Style and Technique
The style of the story in its serenity, its quiet setting, and its almost total lack of action well matches the calm control exhibited by Grace Ansley, who turns out to be the victor in the contest initiated by Alida Slade. Although the reader is told that Alida is the dominant, vivid personality, and she clearly takes charge of both the activities (or lack thereof) and the conversation, her attacks on Grace are quietly rebuffed, and she is finally the loser as they mutually reveal information about their past activities.
The story is carefully wrought, so that the shift in sympathy to the timid Grace occurs fairly early, and it comes as a surprise to learn that she was so unconventional in her behavior as to undertake an assignation with another woman’s fiancé. Then the final surprise, which is so quietly, and characteristically, announced to the arrogant Alida, serves to end the story with a dramatic flourish that has even more impact because it is so subdued.
Old New York
‘‘Roman Fever’’ was written in the 1930s and is set in the 1920s, but the story's characters and values reflect the attitudes of upper-class society in New York in the last half of the nineteenth century. Mrs. Slade and Mrs. Ansley are the product of that environment of affluence and relative ease. The author Wharton belonged to this circle and was able to make this society come alive in her story. In Wharton's world, families such as the Astors and the Vanderbilts could be found at the height of the social ladder. In addition to this aristocratic class of people who came from old names and old money were the arrivistes. These arrivistes had earned their fortunes more recently and were often richer than the aristocrats. These members of high society entertained themselves by attending the theater and opera, by paying and receiving social calls, by attending lunch and dinner parties and house parties, by traveling abroad, and by summering in such fashionable spots as Newport, Rhode Island.
In this society, women were seen as moral judges. But, despite this important role, most families did not believe that girls needed to be educated. Instead, they felt that education should be acquired only for womanly purposes, for instance, to fulfill her future husband's needs. A woman's role in life was to be a homemaker, and her single-minded purpose was to make a good marriage.
American Women in the 1920s and 1930s
The roles and accepted forms of behavior of American women in the 1920s and 1930s changed. After decades of struggling, women had won the right to vote when the 19th Amendment was ratified in 1920. Young women, known as "flappers," exerted their greater independence by wearing shorter dresses, wearing makeup, and cutting off their long hair into bobs. They drove cars, played sports, and smoked cigarettes in public. Young women also increasingly worked outside the home, which brought them greater economic and social freedom. When a woman married, however, she was expected...
(The entire section is 2,560 words.)