狄更斯作品中儿童形象分析（全英文）

狄更斯作品中儿童形象分析（全英文）查尔斯·狄更斯（1812－1870）是十九世纪英国最杰出的小说家之一，也是第一位倾注了极大精力创造儿童形象的大作家，他塑造的许多儿童形象在世界文坛上有着不可超越的重要意义。本文通过分析他的三部代表作品《雾都孤儿》、《大卫·科波菲尔》、《远大前程》中的儿童形象，探讨这些形象与作者的密切关系。首先这类儿童形象的塑造都与狄更斯的个人经历特别是童年经历或所处的社会背景有关；其次，通过这些儿童形象的塑造，狄更斯在反映其童年经历的同时，也记录了社会的黑暗，并且展示了他对资产阶级黑暗性不断觉醒的过程。本文试图从比较分析的角度，从三部作品中抽取有代表性的章节进行研究，分析他个人经历与三位主人公的联系，体现出他对笔下儿童的深切情感，并得出狄更斯在塑造儿童形象方面的共性。ABSTRACTCharlesDickens(1812-1870)isoneofthemostoutstandingEnglishwritersinthenineteenthcentury.Heisalsothefirstwriterwhodevotedhimselftothecreationofchildren’imagines.TheimagesofchildrencreatedbyCharlesDickensplayaveryimportantroleintheworldliterature.Bycomparison,thispaperdiscussestherelationshipbetweentheauthorandtheseimages.Firstly,thecreationofthesechildren’simageshasacloseconnectionwithDickens’personalexperienceandsocialbackground;secondly,bythecreationoftheseimagesherevealsthedarknessofsociety,andshowshisgrowingawarenessofthedarknessofthecapitalism.Throughtheanalysis,thispaperdrawsthecommonfeaturesinCharles’creationofchildren’simagines.Andthroughtheresearchoftherepresentativechapters,thedeepemotionsbetweenDickensandhischildrencanbevividlyshown.1.Introduction1.1TheIntroductionoftheAuthorCharlesDickens(1812-1870)isoneofthemostoutstandingEnglishwritersinthenineteenthcentury.HewasborninPortsmouth,Englandon7th,February,1812,buthespentmostofhischildhoodinLondonandKentwherehebasedmanyofhisnovels.Whenhewasnine，hewenttoschoolbuthadtoleavewhenhewas12becausehisdadwasputinprisonforbeingindebt.Whenhewas15，heleftschoolandwenttoworkasalegalclerkinasolicitor'soffice.In1836hedecidedtowritehisownstoriesunderthenameofBoy.Theywerecalledthe“PickwickPapers”[1]whichwerelikecomicsforadults.Charlescontinuedtousehisbookstotellaboutthebadconditionsthattheworkingclassesandpoorpeoplehadtolivewith.Aswellaswritinghetookaninterestinthetheatreandin1847becamemanagerofatouringtheatrecompany.CharlesDickenswrotemanyfamousnovelsallhislife,heisprobablythemostpopularauthorinEngland.1.2TheIntroductionofChildren’sImagesinHisNovelsCharlesDickens’worksenjoygreatpopularityamongpeopleandcanstandthetestoftime.Evenin21stcentury,hisworksarestillwidelyread,continuouslytranslatedintomanylanguagesandadaptedintofilmsandTVseries.Dickens’vividdescriptioncreatesmanylifelikecharacters,whichimpressthereadersdeeplyintheirmemoryafterreading.Amongchildren’simagescreatedbyCharlesDickens,desertedchildrenplaythemostsignificantroles.ItisimportanttopointoutthatthecreationofthedesertedchildrenhasacloserelationshipwithbothDickens’personalexperienceandsocialbackground,especiallyhischildhoodexperience.Hisfictionattractsmanyreaders.Thesechildrenweredescribedsovividlythatasiftheywerereallyaliveintheworld.“Dickensappealstothecommonexperienceofthereader.”[2]Sothereaderiseasilyabletoidentifythedifferentimagesinhisdifferentnovels.Forexample,ofallhisworks,DavidCopperfieldisconsideredtobehismostautobiographical.Inthisnovel,Charlescreatesanorphanjustlikehim,andthroughthischaracter,hedescribesthememoryabouthisownchildhoodandexpressesthesympathyforthepoorpeople.AndinGreatExpectationshereallyputshisownheartandsoulintohischaractersbyweavinghisownexperiencesintohisworks.PhilipCollinswrites“GreatExpectations,indeed,thoughovertlyautobiographicalthanDavidCopperfield,isamoresearchingandself-criticalaccountofDickens'owninnerimpulses.”[3]ItisalmostasifthereisarealpossibilitythatPip,orsomeonelikehim,actuallyexisted.AnotherexampleisinOliverTwist.Oliverisakindofchildrenthatorphansorhalf-orphanswhoaredeserted,orsimplyneglected.Helackswarmfamilylovewhenheisveryyoung.Allofthedesertedchildreninthenovelshaveamiserablechildhoodandlongforcareandlovefromadults.AsCharles’ownchildhoodexperienceismiserable,hecancontributetohisviewsonsocialreform,andhiscompassionforthelowerclass,especiallythechildren.2.AnalysisoftheThreeMainChildren’sImagesinDickens’Novels2.1OliverTwist:Dickens’OwnWantinHisChildhood“Please,sir,Iwantsomemore.”Themasterwasafathealthyman;butheturnedverypale.Hegazedinstupefiedastonishmentonthesmallrebelforsomeseconds,andthenclungforsupporttothecopper.Theassistantswereparalyzedwithwonder;theboyswithfear.“What!”saidthemasteratlength,inafaintvoice.“Please,sir,”repliedOliver,“Iwantsomemore.”ThemasteraimedablowatOliver’sheadwiththeladle,pinionedhiminhisarms,andshriekedaloudforthebeadle.TheBoardweresittinginsolemnconclave,whenMr.Bumblerushedintotheroomingreatexcitement,andaddressingthegentlemaninthehighchair,said:“Mr.Limpkins,Ibegyourpardon,sir!OliverTwisthasaskedformore!”Therewasageneralstart.Horrorwasdepictedoneverycountenance.“Formore!”saidMr.Limpkins.“Composeyourself,Bumble,andanswermedistinctly.DoIunderstandthatheaskedformore,afterhehadeatenthesupperallottedbythedietary?”“Hedid,sir,”repliedBumble.“Thatboywillbehung,”saidthegentlemaninthewhitewaistcoat.“Iknowthatboywillbehung.”[4]Inthisscene,ahungryboyisaskingformoreclaimsuniversaladmiration.Thepoorboy’simageisvividlyappearingonthepaper.Andthissituationevokesinthereadersastrongsenseofsympathytowardstheboyandastrongsenseofhorroragainstthesystem.ThisisoneofCharles’famousnovelswhichisentitledOliverTwist.OliverTwist,publishedin1838,isoneofCharlesDickens'sbest-knownandwell-lovedworks.Afteritwaspublished,itwaspopularamongEngland.“Dickensusedthecharactersandsituationsinthebooktomakeapointedsocialcommentary,attackingthehypocrisyandflawsofinstitutions,includinghissociety’sgovernment,itslawsandcriminalsystem,anditsmethodsofdealingwithpoorpeople.”[5]Interestingly,hedidnotsuggestanysolutions;heonlypointedoutthesufferingwhichcausedbythesesystemsandtheirdeepinjustice.Dickensbasicallybelievedthatmostpeoplewereborngoodbutthattheirgoodimpulsescouldbedistortedbysocialevils.ThesceneofOliver’saskingformoreisDickens’recallofhischildlabor’slife.Astheauthorofthenovel,heknewclearlyaboutthecoldimpersonalityoftheworkhousesystem.Hischildhoodsufferingdominatesthewholestyleofhiswritingandthewholeviewtosocietylater.“Dickensusedhisartistictalentstospeakforthesilence,tofightfortheoppressed,andtochampionthosedefeated.”[6]Meanwhileheshowedhisgreatsympathyforthemiseriesandhardshipssufferedbytheworkingclasspeople.AccordingtoDorisAlexander,Dickens“knewthatearlycircumstancesshapecharacterandthatcharacter,inturn,shapesreactionstolatercircumstances.”[7]Andinmanyways,thatcharactersuccessfullydrewattentionandsympathyfromtheirreaders.InDickens’workshegavechildrenavoicethattheydesperatelyneeded,yetneverhadbefore.MaybesomereaderswillwonderwhyDickensalwaysmakestheworldweighsoheavyonthelittleshouldersofhischaracters.Themainreasonisthathewantedtoprotestagainsttheinjusticestowardchildrenthathesawinhisownchildhood.Heusedhisownexperiencetoillustratewhatthesechildrenneededandwhattheyweremissing.Hischildhood’srecallhastotallyreflectedinOliverTwist.OliverTwistisalsoDickens’firstnovelthatfocusedonachildhero,whoseexperiencesexpressedDickens’psychologicalwantinchildhood.Throughoutthenovel,DickensusedOliver’scharactertochallengetheVictorianage’sevil.Hewastorturedandmistreatedintheworkhouseathisearlyage,laterwasthrowntogetherwiththebandofthieves,hesufferedalotofpainbuthiskindnatureremainedunchanged.Dickenstriedtocreateachildwhodidnotpresentacomplexpicturebetweengoodandevil—instead,hewasgoodnessallthetime.WhatcarriedOliverthroughlifeandawayfromthepovertywashisgoodnature.DickenshimselfhadtoworkintheworkhouseasyoungasOliver.Asadesertedchild,Dickenshungeredforloveandhelpfromadults.SoinOliverTwist,DickenscreatedseveralkindsencounterstoofferhelpwhichfreedOliverfromsufferingsanddangerstoapennilessandhopelesschild.Fromtheseimages,wemayseeDickenshimselfasalonelyanddesertedchildwhoiseagerlyexpectingkindencounterwithgood-heartedmenbywhomhewillbeofferedhelp.Sothesehappyencountersareauthor’spsychologicalwantinhischildhood.InthenovelOliverunderstoodthelifeformswell,andthishelpedhimfitthesocietybetter.Hebeganhislifemiseryenough—orphaned,underfed,unloved,beaten,apprenticed,fedthescrapsthedogscorns,andmadetosleepintheshopwiththecoffinsatnight.Weareimpresseddeeplybythedescriptionofworkhouseandundertaker’sshopthroughOliver’sview.Inhiseyestheworldwascruelandawful.“DickensdrawsstrictlyfromhisobservationfromOliver’sview,givingustheverytruthindespiteofsentiment.”[8]PassingfromtheshadowoftheworkhousetothatofcriminalLondon,wecanfeelthatLondonisaplaceofsqualidmysteryandterror,ofthegrimlygrotesque,oflabyrinthineobscurityandluridfascination.Hetaughtpeopleacertainwayofregardingthehugecity,thedirtystreets,accuratelydescribedandnamed;thebare,filthyroomsinhabitedbyFaginandSikesandtherestofthem;thehideouspublic-housetowhichthievesresort.Throughthedirectlytouchwiththehugecity,wehaveaveryscaredimpression,forinstance,whattheworkingclasspeopleeatanddrink,andcansmellthedishofsheep'shead,flankwithporter,whichNancysetsbeforeherbrutalcompanion.“InDickens’scase,hemanagedtousethisgruelstoryasameanstoshifthislongstoredtensionsintotheimageofOliverTwist,producingthusametaphoricaccountthatcouldfunctionquitelikeadream.”[9]2.2DavidCopperfield:Dickens’OwnSufferingsinHisChildhood“TheroomwasasneatasJanetormyaunt.AsIlaiddownmypen,amomentsince,tothinkofit,theairfromtheseacameblowinginagain,mixedwiththeperfumeoftheflowers;andIsawtheold-fashionedfurniturebrightlyrubbedandpolished,myaunt'sinviolablechairandtablebytheroundgreenfaninthebow-window,thedrugget-coveredcarpet,thecat,thekettle-holder,thetwocanaries,theoldchina,thepunch-bowlfullofdriedroseleaves,thetallpressguardingallsortsofbottlesandpots,and,wonderfullyoutofkeepingwiththerest,mystainedanddustyselfuponthesofa,takingnoteofeverything,Janethadgoneawaytogetthebathready,whenmyaunt,tomygreatalarm,becameinonemomentrigidwithindignation,andhadhardlyvoicetocryout,"Janet!Donkiesr!"Uponwhich,Janetcamerunningupthestairsasifthehousewereinflames,dartedoutonalittlepieceofgreeninfront,andwarnedofftwosaddle-donkeys,lady-ridden,thathadpresumedtosethoofuponit;whilemyaunt,rushingoutofthehouse,seizedthebridleofathirdanimalladenwithabestridingchild,turnedhim,ledhimforthfromthosesacredprecincts,andboxedthecarspftheunluckyurchininattendancewhohaddaredtoprofanethathallowedground.”[10]DavidCopperfieldisthemostuniquebookamongallDickens’worksforitsdeeplypersonaltone;itisanautobiographyoftheauthorhimselfandalsoahistoryofDickens’emotionallife.Thisnovelwascreatedin1849-1850,midwayinhiscareer,justbeforethewritingofthe“dark”novels.Inthisstory,DickensdescribesaverylovelyboynamedDavidCopperfield.“Iamwithinthreepagesoftheshore,andamstrangelydivided,asusualinsuchcases,betweensorrowandjoy.Oh,mydearForster,ifIweretosayhalfwhat‘Copperfield’makesmefeelto-night,howstrangely,eventoyou;Ishouldbeturnedinsideout!IseemtobesendingsomepartofmyselfintotheShadowyWorld.”[11]CharlesDickenswroteinaletterjustbeforehefinishedthefinalchapterofDavidCopperfield.Andhebecameintenselyinvolvedinthischaracterwhilehewaswriting.Andin1869,theyearbeforehedied,DickenswrotethatCopperfieldwasstillhis“favoritechild.”[12]DavidCopperfield’swholelifecanbedividedintothreestages.Inthefirststagehehadamiserablechildhood.HewasbornatBlunderstone,sixmonthsafterhisfather’sdeath.Davidspenthishappyearlydayswithhismother,ClaraCopperfield,agentlebutweakwoman,andPeggotty,thecombinationservantandnurse.Whenhismothermarriedagain,toaMr.Murdstone,hismiserablelifehadbegun.Hewasimaginativeandsensitive,sufferingmorefrompsychicanguishthanfromphysicalabuse.Davidflourishedandexpandedunderaffection,butshriveledandcontracteddeprivedofit.Andinthesecondstage,DavidwaspackedofftoSalemHouseSchoolnearLondon.ThisinstitutionwasrunbytheferociousMr.Creakle,asadist.ButtheworstthingishismotherandhernewbornbabydiedandloyalPeggottywasdismissedbyhisstepfather,Davidwasreallylonelyanddeserted.HewassenttothewarehouseinLondon,whichfollowed,wasworse.Noonelovedhimandnoonecaredforhim.There,half-starved,the10-yearoldDavidlaboredbesideslumurchins.Finallyhecouldn’tstandthetortureanddecidedtorunawayfromthewarehouse.HemadehiswayonfoottoDoverwhereAuntBetseyTrotwood,hisonlylivingrelative.Fortunately,hisaunttookhiminandsenthimtoCanterburytoattendaschool.Thenextisthethirdstage,Davidexperiencesandcomfortedforhishappynewstart.Davidsurvivedhisordealwiththemoralsupportofseveraladults:theMicawbers,AuntBetsey,andDr.Strong,whoeducatedhim.Hediscoveredenormousreservesofstrengthwithin,adoggedperseverancewhichenabledhimtomasterthedifficultartofshorthandreporting.Thistraitstoodhimingoodsteadwhenhebecameawriter,andwasthekeytohislatersuccess.Dickensfiguresthischaracterverywell.Thatisallduetohischildhoodsufferings.Dickenswasbroughtupbymiddle-classparents.Butthenhewasabandonedasworthless.Thefewshillingsaweekheearnedbarelyservedforhiskeep,sothathissacrificeseemedgratuitous,ameansofgettinghimoutoftheway.Theblackingfactorylefthimwithalifelonginsatiableneedforrecognitionandapproval;adegreeofemotionalreserve;andanobsessionwithcleanlinessandorderwhichhehimselfadmittedwas“almostadisorder”.[13]Hewashauntedbytheexperiencefortherestofhislife.“Evennow,famousandcaressedandhappy,IoftenforgetinmydreamsthatIhaveadearwifeandchildren;eventhatIamaman;andwanderdesolatelybacktothattimeofmylife.”[14]TheChristmasbeforehisdeath,playinga“memorygame”withhisfamily,Dickenswrotedown,“Warren’sBlacking,30,Strand”[15],whichmeantnothingtohischildrenuntilhisbiographywaspublishedafterhisdeath.DickensalsoconveyshisviewofeducationinDavidCopperfield.Davidwasfirsteducatedinformallyathome.Helearntthe“alphabetathismother’sknee”[16]andreadtoPeggottyfromtheCrocodilebook,developinghisimagination–“wewentintothewater…andputsharppiecesoftimberdowntheirthroats”[17]Dickensclearlyapprovesofthiseducation,sointhenovelDavidsaidinretrospectthatmemoriesofthistime“recallnofeelingofdisgustorreluctance”[18]DickenscontraststhemiseryofDavid’seducationafterhismother’sremarriage;“DavidwasbetrayedbyhisownnervousnessinfrontofthedominatingMurdstones,upsettinghismotherandloweringhisself-esteem–heseemedtobemorestupid.”[19]ThisnegativeeffectagainshowedDickens’encouragementofaverydifferentformofeducation.Davidwasnot“stupid”anditwasonlythestrictandstiflingcircumstancesthatmadehimfeelthisway.IftheMurdstonesweremoreliberalandgenerousintheireducation,theresultswouldbetotallydifferent.Dickens’viewsoneducationareconveyedbestthroughthecontrastbetweenBetseyTrotwood’sfirmnessandMr.Murdstone.“Davidnevertobemeaninanything,nevertobefalseandnevertobecruel.”[20]Hisepicjourneyshowedtheconsequencesoftheseeducationalmethods;Davidwasliterallyescapingthemoral,physicalandfinancialimprisonmentofthefactory,andgotthefreedomtoexploreanddevelophisinterestsatlast.2.3GreatExpectations:Dickens’GrowingAwarenessofCapitalism’sDarkness“Mysister,Mrs.JoeGargery,wasmorethantwentyyearsolderthanI,andhadestablishedagreatreputationwithherselfandtheneighborsbecauseshehadbroughtmeup“byhand.”Havingatthattimetofindoutformyselfwhattheexpressionmeant,andknowinghertohaveahardandheavyhand,andtobemuchinthehabitoflayingituponherhusbandaswellasuponme,IsupposedthatJoeGargeryandIwerebothbroughtupbyhand.Itisamostmiserablethingtofeelashamedofhome.Theremaybeblackingratitudeinthething,andthepunishmentmayberetributiveandwelldeserved;but,thatitisamiserablething,Icantestify.Homehadneverbeenaverypleasantplacetome,becauseofmysister'stemper.But,Joehadsanctifiedit,andIhadbelievedinit.Ihadbelievedinthebestparlorsasamostelegantsaloon;Ihadbelievedinthefrontdoor,asamysteriousportaloftheTempleofStatewhosesolemnopeningwasattendedwithasacrificeofroastfowls;Ihadbelievedinthekitchenasachastethoughnotmagnificentapartment;Ihadbelievedintheforgeastheglowingroadtomanhoodandindependence.Withinasingleyear,allthiswaschanged.Now,itwasallcoarseandcommon,andIwouldnothavehadMissHavishamandEstellaseesitonanyaccount.”[21]GreatExpectationsfirstappearedinCharlesDickens’weeklyjournal“AlltheYearRound”in1861,andthencameoutinbookformin1862.Oneofthemostimportantandcommontoolsthatauthorsusetoillustratethethemesoftheirworksisacharacterthatundergoesseveralmajorchangesthroughoutthestory.AsabookwhichwaswrittenintheafternoonofDickens'slifeandfame,thegreatdifferencebetweenGreatExpectationsandhisearliernovelsistheintroductionofdramaticpsychologicaltransformations.HeintroducesthereaderstomanyintriguingandmemorablecharactersincludingMissHavesham,Mr.Jaggers,andthebenevolentconvict,AbelMagwitch.Incommonsense,thechildren'sworldshouldbefilledwithtendercareandhappiness;itshouldbeaworry-freeworld.InGreatExpectations,however,Pip'sworldcouldnotbedescribedassuch.Hewasanorphanlivinginthechangingmoods,crueltyandviolenceofhissisterandUnclePumblechook.SuchlivingconditionsresultedinatimidandsensitivePip.JoewastheonlyonewhotookcareofPip.HetreatedPipashisdearfriendandgavePipsincerityandcomfort.HeledPiptorealizetherewashappinessandwarmthinlifeeventhoughhisinfluencewastooweaktocombatMrs.JoeandUnclePumblechook.ButthefalsevaluesaboutmoneyandsocialstatuspenetratedintoPip'sworld,Pipcouldnotresistitandthereforelostbalanceinmind.Sohissimpledreamchanged.Hevainlyexpectedtobeagentleman,tomarryEstella.Subjectedtosuchwrongideas,Piplivedinthegapbetweenrealityanddream.Althoughinsuchterriblecircumstances,Pip'sstillhaveindustrious,kind,simpleelementinhismind,thisismainlyduetoJoe.JoewasPip'scomfortandsourceofhappiness.Joerepresentedthevirtuesoftheworkingclass.InbringingPipup,Joe'sattitudewasquitedifferentfromothers.HesincerelydidallhecouldforPip.HewasPip'sfellow-sufferer.HeneverlookeddownandmaltreatedPip,butprotectedPipfromMrs.Joe'sbullying.Pipwasdeeplymovedbysuchsincerecare;andthereforePiphadgratitudeforJoe.ThemostimportantthinghetoldPipwastobehonest:"There'sonethingyoumaybesureof,Pip,"saidJoe,aftersomerumination,"namely,thatliesislies.Howevertheycome,theydidn'tneedtocome,andtheycomefromthefatheroflies,andworkroundtothesame.Don'tyoutellnomoreofthem,Pip.Thatain'tthewaytogetoutofbeingcommon,oldchap.Andastobeingcommon,Idon'tmakeitoutatallclear.Youareoncommoninsomethings.You'reoncommonsmall.Likewiseyou'reoncommonscholar.[22]ButwhenPipmetEstella,hewasstrongattractedbyher.HelongedforEstellabutwaslaughedatbythisbeautifulproudgirl.Fromthenon,Pipfeltashamedofhishands,ofhisboots,ofhissocialstatusandfriends.Hefellintofalsevalues.HisambitiontobeagentlemanresultedfromhishopelessloveforEstella.Theworshipofmoneyandwaslikepoison.Pipwastrappedinhisdreams.“Itisreasonabletobelieve,inthiscase,thatGreatExpectationisanovelfocusingonthesenseofdisillusionmentofone’sideal,dreamandaspiration.Thisechoes,however,theauthor’sowntraumaticexperienceofbeingdisillusionedonapersonalbasisandeventuallyonasociallevel.Hispursuitforhisownidentityinthesocietyisadisillusionmentthatresultsinhisconstantanxietyandfrustration,whichunderliesthemotivesforGreatExpectation.”[23]DickensandPiphavethreesimilaritiesatleast:thefirstoneisthemiserablechildhood;thesecondoneisthewaytofulfillthedream.AsforPip,hislifechangedbecauseofamysteriousbenefactor.HowDickensendedhisdaysintheblackingfactory?AfterhisfatherJohnDickensinheritedafortunefromaScotchcousin,hewasreleasedfromprison.Ashehadpromised,Dickenswassenttoschool.Sotospeak,Dickensbeganhiswaytobeagentleman.Thelastbutnottheleastoneisthegrowingawarenessoftheinfluenceofcapitalism.PipbeganhisadventureasagentlemanwhenhelefttheforgeofJoeandlivedinthecircleofgentlemeninLondon.IntheVictorianAge,LondonwasnotasgoodasPipimagined.Here,Piplosthisgoodnatureforatimeandfeltproudofbeingadandy.Heturnedintoaselfish,blinkered,frivolousone.HefellevendeepintotheillusionsthatMissHavishamwashisbenefactorandhewouldmarryEstellaundertheauthorityofMissHavisham.Thesuddenlycoming-backofMagwitchbrokehisillusionsintopiecesandmadehimrealizehismisdoings.Hedecidedtogetridofillusionsandhisgentlemanlife.ThenovelchartsthecareerofPhilipPip,fromblacksmith’sboytopolishedgentleman,drivenbyhishopeofwinningthehandofhisfirstlove,Estella.Hehaschangedfromaninnatelyjollyandoptimisticmanintoonewhoisdisillusionedandpessimistic.Dickensshowshisphilosophicideaclearlythroughthisnovelandfigureoutaclassicchild’simage.3.TheComparisonofTheThreeChildren’sImagesinThreeNovels3.1TheSimilaritiesoftheThreeChildrenInthesethreefamousnovels,Dickenscreatedthreevividchildren’simages.Theyareallorphansorhalf-orphans,haveatragedychildhood,allofthemaretingedwithatoneofautobiography.Andcomparingthesechildren’simages,wemayfindoutthatthecircumstanceandthetragedychildhoodarethemostsimilarthings.3.1.1ThecircumstancesFromthethreenovels,it’sevidentthatthethreeboysareboxedupbythedarkandhopelesssociety.Theylosttheirparents,nottreatedwellbytheirkeepers.However,theimportantplotsharedbythethreenovelsisthatalltheboysundergoadramaticchangeoflifebyreceivingunexpectedsponsorshipfromeithertheirrelativesorpeoplearoundthem.OliverTwistwashelpedbyMr.Brownlow,whoturnedouttobeafriendofhisfather’sandonewhoeventuallygotbackforTwistthelegacythatbelongedtohim.DavidsoughthelpfromAuntBetsey,withwhosemoneyhereceiveddecenteducationuntilhecouldliveonhisown.Pip,ontheotherhand,receivedunexpectedlegacyfromananonymous“gentleman”,whoturnedouttobethecriminalheoncehelped.Theygothroughalotofhardshipsduringtheirlife.Fortunately,despiteallthehardshipsandtorturetheyexperience,thedesertedchildrenkeeptheirgoodnaturealltheirlives.3.1.2ThetragedychildhoodOliverTwist,DavidCopperfieldandPipareallorphanedchildren,broughtupbyeithertheirrelativesorgovernmentalinstitutions.Twistwasfatherlessandhismotherdiedaftergivingbirthtohim.Davidwasalsofatherless.Hewasbroughtupbyhismotheruntilhismothersenthimawayforherre-marriage.Pipwasparentless;hewas,fromthebeginningofthestory,anorphanedchildlivingwithhissisterandherhusband.Whentheygrowup,allofthemexperiencelonelyandhardtripstofindnewhopesinlife.InOliverTwist,TwistescapedfromtheSowerberry’shousetoLondonduetothemistreatmenthereceivedfromacharityboyNoahClaypole,whogoadshimtorebellion.InDavidCopperfield,youngDavidmadehiswayonfoottoDoverwhereAuntBetseyTrotwood,hisonlylivingrelativeresides.InGreatExpectations,however,PipwenttoLondoninabuoyantmannerduetohisinheritanceofalargeamountofmoneyfromananonymousbenefactor.Althoughthetripsarenotentirelyofthesamedesperation,theyhavereviewed,inthesamemanner,aboutthesorrowatdeparture,thesenseofextremeloneliness,aswellasthefeelingofabandonment.3.2TheRelationshipBetweenDickensandThreeBoysThecreationofdesertedchildrenhasacloserelationshipwithDickens’personalbackgroundespeciallyhischildhoodexperience.Theimportantreasonofthesenovelscanbesofamousthattheyarevividlyinthebook,asiftheyarealiveintheworld.Theycanexistinreadersmindsolong,onehandisduetoDickens’geniusdescription,theotherhandisthatwhattheseboyssufferinthebookisalsothememoryofDickenshimself.3.2.1ThesimilarchildhoodexperiencesInDickens’snovels,theboysareusuallyabandoned,thisisallbaseduponhistraumaticexperience.Thefactthattheauthorcouldnotretreattohistraumaticstageoflifeinrealitycauseshimtofindwaystoregresstohistraumaticchildhood.Theregressiveimpulsesfindaniceoutletinhisnovels.There,Dickensspeakoutlavishlyhissorrowandagoniesthroughtheagentofhisboyprotagonistslikeachildwhocriedoverandoveragainathiswound,knowingt