Versions of Reality in “Educating Rita”

To outline the version of reality that is presented in any piece of literature, reality itself has to be defined. It refers to what is existent or underlies appearances or resembles the original. Therefore, the version of reality is how a person sees the real world. Individual experiences, beliefs, values and background must influence his/her perception of it. The social codes of behaviour and attitudes prevalent at the time also hold great significance in this. So, the creator’s reality always colours the version of reality presented in his work. In “Educating Rita”, Willy Russell has conveyed his reality through the illustration of Rita’s and Frank’s characters; the stereotypes attached to their behaviour; the clarification of their realities and the subsequent clash of their worlds.

Because there are only two characters who meet only in one setting, each represents the many different facets of the real world as the author sees it and the faults that accompany it. Characterization is developed through dialogue, their interaction and responses in certain situations.

In the case of Rita’s character, her reality show how the general working class understand the machine of society to operate. Their status in life has been determined at birth by class. The majority of their class accepts their station in life because of the fear to change, the sense of hopelessness that change could ever amount to anything, or finally, the ignorance that change was possible.

The first fear is embodied in the form of Denny who resists Rita’s education because he fears the disruption of his patriarchal world order – “Rita: … He says there’s a time for education. An’ its not when y’twenty-six an’ married.” The second and third are recognized by Rita – “… everyone behaves as though it’s normal, y’know inevitable…” referring to the construction of people’s lives as an unalterable course; and “Cos by us, there is no meanin’ to life.” If there is no meaning, then there is no need to change. Both these comments were made when Rita and Frank were discussing “working-class culture”, an artificial term endowed on a coarser, lower level, less educated society.

The reader is made aware that there are also gender constraints that exist in this reality. Rita herself conveys this sense when she expresses the pressure that society is placing on her – “I should have had a baby by now; everyone expects it.” The confinement of women to the domestic sphere applies to women of all levels of education. Frank’s girlfriend who had achieved her master’s degree is shown to be the one fulfilling the traditional female role of preparing the meals.

Pressure to conform to the group is deemed to be a solid entity. This aspect of real society affects Rita’s initial lack of confidence and uncertainty in her ability when she starts out to change her life. “I would have had to become different from me mates, an’ that’s not allowed” demonstrates this. Many of Rita’s astute comments about the way she conceives the world to be parallel the author’s views. This is hardly difficult to ascertain as “Educating Rita” is largely an autobiographical work. Many aspects of Russell’s background are not dissimilar to Rita’s.

All rustic, lower class individuals like Rita, would have had a glamourised preconception of the higher social strata, attaching sophistication and power to it as a matter of course. She is naively impressed when Frank professes he had read all of T.S. Eliot’s work – a stereotypical response to an accomplishment she deems to be way above her “low-down” capabilities. Her absolute belief that an education will giver her power, freedom and status is revealed by her outgoing action to gain it. In her reality, education is the only instrument by which she can attain greater control of her life.

What makes the character of Rita and her background all the more realistic is her use of language. Already, it has been established in the reader the type of speech that can be classified as learned and refined as compared to a more common form. Rita’s verbal communication can be rather vulgar and obscene. Her directness and frankness, however, attribute to her simple nature. She has not developed the outward façade associated with polite society – the realm that Frank belongs to.

Frank’s reality is one belonging to the bourgeoisie. His façade of a well-to-do middle class person only thinly veils his deeper disillusionment with life and the education system. This is symbolized in Act I when he “pulls out a pile of books to reveal a bottle of whisky.” His alcoholism and hence, discontentment is hidden behind the medium of education. Frank’s state directly contrasts Rita’s generalisation that all educated higher-class members are happy.

In Frank’s world, the very education system, in which he as a professor is an integral perpetuator of, has lost its essential meaning of free thought. He sees that all the students he teaches only express their opinions according to a prescribed formula approved by examiners. He sees this as a suppression of a questioning mentality and conformity to pre-set standards. He points this out to Rita about her essay – “… there’s nothing of you in there.” (Act II, scene 3)

Being educated, Frank should have been open to greater choice. However, his freedom is hampered not by society, unlike Rita, but by himself and his alcoholic habits. He cannot escape from the system that so entraps him – “Oh God, why did I take this on? Yes… I suppose I did take it on to pay for the drink.” This refers to his occupation at the Open University.

So engrossed is he in his troubles, he does not understand how an education could mean so much to Rita, he himself taking it for granted. However, he recognizes Rita’s freshness and vitality – “I think you’re the first breath of air that’s been in this room for years.” That is the reason why he is reluctant to start tutoring Rita as he fears he would spread his taint onto her and destroy her uniqueness.

The bringing together of these two characters lead to several distinct stages in the development of their relationship. At the beginning, their reaching out to each other is a touch tentative. Each of their perceptions of reality is distinguished and contrasted through language, physical behaviour and the topics that each can readily relate to. For example, Rita conveys a strong sense of restlessness by her incessant wandering around the room, examining the “erotic” picture, the contents of the bookcase and looking out the window. Frank, on the other hand sits behind his desk and only gets up to pour himself a drink. This again illustrates Rita attempting to break free from society’s bonds whilst Frank is deliberately constraining himself.

They also allude to widely different fields of literature and entertainment. When Rita refers to “Rubyfruit Jungle” and “Charlie’s Angels”, Frank is blank. He is more intimated with the classics – aspects related to a more learned culture. This stereotype that popular or mass culture is reserved specifically for the lower intellectual demands of the working class is demonstrated by Rita’s comment – “You wouldn’t watch ITV, though, would y’? It’s all BBC with you, isn’t it?”

However, as the play progresses, Rita’s relationship with Frank gradually grows more personal along with the advancement of her knowledge. She slowly becomes more his equal. Her mental growth in the first Act seems to be somewhat overshadowed by Denny and by the intimidation of her society. When her husband kicks her out of the house, this symbolizes that her last links with the working class reality have been severed. Frank tells her “… you’re going to suppress, perhaps even abandon your uniqueness. I’m going to have to change you” which she eagerly accepts as she has nothing left to lose.

In Act II, there is a gradual build-up of tension between a Rita who has wholly embraced what she deems to be the outward accoutrements of higher class reality and Frank who is dissatisfied with the façade she has adopted. Rita’s reality is now full of ironic twists. “I have merely decided to talk properly ” indicates that her individual self is being swamped by her new acquaintances from summer school, and yet she asks defiantly, “I can have a mind of my own, can’t I?” Frank tries to expose her to this negative aspect – the unquestioning stagnation of education – in his reality.

A conflict of their versions of reality is inevitable. In Act II scene 5, Frank is the one who points out the flaw in Rita’s reality – “Found a culture, have you, Rita? … No – you’ve found a different song… and on your lips it’s shrill and hollow and tuneless.” They part in anger. However, in the last scene, Rita and Frank are reconciled. Their influence on each other has modified both of their initial realities. Rita realizes her fault as well as the fact that a liberal education has ultimately given her more freedom – “I’ll make a decision, I’ll choose.”

As for Frank, his reality, which has centred so dominantly in the university room for the last ten years, will now undergo a transitional change. His fate is not to languish in this jaded atmosphere but to advance outside and fact the world with new eyes, helped along by Rita, “I’m gonna take ten years off you…”

The overall version of reality constructed in the play is the existence of a society in which a class system is real, gender constraints are real and the fact that there is a universal way to break these barriers is real. The author propounds the truth that an education that encourages freedom of expression will lead to an individual gaining greater knowledge and hence, more choice. A young woman’s struggle to gain this in this reality reflects the author’s own route to freedom in his world.