It is easy to see why Gustave Flaubert was so firm in dissociating himself from such writers as Champfleury and Duranty, given that his own work undermined all sense of stability in perceptions and values by emphasizing the idea that any version of reality is relative to the person who perceives it. Furthermore, Flaubert rejected the idea that there was any merit in attempting to transpose a “slice of life” onto the page in “everyday language.” For him, only art could give meaning to the raw material provided by the external world; only through its reworking by the artist could language be lifted above the utilitarian emptiness of everyday use and forced to inscribe objectively the perceptions of the author, and characters, that create a world.
Flaubert’s juvenilia show the writer’s struggle to control his own instinctive idealism and to find a way of reconciling his belief in the primacy of facts with his rejection of the pettiness of contemporary materialism. His fascination with escapism and Romantic excess was to reappear in Salammbô (1863; Eng. trans. Salammbo) and La Tentation de Saint-Antoine (1874; The Temptation of Saint Anthony), in which he portrays exotic subjects in a heightened lyrical fashion. However, his major novels—Madame Bovary (1857; Eng. trans. Madame Bovary) and L’Éducation sentimentale (1869; Sentimental Education)—fuse his poetic gifts with discourses closer to everyday experience to evoke the thoughts and feelings of trivial lives frittered away in hopeless attempts to transcend the banality of the modern world. Emma Bovary, trapped in the unrelieved dullness of provincial landscape and domesticity, destroys herself by attempting to base her life on the ideas of passion and happiness she has gathered from popular romance. In her efforts to make the world around her fit her preconceived images, Emma—at best a dreamer, at worst a social climber—is an easy victim for the exploitative men who come her way, and she is inexorably drawn onward to financial ruin and, eventually, suicide. Emma’s own mediocrity is part and parcel of the provincial society in which she lives, and her illusory view is paralleled by the various illusions entertained by all the major characters. Most of these, however, being men, have more scope to pursue their dreams, or else they are happy to confine desire within the limits of bourgeois values and convention—as, for example, the apothecary Homais, the master of the idées reçues (“received ideas”) that Flaubert so loathed (and would later satirize in his unfinished novel, Bouvard et Pécuchet [published posthumously in 1881; Eng. trans. Bouvard and Pécuchet]). Sentimental Education extends the study to cover the entire “generation of 1848,” showing how all emotional, artistic, and social ideals are corroded by contact with reality. Its central character, Frédéric Moreau, is a passive version of Emma, and the ruling motif is one of prostitution—the sale of love, talent, and principle.
The key to both Madame Bovary and Sentimental Education is the brilliance of a style that manages to mold its contours to the personality, ambitions, and limits of each character it evokes. Syntactic rhythms and images are drawn from each character’s own experience and point of perception, as well as from the common stock of discourses to which their historical situation gives them access. Over the whole, Flaubert casts his own authorial presence, unobtrusive but visible, drily ironic, and sharply analytic. His Trois contes (1877; Three Tales) is a stylistic tour de force, evoking the possibilities and limits of three lives, each lived at a distinct and significant moment of historical transition, and telling the tale of each life in the language, artistic forms, and perspectives each moment offers. Drama
The society of the Second Empire, and indeed that of the early decades of the Third Republic, did not like to see itself too accurately portrayed on the stage; yet at the same time, in reaction against the escapism and nonconformity of Romantic drama, its members wanted the stage to reflect contemporary values and preoccupations. Hence the predominance from 1850 to 1890 of social drama on the one hand and light comedy, farce, and operetta on the other. Social drama, denied the use of political issues by censorship, confined itself to the tension between new money and old social position, the morality of financial speculation, and the threat to family life posed by extramarital sexual relationships—all themes touched upon previously in light comedy (in, for example, the plays of Eugène Scribe). The settings and character types were related to the audience’s milieu; hence the plays were considered to be realistic at the time, although their sentimentality, black-and-white morality, and melodramatic turns of plot make them seem highly artificial in modern terms. The major writers of social drama were Dumas fils and Émile Augier. Dumas fils is best remembered for his romanticization of the courtesan in La Dame aux camélias (1848; The Lady with the Camellias), the novel and play on which the libretto of Giuseppe Verdi’s La Traviata was based, but the moralizing Les Idées de Mme Aubray (1867), with its plea for the social redemption of repentant fallen women, is more typical of his major works. Augier’s morality was more solidly conservative than was Dumas’s, as can be seen from one of his best-known plays, Le Mariage d’Olympe (1855; “The Marriage of Olympia”), which proposes that what makes a woman into a prostitute in the first place is an innate propensity to vice. On the other hand, Augier’s treatment of the venality of the press and the corruption of financiers in Les Effrontés (1861; “The Shameless Ones”) is as trenchant as comparable portraits in the Naturalist novelists.