Conclusion—Abjection's Sublime: Imagining Love

CONCLUSION—ABJECTION’S SUBLIME: IMAGINING LOVE

By analyzing Victorian literature for children and those we would now consider adolescents, Victorian Children’s Literature has illustrated the rich complexity of these texts as well as the ways in which they can con- tribute to greater psychic health. Read through Julia Kristeva’s theories of abjection, the beloved authority, and Herethics, these narratives reveal cultural values as well as cultural anxieties by illustrating what is considered abject and how those energies and drives threaten the dominant order. These texts also offer alternative models of social interaction, illustrating the crucial role imagination plays not only in psychic health but also in cultural progress. In “Adolescence: A Syndrome of Ideality,” Kristeva writes of adolescent culture’s incredible “need to believe ” in something above or beyond them- selves; faced ultimately with an ideality crisis, the twin fantasy of desire for and destruction of an absolute object, the individual must discover a means to “metabolize” abject desires into creative responses. 1 The analytical process, transference and countertransference, enables the adolescent to be acknowledged and his or her needs affi rmed through story. In this way, story provides a means to construct the self, and, as a script of possibility, offers the author and reader or listener a means through which to sort experiences, experiment with identity, and posit as well as consolidate potential psychic positions. Adolescents are especially sensitive to these possible selves because of what Kristeva identifi es as their open psychic structures that enable engagement in as-if narratives free from judgment as well as as-if-I and what I name as-if-other opportunities of abjection.

© The Editor(s) (if applicable) and The Author(s) 2016 173 R.Y. Jenkins, Victorian Children’s Literature Critical Approaches to Children’s Literature, DOI 10.1007/978-3-319-32762-4 174 CONCLUSION—ABJECTION’S SUBLIME: IMAGINING LOVE

Whether constructing one’s own story in analysis or as text, the adolescent can acknowledge energies or desires in a space of sanctuary, exploring social options, experimenting with behavioral scripts, and reorganizing his or her own subject in process. This trait, however, is not limited to adolescents but can be adopted by anyone as a state of mind open to ambiguity and able to suspend the need to foreclose ambiguity. Thus, the ability to sublimate desire and drives as well as to create Symbolically Recognized experience allows for healthy responses to abjection. Acknowledging what is abject—whether in the self or the other— defuses the threat abjection poses to the Symbolic Order and instead provides culture with a source of creativity, growth, and change. In The Incredible Need to Believe , Kristeva posits that “new beginning[s]” are made possible “by transference and interpretation … to give and give oneself a new time, another self, unforeseen bonds.” 2 Imaginatively experiencing another’s perspective nurtures the empathy that is essential for experiencing, not just intellectualizing, both ourselves in the other and the other in ourselves. To “read” these possible selves, the individuals may participate in discourse—oral constructions and written articulations of their own and of others. Equally important, however, is the presence of the beloved authority who recognizes value in the subject in process. The emergent self separates from the mother—the other, the abject—propelled by this love rather than fear of prohibition. This process, not just the attainment of Symbolic posi- tion, is crucial for psychic maturity. In the space of uncertainty, with the “advent-and-loss of subject,” the emergent self can experience empathy 3 and can recognize not just the self in the other but the other in the self. It is with permeable ego boundaries and deconstructed binaries that empathy results. To recognize commonality in difference, connection beyond the self, creates love. The subject in process gains access to the Symbolic Order through loving recognition, and the experience of the emergent self to both separate and connect, to experience empathy, contributes to the possibility of offering beloved authorization to another; in part, this is because the emergent self is not constructed or perceived as absolutely distinct or separate from the energies of the feminine, the Semiotic, and the abject. In this way, the subject in process depends upon a Herethical relationship that nurtures the acceptance of the stranger within ourselves; doing so, we learn to embrace the other beyond ourselves, the stranger in society. 4 Being in relationship establishes responsibilities—not only to the self but to others, and, as Kelly Oliver points out, Herethics “sets up … obligations to CONCLUSION—ABJECTION’S SUBLIME: IMAGINING LOVE 175 the species.” 5 For Kristeva, Herethics metabolizes difference, not to dismiss or devalue but to enable connection through love that acknowledges and affi rms. Andrea Powell Jenkins develops this idea, writing that a Herethical dynamic “deconstruct[s] the binaries between the rational and the sensual, the body and the mind.” 6 Kristeva accomplishes this, not by dismissing the “law” but giving it fl esh, language, and jouissance.” 7 In other words, Kristeva reconnects the affect with language, emotion with logic, and the sublimity of abjection with the Symbolic Order. Literature offers individuals this experience; as Juliana de Nooy explains, metaphor enables the introduction of love into language, for metaphor itself is a dissolving of borders between subject and object; thus literature offers survival via sublimation. 8 Finally, it is the imaginative ability and love rather than law that proves central to survival. In a world of constant fl ux—Victorian or our own— abstract constructs of conscience fl uctuate between unhealthy ideality and nihilistic despair. Although often read as models of traditional normative culture, each text considered in this study illustrates the value of engaging with as-if-I and as-if-other narratives to tap the creative energies of the pre-Symbolic, of recognizing sublimated desire, and acknowledging the other in ourselves. Imagination, Kristeva affi rms in Tales of Love , is a means through which one empathizes, is a discourse of love that can resolve cri- ses, narcissism, and fear. 9 Victorian literature for children is yet another instance of the era’s com- plex response to overwhelming change. More than quaint tales of escape or sentimental values, more than complicit scripts of endorsed gender behavior, these narratives offer readers not just rich resources for psychic maturity but also signifi cant challenges to dominant values of competi- tion, exploitation, and exclusionary power. Imaginative literature offers alternatives, and perhaps it is no coincidence that in the midst of Victorian anxieties of religion and science, empire and identity, literature for children as well as novels of development—social and psychological—thrived, claiming signifi cant attention and offering endless possibility.

NOTES 1. Kristeva, “Adolescence: A Syndrome,” 722, 724. 2. Kristeva, Believe , 25. 3. Kristeva, Tales , 28. 4. Oliver, Reading , 8. 5. Ibid., 183. 176 CONCLUSION—ABJECTION’S SUBLIME: IMAGINING LOVE

6. Andrea Powell Jenkins, “Last,” 82. 7. Kristeva, Tales , 262. 8. de Nooy, 184. 9. Kristeva, Tales , 381. BIBLIOGRAPHY

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A sublimity of, 9, 14, 29, 33, 46, 52, abjection 81, 82, 101, 116, 119, 121, acknowledgement of, 9, 10, 68, 70 124, 135, 137, 146, 148, 173–5 ambiguity, 8, 34, 50, 70, 72, 75–8, threat of, 8, 9, 21–4, 29, 33–9, 46, 81, 83, 85, 92, 174 61, 77, 86, 120, 124, 143n45, anxiety, revealed through, 18n17, 148, 173, 174 24, 46, 80, 100, 126, 127, untransposable, 8 135, 148, 159 violence, 6, 48, 121 denial of, 8–9, 62 “Adolescence: A Syndrome desire, 2, 6, 8–11, 16, 21, 31, 32, of Ideality,” 173 46, 47, 48, 57, 58, 62, 68, 71, “Adolescent Novel,” 7, 18n28, 47 73, 75, 77, 78, 84, 86, 87, 89, A Lady of England (A.L.O.E), 16, 97, 91, 92, 99, 112, 119, 126–7, 100 . See also Tucker, Charlotte 135, 138, 143n45, 146, 159, Maria (A.L.O.E.) 160, 162, 173, 174, 175 Alice in Wonderland (1865) , 2, 21, 22, drive, 8–10, 30, 135, 173, 174 33–9, 45, 146–7, 150, 159, 161 extreme other, 98, 99–100, 107, 116 A.L.O.E . See A Lady of England gender , 14, 15, 21, 34, 39, 40, 45–64, (A.L.O.E) 100, 120, 121, 122, 133, 139, amatory identifi cation , 102–3, 106, 113 154, 158, 159, 166, 167 Arseneau, Mary, 147, 169n3, 170n24, haunting of, 9, 14, 29, 46, 60, 172n54 83, 124 authority, beloved, 6, 13, 59, 66, 67–9, maternal, 6, 86–7, 95n54, 136, 70, 77, 79–84, 87, 88–90, 98, 99, 137, 145, 157 101–2, 103–5, 106, 109, 111, metabolizing, 10, 149, 173, 175 112, 113–14, 115, 116, 119, 122, pre-oedipal, 8, 22 133, 145, 161–4, 165, 173, 174

B D Ballantyne, R. M., 15, 65, 69, 75, 76, Darcy, Jane, 140n12, 141n14 94n242 Davies, Máire Messenger, 140n10, Bell, Mackenzie, 146 140n12 Benjamin, Andrew, 18n28 De Nooy, Juliana, 175 Bildungsroman , 49, 54, 70 Desire in Language , 12 Black Beauty (1878) , 1, 16, 97, 100, Despret, Vinciane, 115 107–16, 119, 149 development, psychic, 2 , 3, 6, 7, 82, 109 Black Sun: Depression and dialogic, 12, 150 Melancholia , 63n7 Dickens, Charles, 91 Boëthius, Ulf, 139n2 discourse . See also narrative; scripts borders . See also thetic as fi lter authority, 3, 13, 82, 89, 99, 115, boundaries, 34, 66, 84, 157, 158 151, 174 failed/breached, 24, 29, 32, 36, cultural, 2–4 57, 60, 79, 80, 91, 112, Dodgson, Charles Lutwidge . See 127, 146, 147, 161, Carroll, Lewis 162, 164 Dutheil, Martine Hennard, 75, 77, 80 Bové, Carol Mastrangelo, 93n16 Briggs, Julia, 148–50, 170n24 Burnett, Frances Hodgson, 1, 16, 55, E 62, 64n43, 116, 119–43 Einfühlung , 13, 79, 99, 102, 110, 111. Butler, Judith, 168 See also empathy embodiment , 149, 167, 172n53 empathy , 3, 13, 16, 17, 79, 97–119, C 122, 137, 138, 141n14, 145, Caputi, Mary, 86, 95n54, 134, 137 148, 152, 154–9, 174 . See also Carroll, Lewis, 2, 14, 21–43, 146, Einfühlung 147, 150, 159, 161 as transference, 13, 16, 79, 99, 102, Chapman, Alison, 167, 172n54 148, 158, 174 chora, 55, 56, 60, 73, 74, 75, 77, 84, Evans, Gwyneth, 139n2 86, 111, 127–30, 138, 142n42 . See also Semiotic chora Coats, Karen, 5, 6, 14, 18n17, 48, F 66, 120 Ferguson, Moira, 111 Colley, Linda, 40n2 Fisher, David, 114 Coral Island, The (1858), 1, 15, 65, Fitz, Paul C., 18n23 66, 69–77, 79–83, 94n21, Flelch, Susan M., 18n23 95n45, 97 Fletcher, John, 18n28 Craig, Amanda, 117n17 Foucault, Michel, 4, 142n42 Crownfi eld, David, 115, 118n24 Fröebel, Friedrich, 122, 124, 140n10, Cunningham, Valentine, 25, 41n15 140–1n12, 141n14 INDEX 187

G 54, 55, 59, 62, 65, 67, 68, Gagnier, Regina, 3, 4 75, 79, 80, 83, 84, 89, 91, 98, garden 100, 121, 125, 127, 131, as chora, 127–30, 138, 142n42 137, 173 as educational model, 16, 120, 122, constructed self, 3, 4 124, 133, 138, 140n12 emerging , 1–20, 65–7, 79, 80, 83, as gendered, 120–2, 133, 139n2 84, 98, 123 Gee, James Paul, 3 experimentation, 52 Geer, Jennifer, 36 possible, 6, 7, 11, 15, 46, 47, 55, genotext , 32, 42n32, 130, 136 65, 75, 79, 82, 83, 132, 173 golden age children’s literature, 2, 3, imaginary, 5, 6, 8, 10, 12, 13, 56, 14, 17n3, 23, 33 58, 62, 63n10, 66, 86, Golding, William, 69 87, 91 Grass, Sean, 77 “Impudence of Uttering,” The, 121 Gross, Elizabeth . See Grosz, Elizabeth Incredible Need to Believe, This , 10, 86, Grosz, Elizabeth, 8, 41n16, 60 148, 173, 174 Gubar, Marah, 4, 5, 17n3, 39, 62, Ingelow, Jean, 146 63n1, 64n34, 95n58, 96n67 interplay, 149, 150–4, 155 Gutiérrez-Albilla, Julián Daniel, 135 In the Beginning Was Love , 18n18, 114

H Hansen, Natalie Corinne, 107, 115, J 117n16, 118n39 Jenkins, Andrea Powell, 146, 175 Hardesty, William H., 64n26 Johnson, Kirstin Jeffrey, 41n20 Harper, Lila Marz, 41n13 Jungle Book, The , 89, 90 Harrington, Thea, 92 Hatred and Forgiveness , 168 Heath, Michelle Beissel, 139n2 K Herethics, 3, 16, 114–16, 145–72, Kaston, Andrea, 146, 157, 159, 173–5 170n11, 171n34 Holt, Jenny, 91, 92 Katz, Wendy R., 171n34 Hughes, Bill, 126 Kazamias, Andreas M., 141n15 Hughes, Thomas, 123, 141n22 Kearns, Cleo McNelly, 114, 118n24 Hunt, Peter, 40n13, 123 Keltner, S. K., 94n39 Keyser, Elizabeth Lennox, 143n46 Kilgour, Maggie, 75 I Kincaid, James R., 34, 36, 37, 42n35 identity . See also moratorium, psychic Kingsley, Charles, 14, 21–43, 152, abjection, 2, 6, 8, 9–12, 14, 16, 17, 157 18n28, 21, 22, 31, 34, 46, 48, Kipling, Rudyard, 89, 90 188 INDEX

Knoepfl macher, U. C., 147, 150, 161, Mitch, David, 17n2 170n18, 171n31 Moi, Toril, 95n57 Kristeva, Julia, 2, 3, 6–15, 18n24, Moore, Grace, 71, 75, 76, 94n24 18n28, 21–3, 25, 27–30, 32, 36, Moran, Mary Jeanette, 138n1, 40n11, 41n16, 46, 47, 50, 52, 142n42 54–57, 59, 61, 66–71, 73, 77–9, moratorium, psychic, 7, 10, 11, 15, 82, 86, 90, 92, 95n54, 98, 99, 48, 51, 52, 54 102, 103, 107, 108, 110, 114, Morgenstern, John, 100, 117n16 115, 121, 122, 124, 128, 130, Moss, Anita, 95n50 133–7, 145–50, 154, 157, 158, mother-father conglomerate, 13, 157 164, 168, 169, 173–5 motherhood as ethics, 86, 95n54, 133, 134 as mental, 95n54, 134, 142n42 L “Motherhood Today,” 95n52 Lacan, Jacque, 5, 6, 8, 12, 13, 67, 98 Murray, Heather, 139n2, 143n46 Lechte, John, 20n84, 68 Lesnik-Obserstein, Karin, 41n13 Little Princess, A (1911) , 1, 15, 48, N 54–62 Nadel, Ira Bruce, 123 Looking Glass, Through the (1871) , 33, narrative, 1–3, 5, 6, 10–16, 25–7, 29, 36–9, 159, 160 34, 36, 39, 40n11, 45–9, 51–7, love, maternal 60–2, 63n1, 64n26, 65, 67–9, dynamic, 13, 133–7, 138, 145, 70–3, 78, 79, 80, 82–4, 86, 167–9 88–93, 95n58, 96n67, 97–100, transference, 13, 168 102, 104, 105, 107–11, 113–16, Lurie, Alison, 34 119–21, 124, 125, 138, 139n1, 141n12, 150–3, 156, 161, 163, 170n27, 172n53, 173, 175 . See M also discourse; scripts MacDonald, George, 1, 14, narrative-I, 67–9, 111 21–43, 149 Nesbit, Edith, 15, 65, 69, 82, 83, 90, Maladies of the Soul , 7, 73, 92 91, 95n50, 96n67 Mann, David D., 64n26 New Maladies of the Soul , 7 Margaroni, Maria, 20n84 Nowak, Magdalena, 110 Marquis, Claudia, 127, 138n1, Nyman, Jopi, 89 142n42 McBratney, John, 89, 90 McGillis, Roderick, 41n20, 146, 147, O 149, 150, 163, 170n27, 171n34, Oliver, Kelly, 110, 115, 146, 172n51 169, 174 McMilan, Margaret, 140n10 Olson, Marilynn Strasser, 141n13 Midttun, Birgitte Huitfeldt, 95n54 Other, absolute, 7, 16 INDEX 189

P as-if-other, 16, 97–9, 108, 173, 175 Padley, Jonathan, 41n13 normative, 1 Parsons, Linda T., 139n2 Secret Garden, The (1911) , 16, 116, phenotext , 32, 130, 136 119–43, 145 Phillips, Jerry, 140n10, 140n12 Sedding, John, 122 Powers of Horror, an Essay on self . See also subject formation Abjection , 22, 46, 124 construction of, 3–5, 7, 10, 15, 48, Pratt, Mary Louise, 72 65–116 Price, Danielle E., 139n1, 142n42, 142n45 emergent , 66–7, 82, 103, 174 Pricket, Stephen, 41n20, 42n27 identity, 55 Princess and Curdie, The (1882) , 22, self-story, 3, 55, 62, 69, 110 28–33, 36 Semiotic chora, 8, 59, 66, 68, 74, 80, Princess and the Goblin, The (1872) , 105, 159 22 , 28, 31–3, 36 Senior, Claire, 166, 167, 169n3, psychic, splitting, 13, 59, 66–7 171n31, 172n53 psychic structure, open, 6–8, 10, Sewell, Anna, 1, 16, 97, 107, 108, 11, 40n11, 47, 50, 52, 65, 111–15, 117n16 68, 90, 97, 108, 148, 173 Sickbert, Virginia, 150, 151, 156, 157 psychoanalysis as parallel signifying process, 8–9, 71, 78 to narrative, 5, 11, 46 dynamic, 6, 8 Silver, Anna Krugovoy, 142n42, 171n31, 172n53 R Sing-Song , 146, 150, 151, 156, 157 Ramblings of a Rat (1857) , 2, Smith, Sidonie, 17n4 100–7, 119 Söderback, Fanny, 86 Reimer, Mavis, 90 Sökefeld, Martin, 4 Reineke, Martha, 93n2 Soto, Fernando, 41n20 Revolution in Poetic Language , 19n35 Speaking Likenesses (1875) , 2, 138, Reynolds, Kimberley, 45 145–69 Rhedding-Jones, Jeanette, 5, 13, 67 Spencer, Herbert, 122–24, 138 Robinson, Jenny, 19n41 splitting, psychic . See also Rose, Jaqueline, 5, 117n16 subjects-in-process Rossetti, Christina, 16, 138, 145–72 literacy’s affect on, 2 Rossetti, Dante Gabriel, 146 mirror state, 59, 66 Rossetti, William Michael, 146 castration in relationship to, 78 Roudiez, Leon , 19n36, 20n77 primary, 5, 66, 67 Ruskin, John, 121, 122, 146, 147 secondary, 5, 67 Stevenson, Robert Louis, 48, 63n26, 69 S Story of the Treasure Seekers, The Salerno, Allen, 171n31 (1889) , 1, 15, 65, 66, 69, 82–92 scripts . See also discourse; narrative Stowe, Harriet Beecher, 107 as-if, 11, 83, 84, 90, 91, 93 Straley, Jessica, 41n13 as-if-I, 14, 54, 69–75 98, 173 Strangers to Ourselves , 158 190 INDEX

Stringer, Sharon A., 54, 92 literary, 12, 16, 46, 62, 148, 158, subject consolidation, 6 168 subject formation, 5, 6, 86, 148 love, 10, 13, 79. See also as-if-I, subjectivity, multivalent, 2 as-if-other subjects-in-process, 10, 15, 65, 87, 92, transposition, 25, 26, 30, 31, 33, 39, 98 . See also psychic, splitting 78, 86, 102, 103, 112, 133 sublimation, 9, 56, 71, 89, 121, Treasure Island (1883) , 1, 15, 40, 146, 175 48–54 symbolic, 5, 6, 8–13, 15, 16, 21–39, Tucker, Charlotte Maria (A.L.O.E.), 40n11, 41n16, 42n35, 47, 49, 50, 16, 97, 100–2, 105, 106, 52–8, 60, 61, 65–88, 90–3, 95n54, 111, 162 97–101, 103–9, 111–14, 119, 122, Turley, Hans, 77 124, 127–33, 134–8, 142n45, 145, 146, 148–50, 157, 159, 162, 168, 169, 172n53, 174, 175 W Warner, Marina, 141n14 Water-Babies, The (1863), 1, 22, T 23–8, 29, 32, 37, 40n13 Tales of Love , 10, 79, 99, 175 Watson, Julia, 17n4 Taylor, R. Loring, 146 Webb, Jessica, 74, 78 Thacker, Deborah, 4, 42n25, 45 Westwater, Martha, 6, 8, 9, 12, 13, thetic as fi lter 18n18, 18n24, 46, 61, 67 boundary, as, 10, 29, 36, 70, 103 Wilkie-Stibbs, Christine, 12, phase, 8, 30, 32, 78 46, 148 recalibrated, 32 Williams, Todd O., 169n3 rupture, as, 29 Winnicott, D. W., 5 Tom Brown’s School Days , 123 Wood, Naomi , 41n13 Tompkins, Jane, 107 transference analytical, 10, 173 Z imaginative, 10–12, 47–8, 81–6 Zornado, Joseph L., 42n34