The Marriage Plot, Page 3

  Madeleine opened one eye to see, through a whorl in her hair, that Mitchell wasn’t entirely joking.

  “It’s not even about grad school,” she said. Taking a deep breath, she confessed, “Leonard and I broke up.”

  It felt deeply pleasurable to say this, to name her sadness, and so Madeleine was surprised by the coldness of Mitchell’s reply.

  “Why are you telling me this?” he said.

  She lifted her head, brushing her hair out of her face. “I don’t know. You wanted to know what was the matter.”

  “I didn’t, actually. I didn’t even ask.”

  “I thought you might care,” Madeleine said. “Since you’re my friend.”

  “Right,” Mitchell said, his voice suddenly sarcastic. “Our wonderful friendship! Our ‘friendship’ isn’t a real friendship because it only works on your terms. You set the rules, Madeleine. If you decide you don’t want to talk to me for three months, we don’t talk. Then you decide you do want to talk to me because you need me to entertain your parents—and now we’re talking again. We’re friends when you want to be friends, and we’re never more than friends because you don’t want to be. And I have to go along with that.”

  “I’m sorry,” Madeleine said, feeling put-upon and blindsided. “I just don’t like you that way.”

  “Exactly!” Mitchell cried. “You’re not attracted to me physically. O.K., fine. But who says I was ever attracted to you mentally?”

  Madeleine reacted as if she’d been slapped. She was outraged, hurt, and defiant all at once.

  “You’re such a”—she tried to think of the worst thing to say—“you’re such a jerk!” She was hoping to remain imperious, but her chest was stinging, and, to her dismay, she burst into tears.

  Mitchell reached out to touch her arm, but Madeleine shook him off. Getting to her feet, trying not to look like someone angrily weeping, she went out the door and down the steps onto Waterman Street. Confronted by the festive churchyard, she turned downhill toward the river. She wanted to get away from campus. Her headache had returned, her temples were throbbing, and as she looked up at the storm clouds massing over downtown like more bad things to come, she asked herself why everyone was being so mean to her.

  Madeleine’s love troubles had begun at a time when the French theory she was reading deconstructed the very notion of love. Semiotics 211 was an upper-level seminar taught by a former English department renegade. Michael Zipperstein had come to Brown thirty-two years earlier as a New Critic. He’d inculcated the habits of close reading and biography-free interpretation into three generations of students before taking a Road to Damascus sabbatical, in Paris, in 1975, where he’d met Roland Barthes at a dinner party and been converted, over cassoulet, to the new faith. Now Zipperstein taught two courses in the newly created Program in Semiotics Studies: Introduction to Semiotic Theory in the fall and, in the spring, Semiotics 211. Hygienically bald, with a seaman’s mustacheless white beard, Zipperstein favored French fisherman’s sweaters and wide-wale corduroys. He buried people with his reading lists: in addition to all the semiotic big hitters—Derrida, Eco, Barthes—the students in Semiotics 211 had to contend with a magpie nest of reserve reading that included everything from Balzac’s Sarrasine to issues of Semiotext(e) to photocopied selections from E. M. Cioran, Robert Walser, Claude Levi-Strauss, Peter Handke, and Carl Van Vechten. To get into the seminar, you had to submit to a one-on-one interview with Zipperstein during which he asked bland personal questions, such as what your favorite food or dog breed was, and made enigmatic Warholian remarks in response. This esoteric probing, along with Zipperstein’s guru’s dome and beard, gave his students a sense that they’d been spiritually vetted and were now—for two hours on Thursday afternoons, at least—part of a campus lit-crit elite.

  Which was exactly what Madeleine wanted. She’d become an English major for the purest and dullest of reasons: because she loved to read. The university’s “British and American Literature Course Catalog” was, for Madeleine, what its Bergdorf equivalent was for her roommates. A course listing like “English 274: Lyly’s Euphues” excited Madeleine the way a pair of Fiorucci cowboy boots did Abby. “English 450A: Hawthorne and James” filled Madeleine with an expectation of sinful hours in bed not unlike what Olivia got from wearing a Lycra skirt and leather blazer to Danceteria. Even as a girl in their house in Prettybrook, Madeleine wandered into the library, with its shelves of books rising higher than she could reach—newly purchased volumes such as Love Story or Myra Breckinridge that exuded a faintly forbidden air, as well as venerable leather-bound editions of Fielding, Thackeray, and Dickens—and the magisterial presence of all those potentially readable words stopped her in her tracks. She could scan book spines for as long as an hour. Her cataloging of the family’s holdings rivaled the Dewey decimal system in its comprehensiveness. Madeleine knew right where everything was. The shelves near the fireplace held Alton’s favorites, biographies of American presidents and British prime ministers, memoirs by warmongering secretaries of state, novels about sailing or espionage by William F. Buckley, Jr. Phyllida’s books filled the left side of the bookcases leading up to the parlor, NYRB-reviewed novels and essay collections, as well as coffee-table volumes about English gardens or chinoiserie. Even now, at bed-and-breakfasts or seaside hotels, a shelf full of forlorn books always cried out to Madeleine. She ran her fingers over their salt-spotted covers. She peeled apart pages made tacky by ocean air. She had no sympathy for paperback thrillers and detective stories. It was the abandoned hardback, the jacketless 1931 Dial Press edition ringed with many a coffee cup, that pierced Madeleine’s heart. Her friends might be calling her name on the beach, the clambake already under way, but Madeleine would sit down on the bed and read for a little while to make the sad old book feel better. She had read Longfellow’s “Hiawatha” that way. She’d read James Fenimore Cooper. She’d read H. M. Pulham, Esquire by John P. Marquand.

  And yet sometimes she worried about what those musty old books were doing to her. Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren’t left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical—because they weren’t musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they’d done in first grade: reading stories. English was what people who didn’t know what to major in majored in.

  Her junior year, Madeleine had taken an honors seminar called The Marriage Plot: Selected Novels of Austen, Eliot, and James. The class was taught by K. McCall Saunders. Saunders was a seventy-nine-year-old New Englander. He had a long, horsey face and a moist laugh that exposed his gaudy dental work. His pedagogical method consisted of his reading aloud lectures he’d written twenty or thirty years earlier. Madeleine stayed in the class because she felt sorry for Professor Saunders and because the reading list was so good. In Saunders’s opinion, the novel had reached its apogee with the marriage plot and had never recovered from its disappearance. In the days when success in life had depended on marriage, and marriage had depended on money, novelists had had a subject to write about. The great epics sang of war, the novel of marriage. Sexual equality, good for women, had been bad for the novel. And divorce had undone it completely. What would it matter whom Emma married if she could file for separation later? How would Isabel Archer’s marriage to Gilbert Osmond have been affected by the existence of a prenup? As far as Saunders was concerned, marriage didn’t mean much anymore, and neither did the novel. Where could you find the marriage plot nowadays? You couldn’t. You had to read historical fiction. You had to read non-Western novels involving traditional societies. Afghani novels, Indian novels. You had to
go, literarily speaking, back in time.

  Madeleine’s final paper for the seminar was titled “The Interrogative Mood: Marriage Proposals and the (Strictly Limited) Sphere of the Feminine.” It had impressed Saunders so much that he’d asked Madeleine to come see him. In his office, which had a grandparental smell, he expressed his opinion that Madeleine might expand her paper into a senior honors thesis, along with his willingness to serve as her advisor. Madeleine smiled politely. Professor Saunders specialized in the periods she was interested in, the Regency leading into the Victorian era. He was sweet, and learned, and it was clear from his unsubscribed office hours that no one else wanted him as an advisor, and so Madeleine had said yes, she would love to work with him on her senior thesis.

  She used a line from Trollope’s Barchester Towers as an epigraph: “There is no happiness in love, except at the end of an English novel.” Her plan was to begin with Jane Austen. After a brief examination of Pride and Prejudice, Persuasion, and Sense and Sensibility, all comedies, essentially, that ended with weddings, Madeleine was going to move on to the Victorian novel, where things got more complicated and considerably darker. Middlemarch and The Portrait of a Lady didn’t end with weddings. They began with the traditional moves of the marriage plot—the suitors, the proposals, the misunderstandings—but after the wedding ceremony they kept on going. These novels followed their spirited, intelligent heroines, Dorothea Brooke and Isabel Archer, into their disappointing married lives, and it was here that the marriage plot reached its greatest artistic expression.

  By 1900 the marriage plot was no more. Madeleine planned to end with a brief discussion of its demise. In Sister Carrie, Dreiser had Carrie live adulterously with Drouet, marry Hurstwood in an invalid ceremony, and then run off to become an actress—and this was only in 1900! For a conclusion, Madeleine thought she might cite the wife-swapping in Updike. That was the last vestige of the marriage plot: the persistence in calling it “wife-swapping” instead of “husband-swapping.” As if the woman were still a piece of property to be passed around.

  Professor Saunders suggested that Madeleine look at historical sources. She’d obediently boned up on the rise of industrialism and the nuclear family, the formation of the middle class, and the Matrimonial Causes Act of 1857. But it wasn’t long before she’d become bored with the thesis. Doubts about the originality of her work nagged at her. She felt as if she was regurgitating the arguments Saunders had made in his marriage plot seminar. Her meetings with the old professor were dispiriting, consisting of Saunders shuffling the pages she’d given him, pointing out various red marks he’d made in the margins.

  Then one Sunday morning, before winter break, Abby’s boyfriend, Whitney, materialized at their kitchen table, reading something called Of Grammatology. When Madeleine asked what the book was about, she was given to understand by Whitney that the idea of a book being “about” something was exactly what this book was against, and that, if it was “about” anything, then it was about the need to stop thinking of books as being about things. Madeleine said she was going to make coffee. Whitney asked if she would make him some, too.

  College wasn’t like the real world. In the real world people dropped names based on their renown. In college, people dropped names based on their obscurity. Thus, in the weeks after this exchange with Whitney, Madeleine began hearing people saying “Derrida.” She heard them saying “Lyotard” and “Foucault” and “Deleuze” and “Baudrillard.” That most of these people were those she instinctually disapproved of—upper-middle-class kids who wore Doc Martens and anarchist symbols—made Madeleine dubious about the value of their enthusiasm. But soon she noticed David Koppel, a smart and talented poet, also reading Derrida. And Pookie Ames, who read slush for The Paris Review and whom Madeleine liked, was taking a course with Professor Zipperstein. Madeleine had always been partial to grandiose professors, people like Sears Jayne who hammed it up in the classroom, reciting Hart Crane or Anne Sexton in a gag voice. Whitney acted as though Professor Jayne was a joke. Madeleine didn’t agree. But after three solid years of taking literature courses, Madeleine had nothing like a firm critical methodology to apply to what she read. Instead she had a fuzzy, unsystematic way of talking about books. It embarrassed her to hear the things people said in class. And the things she said. I felt that. It was interesting the way Proust. I liked the way Faulkner.

  And when Olivia, who was tall and slim, with a long, aristocratic nose like a saluki, came in one day carrying Of Grammatology, Madeleine knew that what had been marginal was now mainstream.

  “What’s that book like?”

  “You haven’t read it?”

  “Would I be asking if I had?”

  Olivia sniffed. “Aren’t we a little bitchy today?”

  “Sorry.”

  “Just kidding. It’s great. Derrida is my absolute god!”

  Almost overnight it became laughable to read writers like Cheever or Updike, who wrote about the suburbia Madeleine and most of her friends had grown up in, in favor of reading the Marquis de Sade, who wrote about anally deflowering virgins in eighteenth-century France. The reason de Sade was preferable was that his shocking sex scenes weren’t about sex but politics. They were therefore anti-imperialist, anti-bourgeois, anti-patriarchal, and anti-everything a smart young feminist should be against. Right up through her third year at college, Madeleine kept wholesomely taking courses like Victorian Fantasy: From Phantastes to The Water-Babies, but by senior year she could no longer ignore the contrast between the hard-up, blinky people in her Beowulf seminar and the hipsters down the hall reading Maurice Blanchot. Going to college in the moneymaking eighties lacked a certain radicalism. Semiotics was the first thing that smacked of revolution. It drew a line; it created an elect; it was sophisticated and Continental; it dealt with provocative subjects, with torture, sadism, hermaphroditism—with sex and power. Madeleine had always been popular at school. Years of being popular had left her with the reflexive ability to separate the cool from the uncool, even within subgroups, like the English department, where the concept of cool didn’t appear to obtain.

  If Restoration drama was getting you down, if scanning Wordsworth was making you feel dowdy and ink-stained, there was another option. You could flee K. McCall Saunders and the old New Criticism. You could defect to the new imperium of Derrida and Eco. You could sign up for Semiotics 211 and find out what everyone else was talking about.

  Semiotics 211 was limited to ten students. Of the ten, eight had taken Introduction to Semiotic Theory. This was visually apparent at the first class meeting. Lounging around the seminar table, when Madeleine came into the room from the wintry weather outside, were eight people in black T-shirts and ripped black jeans. A few had razored off the necks or sleeves of their T-shirts. There was something creepy about one guy’s face—it was like a baby’s face that had grown whiskers—and it took Madeleine a full minute to realize that he’d shaved off his eyebrows. Everyone in the room was so spectral-looking that Madeleine’s natural healthiness seemed suspect, like a vote for Reagan. She was relieved, therefore, when a big guy in a down jacket and snowmobile boots showed up and took the empty seat next to her. He had a cup of take-out coffee.

  Zipperstein asked the students to introduce themselves and explain why they were taking the seminar.

  The boy without eyebrows spoke up first. “Um, let’s see. I’m finding it hard to introduce myself, actually, because the whole idea of social introductions is so problematized. Like, if I tell you that my name is Thurston Meems and that I grew up in Stamford, Connecticut, will you know who I am? O.K. My name’s Thurston and I’m from Stamford, Connecticut. I’m taking this course because I read Of Grammatology last summer and it blew my mind.” When it was the turn of the boy next to Madeleine, he said in a quiet voice that he was a double major (biology and philosophy) and had never taken a semiotics course before, that his parents had named him Leonard, that it had always seemed pretty handy to have a name, especially when you were b
eing called to dinner, and that if anyone wanted to call him Leonard he would answer to it.

  Leonard didn’t make another comment. During the rest of the class, he leaned back in his chair, stretching out his long legs. After he finished his coffee, he dug into his right snowmobile boot and, to Madeleine’s surprise, pulled out a tin of chewing tobacco. With two stained fingers, he placed a wad of tobacco in his cheek. For the next two hours, every minute or so, he spat, discreetly but audibly, into the cup.

  Every week Zipperstein assigned one daunting book of theory and one literary selection. The pairings were eccentric if not downright arbitrary. (What did Saussure’s Writings in General Linguistics, for instance, have to do with Pynchon’s The Crying of Lot 49?) As for Zipperstein himself, he didn’t run the class so much as observe it from behind the one-way mirror of his opaque personality. He hardly said a word. He asked questions now and then to stimulate discussion, and often went to the window to gaze in the direction of Narragansett Bay, as if thinking about his wooden sloop in dry dock.

  Three weeks into the course, on a February day of flurries and gray skies, they read Zipperstein’s own book, The Making of Signs, along with Peter Handke’s A Sorrow Beyond Dreams.

  It was always embarrassing when professors assigned their own books. Even Madeleine, who found all the reading hard going, could tell that Zipperstein’s contribution to the field was reformulative and second-tier.

  Everyone seemed a little hesitant when talking about The Making of Signs, so it was a relief when, after the break, they turned to the literary selection.

  “So,” Zipperstein asked, blinking behind his round wire-rims. “What did you make of the Handke?”

  After a short silence, Thurston spoke up. “The Handke was totally dank and depressing,” he said. “I loved it.”

  Thurston was a sly-looking boy with short, gelled hair. His eyebrowlessness, along with his pale complexion, gave his face a superintelligent quality, like a floating, disembodied brain.