In reading Book II of OMF, two matters seized my attention: 1. The commonality shared by the many female characters of some sort of romantic ideal or projection and 2. The continual use of the mirror as an instrument of truth. Beginning with Georgiana Podsnap to Bella Wilfer, Miss Peecher, Lizzie Hexam, and finally with Pleasant Riderhood, each character communicates a dream of love. Regardless of her social status, upbringing, education, or financial situation, each young woman lacks that which she most desires. In observing the "love" shared by the Lammles, Georgiana admires the "gallantry and attention" (256) with which he treats his wife. Despite her verbal protests to discover her own "notion of a lover" (256), Georgina is nonetheless captivated by the idea of romance. Bella, too, imagines a life romance and adventure, daydreaming of meeting and marrying a money-making merchant. While more ambitious in her aspirations than Georgiana--likening herself to a "modern Cleopatra (315)--Bella still longs for love. A secondary character, Miss Peecher, also participates in pining for a prince. Fixed upon Mr. Headstone, Miss Peecher "would commit to the confidential slate an imaginary description" the courtship between herself and the schoolmaster. Again, like Georgina and Bella, Miss Peecher must only imagine, as she remains the victim of unrequited love. Lizzie Hexam, despite her many admirers, talks of true love with an imagined lover. Wrayburn, Headstone, and possibly Fledgeby, are enraptured by Lizzie, yet she fantasizes about being rich (like Bella) and experiencing ultimate devotion in love. Pleasant Riderhood--most like Lizzie in upbringing and social status--is the final installment of young woeful women wishing to be wooed. She, again like Bella, fancies a romantic adventure and envisions her own "Miss Pleasant's Eden"...complete with sailors. Each of these women has experienced a distinct upbringing and lifestyle, yet they all share the dream of love, in whatever form pleases them. The twice mentioned object of the mirror in Book II reminded me of the scene at the Veneering's party in Book I in which everyone is reflected in the most veracious manner. The introduction of the mirror in Book II occurs at the Lammle home. After what must have been an excruciating few moments of affectation between the couple for the benefit of their guest, the two exhibit their true feelings for one another with the use of the mirror. He "smirking in it", while she regards him with "disdain" (259). Later, Bella uses a mirror to confirm the truth about her attitude and actions toward Mr. Rokesmith. What I found most interesting about these two instances is the idea that the mirror is serving as a conveyer of reality. I myself consider a mirror to be an object of falseness or semblance. People tend to use the mirror as a means to verify the best possible self image, smiling and primping for the welcome observer. Yet in the case of the Lammles and Bella, their behavior toward others bears falseness while the mirror bears witness to the truth.

Regarding the issues of education and class, the characters in Our Mutual Friend are clearly ensconced into distinct categories of literate vs. illiterate and elite/superior vs. ignoble/inferior. However, to the modern reader, these distinguishing characteristics seem perplexing. A reader today might assume that a person who possesses an education and/or the ability to read would naturally be of a higher social status than one who does not. Not so in OMF. At times, the reader is confronted with a character whose proficiencies and skills do not match the presumed position within society. The most obvious character who corresponds with this image is Silas Wegg. Described as a "literary man with a wooden leg" (58), Wegg's financial means stem from the sale of small fruits and his own private services. From his establishment on a street corner bearing a cluster of personal effects, a reader might see him as what is called a "panhandler" or simply a bum...but certainly not a person of high intellect or education. Yet this is the very man solicited by Mr. Boffin, a member of the "upper class" (however newly acquainted with it he may be), to read to him. Boffin, preoccupied with his new financial situation, cares not for the instruction of reading, but merely wishes "to take it easy" (58) while he listens to narration. A third character of importance in consideration of education and class is that of Mr. Podsnap. While an entire chapter is dedicated to him and the idea of Podsnappery--which the reader assesses to be an existence of prosperity, propriety, and pretense--Podsnap's capacity for knowledge is questionable. The reader is treated to a laughable confrontation between Podsnap and a foreign guest at a Podsnap gathering. Podsnap ridicules the Frenchman for his pronunciation of words and condescendingly informs him of how to speak the English language, yet the reader might observe that there is no mention of Podsnap's own education or schooling. Yes, he can speak his own language and may seem intelligent to a man who does not speak that language. And in a book in which the emphasis on education is considerable, the lack of reference to Podsnap's education may be due to the lack of education itself. Of course there are many more characters in OMF where these issues arise, but I have chosen to focus on the few that I found most interesting and perhaps controversial due to the observations upon which I have elaborated.

"When the student is ready...the lesson appears." Gene Oliver ...Story of my life. Actually, while searching for the exact wording of this quote, I stumbled upon many other insightful sayings about learning and school but this still seemed to be the most appropos for the story of my education. Growing up in a household full of books and a teacher for a mother, who was always correcting my brother's and my speech, I developed an early appreciation for school and learning. I always strove to do my best and get good grades. Yet, the older I got, this appreciation languished as my desire to become an actress intensified. I still wanted to learn, but only the specific craft of acting. I soon realized after an attempt at studying theatre, that I might not be suited for all that it entailed. Flustered to pursue a new vocation, I quickly decided upon a degree in Art. Just as quickly, it seems, I churned out dozens of paintings, drawings, and sculptures and received my degree. However, when it was all over, I couldn't seem to remember learning anything...or at least I couldn't comprehend what I'd been taught. For three years I wandered aimlessly about in the world trying to find answers to questions I didn't yet know I had. Something was missing in my life and I wanted to find it. Enter Literary Analysis and Professor Berry. In what may seem a shameless attempt to brownnose, I must honestly confess that my first experience in a classroom upon returning to school has been ,by far, the most substantial and impressionable. In that class I learned to read! For the first time in all my years of reading, I became completely engrossed in a book--in the story, the characters and all the subtexts. I began to think about such things in an abstruse manner as I listened to the professor and other students share their own thoughts and opinions about a text. I felt Professor Berry's knowledge and passion for the subject begin to incite me. I also realized that my lifetime obsession with language had a purpose and that I could apply that obsession in a creative way, while still working to improve my mind. Mostly what I learned, and continue to learn, are things about myself and the person I am and becoming. Many students may assert that their personal growth happens in a social, rather than an academic setting. I believe, however, that academia is such a large part of my life and my passion for learning is so intense that I could not possibly separate personal growth from the classroom. My views on politics, religion, sociology, psychology, and life in general, are in a constant state of metamorphosis depending on how the things I read affect me. Perhaps if I had decided on an degree in math (God forbid!) these changes might not have occurred. Perhaps if I had not begun my path toward an education in English with Professor Berry and the 380 class in particular, my enthusiasm might not be so strong. What I know is that the student is ready and the lesson is being learned.

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