral elements – is typically short lived and it is largely based on mystery and fantasy. A person who is experiencing passionate love tends to be anxious with his or her partner, and to see the love object as being perfect. When passionate love subsides, it may grow into companionate love, which includes friendship, liking someone, mutual trusting, and wanting to be with them (Kasschau, 1992: 342). b. Companionate Love

In Psychology in Action, Huffman states, “Companionate love is based on admiration and respect, combined with deep feelings of caring for the person and commitment to the relationship” (2000: 599). It is a strong feeling of attraction to another person characterized by trust, caring, tolerance, and friendship.

Undoubtedly, this kind of love is believed to provide an enduring basis for long- term relationships.

The idea of this stable love is supported by Robert Sternberg. Sternberg’s triangular theory of love is made up of three parts. The first is intimacy, that is the closeness two people feel and the strength of the bond holding them together. The next is passion. Passion is love’s motivating aspect, which drives us to seek romance. The last element is commitment that is the thinking component of love –

when we realize that a relationship is love and we want to maintain the relationship over time (Kasschau, 1992: 344).

Based on Fromm’s and Hatfield’s theories, the writer gets better understanding about what is experienced by Mr. Lewisham after he meets Ethel

Henderson. This fact is also supported by Rollo May and Paul Hauck’s statements.

C. Theoretical Framework

The reviews of related studies and theories are necessary in supporting the analysis. Several studies that had been done by other researchers may give additional information toward this study. Meanwhile, the theories that have been explained before are needed to scrutinize the problems stated in the problem formulation.

The theories on character and characterization are applied to find out the characteristic of the male main character, that is Mr. Lewisham, because he plays significant role in the whole story. Secondly, the theories on human motivation will be used to explain the kind of motivation that Mr. Lewisham has and also how his motivation determines his behavior.

Then, the theory of interpersonal attraction is very suitable to identify Mr.

Lewisham’s first impression toward Ethel Henderson. In analyzing Mr.

Lewisham’s needs, the writer chooses Abraham Maslow’s hierarchy of needs, especially the love needs and the esteem needs, because they give valuable contribution towards Mr. Lewisham’s career development. In order to support

analyzing Mr. Lewisham’s love needs, the theory of love is used to show the feeling that he experiences after his meeting with Ethel Henderson.

CHAPTER III

METHODOLOGY

A. Object of the Study

The object of this study is a novel written by a British author, Herbert

George Wells, entitled Love and Mr. Lewisham. Wells starts working on Love and

Mr. Lewisham in 1896 but it is not completed for another three years. It is published by Harper & Brothers on June 1900. The edition used in this study is edited by Jeremy Lewis and republished by The Everyman Library in 1994. The novel is printed in Great Britain. It consists of 189 pages and 32 chapters. The publishing of the novel itself has brought different perspective for the readers in terms of social life.

This novel has been made into TV series in England directed by

Christoper Barry. Originally telecasted in 1972, the British miniseries Love and

Mr. Lewisham concerns the romantic travails of a British schoolteacher during the early twentieth century. The actor is Brian Deacon collaborated with Carolyn

Courage as Ethel Henderson, Robert James as Mr. Bonover, and Jane Lapotaire as

Miss Heydinger. The four 50 minutes installments of Love and Mr. Lewisham are beamed out by BBC2. It is based on H. G. Wells’ novel Love and Mr. Lewisham and conducted by Martin Lisemore as the producer and Alun Richard as the screenwriter (29 September 2006).

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The story is simply about a man, named Mr. Lewisham, who has to choose between the scientific dreams in his mind and the love that has just been found.

However, in the progression of achieving his dreams, love which has never been thought before is suddenly disturbed his concentration. Sexual matters replace all his ideals in life and at last take him to the dreary domesticity.

B. Approach of the Study

The approach that is applied in this study is psychological approach. It would help to support the analysis of the male major character related to his needs of love and the achievement motivation in his life. M. H. Abrams in his book A

Glossary of Literary Terms states, ”Psychological approach deals with a work of literature as an expression of the state of mind and the structure of personality of the individual author” (1985: 263). As an addition, according to David Daiches, psychological approach is an approach that applies principles of modern psychology to the behavior of the characters as a means of explaining and interpreting the literary work (Daiches, 1981: 337).

After taking a look at those definitions, it seems that there is a close relation between psychology and literature. The writer finds that these two opinions about psychological approach are appropriate for this study. Besides it relates to modern psychology such as human motivation and human needs, the study on H. G. Wells’ Love and Mr. Lewisham also shows some similarities with the author’s life though it is not fully autobiographical.

C. Method of the Study

Library research is employed as the method of this study. All the data are taken from both printed texts and web site references. The primary source of the data is taken from one of Herbert George Wells’ novel entitled Love and Mr.

Lewisham. Another references related to the novel are used as the secondary sources, such as Rohrberger and Woods’ Reading and Writing About Literature;

Robert Stanton’s An Introduction to Fiction; Edward J. Murray’s Motivation and

Emotion; Floyd L. Ruch’s Psychology and Life; Richard C. Atkinson’s

Introduction to Psychology; Karen Huffman’s Psychology in Action; and Herbert

L. Petri’s Motivation Theory and Research.

Rohrberger and Woods’ Reading and Writing About Literature, Murray’s

Motivation and Emotion, Ruch’s Psychology and Life, and Huffman’s Psychology in Action are needed to analyze the problem formulation number one, which is related to Mr. Lewisham’s achievement motivation. Whereas, Stanton’s An

Introduction to Fiction, Atkinson’s Introduction to Psychology, and Petri’s

Motivation Theory and Research will be the basic sources to examine the problem formulations number two.

Some steps were taken in the analysis of the problem formulations. First, after reading the novel for several times, the writer found that Mr. Lewisham as the main character had a strong desire in gaining knowledge or it can be said that he had an achievement motivation. Therefore, statements that indicate his achievement motivation were underlined. In order to support the analysis, the writer used the theory of character and characterization, and the theory of human 26

motivation. Based on Ruch’s theory, it was obvious that Mr. Lewisham’s achievement motivation determines his behavior and affects his environment.

Second, the writer began to analyze why at the end of the story, Mr.

Lewisham fails to attain his goal. The writer found there are several factors which become the obstruction of Mr. Lewisham’s achievement motivation. In this part, the writer applied the psychological approach. The use of this approach proved that Mr. Lewisham undergoes a conflict between his motivation and his love needs. Therefore, Maslow’s hierarchy of needs, theory of love, and the theory of interpersonal attraction are employed to explain the change of Mr. Lewisham’s focus – from scientific matters into the matters of love. Then, the writer tried to reveal some statements that show Mr. Lewisham’s confusion and his disappointment of his own choice at the end of the story. At last, the writer made a conclusion. In this part, the writer also checked whether the result of the analysis has solved the problems or not. If not, then there will be a revision.

CHAPTER IV

ANALYSIS

The analysis of the problem formulations is divided into two parts. For the first part, the writer will reveal the achievement motivation in Mr. Lewisham’s life. Then, the next part of this chapter presents the factors that obstruct Mr.

Lewisham’s achievement motivation and the results toward his life.

A. The Portrayal of Mr. Lewisham’s Achievement Motivation

Every one definitely has motivation in his life, whether it is achievement motivation, affiliation motivation, or power motivation. Referring to Stanton’s theory of character, someone’s reason for behaving as he does is his motivation

(1971: 17). It is seen in Mr. Lewisham as the male main character in H. G. Wells’

Love and Mr. Lewisham. Before the writer identifies further about Mr.

Lewisham’s motivation in his life, the writer concludes that actually Mr.

Lewisham has a motivation to be a scientist. It implies that Mr. Lewisham has an achievement motivation as what is said by Henry Murray in his theory. Murray defines achievement motivation as the desire to accomplish something, to reach a standard of excellence (Halonen, 1999: 348), which then in the context of

Maslow’s hierarchy of needs, the need for achievement would be associated with esteem needs (Sdorow, 2002: 345).

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Using the theories on human motivation, Mr. Lewisham’s achievement motivation is portrayed through his behavior, which includes his characteristics as a person with high need for achievement, and through his environment.

1. Mr. Lewisham’s Behavior and Characteristics

As it is said by Floyd L. Ruch that motives determine the direction of behavior (1948: 376), in the story, Mr. Lewisham’s behavior is also determined by his achievement motivation. In order to maintain the focus on his motivation,

Mr. Lewisham takes the decision to work in educational field. He realizes that to attain his motivation, he should have broad experience and knowledge, which can be gained, for example through his jobs.

From the first chapter of the novel entitled Introduces Mr. Lewisham, he has become an assistant master in Whortley Proprietary School, Whortley,

Sussex. By applying the direct method (Rohrberger and Woods, 1971: 20), H. G.

Wells describes Mr. Lewisham as a passable looking youngster of eighteen with incipient moustache, fair-haired, and unnecessary pair of glasses to make himself older. Mr. Lewisham wears ready-made clothes; his black jacket is dusted about the front and sleeves with scholastic chalk (Wells, 1994: 3). Though Mr.

Lewisham is still young, it is a strict regulation that he is called ‘Mr.’ so that discipline might be maintained.

It is noticeable that from the beginning of his career as an assistant master in Whortley Proprietary School until the time after his marriage, Mr. Lewisham still becomes a teacher.

An army crammer named Captain Vigours wanted someone energetic for his mathematical duffers and to teach geometrical drawing and what he was pleased to call ‘Sandhurst Science.’ He paid no less than two shillings an hour for his uncertain demands on Lewisham’s time. Moreover, there was a class in lower mathematics beginning at Walham Green where Lewisham was to show his quality. Fifty shillings a week or more seemed credible – more might be hoped for (Wells, 1994: 151).

Besides working as a teacher, Mr. Lewisham’s achievement motivation takes him to a chance for studying under well-known experts in the Normal School of

Science, London. He learns many scientific subjects and always tries hard to get good grades (Wells, 1994: 43).

John Jung states in his theory that one of the essential features of motivated behavior is any activity should be well planned and done in a purposive behavior (1978: 5). This is similar to what is done by Mr. Lewisham. In order to motivate himself, he makes Schema and timetable which are hung in his bedroom.

The Schema contains the subject to be undertaken. However, there will be modifications of the Schema as the experience widens (Wells, 1994: 5).

In this scheme, 1892 was indicated as the year in which Mr. Lewisham proposed to take his B. A. degree at the London University with ‘hons. in all subjects,’ and 1895 as the date of his ‘gold medal.’ (Wells, 1994: 4).

Then, attached by a drawing pin to the roof over the wash-hand stand, dangled the timetable which arranged his daily activities. Never a moment for Mr. Lewisham to be idle. Yet, his spirit to accomplish his achievement motivation is like a devouring flame (Wells, 1994: 5). This fact is supported by Jung’s theory that motivated individual should have energy for his performance (1978: 5).

‘French until eight,’ said the timetable curtly. Breakfast was to be eaten in twenty minutes; then twenty-five minutes of ‘literature’ to be precise, learning extracts (preferably pompous) from the plays of William

Shakespeare – and then to school and duty. The timetable further prescribed Latin Composition for the recess and the dinner hour, (‘literature’ however, during the meal), and varied its injunctions for the rest of the twenty-four hours according to the day of the week (Wells, 1994: 4).

According to Santrock in his theory, three aspects such as goal setting, planning, and monitoring in the individual’s achievement are important (2005:

449). However, those three significant aspects are also applied in Mr. Lewisham’s life through the Schema and timetable that he had made. He has set his goal to be a professor, and then he uses the Schema and the timetable as the tools to plan and monitor all his accomplishment. In addition, Mr. Lewisham feels the advantages of those Schema and timetable. They ease him to maintain his discipline, to be punctual, and to make his activities well organized. It is seen in Chapter one:

Precisely as the church clock struck five Mr. Lewisham, with a punctuality that was indeed almost too prompt for a really earnest student, shut his Horace, took up his Shakespeare…(Wells, 1994: 7).

Two years and a half have passed and Mr. Lewisham was invited to go to

London and be paid a guinea a week for listening to lectures by T. X. Huxley and

Joseph Norman Lockyer in the Normal School of Science. These were the lectures of his most ambitious dream, since both of the lecturers were well known experts in scientific subjects (Wells, 1994: 43). In those times, Mr. Lewisham was involved in college activities such as Socialism, Debating Society, and political movement. Even he wanted to be the Luther of Socialism (Wells, 1994: 52). He believed that human beings should not be happy while others near them were wretched. Therefore, he showed his tolerance and bought that red tie (Wells,

1994: 45). Based on Murray’s explanation in his theory that achievers get good

grades; active in college and community activities; and choose experts rather than friends as working partners (1964: 100), Mr. Lewisham’s participation in such activities reveals that he has the characteristic as achiever.

During his studies, it is also apparent that Mr. Lewisham only has one focus – his achievement motivation – as what is said by Kagan that an absence of conflicting motives is one of the characteristics of motivated behavior (1972:

362). Furthermore, as a well-educated person, Mr. Lewisham has a value such as honesty and truth. Therefore, Mr. Lewisham hates trickery and dishonesty as what had happened in the séance (Wells, 1994: 55). This refers to Murray’s statements that an achiever tends to have self-confidence and to prefer concrete knowledge as the results of their work (1964: 100).

As Mr. Lewisham really focuses on his study, therefore he passed monotonous life there. He was never seen having fun with his friends. One of fellow-townsman gave comment on him after Lewisham’s presentation on

Socialism:

‘that beast Lewisham – awful swat. He was second last year on the year’s work. Frightful mugger. But all these swats have a touch of the beastly prig. Exams – Debating Society – more Exams. Don’t seem to have ever heard of being alive. Never goes near a Music Hall from one year’s end to the other’ (Wells, 1994: 47).

Otherwise, in the third year of his studies, Mr. Lewisham worked hard and decided to do great things (Wells, 1994: 49). Every hard work and serious study that Mr. Lewisham underwent have made him as the most promising student of the year (Wells, 1994: 55). Jung’s theory that the persistence of behavior over time is important (1978: 5) reveals Mr. Lewisham’s hard work as the result of

motivated behavior. One of the evidence is seen in Chapter 18, after he fails on the Biological examination.

He was to be seen on each of the late nights amidst a pile of diagrams and textbooks in one of the less draughty corners of the Educational Library, accumulating piles of memoranda (Wells, 1994: 89).

Referring to the theory of human motivation by Edward J. Murray (1964:

11), the dominance of a theme in Mr. Lewisham’s conversations, fantasies, and dreams suggest certain basic motives, in this case is his achievement motivation.

The theme of knowledge is always found in every aspects of Mr. Lewisham’s life.

Considering the timetable that manages his daily activities, it is obvious that educational subjects, such as literature and foreign languages, always fulfill Mr.

Lewisham’s mind. Moreover, his jobs as a teacher can be an evident that he always deals with knowledge.

From Mr. Lewisham’s life, it can be concluded that someone’s motives truly affect the direction of his behavior. This is comparable to Abrams’ statements that the grounds in Mr. Lewisham’s temperament, desires, and moral nature for his speech and actions are called his motivation (1985: 23).

2. Mr. Lewisham’s Environment

Based on Ruch’s theory of human motivation, Mr. Lewisham’s behavior affects his surroundings. The first evidence is obviously seen in the room where

Mr. Lewisham lodged with Mrs. Munday at the little shop in the West Street. It was an attic, with lead-framed dormer windows, a sloping ceiling, and a bulging wall covered with numerous strata of florid old-fashioned paper which was torn in

some places. Over the head of his bed, he hung texts written in a clear, bold, youthfully ornate hand: ‘Knowledge is Power,’ and ‘What man has done man can do’ (Wells, 1994: 3). Another text hanging on the wall over the wash-hand stand was ‘Who would control others must first control himself’ (Wells, 1994: 4). The writer believes that these texts represent Mr. Lewisham’s mottos in his life. He will not forget those things; otherwise they always come afresh every morning in his mind and become his spirit. Then, behind the door was the portrait of Carlyle that indicated his interest on literature, especially in Carlyle’s works. And against this, there was a manuscript list of French irregular verbs.

It takes, I have been told by an eminent scholar, about a thousand hours of sincere work to learn a language completely – after three or four languages much less – which gives you, even at the outset, one each a year before breakfast. The gift of tongues – picked up like mushrooms! Then that ‘literature’ – an astonishing conception! Could anything be simpler or more magnificent? In six years Mr. Lewisham will have his five or six languages, a sound, all-round education, a habit of tremendous industry, and be still but four and twenty (Wells, 1994: 4-5).

It turns out that Mr. Lewisham also has a private library with several kinds of books, such as Jostling Shakespeare, Emerson’s Essays, and the penny Life of

Confucius (Wells, 1994: 4). However, those texts are not common texts, which are usually read by people in general, but they prove that Mr. Lewisham is a man who is knowledgeable. Furthermore, there are battered and defaced schoolbooks, a number of the excellent manuals of the Universal Correspondence Association, and exercise books as the indication that Mr. Lewisham likes reading as another way to get broad knowledge (Wells, 1994: 4).

There is also Mr. Lewisham’s reward as the representation of his intellectuality and his accomplishment. A trophy of bluish green South

Kensington certificates for geometrical drawing, astronomy, physiology, physiography, and inorganic chemistry, adorns his further wall (Wells, 1994: 4).

His ability on several subjects proves that Mr. Lewisham has good characteristic and broad understanding.

Another evidence is shown through Mr. Lewisham’s community. When he studies in London, he makes friends with his lecturers and smart people. He also involves in college discussion, college activities and communities, even he performs his interest through Socialism (Wells, 1994: 51). All of these prove Mr.

Lewisham’s effort to fulfill his need for achievement.

B. Factors that Obstruct Mr. Lewisham’s Achievement Motivation and the

Results

Apparently Mr. Lewisham’s effort to achieve his motivation confronts obstacles. The factors that become the obstacles come from Mr. Lewisham himself. Based on Richard W. Husband’s theory of failures of motivation (1940:

161-161), the writer identifies three factors that obstruct Mr. Lewisham’s achievement motivation and their results.

1. Conflict with Previous Habits

Mr. Lewisham undergoes his daily life in the seriousness of his studies because he wants to reach his dreams. Therefore, he seems to be lonely without

having many friends (Wells, 1994: 47). The fact that Mr. Lewisham has been kissed only three times by women since his babyhood shows that he rarely has relationship with others (Wells, 1994: 114).

Mr. Lewisham started thinking about having relationship with someone when there was a girl coming into his life. At that time, he was still an assistant master in Whortley Proprietary School. He was seen in his bedroom, translating

Latin into English as what was written in his timetable. Suddenly his expression changed when he was listening to a light tapping sound outside. He peered down into the street and saw a hat delicately trimmed with pinkish white blossom, the shoulder of a jacket, and just the tips of nose and chin (Wells, 1994: 5). Certainly it was the stranger who sat under the gallery last Sunday. Then, Mr. Lewisham – who was eager to know about the stranger – could not concentrate on his work.

He felt uncomfortable when he ignored his focus on his work.

‘This wandering attention!’ ha said. ‘The slightest thing! Where was I? Tcha!’ He made a noise with his teeth to express his irritation, sat down, and replaced his knees in the upturned box. ‘I can’t fix my attention,’ said Mr. Lewisham. He took off the needless glasses, wiped them, and blinked his eyes. This confounded Horace and his stimulating epithets! A walk? ‘Did ever man have such a bother with himself as me?’ he asked vaguely but vehemently. ‘It’s self-indulgence does it – sitting down’s the beginning of laziness’ (Wells, 1994: 5-6).

On the next day when Mr. Lewisham walked down the avenue to the park with Horace in his pocket, the same girl wearing a straw hat adorned with white blossom was advancing towards him. She was so busy writing that evidently she did not see him. Wells describes Mr. Lewisham’s odd attitude as if it is the first time for Mr. Lewisham to meet a girl.

Unreasonable emotions descended upon Mr. Lewisham – emotions that are unaccountable on the mere hypothesis of a casual meeting. He began to expect almost painfully the moment when she would look up, though what there was to expect -! He was near trembling with excitement. His paces, acts which are usually automatic, became uncertain and difficult. One might have thought he had never passed a human being before (Wells, 1994: 9).

It is obvious through the description of Mr. Lewisham’s emotion that he is interested to the girl. However, the first impression on her beautiful eyes does not last for a long time because he finds that the girl writes the imposition for one of his student – Teddy Frobisher.

To find her doing this jarred oddly upon certain vague preconceptions he had formed her. Somehow it seemed as if she had betrayed him. That of course was only for the instant. ‘I say,’ he said, with protest still uppermost, ‘You oughtn’t to do this.’ ‘Do what?’ ‘This. Impositions. For my boys.’ She knew him perfectly well, which was one reason why she was writing the imposition, but pretending not to know gave her something to say (Wells, 1994: 10).

As an intellectual person, Mr. Lewisham holds tight the value of honesty. He does not know that the girl actually tells a lie by pretending it is the first time she meets him. Though at the beginning he thinks awful about the girl, but then he tolerates and forgives her mistakes just because she apologize and says that she is silly

(Wells, 1994: 11). This is Mr. Lewisham’s first unawareness about his own value because he cannot defend his stand. He is amazed at her warmth, her soft voice, and her gratitude towards him.

‘You won’t take any notice of it? Really!’ ‘Certainly not,’ said Mr. Lewisham. ‘But so many people wouldn’t do it. School-masters are not usually so – chivalrous.’

He was chivalrous! The phrase acted like spur. He obeyed a foolish impulse. ‘If you like –‘ he said. ‘What?’ ‘He needn’t do this. The Impot. , I mean. I’ll let him off.’ ‘Really?’ ‘I can.’ ‘It’s awfully kind of you.’ ‘I don’t mind,’ he said. ‘It’s nothing much’ (Wells, 1994: 12).

However, by having relationship with the girl, Mr. Lewisham’s achievement motivation is disturbed and it brings negative effects towards the progression of his accomplishment.

It is begun when Mr. Lewisham realized that there was not only knowledge, which was important in this world, but there was another he never thought of – it was about love. Referring to Erich Fromm’s theory that love is a vigorous power in human being that can unite him with others and overcome the sense of loneliness and separateness (1956: 17), in this situation, Mr. Lewisham starts to experience what Fromm has defined. Love was the greatest of all things – better than fame and knowledge. This great discovery – which meant the beginning of his motivation’s destruction – flew in his mind like a flood. It was clear that Mr. Lewisham was in love (Wells, 1994: 16). It was the first time for him to experience a feeling like this. This is what is called as passionate love in

Kasschau’s theory of love (2000: 597). Therefore, Mr. Lewisham endeavors to satisfy his love need.

This is followed by Mr. Lewisham’s dishonesty when Mr. Bonover – the headmaster – asked him about the girl whom he met in the garden before. As it is the first time he told a lie, Mr. Lewisham flushed deeply with the stress on his

honesty and dropped his voice to a mumble when he answered Mr. Bonover’s question (Wells, 1994: 24). Mr. Lewisham felt annoyed at his headmaster’s attitude because he did not want his privacy to be disturbed. He could not control his emotion anymore.

‘Confound him!’ said Mr. Lewisham, arguing the matter out with the bedroom furniture. ‘Why the devil can’t he mind his own business?’ ‘Mind your own business, sir!’ shouted Mr. Lewisham at the wash-hand stand. ‘Confound you, sir, mind your own business!’ The wash-hand stand did. ‘You overrate your power, sir,’ said Mr. Lewisham a little mollified. ‘Understand me! I am my own master out of school.’ (Wells, 1994: 25)

After the disturbance, Mr. Lewisham abandoned his study and did the tasks with slipshod energy or less concentration. He felt dilemma between his passion to meet the same girl again and his timetable prescription.

The career constituent insisted that to meet and talk to this girl again meant reproof, worry, interference with his work for his matriculation, the destruction of all ‘discipline,’ and he saw the entire justice of the insistence. It was nonsense this being in love; there wasn’t such a thing as love outside of trashy novelettes (Wells, 1994: 25-26).

For several days he tried to avoid the girl when he returned from school, but it could not last any longer. His belief in love was warm and living again, and his heart was full of remorse for the previous days. His obsession with her was so vivid that it distracted him when he taught the most teachable subject – algebra.

He took no notice of his career. He decided to go that afternoon after the school hours, to see and speak to her again, and nothing should stop him. The thought of

Mr. Bonover arose only to be dismissed (Wells, 1994: 26). Unfortunately, that afternoon Mr. Bonover asked him to supervise a cricket match. For a moment,

Mr. Lewisham trembled on the boundary of acceptance.

‘No,’ said Lewisham bluntly, saying all he was sure of, and forthwith racking his unpractised mind for an excuse. ‘I’m sorry I can’t oblige you, but…my arrangements…I’ve made arrangements, in fact, for the afternoon.’ Mr. Bonover’s eyebrows went up at this obvious lie, and the glow of his suavity faded (Wells, 1994: 27).

He insisted on his refusal to the duty, and this made Mr. Bonover disappointed.

For this time, Mr. Lewisham did not consider his respect for etiquette as what Mr.

Bonover thought.

Having a walk with the girl whose name was Ethel Henderson and being kissed in his cheek made Mr. Lewisham very pleased. As Ethel went to London to be a shorthand-typist for an elderly gentleman, then Mr. Lewisham dealt with the neglected Schema by assuring it that she was his inspiration, and that he would work for her a thousand times better than he could possibly work for himself.

However, that was certainly not true, and indeed he found himself unconcerned to his theological examination of Butler’s Analogy (Wells, 1994: 36). Even, Mr.

Bonover dismissed him, so that he should apply for other teaching jobs and for a place at the Normal School of Science in South Kensington. Mr. Lewisham went to London in order to look for Ethel too. He felt sorry for his own career when

Dunkerley – one of his senior – asked him not to leave.

‘When?’ said Dunkerley. ‘End of next term,’ said Lewisham. ‘About this girl that’s been staying at the Frobishers’s?’ ‘Yes.’ ‘She’s a pretty bit of goods. But it will mess up your matric next June,’ said Dunkerley. ‘That’s what I’m sorry for’ (Wells, 1994: 36).

A long time after his last meeting with Ethel in Whortley, Mr. Lewisham met her again in the séances during his study in Normal School of Science. The sweet memories between them in the past have aroused his desire, which was almost lost because of his activities. His proximity with Ethel began to bother his timetable and his principles. No consciousness of the practical destruction of the career seemed to have troubled him at this time. Doubt has vanished from his universe for a space (Wells, 1994: 105).

Once again, Mr. Lewisham undergoes conflicts with his previous habits.

Since Ethel Henderson comes into his life, the writer finds that he is always defeated by his desire of satisfying his love needs, rather than to think twice about his focus on his achievement motivation. Therefore, his achievement motivation does not show significant progression because his attitude and habits have been changed.

2. Conflict between Motives

The change of Mr. Lewisham’s good habits unconsciously causes a conflict between his head and his heart. Mr. Lewisham is confused about what he actually wants to reach in the meantime. Whether it is to continue his desire to gain knowledge, or to have special relationship with one of the women represented by Ethel Henderson and Alice Heydinger. However, the presence of these two women gives impact towards his achievement motivation.

Ethel Henderson, as it is described using direct method (Rohrberger and

Woods, 1971: 20) by H. G. Wells, is a pretty girl with curly dark hair, clear and

dark eyebrows above her hazel eyes, and sufficed nose. Her lips are finely shaped, her mouth is not too small to be expressive, her chin is small, and her neck is white, full, and pretty. She is of a mediocre height, sturdy rather than slender, and her dress is of a pleasant, golden-brown material with the easy sleeves and graceful line of those aesthetic days (Wells, 1994: 65).

Huffman’s theory of interpersonal attraction is appropriate to notice Mr.

Lewisham’s first impression toward Ethel Henderson. Huffman states that usually physical attractiveness and proximity are more prominent in the beginning steps of relationship, while similarity is very significant to keep a long-term relationship (2000: 594). This is what Mr. Lewisham undergoes when the first time he meets Ethel; he is amazed not only at her beautiful appearance but also on her pleasant manners. He then found that actually Ethel also liked reading and music. He was glad that she had the same interest as him (Wells, 1994: 20). Yet, the attractiveness of Mr. Lewisham towards Ethel is not perfect. The fact that her handwriting was still round and boyish – with several mistakes on punctuation and spelling – when she tried to send an application letter could be an evident that

Ethel was not well educated (Wells, 1994: 132-133).

She also hardly understood Mr. Lewisham’s feeling when he failed in the exam because she knew nothing about his interest on science. It can be seen in

Chapter 18:

Evidently she did not appreciate the full seriousness of Lewisham’s mediocre position in the list. ‘But you have passed all right,’ she said. Neither could she grasp the importance of evening study. ‘Of course I don’t know,’ she said judicially; ‘but I thought you were learning all day.’ (Wells, 1994: 88).

Even Mr. Lewisham ever said that she is stupid when Ethel is jealous of Miss

Heydinger – a clever friend of Mr. Lewisham at Normal School of Science

(Wells, 1994: 157).

On the other hand, Alice Heydinger is the one who understands about Mr.

Lewisham’s desire. Though her physical appearance is not as beautiful as Ethel, but she always gives support to Mr. Lewisham to achieve his dreams.

…that her hair was not always tidy and that even when it chanced to be so, she was nervous about it; she distrusted it. From that he went on to remember that its color was, on the whole, fair, light brown. But he had forgotten her mouth, he had failed to name the color of her eyes. She wore glasses, it is true. And her dress was indefinite in his memory – an amorphous dinginess (Wells, 1994: 48).

Both of Mr. Lewisham and Miss Heydinger were involved in Debating Society, which was then he discovered Socialism. Mr. Lewisham saw a good deal of her.

She resolved to stir up his ambitions and she certainly developed his pride. As they were lonely, they often wrote letters, discussed scientific texts, and lent poems. He found that her letters were undeniably well written (Wells, 1994: 49-

50). It is obvious that Miss Heydinger is really a good help for Mr. Lewisham when he shares about his ambition to be the Luther of Socialism. Since they often shared ideas together, then Mr. Lewisham regarded her as his best friend.

‘I say,’ said Lewisham quite suddenly. ‘You do put – well – courage into a chap. I shouldn’t have done that Socialism paper if it hadn’t been for you.’ He turned round and stood leaning with his back to the Moses, and smiling at her. ‘You do help a fellow,’ he said. That was one of the vivid moments of Miss Heydinger’s life. She changed color a little. ‘Do I?’ she said, standing straight and awkward and looking into his face. ‘I’m…glad.’ ‘I haven’t thanked you for your letters,’ said Lewisham. ‘And I’ve been thinking…’

‘Yes?’ ‘We’re first rate of friends, aren’t we? The best of friends.’ She held out her hand and drew a breath. ‘Yes,’ she said as they gripped (Wells, 1994: 53).

Though Miss Heydinger always gives him support on his studies, but Mr.

Lewisham still thinks about Ethel. Mr. Lewisham prefers to stay close with Ethel because for him Ethel is more interesting than Miss Heydinger. He tolerated the fact that Ethel did not have the same educational background like him. Until one day, Mr. Lewisham came into contemplation. His effort on his study did not show good progression; even he failed on some subjects.

On the door of the classroom was a list of those who had passed the Christmas examination…Lewisham ingloriously headed the second class, and Miss Heydinger’s name did not appear – there was, the list asserted, ‘one failure.’ He was angry, bitterly angry with ‘swats’ and ‘muggers’ who spent their whole time grinding for these foolish chancy examinations…Biver, Professor Biver, was an indiscriminating ass, he felt assured, and so too was Weeks, the demonstrator (Wells, 1994: 84-85).

It happened because he often accompanied Ethel in the evening and he ignored his evening studies – the best time for study in the twenty-four hours, day after day (Wells, 1994: 85).

Mr. Lewisham felt annoyed with his condition. He regretted all that he had done for Ethel because they did no good for his works. Based on Abraham

Maslow’s hierarchy of needs (Petri, 1981: 303-304), the conflicts between love needs and esteem needs arouse in Mr. Lewisham’s mind. Mr. Lewisham began to think clearly of his entire relationship with Ethel, which represented his love needs. His softer emotions were in suspension, but he told himself no lies. He cared for her, he loved to be with her, to talk to her, and to please her, but those

were not all his desires (Wells, 1994: 85). Then, Mr. Lewisham remembered about his dreams on gaining knowledge since he was young, which symbolized his esteem needs. His need of love or belongingness has obstructed his efforts to satisfy his esteem need or his need for achievement. Wells describes Mr.

Lewisham’s perplexity in Chapter 17:

On the one hand that shining staircase to fame and power, that had been his dream from the very dawn of his adolescence, and on the other hand – Ethel. And if he chose Ethel, even then, would he have his choice? What would come of it? After all she was not well educated, she did not understand his work and his aims… (Wells, 1994: 85-86).

Mr. Lewisham’s confusion leads him to uncertainty about his future. If only Mr. Lewisham has a strong willingness to achieve his purpose and never thinks about anything else, then it must be led him into successful career. While in fact, he has taken the wrong decision by ignoring his dreams.

3. Vacillation within Mr. Lewisham’s Mind

Besides Mr. Lewisham’s bewilderment between love needs and esteem needs, there is another doubt occurring in his mind, whether to marry Ethel or not.

This is a serious matter to be solved because it is related to Mr. Lewisham’s future, especially for his career. His final decision will determine what his life would be. Meanwhile, Dunkerley – Mr. Lewisham’s former colleague at

Whortley – assured him to marry the girl whom he loved.

‘If I saw a girl I fancied so that I wanted to, I’d marry her tomorrow.’ Lewisham looked round at him eagerly, suddenly interested. ‘Would you?’ he said. Dunkerley’s face was slightly flushed. ‘Like a shot. Why not?’

‘But how are you to live?’ ‘That comes after. If…’ ‘But would you really marry a girl…?’ began Lewisham, with an unprecedented admiration for Dunkerley in his eyes. ‘Why not?’ ‘On -?’ Lewisham hesitated. ‘Forty pounds a year res. Whack! Yes.’ (Wells, 1994: 91-92)

Unfortunately, Mr. Lewisham agreed with Dunkerley’s opinion. Therefore, finally they got married in the Vestry office though actually Mr. Lewisham did not have enough money. Then, Mr. Lewisham and Ethel moved to the lodging with

Madam Gadow.

The little old gentleman made no long speeches. ‘You are young people,’ he said slowly, ‘and life together is a difficult thing…Be kind to each other.’ He smiled a little sadly, and held out a friendly hand. Ethel’s eyes glistened and she found she could not speak (Wells, 1994: 107).

At the beginning of the marriage, everything seemed wonderful. Mr.

Lewisham felt that to be with Ethel was eternal delight (Wells, 1994: 110). He also said that Ethel had become a help for him and that he could do anything for a girl like her (Wells, 1994: 133). Starting from this, Mr. Lewisham begins to experience what Huffman calls as companionate love in his theory of love (2000:

599). However, there was one moment when his marriage did not run well. Mr.

Lewisham shared his regretfulness to Miss Heydinger after a long time they had never met.

‘I wonder if it is that makes the difference. Things are so complex. Love means anything – or nothing. I know you better than I do her, you know me better than she will ever do. I could tell you things I could not tell her. I could put all myself before you – almost – and know you would understand – Only –‘ ‘You love her.’

‘Yes,’ said Lewisham lamely and pulling at his moustache. ‘I suppose…that must be it.’ (Wells, 1994: 183).

He seemed depressed to live with Ethel and he regretted that he had released his achievement motivation. The love which is experienced by Mr. Lewisham cannot support his career; otherwise it brings him into failure. It is like Rollo May’s theory that sexual love has the power to propel human beings into situations which can destroy not only themselves but many other people at the same time

(1969: 109).

‘Of all dreams and illusions!…Think what I have lost in this accursed marriage. And now…You don’t understand – you won’t understand.’ ‘Nor you,’ said Ethel. ‘You don’t understand.’ ‘I’m beginning to.’ He sat in silence gathering force. ‘In one year,’ he said, ‘all my hopes, all my ambitions have gone.’ (Wells, 1994: 166).

He also shared to Miss Heydinger about his difficulties to deal with Ethel – who knew nothing at all about science – after his marriage with her. He realized that he ought to choose a partner who could support him on his career, but it was too late.

‘There’s been a difficulty,’ he said, ‘all the way long – I mean – about you, that is. It’s a little difficult – The fact is, my wife, you know –She looks at things differently from what we do.’ ‘We?’ ‘Yes – it’s odd, of course…’ ‘…she knows you write to me, and she knows you write about Socialism and Literature and – things we have in common – things she hasn’t.’ ‘You mean to say she doesn’t understand these things?’ ‘She’s not thought about them. I suppose there’s a sort of difference in education –‘ (Wells, 1994: 182-183).

In the final examination of the biological course – the examination that signalized the end of his income of a weekly guinea – Mr. Lewisham knew well

enough that he had done badly (Wells, 1994: 148). He realized that any career as a scientific man was now closed to him forever, and he lost all his hopes.

That dream of incessant unswerving work! Where might he have reached if only he had had singleness of purpose to realize that purpose? ‘Yes. Everything’s over’, he said, speaking aloud to himself (Wells, 1994: 150).

The two different worlds began and ended sharply at the Normal School of

Science. He found that now his career and his adolescence ended altogether. He withdrew from all of his activities that related to science. The weakening of Mr.

Lewisham’s career made Miss Heydinger upset. She was the only one who cared about his failure on the studies. She hoped that he would come back and tried again to do the best, but he preferred to look for another job because he has had a family.

‘Are you coming up again next year,’ asked Miss Heydinger. ‘No,’ said Lewisham. ‘No. I shall not come here again. Ever.’ Pause. ‘What will you do?’ she asked. ‘I don’t know. I have to get a living somehow. It’s been bothering me all the session.’ ‘What do you think of doing? – teaching?’ ‘I suppose it will be teaching. I’m not sure. Anything that turns up.’ ‘I see,’ she said (Wells, 1994: 149).

However, he understood that this was the consequence of his choice. He took a look again at the times he had passed with Ethel. He assured himself that he loved her still with all his heart (Wells, 1994: 159). And now, the future is the child. Mr. Lewisham at the end of the story is seen tearing his schema into numberless little pieces – which is seemed tearing his past life (Wells, 1994: 188-

189). Mr. Lewisham as the major character in the novel performs tragically as what is stated by Forster (1927: 51). Mr. Lewisham who is intelligent and

handsome becomes depressed and tearful. He has been so madly in love that he is willing to lay down his life for the woman of his dreams (Hauck, 1983: 4). Love cannot motivate him to move forward as what is usually happened to common people (May, 1969: 14); otherwise it affects him to behave foolishly (Hauck,

1983: 5).

CHAPTER V

CONCLUSION

Mr. Lewisham’s achievement motivation is portrayed through his behavior, which involves speech and acts, his characteristics as an achiever, and his environment. He always deals with educational subjects since he is young.

When he is eighteen years old, he becomes an assistant master in Whortley

Proprietary School, Whortley, Sussex. Even after his marriage, he works as a teacher in Walham Green. His job as teacher supports the fact that knowledge has turned out to be the theme of his dreams, conversation, and fantasies.

Another evidence is seen when he gets a chance to study under well- known experts such as T. X. Huxley and Joseph Norman Lockyer in the Normal

School of Science, London. This opportunity has been his most ambitious dreams at that time. Therefore, Mr. Lewisham encourages himself to work hard in order to get good grades and to develop his knowledge.

Besides having lectures, Mr. Lewisham also involves in the college activities and communities. He takes part in Debating Society, political movement; even he performs his idea on Socialism to his friends. It means Mr.

Lewisham stays in the environment that supports him to accomplish his motivation. Mr. Lewisham’s participation in such activities, his hard works, and his friendship with excellent people and lecturers prove that he has the characteristics as achiever.

49 50

The attic room where he lodges with Mrs. Munday at the little shop in the

West Street is the other evidences showing Mr. Lewisham’s desire to satisfy his need for achievement. He has a small library with some kinds of books and essays. There is also manuscript list of French irregular verbs hanging on the wall.

Those texts are not simply a text, which belong to common person, otherwise it proves that Mr. Lewisham is a man who is knowledgeable and is longing of science. South Kensington certificates of several subjects reveal his further achievement.

There are another two factors which are really significant in Mr.

Lewisham’s life. The first is the Schema of academic labors that represents the subjects to be undertaken, and then the next is a detailed timetable. Both of them suggest an idea that Mr. Lewisham has another characteristics as achiever. He has set his goal to be a professor, and then he uses the Schema and the timetable as the tools to plan and monitor all his accomplishment. However, Mr. Lewisham’s efforts are always followed by great enthusiasm.

Unfortunately, Mr. Lewisham’s progression in achieving his motivation confronts several obstacles. The factors that obstruct his achievement motivation come from Mr. Lewisham himself. The first factor is the occurrence of conflict with his previous habits. Since he is acquainted with Ethel Henderson, Mr.

Lewisham’s habits and attitudes give negative effects toward his achievement motivation. It is started when he ignores his value about truth and honesty. He tolerates Ethel’s cheating and trickery, even he himself begins to tell a lie to his headmaster, Mr. Bonover, when he is asked about his relationship with Ethel. At 51

that time, Mr. Lewisham has realized that there is something he has never learned before, and it attracts him now. He finds that it is all about love, something which is bigger than knowledge and power – two things that he wishes to reach since his childhood. Since his awareness of falling in love with Ethel, he takes no notice of etiquette to Mr. Bonover anymore. Even, his evening studies – which is his best time to study in twenty-four hours – is suspended in order to accompany Ethel.

Mr. Lewisham does not realize the destruction of his achievement motivation because his desire to satisfy his love needs – through the relationship with Ethel – is bigger than his desire to fulfill his esteem needs.

The second factor is the presence of conflicts between motives. Here the two motives are love needs and esteem needs or it can be said as the need for achievement. Since his childhood, Mr. Lewisham does not experience the feeling to be loved. Therefore, when he grows up to be an adult and he meets Ethel – the figure of a girl in his dreams – he tries to fulfill this need after his physical needs are satisfied. Yet, the satisfaction of his love needs is opposed to his esteem needs. Mr. Lewisham feels dilemma between the passionate love and his achievement motivation. Actually he has realized that his feeling towards Ethel is not his desire, otherwise he still wants to continue his main purpose. Alice

Heydinger – one of his friends in the Normal School of Science – supports him to keep on achieving his ambition, but he refuses her idea. However, at last Mr.

Lewisham prefers to satisfy his love needs first. Though he regrets his own choice, the wrong decision cannot be changed anymore. 52

Mr. Lewisham’s disappointment is the result of the third factor – the existence of vacillation in his mind. His doubt whether to marry Ethel or not has vanished after Dunkerley, his former colleague at Whortley, assures him to get married with the girl whom he loves. Therefore, Mr. Lewisham decides to marry her although he does not have enough money. At the beginning of his marriage, everything seems wonderful, but at a moment, Mr. Lewisham regrets his decision and he shares it to Miss Heydinger. The difference of educational background with Ethel makes him suffering because he has no one who can help him to continue his career. At the end of the story, Mr. Lewisham accepts the fact of his condition. He throws away his motivation and starts thinking about his child.

Based on Mr. Lewisham’s experience, the writer learns that actually love does not only motivate someone to move forward as what people used to experience, but love makes someone to behave foolishly, even destroys one’s life.

Considering that the story may also happen in the real life, therefore the writer suggests those who fall in love to be wise.

BIBLIOGRAPHY

Abrams, M. H. A Glossary of Literary Terms. Orlando: Harcourt Brace Jovanovich College Publishers, 1985.

Aiken, Lewis R. General Psychology. San Francisco: Chandler Publishing Company, 1969.

Atkinson, Rita L., Richard C. Atkinson, and Ernest R. Hilgard. Introduction to Psychology. New York: Harcourt Brace Jovanovich, Inc, 1983.

Budi, Matheus. “The Analysis on Messages in H. G. Wells’ Love and Mr. Lewisham Seen through Mr. Lewisham’s Character Development.” Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 2000.

Crow, Lester D. and Alice Crow. Readings in General Psychology. New York: Barnes & Noble, Inc. 1954.

Daiches, David. Critical Approaches to Literature. New York: Longman, Inc, 1981.

Erickson, Hal. All Movie Guide. (29 September 2006).

Forster, E.M. Aspects of the Novel. London: Colchester and Beccles, 1927.

Fromm, Erich. The Art of Loving. New York: Harper and Row Inc, 1956.

Halonen, Jane S. and John W. Santrock. Psychology: Contexts and Applications. Boston: McGraw-Hill College, 1999.

Hauck, Paul. How to Love and Be Loved. London: Sheldon Press, 1983.

Huffman, Karen, Mark Vernoy, and Judith Vernoy. Psychology in Action. New York: John Wiley and Sons, Inc, 2000.

Husband, Richard W. General Psychology. New York: Rinehart & Company, Inc. 1940.

Jung, John. Understanding Human Motivation: A Cognitive Approach. New York: Macmillan Publishing Co., Inc. 1978.

Kagan, Jerome and Ernest Havemann. Psychology: An Introduction. New York: Harcourt Brace Jovanovich, Inc. 1972. 53 54

Kasschau, Richard A. Understanding Psychology. New York: McGraw-Hill Publishing Company, 1995.

May, Rollo. Love and Will. New York: Dell Publishing Company, 1969.

McClelland, David C. Human Motivation. London: Scott, Foresman and Company. 1985.

Murray, Edward J. Motivation and Emotion. New York: Prentice-Hall, Inc. 1964.

Petri, Herbert L. Motivation Theory and Research. Belmont: Wadsworth, Inc, 1981.

Roberts, Edgar V. and Henry E. Jacobs. Fiction: An Introduction to Reading and Writing. New York: Prentice-Hall Inc, 1987.

Rohrberger, Mary and Samuel H. Woods Jr. Reading and Writing About Literature. New York: Random House Inc, 1971.

Ruch, Floyd L. Psychology and Life. New York: Scott, Foresman and Company, 1948.

Santrock, John W. Psychology. New York: McGraw-Hill Companies, Inc. 2005.

Saparti, Anna K. “The Influence of the Two Main Female Characters towards Mr. Lewisham’s Life in H. G. Wells’ Love and Mr. Lewisham.” Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 1998.

Sdorow, Lester C. and Cherlya A. Rickabaugh. Psychology. New York: McGraw- Hill Companies Inc, 2002.

Stanton, Robert. An Introduction to Fiction. New York: Holt, Rinehart, and Winston Inc, 1971.

Van De Laar, E. and Schoonderwoerd, N. An Approach to English Literature. New York: Random House Inc, 1963.

Webster’s Third New International Dictionary. Chicago: Merriam-Webster Inc, 1981.

Wells, H.G. Love and Mr. Lewisham. London: Everyman, 1994.

APPENDICES

Appendix 1: Summary of H. G. Wells’ Love and Mr. Lewisham.

Mr. Lewisham is an eighteen years old assistant master at Whortley

Proprietary School. Pinned to the wall of his room are a Schema of academic labors to be undertaken and a detailed timetable. He feels difficult to concentrate on his work after catching sight of a beautiful girl named Ethel Henderson. They soon get to know each other and it seems that he has fallen in love with her.

Mr. Lewisham is on the position between the demands of his Schema and his career, and the newfound love. It is begun when Mr. Bonover asks him to supervise a cricket match, but he refuses because of his arrangement to meet

Ethel. His feeling urges him to see her again, so he hangs around the house where

Ethel is staying. Unfortunately, Ethel is about to start work in London as a shorthand typist.

After being fired from his job, Mr. Lewisham applies for other teaching jobs and he continues to study at the Normal School of Science in South

Kensington. Two and a half years has passed, and there he has a fellow named

Alice Heydinger. Both are hard working and lonely. He tells her about his ambition to be the ‘Luther of Socialism’ and she supports him. Actually she falls in love with him, but he pays no attention to her because her appearance is not as attractive as Ethel’s.

One day in the séance, Mr. Lewisham recognizes Ethel among his friends after a long time they have never met. He accompanies Ethel every evening. The 55 56

friendship between them makes Miss Heydinger upset because he abandons the hard work and the high ideals they had shared together. After his failure in the recent exams, Mr. Lewisham decides to concentrate on his study. At the meeting of the ‘Friends of Progress’, his friend inspires him to marry Ethel as soon as possible without any money or not. The dilemma of Ethel’s life makes Mr.

Lewisham wants to marry her soon.

First days of their marriage are pretty good but then Mr. Lewisham has to work hard to pay the bill that is getting higher. Ethel also tries to earn some money by typing, but unfortunately she is tricked and lost her amounts of money before starting to work. Everything is getting worse now. A conflict appears in his marriage with Ethel. He quarrels with her and storms out of the house. After remembering the beautiful memories that they have had together, then he sends an expensive bunch of roses to Ethel. His effort of reconciliation seems worthless.

However, Mr. Lewisham decides to stay with her because he still loves her.

Mr. Lewisham then meets Miss Heydinger and tells her that he is married.

She assures him that he still needs her support to achieve great things, and without her, he will achieve nothing. Mr. Lewisham seems to regret his young marriage with Ethel because she does not have the same idea with him. Ethel herself feels upset and disappointed because she knows that she cannot be compared to Miss

Heydinger who can understand and support him very well.

The fact that Ethel is pregnant has broken Mr. Lewisham’s dreams. Now, the future is the son, not his dreams. He shows Ethel the Schema that is represented his dreams of adolescence and a lost career. At the end, he tears up 57

the Schema and drops it in his waste-paper basket. Mr. Lewisham chooses to live on the dull domesticity.

Appendix 2: Biography of H. G. Wells.

Herbert George Wells (September 21, 1866 – August 13, 1946), better known as H. G. Wells is the fourth and last child of Joseph Wells – a gardener, and at the time shopkeeper and cricketer – and Sarah Neal – a maid and housekeeper. He was born at Atlas House, 47 High Street, Bromley, in the county of Kent. The family was of the impoverished working-class. An inheritance had allowed them to purchase a china shop, though they quickly realized it would never be a prosperous concern: the stock was old and worn out, and the location was poor. They managed to earn an insufficient income, but little of it came from the shop.

A defining incident of young Wells' life is said to be an accident he had in

1874, when he was seven years old, which left him bedridden with a broken leg.

To pass the time he started reading, and soon became devoted to the other worlds and lives to which books gave him access; they also stimulated his desire to write.

Later that year he entered Thomas Morley's Commercial Academy, a private school founded in 1849 following the bankruptcy of Morley's earlier school.

Wells continued at Morley's Academy until 1880. In 1877 another accident had affected his life, when his father, Joseph Wells, fractured his thigh. The accident effectively put an end to Joseph's career as a cricketer, and his earnings as a shopkeeper were not enough to compensate for the loss. 58

No longer able to support themselves financially, the family instead sought to place their boys as apprentices to various professions. From 1881 to

1883 Wells had an unhappy apprenticeship as a draper at the Southsea Drapery

Emporium. His experiences were later used as inspiration for his novels The

Wheels of Chance and Kipps, which describe the life of a draper's apprentice as well as being a critique of the world's distribution of wealth.

Wells' mother and father had never got along with one another particularly well (she was a Protestant, he was a free thinker), and when she went back to work as a ladies maid (at Uppark, a country house in Sussex) one of the conditions of work was that she would not have space for husband or children; thereafter, she and Joseph lived separate lives, though they never divorced and neither ever developed any other liaison. Wells not only failed at being a draper, he also failed as a chemist's assistant and had bad experiences as a teaching assistant. Fortunately for Wells, Uppark had a magnificent library in which he immersed himself.

In 1883, Wells' employer dismissed him, claiming to be dissatisfied with him. The young man was reportedly not displeased with this ending to his apprenticeship. Later that year, he became an assistant teacher at Midhurst

Grammar School, in West Sussex, until he won a scholarship to the Normal

School of Science (later the Royal College of Science, now part of Imperial

College, London) in London, studying biology under T. X. Huxley. As an alumnus, he later helped to set up the Royal College of Science Assosication, of 59

which he became the first president in 1909. Wells studied in his new school until

1887 with an allowance of twenty-one shillings a week thanks to his scholarship.

He soon entered the Debating Society of the school. These years mark the beginning of his interest in a possible reformation of society. At first approaching the subject through studying The Republic by Plato, he soon turned to contemporary ideas of socialism as expressed by the recently formed Fabian

Society and free lectures delivered at Kelmscott House, the home of William

Morris. He was also among the founders of The Science School Journal, a school magazine which allowed him to express his views on literature and society. The school year 1886-1887 was the last year of his studies. Having previously successfully passed his exams in both biology and physics, his lack of interest in geology resulted in his failure to pass and the loss of his scholarship.

In 1891 Wells married his cousin Isabel Mary Wells, but left her in 1894 for one of his students, Amy Catherine Robbins, whom he married in 1895. He had two sons by Amy: George Philip (known as 'Gip') in 1901 and Frank Richard in 1903. During his marriage to Amy, Wells had liaisons with a number of women, including the American birth control activist Margaret Sanger. In 1909 he had a daughter, Anna-Jane, with the writer Amber Reeves, whose parents William and Maud Pember Reeves he had met through the Fabian Society, and in 1914, a son, Anthony West, by the novelist and feminist Rebecca West, twenty-six years his junior. In spite of Amy Catherine's knowledge of some of these affairs, she remained married to Wells until her death in 1927. Wells also had liaisons with

Odette Keun and Moura Budberg. 60

Wells' first bestseller was Anticipations (1901). When originally serialised in a magazine it was subtitled, "An Experiment in Prophecy", and is considered his most explicitly futuristic work. His early novels, called "scientific romances", invented a number of themes now classic in science fiction in such works as The

Time Machine, The Invisible Man, and The War of the Worlds (which have all been made into films).

Wells wrote several dozen short stories and novellas, the best known of which is "The Country of the Blind" (1911). Besides being an important occurrence of blindness in literature, this is Wells' commentary on humanity's ability to overcome any inconvenience after a few generations and think that it is normal.

Wells also wrote nonfiction. His bestselling two-volume work, The

Outline of History (1920), began a new era of popularized world history. Wells reprised his Outline in 1922 with a much shorter popular work, A Short History of the World, and two long efforts, The Science of Life (1930) and The Work, Wealth and Happiness of Mankind (1931).

He was also an outspoken socialist. His later works become increasingly political and didactic, and only his early science fiction novels are widely read today. Wells, along with Hugo Gernsback and Jules Verne, is sometimes referred to as "The Father of Science Fiction".