The Suffering of the French People As Reflected in Madeleine’S Life As Seen in Victor Hugo’S Les Miserables

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THE SUFFERING OF THE FRENCH PEOPLE AS REFLECTED IN MADELEINE’S LIFE AS SEEN IN VICTOR HUGO’S LES MISERABLES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Gratia Hervina Stephanie Student Number: 121214071

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2018

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ABSTRACT

Stephanie, Gratia Hervina. (2018). The Suffering of the French People as Reflected in Madeleine’s Life as Seen in Victor Hugo’s Les Miserables. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study discusses a novel, entitled Les Miserables written by Victor Hugo. Years after France Revolution ended, the people of France still underwent the effects the revolution, and most of the effects caused them to suffer. Madeleine is one of the main characters who also goes through the suffering condition, and he tries to overcome it by changing his way of life. In this study, there is one problem to be answered. The research problem is how Madeleine’s suffering reflects the suffering of the people of France after the France Revolution. Therefore, this study focuses on Madeleine’s suffering condition through his life which reflects the suffering condition of many French people. Theories that are used in this study are theories of the history of Europe since 1815 and theories of France Revolution. The approach that is used in this study is historical approach. This study uses library research which takes some information related to the research problem from books and other sources to gain the data. The results of the analysis show that based on the evidence in Madeleine’s life, it can be seen that the suffering conditions which had to be experienced by French people include being extremely poor, mostly illiterate, prone to violent action especially when having economic crisis, and having to undergo mass unemployment. It is suggested for the future researcher to analyze on the change of characterization of Jean Valjean or Madeleine during his life. Furthermore, it is also suggested for English teachers to use the novel as one of the literary sources in Prose or Play Performance class. Besides offering a lot of humanity values, this novel also contains many new words so the students can improve their vocabularies.

Keywords: suffering, working class, France Revolution

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ABSTRAK

Stephanie, Gratia Hervina. (2018). The Suffering of the French People as Reflected in Madeleine’s Life as Seen in Victor Hugo’s Les Miserables. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Penelitian ini membahas novel berjudul Les Miserables, yang ditulis oleh Victor Hugo. Bertahun-tahun setelah Revolusi Perancis berakhir, warga negara Perancis masih merasakan dampak dari revolusi tersebut, dan sebagian besar dampak itu mengakibatkan mereka hidup dalam penderitaan. Madeleine adalah salah satu tokoh utama yang juga hidup dalam penderitaan, dan dia berusaha untuk mengatasi kondisi tersebut dengan mengubah jalan hidupnya. Dalam penelitian ini, terdapat satu permasalahan yang akan dijawab. Permasalahan tersebut adalah bagaimana penderitaan Madeleine mencerminkan penderitaan warga negara Perancis setelah Revolusi Perancis. Oleh karena itu, penelitian ini fokus pada penderitaan yang dialami Madeleine dalam hidupnya yang mencerminkan penderitaan yang juga dialami oleh warga negara Perancis lainnya. Beberapa teori yang digunakan dalam penelitian ini adalah teori-teori sejarah Eropa sejak tahun 1815 dan teori-teori Revolusi Perancis. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan historis. Penelitian ini menggunakan penelitian kepustakaan yang mengambil beberapa informasi yang berkaitan dengan masalah penelitian dari buku-buku dan sumber-sumber lainnya untuk mengumpulkan data. Hasil analisis menunjukkan bahwa berdasarkan bukti melalui kehidupan Madeleine, dapat dilihat bahwa penderitaan yang harus dirasakan oleh warga negara Perancis mencakup keadaan yang sangat miskin, keadaan buta huruf, rentan terhadap aksi kekerasan atau kriminal terutama saat mengalami krisis ekonomi, dan harus mengalami pengangguran massal. Untuk para peneliti selanjutnya, peneliti menyarankan untuk menganalisis perubahan karakterisasi dari Jean Valjean atau Madeleine semasa hidupnya. Selanjutnya, peneliti juga menyarankan para guru Bahasa Inggris untuk menggunakan novel Les Miserables sebagai salah satu sumber sastra di kelas Prose atau Play Performance. Selain menyajikan banyak nilai kemanusiaan, novel ini juga mengandung banyak kosakata baru sehingga para murid dapat memperbaharui kosakata mereka.

Kata Kunci: suffering, working class, France Revolution

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ACKNOWLEDGEMENTS

First of all, I would like to send my deep gratitude to Jesus Christ for His love and His blessings, which strengthen me to go through many processes in my entire life. Without Him, I would not be able to be here to finish my bachelor’s degree.

Second, my gratitude goes to my beloved parents, Herman Benyamin

Kanga and Ruvina Ginting, for always loving, trusting and supporting me no matter what. I also thank my beloved sister, Camilla Hervina Stefhine, who always supports me through her annoying questions “Kapan lulus?” and “Sudah sampai bab berapa?”, and my little brother, Michael Stephen Glen Kanga, for always being there for me.

I would like to send my gratitude to my thesis advisor, Ibu Veronica

Triprihatmini, M.Hum., M.A., for her guidance and support during the preparation process of this thesis. I thank her very much for caring and being extremely patient in helping me to finish my thesis. Next, I would also like to thank my academic advisors, Bapak Agustinus Hardi Prasetyo, S.Pd., M.A. and Ibu Carla

Sih Prabandari, S.Pd., M.Hum., for their guidance since the beginning of my college study. They have taken parts to form me as a tough student in my college life. My special thanks go to all lecturers of English Language Education Study

Program and all of its members, especially for students in batch 2012.

I thank my best friends, Vita, Nina and Dita. I am really happy for having you beside me during all these years. I thank them for accompanying me and

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making me laugh, comforting me and making ridiculous jokes together.

Hopefully, our friendship will last.

In the end, I would like to thank those who have not been mentioned, for giving me support, guidance and prayer. May all be good and happy.

Gratia Hervina Stephanie

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TABLE OF CONTENTS

Page TITLE PAGE ...... i APPROVAL PAGES ...... ii STATEMENT OF WORK’S ORIGINALITY ...... iv PERNYATAAN PERSETUJUAN PUBLIKASI ...... v ABSTRACT ...... vi ABSTRAK ...... vii ACKNOWLEDGEMENTS ...... viii TABLE OF CONTENTS ...... x LIST OF APPENDICES ...... xii CHAPTER I. INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Research Questions ...... 4 C. Significance of the Study ...... 4 D. Definition of Terms ...... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ...... 8 A. Review of Related Studies ...... 8 B. Review of Related Theories ...... 10 1. Historical Approach …………………………………………….. 10 2. History of France since 1815 …………………………………… 11 C. Review of France Revolution ...... 13 D. Theoretical Framework ...... 14

CHAPTER III. METHODOLOGY ...... 16 A. Object of the Study ...... 16 B. Approach of the Study ...... 16

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CHAPTER IV. ANALYSIS ...... 18 A. The Suffering of French People after the France Revolution as Reflected in Madeleine’s Life ...... 18 1. Extremely Poor ...... 20 2. Mostly Illiterate ...... 23 3. Prone to Violent Action ...... 24 4. Mass Unemployment ...... 28

CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ...... 30 A. Conclusions ...... 30 B. Implications ...... 32 C. Suggestions ...... 33

REFERENCES ...... 34 APPENDICES ...... 36

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LIST OF APPENDICES

Appendix Page 1. Summary of Les Miserables ...... 37 2. Biography of Victor Hugo ...... 39

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CHAPTER I

INTRODUCTION

The first chapter of this research is the introductory part of this thesis. It consists of four sections, which are the Research Background, the Research

Question, the Research Significance and the Definition of Terms. The first section, the Research Background, gives the explanation about the topic of this research, namely the meaning of French people’s suffering as the effect of France

Revolution. The second section, the Research Question, shows the main question that is related to this research. The next section, the Research Significance, identifies the benefits or advantages of this research for some parties. The last section of this chapter, the Definition of Terms, gives the explanation about the important terms that will be used frequently in this research.

A. Background of the Study

Barnet, Berman and Burto (1963) state that literature is an adult game, a sort of make-believe (p. 1). Through literature, people expect to be entertained or to afford pleasure. A literary work can be said as an entertaining work if it can seize readers’ or audiences’ interest and attention, so that they really focus on the work. The readers or audiences who are interested in a literary work will ‘enter the new world’ of the literary work and their real surroundings will fade or vanish.

It is interesting because people can experience ‘a new world’ and its sensation only by enjoying a literary work. It is interesting because people not only can read

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a description of something, but also can feel any particular emotion that the creator of the literary work felt at that time. This understanding suits the definition of literature by Rees (1973), which is “writing which expresses and communicates thoughts, feelings and attitudes towards life” (p. 2). Furthermore, literature is something that reflects society, which makes us think about ourselves and our society fuller and deeper. Wellek and Warren (1962) say that literature is more general than history and biography, but more particularized than psychology or sociology. Literature can tell the readers about the effects of particular habit which can determine people’s lives in the future, the position of women in the world, the struggle which is experienced by the minority in some countries and many other valuable lessons.

Literary works have been classified into some different genres. According to Wellek and Warren (1962), the point of literary art is found in the traditional genres of the lyric, the epic, the drama. However, the term epic is replaced by the term fiction because of the new prose form of the novel in the eighteenth century

(Klarer, 1999, p. 9), so that the most known classifications are fiction, drama and poetry. One of the most productive genres of modern literature is novel. Rees

(1973) states that novel is “a fictitious prose narrative of considerable length in which characters and actions representative of real life are portrayed in a plot of more or less complexity” (p. 106). In other words the statements in a novel, as well as poem and drama, are not literally true. It is because literature is the creation of another world that we can only see through reading literature.

However, literary work is not just in the form of fictional stories, but some are

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also based on real-life stories or facts. One of the famous authors who create some literary arts in the form of novel based on real life is Victor-Marie Hugo, known as Victor Hugo, one of famous novelists in France. He was born in France,

February 26th 1802. He had given some contributions in literary work, such as The

Last Day of a Condemned Man (1829), The Hunchback of Notre Dame (1831),

Ninety-Three (1874), Toilers of the Sea (1866), The Man Who Laughs (1869), and his most popular work, Les Miserables (1872). There are many musical performances that are based on Les Miserables novel. In 2012, Les Miserables movie was released in the form of musical drama film. Victor Hugo died on May

22nd 1885, at the age of 83, and was buried in Pantheon, France. A lot of people all over the country mourned his death and paid tribute to him.

Les Miserables, one of the most famous stories of all time by Victor Hugo, contains some events or actions that can only be comprehended by analyzing the characterization of the characters, plot and setting. In Les Miserables novel, there are many issues that can be found, not only relating to the characterization of some characters, but also relating to the events of humanity that bring impacts in people’s lives. One of the issues that are delivered by Les Miserables, which is also important in real life, is suffering situation that happened in society, especially the society of the poor of French people. It is known that there was this great revolution going on in France between 1789 and 1799. That revolution resulted many people, especially the poor, to suffer until death. The effects of that revolution were still undergone by many people even years after the revolution ended. Eugene Kamenka (1962) emphasizes that the worker (the poor) sinks to

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the level of the most miserable, while the capital conducts monopoly system increasingly. As a result, the entire society will inevitably break apart into two classes of property owners (the rich or the capital) and propertyless workers (the poor).

The writer chooses Les Miserables novel to be the object of this study because this novel is able to highlight the suffering condition which was undergone by French people clearly. In this study, the writer will focus on the

French people’s suffering as the effect of France Revolution. The writer analyzes the suffering of French people which is reflected in the life of Madeleine, one of the people who go through suffering because of France Revolution and one of the main characters in Les Miserables novel.

B. Research Question

Based on the research background, the writer formulates one research question to be analyzed. The question is: How does Madeleine’s suffering reflect the suffering of the people of France after the France Revolution?

C. Significance of the Study

Based on the objective above, this research is aimed to find the meaning of

French People’s Suffering as the Effect of France Revolution. Therefore, there are three benefits of this research. First, this research is beneficial for the readers because this can be a guide for them to understand the story, Les Miserables.

Thereby, the readers will have clearer understanding of the story, the events that

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happened in the novel and the moral values of the story. It may not be useful in lightening the suffering situation or helping the poor in our country directly, but the readers may be able to learn what not to do by seeing the common faults and weaknesses of the characters exposed in the novel. The second benefit is for the teachers/lecturers of English literature. This research can be a reference for them to use in teaching by using the novel and/or the movie as the teaching materials.

The last benefit is for other researchers who are interested in the same field and object. This research can be used as a reference for their studies.

D. Definition of Terms

In analyzing this novel, there are three terms that the writer would like to define in order to avoid misconception and to provide an accurate analysis.

1. Suffering

According to Oxford Advanced Learner’s Dictionary, the term ‘suffer’ has two meanings. The first definition of the term suffer is being affected by disease, sadness, or pain badly. The second definition of suffer can also be experiencing something unpleasant, such as injury or loss. While according to Merriam-

Webster Online Dictionary, suffer can be defined as having to endure death, pain, or distress. Moreover, the term suffer can also be defined as sustaining loss or damage. In this study, the term ‘suffering’ refers to the physical and mental pain which is experienced by French people during France Revolution.

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2. Working Class

Tilly (1973) defines the working class as “poor, inarticulate, and badly organized, but still capable of some degree of collective action” (p. 32). He says that the working class is a mass of small craftsmen and and shopkeepers who are involved as revolutionary activists from 1789 to 1848, the peasants from agricultural proletariat, the unskilled factory workers, and so on (p. 33).

Moreover, Pinkney (1973) defines the working class as the workingmen who have lack of work and low wages during the depression years in Paris (as cited in Tilly, p. 34). In this study, the term ‘working class’ refers to those craftsmen in small shops, factory workers, construction workers, day laborers, and beggars, who all belong to the last level of social system in France.

3. France Revolution

Timasheff (1965) defines the term ‘revolution’ as “a political conflict within a nation lifted to the level of fighting between the government and an opposition party” (p. 139). Typically, the revolution occurs when there is a sharp incompatibility of goals between the government and the revolutionary opposition. The goal of the revolutionary opposition is change in political leadership and in the government’s policy, while the goal of the government is not to relinquish its political power and not to grant the demanded changes.

In this study, the term ‘revolution’ refers to the acts of rebellion which are done by French people in 1789. This revolution lasted from 1789 until 1799.

There are two currents which bring about the France Revolution. The first current comes from the middle class or the nobility. The nobility are concerned about the

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political reorganization of States at that time. The second current comes from peasants and city workers. Unlike the nobility, they want to have improvements in their economic condition. The Revolution itself causes a lot of effects years after the Revolution ended. That revolution results many people, especially the poor, to suffer until death.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of theories that were used in order to help the writer to analyze and solve the problems in this research. There are four sections in this chapter, which are Review of Related Studies, Review of Related Theories,

Review on the Historical Background and Theoretical Framework. The first section, Review of Related Studies, contains some previous studies which are closely related to the object of this research which is Les Miserables. The second section, the Review of Related Theories, discusses the theories and approach used in this research. The next section, the Review on the Historical Background, explains the historical background that happened in Les Miserables novel, which is France Revolution. The last section of this chapter, the Theoretical Framework, shows the contribution of theories in answering the problem formulation of this research.

A. Review of Related Studies

This section contains some previous studies which are related to the object of this research which is Victor Hugo’s novel, Les Miserables. There are two related studies which have been done by Paulus Tri Nugroho Putro (2015) and

Fernando Bangun (2002).

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The first study was conducted by Paulus Tri Nugroho Putro. Paulus conducted a research entitled “The poverty in France in the early 1800’s as depicted in Fantine in Victor Hugo’s Les Miserables novel” in 2015. The purpose of this research was to find out how the poverty in the early 1800’s in France was described through the character of Fantine in the novel. The two approaches used in this research were the Marxist theory and the Postcolonial theory. The data were analyzed using the theory of personality by Hurlock (1976), the theory of poverty by Islam (2005), the theory of France Revolution by Hutchinson (1993) and the theories of economic condition by Perez (1991), Michelet (1958) and

Taine (1875). The result of this research showed that affected by the poverty,

Fantine’s life was extremely poor. She had to work hard in order to take care of her daughter and to pay her debts and her daily needs, but the wage that she got was not enough to cover them. Therefore, she decided to sell her belongings, and even her hair and her two front teeth. When there was nothing to sell anymore, she decided to become a prostitute. After all that she had been through, she got sick until finally she died in deep misery.

The second study was conducted by Fernando Bangun. Fernando conducted a research entitled “The portrait of humanism in France in the age of

Les Miserables through the analysis of the character of Fantine as seen in Victor

Hugo’s Les Miserables” in 2002. The purposes of this research were to draw how

Hugo demonstrated his emotions in the character of Fantine, to describe the characterization of Fantine as a prostitute and to view Hugo’s criticism about humanism as seen in his performance creating the character. The approach used in

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this research was the sociocultural-historical theory. The data were analyzed using the theory of character and characterization by Abrams (1971), the theories of prostitution by Bullough (1987) and Miller (2001), the theory of humanism by

Edwords (1989) and the theories of France in the 19th century by Lamartine

(1849). The result of this research showed that as a prostitute, Fantine lost her freedom and rights as a mother and a woman. Nevertheless, she proved herself as a true mother for Cossette, since she was willing to do everything to take care of her daughter. The result also showed that the prejudice faced by Fantine was

Hugo’s social criticism to the human civilization about the meaning of life. He wanted to offer an ideal thought to all human being to humanize one another and to tolerate among them.

B. Review of Related Theories

This section contains several theories which are applied in this study in order to analyze the novel. The theories used in this study are the history of

France since 1815 and the historical approach.

1. Historical Approach

According to Guerin, Labor, Morgan, Reesman and Willingham (2011), historical-biographical approach “sees a literary work chiefly, if not exclusively, as a reflection of its author’s life and times or the life and times of the characters in the work” (p. 44). They also state that “there is a very real sense in which these books are about these great historical matters, so that the author is interested in the characters only to the extent that they are molded by these events” (p. 44). In

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short, the focus of this approach is upon the author’s and/or the literary characters’ lives and environment. Moreover, Rohrberger and Woods in Reading and Writing about Literature (1971) state that “critics whose major interest is the sociocultural-historical approach insist that the only way to locate the real work is in reference to the civilization that produced it.” (p. 9). According to them, civilization here is the attitudes and actions of the particular group of people, and literature takes them as its subject matter. In other words, a literary work can also be seen as a product of civilization. Therefore, it is necessary to explore the social background in which a literary work is created. By analyzing a work of literature with the historical approach, the readers could relate the past to contemporary life.

For this reason, the writer decides to use historical approach in this research.

2. History of Europe Since 1815

France Revolution lasted from 1789 to 1799 indeed. However, that does not mean that the year of 1799 was the end of all revolutions. In fact, after the

France Revolution, instability arises in several sectors since the revolution “had overturned the political and social structure of Europe” (Droz, 1969, p. 7). In relation to social system, a few changes can also be found, including in terms of class stratification in society. According to Craig (1962), there are three levels of social system in France. The first level of the social system in France is the nobility and the upper bourgeoisie, which are including the great bankers, merchants, speculators, and industrialist (p. 72). The second level of social system is the lower bourgeoisie. This class belongs to “that solid, respectable, unadventurous class of urban tradesmen, wealthy peasants, rentiers, and

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pensioners” (Craig, 1962, p. 72). The last level of social system is the poorer peasantry and the working class. People who are included in this class are those craftsmen in small shops, factory workers, construction workers, day laborers, and beggars (Craig, 1962, p. 73).

Wood (1967) states that people who are included in this class are not protected by any governmental action (p. 102). He says that child labour, long working hours, starvation wages and extremely poor living conditions in slums lacking all sanitation facilities are issues these people face every day in their lives.

Craig (1962) also adds that most of these people are “illiterate and conservative in their views, although prone to violent action in time of economic distress” (p. 73).

He notes that based on all the evidence, their conditions become more wretched from 1815 to 1848, while they also become increasingly rebellious (p. 73). Other than that, the rigid class stratification of society and the illiteracy of the mass of the population prevent most them from improving their poor living conditions

(Littlefield, 1957, p. 2).

According to Littlefield (1957), there are five social results of the revolution. The first result is dependent proletariat concentrated in cities due to the rise of the factory system, which urges most people to move from villages to the cities. This resulted in the growth of the vast urban proletariat who really depend upon wage earning for a living and are largely illiterate. The second result is bad labor and living conditions which are experienced by almost all working men. The masses live in foul slums since there is no attention to sanitaton or comfort, whether from the government or the society itself. The third result is

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large scale child labor, and since there is no protection for the working class against lousy working condition, it is not rare to find that they are literally worked to death. The fourth result is insecurity and mass unemployment, especially since there is the danger of large scale shut-downs as a consequence of business depressions. Mass unemployment is one of the gravest social problems arising from the Industrial Revolution. The last result is mechanization of warfare as the consequence of the Industrial Revolution, which causes the development of mechanized weapons that make war more destructive and dangerous to civilized progress.

C. Review of France Revolution

France had been gone through many upheavals, and one of the most influential revolutions in that country is France Revolution that lasted from 1789 until 1799. Pëtr Kropotkin (1927) states that there were two currents which brought about the France Revolution. The first current, which came from the middle classes or the nobility, was the current of ideas. The nobility was concerned about the political reorganization of States at that time. The second current, the current of ideas, came from peasants and city workers. Unlike the nobility, they wanted to have improvements in their economic condition. Both currents realized that they were able to achieve their aims if they worked together, and the result was the Revolution. The Revolution itself left a lot of effects even years after the Revolution ended. That revolution resulted many people, especially the poor, to suffer until death. These effects happened because France still could

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not create a stable government so that many people, especially the poor, still did not have improvements in their economic condition. The events that happened in

Les Miserables novel took place after the France Revolution, precisely between

1815 and 1832. Even thirty nine years after the Revolution ended, the condition of the poor still did not change; they still suffered from famine.

D. Theoretical Framework

This section gives the overview of all the theories and the approach used in this study and how each theory is applied in the analysis. Those theories are historical approach, theory of France Revolution, and theories of history of

Europe since 1815.

The writer uses historical approach as the approach of this study. The historical theories used in this study are the theories by Guerin, Labor, Morgan,

Reesman and Willingham (2011) and by Rohrberger and Woods (1971). The writer chooses historical approach as the approach of this study because the writer wants to analyze the topic of this study from historical point of view. Since the setting of the object of this study, Les Miserables, is post-France Revolution, the writer the historical background of the novel to analyze the topic of the study.

Moreover, the theory of France Revolution by Kropotkin (1927) is used to give a clear description relating to the background of the events that is analyzed in this study, which is France Revolution.

The writer uses the theories of history of Europe since 1815 by Droz

(1969), Craig (1962), Wood (1967) and Littlefield (1957) in order to answer the

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research question of this study. These theories help the writer to analyze

Madeleine as the representative of French people and how the suffering situation is reflected by Madeleine. Later the writer finds out the meaning of French people’ suffering as the effect of France Revolution by comparing the suffering conditions in Madeleine’s life to the historical background of French people at that time, which was at 1800s.

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CHAPTER III

METHODOLOGY

This chapter consists of two sections. They are object of the study and approach of the study. The object of the study is the explanation of the novel which is analyzed. The approach of the study discusses the historical approach as the approach which is used in this study.

A. Object of the Study

The object of the study was the novel entitled Les Miserables written by

Victor Hugo. The writer was interested in that novel because of the vivid description of the suffering condition that was undergone by French people.

Thirty nine years after the France Revolution ended, which was in 1832, the effects of the Revolution were still undergone, especially by the poor. Their economic condition still did not change; they still suffered, even until death. The

Les Miserables novel was first published in Brussels in 1862. This novel consists of 1232 pages and five parts. The Les Miserables movie was released in 2012.

B. Approach of the Study

The historical approach was used to analyze and answer the research question in this research. The historical approach was the most appropriate approach for this study because it was easier to understand and analyze the suffering condition of poor people (French people) by understanding and

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analyzing the history of France itself. According to Guerin, Labor, Morgan,

Reesman and Willingham (2011), historical-biographical approach “sees a literary work chiefly, if not exclusively, as a reflection of its author’s life and times or the life and times of the characters in the work” (p. 44). In short, the focus of this approach is upon the author’s and/or the literary characters’ lives and environment. A literary work can also be seen as a product of civilization.

Therefore, it is necessary to explore the social background in which a literary work is created. By analyzing a work of literature with the historical approach, the readers could relate the past to contemporary life. For this reason, the writer decides to use historical approach in this research.

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CHAPTER IV

ANALYSIS

This chapter discusses the analysis of the problem formulation, which is regarding the description and experience of how Madeleine’s suffering reflects the suffering of the people of France after the France Revolution as seen in the novel.

In analyzing this problem formulation, the researcher uses the theories presented in chapter two.

A. The Suffering of French People after the France Revolution as Reflected

in Madeleine’s Life

Regarding to the issue of social system in France, Craig (1962) states that there are three levels of social system in France. In the new French, the roles of king and court have been decreased and are not popular. The first level of the social system in France in the 1800s are the nobility and the upper bourgeoisie, which are including the great bankers, merchants, speculators, and industrialist (p.

72). The second level of social system is the lower bourgeoisie. This class belongs to “that solid, respectable, unadventurous class of urban tradesmen, wealthy peasants, rentiers, and pensioners” (Craig, 1962, p. 72). The last level of social system is the poorer peasantry and the working class. People who are included in this class are those craftsmen in small shops, factory workers, construction workers, day laborers, and beggars (Craig, 1962, p. 73). Based on this Craig’s

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levels of social system, Madeleine belongs to the bottom of social system in

France in the 1800s.

According to Littlefield (1957), there are five social results of the industrial revolution (p. 8). Those results are dependent proletariat concentrated in cities, bad labor and living conditions, large scale child labor, insecurity and mass unemployment, and mechanization of warfare. These results especially affect those who are included in working class and poorer peasantry. Since Madeleine belongs to the last level of social system, some of these results can be seen through his life.

Madeleine is a former convict whose real name is Jean Valjean. He has been released after passing nineteen years in the galleys. Even though he is released, he is also given a ‘yellow passport’, which means that wherever he goes, there will be no places that will accept him, whether it is for working, lodging, or even buying food from. That is proven when Madeleine has to walk for four days in order to reach his destination and he has to look for a place for him to spend the night and to buy food to eat. For those four days, no one is willing to give him shelter or food even though he has money to pay. Eventually, he finds the only person who is willing to help him, and that is the bishop of the town, M. Charles-

Francois-Bienvenu Myriel. After failing in his attempt to steal silverware from the bishop’s place and being forgiven generously by the bishop, Madeleine regrets it deeply and is determined to become a better person. Nevertheless, he realizes that as long as he still has that ‘yellow passport’, he cannot start over his life in order to become a better man because he will always be overshadowed by his past.

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Then, he decides to start over his life by changing his name from Jean Valjean to

Madeleine. Then, he uses his new name when looking for a job and building his new life. The following part presents how Madeleine’s suffering reflects the suffering of the people in France after France Revolution.

1. Extremely Poor

According to Wood (1964), the living condition of the working class in

France was full of the same ills as in England – child labor, long-hour toil, starvation and appalling living conditions in slums lacking all means of sanitation

(p. 102). In addition, Littlefield (1957) notes that “the rapid growth of the industrial cities that paid no attention to sanitation or comfort produced foul slums where the masses lived in horrible squalor” (p. 8). Craig (1962) also states that there is no protection for the working class against decreasing of wages or lousy working condition (p. 73). This causes their existence become more wretched from 1815 to 1848, while they become increasingly rebellious.

This suffering condition is also shown by Madeleine in the novel.

Madeleine is an extremely poor person. He is a convict who has passed nineteen years in galleys. After being released from prison, he only has money which he collected from doing some work during his imprisonment. The money that he collected is used not to buy new clothes, but as his savings which he uses when he wishes for food or lodging. Firstly, his poor condition can be seen from his appearance.

It was difficult to encounter a wayfarer of more wretched appearance. (p. 55) ... A cap with a drooping leather visor partly concealed his face,

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burned and tanned by sun and wind, and dripping with perspiration. His shirt of coarse yellow linen (p. 55) ... trousers of blue drilling, worn and threadbare, white on one knee and torn on the other; an old gray, tattered blouse, patched on one of the elbows with a bit of green cloth sewed on with twine; (p. 55) ... iron-shod shoes on his stockingless feet; (p. 55) ... The sweat, the heat, the journey on foot, the dust, added I know not what sordid quality to this dilapidated whole (p. 55).

The explanation above describes Madeleine’s suffering condition through his appearance. He wears a cap which partly covers his burned and tanned face and, since he has spent four days to go to his destination by walking. He wears a coarse linen shirt, a worn and threadbare trousers, and an old and tattered blouse.

He also wears a pair of iron-shod shoes while not wearing stocking, so he must be cold since the weather there at that time is very cold. He does not buy new clothes not because he does not have money, but he wants to use his money for more important needs, such as food or lodging. Madeleine does not pay attention to his appearance, since there is nobody poor who ever really pay attention to their appearances. He prioritizes food and lodging than buying new clothes to make him look good or more comfortable.

Another evidence which shows that Madeleine is extremely poor can be seen through the conversation between him and the bishop of the town who is willing to give him food and lodging.

The bishop looked at him, and said, “You have suffered much?” “Oh, the red coat, the ball on the ankle, a plank to sleep on, heat, cold, toil, the convicts, the thrashings, the double chain for nothing, the cell for one word; even sick and in bed, still the chain! Dogs, dogs are happier! Nineteen years! I am forty-six. Now there is the yellow passport. That is what it is like.” (p. 72)

The conversation above shows Madeleine’s suffering condition through

Madeleine’s answer to the bishop’s question regarding whether Madeleine has

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suffered much. Madeleine does not answer the question directly, instead he answers it by mentioning all bad things he has experienced before. He mentions the red coat, or the French soldiers, which means that he has sufffered dealing with those soldiers. The ball in ankle means that he has suffered during his time in prison, where he has to sleep on a plank. He has suffered enough by dealing with hot and cold weather. He also has spent years of hard toil during his imprisonment. Moreover, in prison, he also has suffered through the thrashing done by the other convicts and/or the soldiers. Even after he has been released from prison, he has been given a yellow passport, which means he cannot live his life freely, since the yellow passport affects people’s behaviour towards him.

The last evidence which shows that Madeleine is poor can be seen through the explanation of his family background.

Jean Valjean came from a poor peasant family of Brie. He had not learned to read in his childhood. (p. 77) ... He had lost his father and mother at a very early age. His mother had died of a milk fever, which had not been properly attended to. His father, a tree pruner, like himself, had been killed by a fall from a tree. All that remained to Jean Valjean was a sister older then himself, a widow with seven children, boys and girls. (p. 77) ... Jean Valjean had just attained his twenty-fifth year. He took the father’s place, and, in his turn, supported the sister who had brought him up. (p. 77) ... Thus his youth had been spent in rude and ill-paid toil. (p. 77)

As mentioned earlier, Jean Valjean is Madeleine’s real name. He wants to change his name because he wants to change his life. As long as he uses his real name, he knows that he cannot change his life because his name is written in his yellow passport. Therefore, he changes his name to Madeleine and start over his life in order to become a better man. The evidence above shows that Madeleine comes from poor family. His condition gets worse when his parents died and he

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lives with his sister and her seven children. When he becomes adult, he works as a tree pruner like his father, and he has to support his sister and her children also.

Since it is a big family, he has to work really hard to support his family. He has to do rude and ill-paid toil in order to support his family, since there is no protection for the working class against decreasing of wages, as Craig (1962) said (p. 73).

His living condition also corresponds with the statement of Wood (1964). His statement regarding to long-hour toil and appalling living conditions in slum lacking all means of sanitation is similar with Madeleine’s condition, starting from the extremely poor living condition of Madeleine’s family which causes death to Madeleine’s mother to the long-hour toil Madeleine has to do in order to support his family. Furthermore, the poor living condition of Madeleine’s family also corresponds with the statement of Littlefield (1957), who says that there is no attention to sanitation or comfort, which produces foul slums where the society live in horrible sleaziness.

2. Mostly Illiterate

According to Craig (1962), the majority of French peasants is illiterate and have conservative point of view. In addition, they are also prone to violent action when they are having economic crisis (p. 73). Littlefield (1957) also states that one of the factors that prevent most men from improving their living condition is the illiteracy of the mass of the population (p. 2).

One of the evidence on the first point above shows that Madeleine does not learn to read in his childhood due to his poor living condition. However, during

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his imprisonment for nineteen years, he has learned to read since there is provided facilities for learning to read. The following quotation shows that Madeleine tells the bishop his ability to read while showing him his yellow passport.

“Here’s my passport. Yellow, as you see. This serves to expel me from every place where I go. Will you read it? I know how to read. I learned in the galleys. There is a school there for those who choose to learn. ...” (p. 69).

The evidence above shows that the French peasants were mostly illiterate because they cannot afford to have a proper education due to their poor living condition.

When Madeleine is still a child, his poor family cannot afford to provide proper education for him. This corresponds with Craig’s theory (1962), which states that the majority of French peasants is illiterate. In addition, this also corresponds to

Littlefield’s theory (1957), which states that one of the factors that prevent most men from improving their living condition is the illiteracy of the mass of the population. When Madeleine does not know how to read, what he is able to do is just an ill-paid, long-hour toil. However, Madeleine takes his chance to learn to read during his imprisonment. He realizes the importance of the ability to read, and he chooses to learn. He knows that the ability of reading can improve his skill in doing his job, which can later improve his living condition.

3. Prone to Violent Action

As mentioned above, Craig (1962) states that the majority of French peasants are prone to violent action when they are having economic crisis (p.

102). Since they have very bad living condition, they feel compelled to do everything it takes in order to survive, especially when they literally have nothing

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to eat every day. Moreover, he also notes that the working-class’ conditions become more wretched from 1815 to 1848, while they also become increasingly rebellious (p. 73).

One Sunday evening, Maubert Isabeau, the baker on the Church Square at Faverolles, was preparing to go to bed, when he heard a violent blow on the grated front of his shop. He arrived in time to see an arm passed through a hole made by a blow from a fist, through the grating and the glass. The arm seized a loaf of bread and carried it off. Isabeau ran out in haste; the robber fled at the full speed of his legs. Isabeau ran after him and stopped him. The thief had flung away the loaf, but his arm was still bleeding. It was Jean Valjean (p. 78).

The evidence of this case can be seen from the reason why Madeleine gets arrested in the first place. He steals a loaf of bread since he, his sister and her seven children do not have anything to eat.

A very hard winter came. Jean had no work. The family had no bread. No bread literally. Seven children! (p. 78)

The citations above show that Madeleine, as the head of his family, realizes his duty to support his family needs. Besides working as a tree pruner, he also has other jobs in order to support his family’s needs. His sister also works, but their wages combined are still not enough to fulfill their needs. Later, when a very hard winter comes, getting a job becomes more difficult, and Madeleine does not have any work. It also becomes more difficult for them to buy food.

Eventually, Madeleine decides to steal a loaf of bread in order to feed his family.

This shows the correspondence between Madeleine stealing a loaf of bread to feed his family and Craig’s theory (1962) which states that the peasants are prone to violent action when they are having economic crisis. Madeleine is so desperate to feed his family that he decides to steal.

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Another evidence that shows that they are prone to violent action can be seen when Madeleine tries to steal silverware from the bishop’s place.

Suddenly Jean Valjean replaced his cap on his brow; then stepped rapidly past the bed, without glancing at the Bishop, straight to the cupboard, which he saw near the head; he raised his iron candlestick as though to force the lock; the key was there; he opened it; the first thing that presented itself to him was the basket of silverware; he seized it, traversed the chamber with long strides, without taking any precautions and without troubling himself about the noise, gained the door, reentered the oratory, opened the window, seized his cudgel, bestrode the windowsill of the ground floor, put the silver into his knapsack, threw away the basket, crossed the garden, leaped over the wall like a tiger, and fled (p. 96).

The evidence above shows that even when the bishop has helped him by giving him food and lodging, Madeleine still has difficulties in controlling his desire to steal from the bishop. At first, Madeleine still hesitates to steal. He realizes that the bishop is kind enough to provide food and lodging for him, not like the others. However, his desire beats his sense of morality. Therefore, when decides to steal the silverware, he does not want to glance at the bishop, but walks straight to the cupboard and only looks at the silverware. After he steals the silverware, he does what other thieves do: immediately runs away from the bishop’s place. The following quotation show the reason why Madeleine has the desire to steal the silverware at the first place.

Those six sets of silver haunted him. They were there, a few paces distant. (p. 91) ... They were solid; and old silver. From the ladle one could get at least two hundred francs, double what he had earned in nineteen years (p. 91).

Based on the evidence above, it can be seen that the reason why Madeleine wants to steal the silverware is because the price of it if sold is more than the money he has collected during his imprisonment. Even though he already has

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money, but he cannot resist a chance to get a lot of money instantly. He realizes the worth of the silverware at that time, and he also realizes that with that much money, he no longer has to live poorly; he can improve his living condition. His desire to steal the silverware is based on his longing to improve his poor life, to have a better life in which he does not need to worry about economy crisis or how to support his life.

Other than stealing from the bishop, Madeleine also robs a small child and takes his money even though it is only forty sous, while he already has six sets of silverware (and two candlesticks that are given by the bishop to him so he can use the money in becoming an honest man).

In this state of mind he had encountered little Gervais, and had robbed him of his forty sous. Why? He certainly could not have explained it; was this the last effect and the supreme effort, as it were, of the evil thoughts that he had brought away from the galleys, a remnant of impulse, a result of what is called in statics, acquired force? It was that, and it was also, perhaps, even less than that. Let us say it simply, it was not he who stole; it was not the man; it was the beast, who, by habit and instinct, had simply placed his foot upon that money, while the intelligence was struggling amid so many novel and hitherto unheard-of thoughts besetting it (p. 104).

Based on the evidence above it can be seen that since his poor living condition has made him feel compelled to do everything in order to fulfill his daily needs, even if it means by stealing, and this can become a dangerous habit. It is showed that when robbing that small child, Gervais, Madeleine does not do it because of his need of money to fulfill his daily needs, but he does it because without his awareness, it becomes his habit to steal or rob when there is a chance that appears before him. However, at the end he realizes what kind of ‘beast’ he becomes, since he realizes that he is so used to stealing when he sees something that can be

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stolen that he will also steal from a child, even when it is only forty sous.

Eventually, stealing from a child makes him realize that his really bad habit has to stop, and therefore he tries to become an honest man, as what the bishop wishes.

4. Mass Unemployment

According to Littlefield (1957), the fear of losing job is one of the things that haunt the mind of people who belong in working class. This is because at that time there is “the danger of large scale shut-downs as a consequence of business depressions” (p. 9), which makes them feel insecure about whether they will lose their job or not. Littlefield (1957) states that mass unemployment becomes “one of the gravest social problems arising from the Industrial Revolution” (p. 9). The following quotation shows how mass unemployment plays a role in Madeleine’s life.

Father Madeleine’s profits were such, that at the end of the second year he was able to erect a large factory, in which there were two vast workrooms, one for the men, and the other for women. Anyone who was hungry could present himself there, and was sure of finding employment and bread. Father Madeleine required of the men good will, of the women pure morals, and of all, probity (p. 146).

It is not that Madeleine loses his job and belongs to those who have to experience the effect of business depression. On the contrary, Madeleine realizes the importance of employment because he knows that there are a lot of people at that time who need a proper job to fulfill their daily needs, and since he used to spend his youth in rude and ill-paid toil, he wants to give people chance to be in healthy life of work. Moreover, after stealing and robbing incidents, Madeleine, who regrets what he has done, decides to do as the bishop tells him what to do,

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which is to use the money in becoming an honest man. He changes his identity, from Jean Valjean to Madeleine, in order to start over his life since his ‘yellow passport’ will make it impossible for him to build a new life. After changing his identity, the money he gets from selling the silverware is used to improve his living condition. He works really hard until finally he has his own factory, a large factory, and people who come to him seeking for job will find it. Based on the evidence above, it can be seen that Madeleine works so hard that he makes a big profit, and from that big profit he builds a large factory, where anyone can work in.

As we have said, in the midst of this activity of which he was the cause and the pivot, Father Madeleine made his fortune; but a singular thing in a simple man of business, it did not seem as though that were his chief care. He appeared to be thinking much of others, and little of himself. In 1820 he was known to have a sum of six hundred and thirty thousand francs lodged in his name with Laffitte; but before reserving these six hundred and thirty thousand francs, he had spent more than a million for the town and its poor (p. 146).

The evidence above shows that beside building a large factory where anyone can work in, Madeleine also uses his big profit to help those in need.

Madeleine’s determination to become an honest man also makes him become a better man in another aspect. He becomes a person who cares about others’ needs.

He tries to help as many people as possible, so that they do not need to undergo what he has been through in the past. He gives everyone a chance to have a proper job, and starting there they can build a better life.

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter consists of three sections which are conclusions, implications, and suggestions. The first section, the Conclusions, answers to the problem formulated as have been mentioned in the previous chapter. The second section of this chapter, the Implications, gives an explanation and reflection on the meaning and implication of the study to education. The last section of this chapter, the

Suggestions, consists of suggestions for future researchers and English teachers.

A. Conclusions

The findings of the problem formulation have been discussed in chapter four. In this chapter, the researcher concludes the answer of the research question mentioned above. The conclusion is that Madeleine’s suffering reflects the suffering of the people of France through his living condition.

First, he has an extremely poor living condition. He does not have much money to provide enough food for his family. He also does not have enough money to buy new clothes so that he has to wear his old, worn out clothes.

Moreover, since he does not have much money, he has to work very hard to provide daily needs for his family. Since he comes from a poor peasant family, it is hard for him to find a proper job, so he has to do hard toil for years in order to support his family. These evidences are the reflection of extremely poor condition by Madeleine which is also experienced by most of the people of France after

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France Revolution, especially those who are from working class and poor peasantry.

Second, since Madeleine comes from a poor family and also has an extremely poor living condition, he is illiterate. He does not have enough money to have proper education, so he cannot read. This is also the reflection of most people of France, especially those who are from working class and poor peasantry, who are illiterate. However, during his imprisonment for nineteen years, he has learned to read since there is provided facilities for learning to read.

He realizes the importance of the ability to read, and he chooses to learn.

Third, because of Madeleine’s poor living condition, he is prone to violent action, especially when he is having economic crisis. This is reflected by

Madeleine when he gets arrested because he steals a loaf of bread since he, his sister and her seven children do not have anything to eat. Another evidence that shows that there are tendencies to violent action is when Jean Valjean tries to steal silverware from the bishop’s place. Other than stealing from the bishop,

Madeleine also robs a small child and takes his money. Based on these evidences it can be seen that his poor living condition has made him feel compelled to do everything in order to fulfill his daily needs, even if it means by stealing. This is also the reflection of most people of France, especially those who are from working class and poor peasantry, who are prone to violent action, especially when they are having economic crisis.

Fourth, mass unemployment happens as one of the effects of industrial revolution in France, which also affects most of people in France after France

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Revolution. This fear of mass unemployment is showed by Madeleine through his awareness of the importance of employment because he knows that there are a lot of people at that time who need a proper job to fulfill their daily needs, and since he used to spend his youth in rude and ill-paid toil, he wants to give people chance to work in healthy life of work. He works really hard until finally he has his own factory, a large factory, and people who come to him seeking for job will find it.

He gives everyone a chance to have a proper job, and starting there they can build a better life.

B. Implications

Literature is something that reflects society, which makes us think about ourselves and our society fuller and deeper. Literature can tell the readers about the effects of particular habit which can determine people’s lives in the future, the position of women in the world, the struggle which is experienced by the minority in some countries and many other valuable lessons. Novel is one of many kinds of literary work. By reading novel, the students can learn and comprehend the moral values implied in the novel, and also learn what not to do by seeing the common faults and weaknesses of the characters exposed in the novel. Besides learning and comprehending its moral values, the students can also improve their vocabularies by learning the new vocabularies contained in the novel. For the teacher, they can use this novel as the teaching material in order to teach vocabularies or Play

Performance.

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C. Suggestions

This part provides suggestions for future researchers who are interested in conducting a research about Les Miserables novel and suggestions for English teachers.

1. Suggestions for Future Researchers

There are many aspects of this novel that can be analyzed. This study only analyzes how Madeleine’s suffering reflects the suffering of the people of France after the France Revolution. The researcher suggests that the future researchers conduct a research about an analysis of the change of characterization of Jean

Valjean or Madeleine starting from his life before he gets imprisoned until the time he has been released from the prison.

2. Suggestions for English Lecturers

The English lecturers can use this novel as one of the sources in Prose and

Play Performance class. This novel offers many humanity values. Not only the students will learn the moral values presented by each character in this novel, but they also learn new vocabularies while reading this novel because there are a lot of vocabularies that might be new for the students.

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REFERENCES

Barnet, S., Berman, M. & Burto, W. (1963). An introduction to literature (2nd ed.). Boston and Toronto: Little, Brown & Company (Canada) Limited.

Craig, G.A. (1962). Europe since 1815. New York: Holt, Rinehart and Winston.

Droz, J. (1969). Europe between revolutions 1815-1848. (R. Baldick, Trans.). London and Glasgow: Collins Clear-Type Press. (Original work published 1967)

Gradesaver LLC. (n.d.). Biography of Victor Hugo. Retrieved 10 May 2018, from https://www.gradesaver.com/author/victor-hugo

Guerin, W.L., Labor, E., Morgan, L., Reesman, J.C., & Willingham, J.R. (2005). A handbook of critical approaches to literature (6th ed.). New York: Oxford University Press.

Howe, I. (Eds.). (1967). Literary modernism. New York: Fawcett World Library.

Kamenka, E. (1962). The ethical foundations of marxism. London: Routledge and Kegan Paul Ltd.

Klarer, M. (1999). An introduction to literary studies. London and New York: Routledge.

Kropotkin, P. (1927). The great French revolution, 1789-1793. (N. F. Dryhurst, Trans.). New York: Vanguard Printings. (Original work published 1909)

Littlefield, H.W. (1957). History of Europe since 1815 (19th ed.). New York: Barnes & Noble, Inc.

Rees, R.J. (1973). English literature: An introduction for foreign readers. London: Macmillan Education Limited.

Rohrberger, M. & Wood, S.H. (1971). Reading and writing about literature. New York: Random House, Inc.

Shmoop University. (n.d.). Les Miserables summary. Retrieved 10 May 2018, from https://www.shmoop.com/les-miserables/summary.html

Tilly, C. (1973). Political process in revolutionary France, 1830-1832 (Doctoral dissertation, University of Michigan, 1973) (pp. 1-53). Ann Arbor: University of Michigan.

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Timasheff, N.S. (1965). War and revolution. New York: Sheed and Ward, Inc.

Wellek, R., & Warren, A. (1962). Theory of literature (3rd ed.). New York: Harcourt, Brace & World, Inc.

Wood, A. (1967). Europe 1815-1945. London: Longmans, Green & Co. Ltd.

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APPENDICES

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Appendix 1

Summary of Les Miserables

The book opens by describing the life of a really upstanding dude named

Bishop Myriel. (Well, his name is Myriel; his title is Bishop.) One day, an ex- convict wanders into the bishop's village and can't find any food or lodging because everyone turns him away. The bishop gives him a place to stay and even forgives him when he (the convict) robs the bishop of his nicest cutlery. If that weren't enough, the bishop lets the convict a.k.a. Jean Valjean keep the silver if he promises to live a morally good life from now on.

Cue life-altering transformation. Jean Valjean becomes a rich factory owner and town leader, but he does not forget where he came from. He uses more than half his money to help the poor and can't stop doing good deeds, like promising a downtrodden prostitute named Fantine that he'll take care of her daughter after she dies.

There's a problem, though: he's technically in breach of his parole because he's changed his name and taken on a new identity. After a really committed policeman named Inspector Javert tracks him down, Valjean ends up in prison again until he escapes from prison by faking his death.

Once out, he tracks down and adopts Fantine's daughter Cosette, who's been living with some really nasty folks named Thénardier. Valjean moves with her to Paris and raises her in a convent to avoid Inspector Javert (who knows he is

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still alive). Years go by, and Jean and Cosette move out of the convent. But things get complicated when Cosette falls in love with a young man named Marius.

Scared of bringing attention to himself, Valjean decides to take Cosette and move to England, where they'll be safe from the French authorities… and Cosette's new admirer.

When Marius finds out Cosette is leaving, he decides he has nothing to live for and joins a revolt that's taking place in Paris. Valjean's conscience twinges, and he goes to save him from the spectacularly doomed revolt. He also manages to save Inspector Javert from being killed by rebels, because he's just that kind of guy. Javert is so confused by this act of kindness that he jumps off a bridge and kills himself. (Ex-convicts can never have hearts of gold in Javert's universe.)

Marius and Cosette eventually get married, and Valjean decides that this is the time to reveal his criminal past to Marius, who then decides that he wants

Valjean to keep away from Cosette in the future. Gee, thanks. Once Marius finds out that Valjean saved his life, though, he wants the man back in Cosette's life.

Gee, thanks again. But it's too late. Valjean has already wasted away from his hurt feels. He dies with Cosette and Marius standing over his bed and telling him they love him. It's all pretty bittersweet, especially when it's set to music.

Adapted from: https://www.shmoop.com/les-miserables/summary.html

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Appendix 2

Biography of Victor Hugo

Perhaps one of the most significant French writers, Victor Hugo was born on February 26th, 1802, the youngest of three sons. His father was a general in

Napoleon's army, and his mother was a strong-minded, religious woman.

Dissatisfied with the constant moves required by army life, Madame Hugo settled with her children in Paris.

Hugo began writing at a young age, and at seventeen years old he won a national poetry prize. He published his first book of poetry in 1822, which provided him the funds to marry his childhood sweetheart, Adéle Foucher, and fathered four children with her. Hugo was an incredibly prolific writer, penning poetry, plays, and prose. He exploded onto the national scene with the publication of The Hunchback of Notre Dame and the success of the play Hernani.

Hugo's personal life was complex. His wife Adéle had an affair with Saint-

Beuve, one of Hugo's best friends, and shortly after Hugo fell in love with the actress Juliette Drouet. He coerced her to abandon her acting career, and he

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furnished her with a small flat of her own and a monthly stipend. Juliette became

Hugo's lifelong muse, secretary, and traveling companion.

Tragedy struck in 1843, with the drowning death of Hugo's beloved eldest daughter Léopoldine; Hugo was on vacation at the time of her death, and learned of it from reading the newspaper. Léopoldine is believed to have been a model for the character of Cosette.

This traumatic event led Hugo to attempt to live his values more deeply by moving into politics. As a peer of France, Hugo made a number of speeches on social issues in 1845, and in 1948, he was elected deputy to the Constitutional

Assembly. However, his political career took a sharp turn 1851; Louis Napoleon abolished the republic and Hugo was forced to flee after unsuccessfully trying to inspire an uprising. Hugo, along with his wife, mistress, and children, spent the next nineteen years in exile. It was during this time that he wrote Les

Misérables. He was able to return to Paris in 1871, greeted by shouts of "Vive

Victor Hugo!"

His death at the age of 83 was an occasion of intense national mourning.

He is still regarded as a national treasure, and has been honored in many ways: a street in Paris was renamed for him, and a number of stamps have been released in his likeness.

Adapted from: https://www.gradesaver.com/author/victor-hugo