Background knowledge to deeply understand ‘Pygmalion’ by George Bernard Shaw
The Myth of Pygmalion
Shaw’s play draws its title and central premise from the ancient Greek myth of Pygmalion, a sculptor who falls in love with a statue he created. In Ovid’s Metamorphoses, Pygmalion, disgusted by the flaws he perceived in real women, carves an ivory statue of a perfect woman and falls deeply in love with it. He treats the statue as if it were alive, dressing it, adorning it with jewels, and even placing it in his bed. Moved by Pygmalion’s devotion, the goddess Aphrodite brings the statue to life, and Pygmalion marries his creation, named Galatea. This myth explores themes of creation, idealization, and the transformative power of love. It is crucial to understand this myth as it forms the foundation for Shaw’s exploration of similar themes in a social and linguistic context.
Social Class and Language in Victorian England
“Pygmalion” is set in Edwardian London, a society rigidly stratified by social class. One’s accent and use of language served as a prominent marker of social standing. The upper classes spoke Received Pronunciation (RP), also known as “the King’s English,” while the lower classes spoke with various regional dialects and accents, often viewed as uneducated or vulgar by the elite. Shaw’s play directly confronts this linguistic prejudice, highlighting how language can both reinforce and challenge social hierarchies. Understanding the social significance of language in Victorian and Edwardian England is essential for appreciating the play’s critique of social inequality and the power dynamics inherent in language.
Phonetics and the Study of Language
At the turn of the 20th century, the scientific study of language, particularly phonetics, was gaining prominence. Phonetics is the study of the sounds of human speech, including their production, perception, and acoustic properties. Henry Sweet, a renowned phonetician of the time, served as a partial inspiration for the character of Henry Higgins in “Pygmalion.” Sweet believed that phonetics could be used to improve pronunciation and social mobility. Shaw himself was deeply interested in phonetics and even developed his own phonetic alphabet. This burgeoning field of linguistics provides the scientific backdrop for Higgins’s project of transforming Eliza’s speech and exploring the relationship between language and identity.
The Women’s Suffrage Movement
“Pygmalion” was written and first performed during a period of significant social change, including the growing women’s suffrage movement. The play implicitly engages with the movement’s concerns by portraying Eliza Doolittle’s struggle for independence and self-determination. While Eliza’s transformation is initially driven by a desire for economic advancement, she ultimately develops a sense of self-worth and agency that transcends her social class. Understanding the historical context of the women’s suffrage movement helps illuminate Eliza’s journey and the play’s exploration of female empowerment within a patriarchal society.
Shaw’s Socialist Beliefs
George Bernard Shaw was a committed socialist, and his political beliefs significantly shaped his writing. “Pygmalion” can be interpreted as a social commentary on the injustices of class inequality and the need for social reform. Shaw believed that individuals’ potential was limited by their social circumstances and that education and economic opportunities should be accessible to all, regardless of their background. His socialist ideals underpin the play’s critique of the rigid class structure of Edwardian England and its exploration of the possibility of social mobility through education and self-improvement.
The Ending of the Play and Its Interpretations
The ending of “Pygmalion” has been a subject of much debate and interpretation. Shaw deliberately avoided a conventional romantic ending, leaving Eliza’s future ambiguous. Some argue that Eliza’s independence and self-awareness preclude her from returning to either Higgins or Freddy, while others suggest a possible future with Freddy or even Higgins. Shaw himself expressed frustration with audiences’ expectations of a romantic resolution, emphasizing that the play’s central theme was Eliza’s transformation and her newfound independence. Understanding Shaw’s intentions and the various interpretations of the ending is crucial for a nuanced understanding of the play’s message about social mobility, gender roles, and individual agency.
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