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| Portrait of Charlotte Brontë J. H. Thompson, Public domain, via Wikimedia Commons |
INTRODUCTION
Charlotte Brontë’s The Professor is her first completed novel, though it was not published until 1857, two years after her death.
Often overshadowed by her later works such as Jane Eyre and Villette, The Professor is nonetheless a revealing text. It anticipates many of the themes that would dominate Brontë’s oeuvre: the struggle for self-respect, the quest for independence, the tension between passion and restraint, and the negotiation of gender roles in nineteenth-century Europe.
Told through the first-person voice of William Crimsworth, a young Englishman, the novel traces his personal and professional journey as he rejects conventional patronage, seeks work abroad, and ultimately finds love and self-fulfillment through quiet determination rather than flamboyant romance.
SHORT SUMMARY
Charlotte Brontë’s The Professor, published posthumously in 1857, is a significant early work that provides a fascinating precursor to her more famous novels. The narrative is a first-person account that explores themes of social class, professional integrity, and the search for authentic connection. The novel is notable for its exploration of a male protagonist and its stark, unromanticized depiction of life and love, a clear departure from the literary conventions of its time.
The story is narrated by William Crimsworth, a young, principled Englishman who is disowned by his wealthy, snobbish relatives. He attempts to find success in the business world but is met with resistance from his cruel elder brother. Driven by a desire for independence and a profound contempt for the shallow materialism he encounters, William makes a deliberate choice to leave England. He travels to the fictional city of Brussels, Belgium, to pursue a career as a teacher.
The central plot develops through William’s professional life at two different schools. He first finds employment at an all-boys' school run by a deceitful headmaster, M. Pelet. The narrative then shifts to his appointment as a teacher at a girls' school, where he encounters and develops a quiet affection for a fellow teacher, Frances Henri. Frances, a Swiss lace-mender, is a poor and solitary woman who, much like William, is fiercely independent and has a strong moral core. She embodies the intellectual and spiritual qualities that William values, standing in stark contrast to the superficiality he has endured.
The core conflict of the novel is not dramatic or external but internal and psychological. It is a quiet struggle between William's pride and his desire for genuine human connection. His relationship with Frances is a slow and deliberate development, built on mutual respect and shared values rather than the passionate, grand gestures of romance found in Brontë's other works. Their love is tested by the social and economic barriers that separate them and by the machinations of others who seek to undermine their relationship.
The novel’s climax and resolution are understated. William and Frances leave their positions and marry, choosing a life of quiet contentment and professional fulfillment over social ambition. They establish their own school and find happiness in their shared work and intellectual partnership. The final chapters depict their success and their eventual return to England with a son.
The Professor stands as a powerful and pragmatic examination of a life lived with integrity. It argues that true happiness is not to be found in wealth or social status, but in meaningful work and a partnership built on mutual respect and intellectual equality.
ANALYTICAL SUMMARY
Below is a scene-by-scene chronological breakdown, paired with analysis of Brontë’s themes and narrative techniques.
Opening: William Crimsworth’s Letter and Departure (Chapters I–II)
The novel opens with a letter written by William Crimsworth to his friend Charles, in which he outlines his position. Orphaned, William has been educated at Eton and Cambridge, but rather than entering the clergy or living off patronage, he desires to earn his living independently. He writes:
“I will respect myself. I will not depend on others—I will succeed as a man should succeed, with his own energies.”
Rejecting the aristocratic connections of his mother’s family, William instead applies to his wealthy elder brother Edward, who manages a mill in the north of England, for work. This choice immediately sets up a theme of independence versus dependence, as William refuses a comfortable life of patronage in favor of self-reliance.
Edward, however, is a cold and domineering figure. He employs William in his mill, but their relationship quickly sours. Edward resents his younger brother’s pride, while William perceives his brother’s tyranny and lack of generosity.
In these opening chapters, Brontë presents the harsh industrial world of the English mill town, where workers are oppressed and ambition is narrowed. William recognizes the limitations of such a life and begins to long for escape.
The Rebellion Against Tyranny (Chapters III–IV)
Conflict between the brothers escalates. Edward humiliates William, treating him more as a servant than a partner. At a dinner party, Edward exposes William to mockery by discouraging his social independence.
William’s pride hardens into rebellion. He refuses to bow to his brother’s cruelty:
“I had long since made up my mind that, if ever circumstances should place me in a position where submission to oppression was demanded, I would not comply.”
Brontë here foreshadows William’s repeated confrontations with authority figures who attempt to dominate him. The novel’s central theme—the individual resisting oppression while preserving dignity—is established.
Ultimately, William resigns from his brother’s employment. It is at this point that he encounters an older gentleman, Mr. Hunsden, a brusque and eccentric man who, though cynical, recognizes William’s potential. Hunsden offers both criticism and encouragement, positioning himself as a skeptical mentor figure.
Journey Abroad: Belgium and the Quest for Independence (Chapters V–VI)
Encouraged by Hunsden, William travels to Belgium in search of better prospects. Brontë herself had spent formative years in Brussels, and the novel vividly conveys the experience of the English abroad, dealing with linguistic barriers, cultural differences, and the subtle tensions between national pride and cosmopolitan opportunity.
In Brussels, William secures employment as a teacher of English at a boys’ school run by Monsieur Pelet. Unlike his brother, Pelet treats William with respect and courtesy. The transition from industrial England to continental Europe marks a significant thematic shift: the novel begins to explore the world of education, intellectual exchange, and cross-cultural interaction.
Monsieur Pelet and the Temptation of False Companionship (Chapters VII–VIII)
Monsieur Pelet appears affable, and William initially thrives in the academic environment. Pelet proposes an even closer alliance—he suggests a marriage between William and his own daughter. However, William perceives a lack of sincerity in Pelet’s offer, sensing calculated manipulation rather than genuine affection.
William refuses:
“I was not to be bought, nor sold, nor placed under the yoke of obligation.”
This refusal reflects William’s consistent determination to remain independent, even at the cost of advancement. Brontë underscores the theme of integrity versus compromise—William chooses personal truth over convenience.
Enter Mademoiselle Reuter: The Allure of Deceptive Femininity (Chapters IX–XI)
The plot deepens with the introduction of Mademoiselle Zoraïde Reuter, the headmistress of a neighboring girls’ school. At first, William is captivated by her apparent intelligence, refinement, and devotion to education. She offers him a position teaching at her establishment, and a professional relationship develops.
For a time, William even begins to imagine that Mademoiselle Reuter harbors affection for him. Yet gradually, he perceives duplicity:
“Her eyes were fixed upon me with a gaze that seemed to read my very soul; yet, even while she smiled, I felt that she was false.”
Reuter is revealed as calculating and ambitious, intent on manipulating William and aligning herself socially with Monsieur Pelet. The disillusionment William experiences here forms a crucial narrative contrast between false and true love, between surface charm and authentic character.
The Entrance of Frances Henri: A Quiet but Profound Connection (Chapters XII–XIV)
At the girls’ school, William encounters Frances Henri, a modest Anglo-Swiss pupil who works as a teacher-in-training. She is quiet, self-possessed, and hardworking, entirely unlike the showy Mademoiselle Reuter.
William’s attention is drawn to her natural intelligence and moral strength:
“In her eyes I read a spirit gentle, yet firm; in her demeanour was modesty, but of that kind which rests on a foundation of self-respect.”
The growing relationship between William and Frances represents Brontë’s ideal of love: mutual respect, equality, and shared independence. Whereas Reuter seeks power through manipulation, Frances asserts herself through perseverance and moral dignity.
Conflict with Authority: Reuter’s Interference (Chapters XV–XVII)
Mademoiselle Reuter quickly perceives William’s attachment to Frances and intervenes, dismissing Frances from the school under the pretense of discipline. This episode exposes the destructive effects of jealousy and authoritarian control.
William, however, does not abandon Frances. Though separated, he continues to seek her out, determined to resist the social and institutional barriers placed before him. His perseverance reveals his evolving strength of character—his integrity is no longer simply defensive pride but an active commitment to those he values.
Reunion and the Growth of Love (Chapters XVIII–XX)
After some months, William and Frances are reunited. She has found modest employment as a lace-mender, struggling to survive but maintaining her independence. Their relationship deepens, marked by quiet exchanges of mutual respect.
William reflects:
“Her heart was mine, and in its worth I found far more than in all the glitter of fortune or the pride of rank.”
The thematic heart of the novel lies here: the celebration of love rooted in equality, mutual labor, and inner strength rather than passion, wealth, or social prestige.
Resolution: Marriage and Shared Independence (Chapters XXI–XXV)
William and Frances marry, but their marriage is depicted not as the climax of romantic passion but as the foundation of a shared life of industry and intellectual companionship. They establish a school together, balancing their professional and personal lives in harmony.
Brontë emphasizes Frances’s autonomy within the marriage: she is not subsumed into William’s identity but remains a partner with her own ambitions and talents. This conclusion reveals Brontë’s vision of marriage as partnership, radically different from many Victorian narratives that idealize female submission.
William closes his narrative with satisfaction, not of conquest but of earned peace:
“We toil together, we rest together; no bond of mere duty holds us, but a tie of love and mutual reliance.”
Thematic Analysis of The Professor
1. Independence and Integrity
The central theme is William’s refusal to accept dependence, whether financial, social, or emotional. His rejection of patronage, his resistance to Edward’s tyranny, his refusal of Pelet’s manipulation, and his dismissal of Reuter’s false affection all highlight his commitment to personal integrity.
2. Authenticity in Love
The contrast between Mademoiselle Reuter and Frances Henri defines the novel’s treatment of love. Reuter embodies deception, ambition, and self-interest, while Frances represents modesty, resilience, and truth. Brontë suggests that genuine relationships must rest upon mutual respect and equality.
3. Education and Work
The settings—mills, schools, classrooms—underscore the importance of labor and education as avenues for self-respect. Unlike the idle aristocracy, William and Frances build their lives on intellectual labor and teaching, affirming Brontë’s belief in the dignity of work.
4. Gender Roles
Though narrated by a male protagonist, the novel offers a progressive depiction of women. Frances Henri is neither angelic nor domineering; she is a figure of quiet strength. Brontë critiques patriarchal structures (Edward, Pelet, Reuter’s manipulations) while suggesting a more balanced vision of gender partnership.
5. National Identity and the Outsider
William’s experience as an Englishman in Belgium reflects Brontë’s own. The novel examines the tension between national pride and cultural adaptation, portraying the challenges of being a foreigner negotiating identity in an unfamiliar environment.
Conclusion
Charlotte Brontë’s The Professor may lack the gothic intensity of Jane Eyre or the psychological depth of Villette, but it remains a powerful exploration of self-reliance, integrity, and authentic love. Told through William Crimsworth’s eyes, the novel charts the journey of a man who chooses independence over privilege, truth over deception, and partnership over domination.
It is a narrative of quiet victories rather than dramatic triumphs. By concluding with the image of William and Frances building a life together, Brontë offers not a sensational romance but a sustained meditation on what it means to live with dignity and equality.
