（英语语言文学专业论文）哈克与匹普走在成长路上的两个男孩.pdf

iii 中 文 摘 要 中 文 摘 要 查尔斯狄更斯和马克吐温是十九世纪杰出的作家。狄更斯的远大前程 和马克吐温的哈克贝利芬历险记都是文学经典，深受读者欢迎。尽管是出 自两个完全不同社会文化背景中的作者笔下， 二者在它们共同的主题成长上是 可比的。两个小说的主人公， 哈克和皮普的童年并不是无忧无虑的。哈克丢掉了他 对黑人奴隶吉姆的偏见， 皮普从一个小铁匠成为在恩惠人资助下的势利的有钱人而 最终重拾道德成为真正的绅士。 身体上受父亲的虐待，精神上受沃森小姐和道格拉斯寡妇的宗教布道的折磨， 渴望着自由，哈克决定逃走，开始与伙伴吉姆的沿密西西比河而下的冒险路程。旅 程中， 由于无法决定该不该揭发逃跑的吉姆， 哈克一直徘徊于 “可靠的好心” 和 “变 形的良心”中。最终他善良的本性占了上风。他在对黑人吉姆改变了的观点中成熟 了。 同时，他也看到了文明表面下隐藏的邪恶。同样也受姐姐虐待和庞布尔乔克的 虚伪折磨，渴望绅士地位和财富，皮普来到伦敦生活。在领路人的帮助下，通过丢 弃对下层人民的偏见和对资产阶级的幻想，以及意识到司法制度的不公正和绅士地 位的真正含义，皮普也成长起来了。 在与他物比较对比的过程中， 自身的特点才会突出。通过比较二部小说情节模 式相似处， 对比两位主人公面对的诱惑及解决方式的不同，这篇论文旨在从全新的 角度对这两篇成长小说获得更深的理解。 除导言和结尾， 这篇论文有五章。 第一章介绍成长小说的起源发展定义及特点。 第二张总结两篇小说的情节是如何反映主人公的成长的。第三章分别探讨吸引哈克 和皮普离家出走的诱惑，以及他们进入成人世界后的困惑。第四章谈论他们在引路 人的帮助下获得对社会的认识。第五章讨论他们的成长之路。在此过程中，他们遭 遇了大多数青少年都会遇到的问题及面对困惑不同反应。总之， 这篇论文通过对两 篇小说的比较和对比从全新的角度对它们做出欣赏。 关键词： 哈克贝利分历险记；远大前程；成长小说；诱惑；出走；困惑；知识 i abstract both charles dickens and mark twain are the most outstanding writers in the nineteenth century. their respective masterpieces great expectations and the adventures of huckleberry finn are literary canons and enjoy great popularity. though written by two authors in two countries they are comparable in terms of their common theme: initiation. the childhood of two protagonists, pip and huck are not carefree: huck shed his prejudice against the black slave jim and pip rises from a blacksmith boy to snobbish “rich person” then to a real gentleman. physically abused by his pap and mentally tortured by the civilized life advocated by miss watson and widow douglas, desiring for freedom, huck decides to escape and set about the adventures journey down the mississippi river with jim as the company. during the journey, he is torn between his “sound heart” and “deformed conscience” as to whether to tell on jim, a fugitive slave. finally, his good nature gets the upper hand, and thus he matures in his changed opinion about the black slave jim. he also gets to know the evils of civilization. also tortured by the maltreatment of his sister mrs. joe and hypocrisy of pumblechook, longing for gentlemanly status and wealth, pip begins his journey to go to live in london. with the help of guides, he also grows up by discarding his prejudice of lower class people and illusion for bourgeois and realizing the parity of judiciary system, the meaning of gentlemanly status. therefore, on the way away from home, they encounter different incidents and meet different people. they both lose their innocence and gain maturity. the specific features of one can be highlighted when compared or contrasted with others. through comparing the two novels plot pattern and contrasting the protagonists different puzzlements and different approaches to the puzzlements, the paper endeavors to deepen the understanding of the two novels as the classical initiation stories from new perspectives. apart from the introduction and conclusion, the paper includes five ii chapters. the first chapter introduces the initiation story including its origination and development, definition and features. the second chapter summarizes the plot of the two novels reflecting the two protagonists initiation experience. the third chapter discusses the temptations that attract them to leave home and the puzzlements they have when they enter the adult world, which are reflect the culture at that time. the fourth chapter focuses on the knowledge of the society they gain through the help of guides. the fifth chapter gets an overview of their journey toward maturity, during which they encounter universal problem by most teenagers, and approach the puzzlements in different ways. in short, through comparison and contrast with each other, appreciation of the two novels from new angels is got. key words: the adventures of huckleberry finn; great expectations; initiation stories; lure; escape; puzzlements; knowledge introduction 1 introduction the adventures of huckleberry finn by mark twain and great expectations by charles dickens stand out as the most prominent literary works. both of them are set against the background of the nineteenth century: the former before the civil war, the latter the earlier victorian age. they are both the living panorama of their own country at that time. both of them have the teenagers who grow up as the novel proceeds as protagonists. huck, with a brutal father neglecting his parental duty, and pip, with a tyranny- like sister, are both orphans. to their surprise, the world of adults which they are going to join is full of evils and ugliness. the two novels are comparable on the basis of initiation. huckleberry finn, though once was controversial and banned in america, is praised by the majority of contemporary critics. hemingway once comments on the book, “all modern american literature comes from one book by mark twain called huckleberry finnall american writing comes from that. the literary critic h. l. mencken announced, “i believe that huckleberry finn is one of the great masterpieces of the world, that it is the full equal of don quixote.” ( quoted in inge 376) in 1940s, the problems of the teenagers growing-up in american literature attracted the attention of american scholars, and so the study on the initiation theme in literary works emerged. “the adventures of huckleberry finn is a generally acknowledged classic initiation story in american literature.” (rui yuping 115 ) this book has been studied by many critics from the angle of initiation. nancy walker has ever said that this novel belongs to the genre of initiation story, for “the novel traces the development of huckleberry finns moral concept and displays a traditional process of development of an adolescent from innocence to maturity.” (zhang deming 92) early in 1954, james coxs “remarks on the sad initiation of huckleberry finn” discussed the theme. some related hucks initiation journey with primitive initiation rites with the theory of collective unconscious, and claimed that an initiation rite was the archetypal structure of the story. some discuss the common experience of human beings initiation reflected in the novel, or the specific social cultural background influencing earnest hemingway，green hills of africa. new york: charles scribnersons. 1979: 22 huck and piptwo boys on the road to maturity 2 hucks particular initiation experience. there has been some analysis of great expectations from the angle of initiation. psychoanalytic criticism tends to analyze the psychological development of pip under the influence of victorian society. charles dickens great expectations edited by harold bloom gives some information of the related introduction (including its theme and structure) and critics of great expectations. he believes that “great expectations is an untypical work; the difference from his other novels is the free narration, elaborate organization and pips learning a lot from the turning of the events and the complex society.” julian moynahan, a novelist and critic, wrote “the heros guilt: the case of great expectations”. in this paper, moynahan finds pip to be dickens most complex hero possessing both virtues and flaws. he argues that “dickens novels define its heros dream of great expectations and the consequences stemming from indulgence in that dream under the two aspects of desire and will, of regressive longing for an excess of love and of violent aggressiveness.” thomas loe, a professor of english at the state university of new york college at oswego, wrote an article titled “gothic plot in great expectations” in 1989. loe believes that great expectations is “an amalgam of three types of novel: the bildungsroman, or the novel of development from childhood to adulthood; the novel of manners; and the gothic novel of terror and the supernatural.” this thesis, through the analysis of the plot pattern of the two novels (temptation- leaving home-puzzlement-epiphany- knowledge of life and self), displaying the similarities (common puzzlements encountered by both adolescents) and differences (specific puzzlements reflecting respective culture and reaching a compromise with the society or not) of the two novels, intends to provide a new perspective in appreciating the two novels and thus getting a deeper understanding of the two novels. bloom, harold,ed. mark twains adventures of huckleberry finn .new york: chelsea house publishers,1986 moynahan, julian. “the heros guilt: the case of great expectations”. essays in criticism 10, no.1(january 1960): 77-79 loe, thomas. “gothic plot in great expectations”. dickens quarterly 6, no.3 (septemper 1989): 107-9 chapter one initiation stories 3 chapter one initiation stories the initiation story has its own beginning and development. many writers contribute to the enrichment and development of this genre. still, the general and important characteristics of it can be abstracted from this kind of stories. in this chapter, first a brief introduction about the origination and development of the initiation story will be provided, then the term is to be defined and the typical features of this genre will be described. 1. 1the origination and the development of initiation stories 1.1.1 bildungsroman in germany the stories of youths as a genre originated firstly in germany in the later 18th century, namely the bildungsroman, a german word. “bildung” refers to portrait, picture, shaping and formation, and “roman” means novel in english. bildungsroman is a kind of novel which concentrates on the spiritual, moral, psychological or social development and growth of the protagonist usually from childhood to adulthood, from innocence to maturity. so the bildungsroman can be defined as a narration of the making of an individual and of the maturation process of a young man who searches for his identity through various schools, jobs and political or religious institutions. it is the story of a childs initiation into adulthood or youths struggling for identity, maturation and a place in society. johann wolfgang von goethes wilhelm meisters lehrjahre(wilhelm weisters apprenticeship)is the most famous example of the bildungsroman and is acknowledged to be the prototype of the genre. the classical bildungsroman usually ends with reconciliation and assimilation, for a protagonist in it is expected to be melted into the society. the endings of these novels are usually optimistic and happy and harmonious in their relationship with the society. traditionally, the bildungsroman cannot ignore the following elements, such as education, identity and the self, journey, love, searching for a vocation and the meaning of life. it was first translated into “novels of education” in china. however, exactly, to the protagonists in bildungsroman, life itself is education, many people around him are the teachers, and he can always learn something from every person. the education he receives does not come from books, but from setbacks, sufferings, struggles. huck and piptwo boys on the road to maturity 4 1.1.2 initiation stories in britain the english essayist thomas carlyle, impressed by wilhelm meisters appreticeship, translated it into english in 1824, and imitated it in the sartor resartus. since then, the english bildungsroman grew popular. it reaches its climax in victorian england. charles dickens great expectations which will be analyzed in the thesis and chalotte brontes jane ayre are generally considered examples of the bildungsroman genre. buckley once describes the basic elements of british initiation stories: “but none that ignores more than two or three of its principal elementschildhood, the conflict of generations, provinciality, the larger society, self-education, alienation, ordeal by love, the search for vocation and a working philosophy.” like the classical german bildungsroman, the protagonists benefit from their struggles and achieve a new understanding of either the world or themselves. during the clashes between the needs of the hero and the views enforced by the society, the protagonist makes it clear whether to conform to the social regulations. unlike the german bildungsroman, in the english initiation stories, usually, his free imagination is limited by the provinciality and the domination from the family is a barrier for him to realize his dream. therefore, the hero usually leaves home to flee from the provinciality. however, to his disappointment, the city, promising liberation, turns out to be a source of corruption. 1.1.3 initiation stories in america as a youthful nation of more than 200 years history, the us is always on the road of pursuing its own identity to differentiate itself from other nations and meanwhile, its youth always struggle for self-identity either in conflict or harmony with american society. especially in the 19th century, the basic model of the society had not formed. westward movement still went on to open up frontier. the whole country was just like a young person longing to mature and develop. therefore, the theme of initiation in american literature is very common and popular and symbolizes the growth of the whole country. the development of american initiation stories is also closely related to the american culture and society. from its independence to the nineteenth century, america buckley, j. hamilton. season of youth: the bildungsroman from dickens to goldenm. cambridge: harvard university, 1974. 17-18 chapter one initiation stories 5 developed at a great speed and great changes took place. it constantly inputs new blood for the composing of american initiation stories. before the nineteenth century, the americans were engaged in the struggle for survival. they were generally cheerful of the beautiful future in life while ignoring the puzzlements and bewilderment in the youth growth. therefore, the initiation story at that time was generally optimistic encouragement and guidance. benjamin franklins poor richards almanac and autobiography are the representative works. in the mid-nineteenth century, american literature began to attach significance to the sufferings in the growth of youth. hawthorns scarlet letter and melvilles moby dick and mark twains huck finn which is to be analyzed in this paper showed the struggle and puzzlements of youth on the road towards maturity from different aspects. in the short time of development of america, youths in different countries are troubled by different problems. different times provide different ways for people to tackle the puzzlement. many important trends of cultural thoughts are reflected in initiation stories, like pragmatism in adventures of huckleberry finn. 1.1.4 the differences between british and american initiation stories though derived from the british initiation story, the american initiation stories have developed new characteristics against its historical, cultural and social background. inevitably, the initiation stories involve the conflict between individuality and socialization. the british one focuses more on the objective reality of the world, how the individuals can be melted into the society. however, the american counterpart pays more attention to the inner feelings of the hero. it shows the heros mental state of confusion in the adult world. in the british one, the confusion is often solved in the end, the individual finally makes a concession with the society, while in the american variant, it remains unresolved. the americans have a firm belief in the individuals and falter when being asked to be assimilated into the society and are more rebellious. as a result, the american initiation story seldom has the comic or happy ending like that in the british initiation stories, but is open-ended and does not present the authors opinion clearly. besides, even if self-sacrifice and devotion are mentioned in both, they have different objectives. for the vanderwerken david l. faulkers literary children: patterns of development. new york: peter lang publishing, inc.,1997. huck and piptwo boys on the road to maturity 6 british initiation stories, they serves to maintain social stability and to help the protagonist to melt into the society, while the american hero devotes himself to changing the world, realizes his value and preserve his freedom. there are some differences in the protagonists between the british initiation story and its american variant. in the pursuit of the knowledge of oneself and the world, the two also differs from each other in dealing with the relationship between reflection and action. americans tend to be more pragmatic. in their initiation stories, “thinking and doing, doing and thinking, that is the sum of all wisdom . to test doing against thinking, thinking against doing”. therefore, the thinking and doing reach a balance. in contrast, the heroes in british initiation stories spend more time thinking and dreaming, but seldom put his ideas into practice. the protagonists in the british initiation grow up to be a useful man to the society at last by compromising with the society but losing his nature. the american hero instead tries his best to express himself and fulfill himself. at last, there are structural differences. the path of growth in british initiation stories is linear. the structure in american ones is circular. it focuses more on exploring the journey itself rather than the end. psychological growth is more important than the events for instance, at the beginning of huckleberry finn, huck says, the widow douglas, she took me for her son and allowed sh