Introduction
George Bernard Shaw’s “Pygmalion” is a quintessential exploration of transformation, identity, and class through the characterization of two main protagonists, Professor Henry Higgins and Eliza Doolittle. The play is a tale of metamorphosis, where Eliza, a Cockney flower girl, is given the chance to ascend the social ladder through language and etiquette lessons from the arrogant yet brilliant phonetics expert Higgins. The character analysis will also be explored in this paper.
Character Analysis of Pygmalion by Bernard Shaw
Professor Higgins is portrayed as a complex, intriguing character. His expertise in phonetics, dedication to his craft, and ability to transform Eliza into a ‘duchess’ demonstrate his intelligence and skill. However, his arrogance, insensitivity, and lack of social etiquette contrast sharply with the sophistication he preaches (Shaw 56). He treats Eliza merely as an experiment, showing no regard for her feelings or the long-term effects of his transformation project. His character critiques upper-class society, showing that sophistication and class are not necessarily synonymous with empathy or respect for others.
Eliza Doolittle, on the other hand, is an embodiment of resilience, adaptability, and determination. Despite her initial portrayal as uneducated and crude, her character undergoes a significant transformation. Eliza’s willingness to learn and change, coupled with her innate intelligence, allows her to grasp the lessons taught by Higgins quickly. As her speech and manners improve, so do her self-esteem and confidence (Shaw 87). However, this transformation brings into question her identity. She no longer fits into the lower class, yet the upper class does not wholly accept her.
Theme Analysis of Pygmalion by Bernard Shaw
The theme of transformation is central to “Pygmalion.” Eliza’s metamorphosis from a flower girl to a lady exposes the artificiality of class distinctions and highlights the power of education. However, Shaw also implies that transformation is not merely external. Eliza’s journey is about acquiring a new accent, manners, personal growth, and self-discovery (Shaw 99). Through her interactions with Higgins and Colonel Pickering, she learns to respect herself and demand the same from others.
Identity, another significant theme in the play, is closely linked to transformation. As Eliza transforms, she grapples with her sense of self. She mourns the loss of her old identity and struggles to fit into her new one. This struggle culminates in her final confrontation with Higgins, where she asserts her independence and demands respect. This conflict leads to Eliza’s ultimate self-realization, where she understands that her speech or social standing does not define her identity but her self-respect and dignity.
Class is intricately woven into the play’s fabric. Shaw uses it to critique the class system’s superficiality and the associated prejudice. Higgins’ ability to transform Eliza’s class by merely changing her speech and manners indicates that class distinctions are largely artificial, based more on perception than inherent qualities (Shaw 78). Eliza’s transformation, although successful in appearance and speech, does not guarantee acceptance by the upper class, suggesting that class barriers are deeply ingrained and not easily overcome.
Conclusion
In conclusion, through the characters of Higgins and Eliza Doolittle, Shaw explores the themes of transformation, identity, and class in “Pygmalion.” While Higgins embodies the arrogance and superficiality of the upper class, Eliza represents resilience, adaptability, and the struggle for self-definition. Their journey together highlights the artificiality of class distinctions, the power of education, and the importance of self-respect and dignity in forming one’s identity.
Work Cited
Shaw, George Bernard. Pygmalion. Xist Publishing, 2015.
Loading...
