Abstract
As an English novelist, E. M. Forster made great contributions to the rise of British Modernist novels in the 20th century. During his lifetime, he created six novels and some articles. As one of his most optimistic works, A Room with a View offers a close reading of how Lucy changes from her former confinement to mental emancipation and freedom under the impact of those mentors who eventually make her realize self-value and self- identity. This thesis will analyze A Room with a View with Bildungsroman, Transcendentalism and the concept “mentor”. The purpose of this thesis is to give people a whole understanding of the mentors’ effects during the evolution process of Lucy Honeychurch, which will not only fill the blank in the study of mentors in this Female Bildungsroman but also be instructive for the growth of those young women in plights nowadays.
The thesis is divided into six parts. Chapter one is a general introduction. It consists of brief introductions to E. M. Forster and his novels, significance, objective and organization of this study. Chapter two is mainly about literature review on E.M. Forster, A Room with a View and the “mentor” both at home and abroad. Chapter three includes the theoretical bases such as Bildungsroman, Female Bildungsroman and the concept “mentor”. The following two chapters explore the positive and negative mentors. These two chapters divide the mentors into two categories and pay equal attention to each kind. Chapter four focuses on George and his father Mr. Emerson who set a good example to Lucy. They help her regain the confidence and encourage her to pursue identity and true love. Correspondingly, Chapter five stresses Miss Bartlett’s overprotection and Cecil’s male chauvinism which have a bad effect and even hinder Lucy’s development. Chapter six is a conclusion of the study which offers a brief evaluation of the mentors and their influences in A Room with a View.
In a typical Female Bildungsroman, the company and guidance of initiation mentors are essential for the inexperienced youngsters. They encourage, admonish and lead them to the maturity. The image of mentors not only sets the growth reference for the protégé, but also deepens the initiation theme. Likewise, During Lucy’s growth, she can’t grow spiritually and healthily into a real independent lady without the mentoring from Mr. Emerson, George and even the negative mentors in this book.
Keywords: Mentor, Female Bildungsroman, Transcendentalism, E. M. Forster, A Room with a View
Contents
Abstract
中文摘要
Chapter One Introduction-1
1.1 E.M. Forster and his novels-1
1.2 Significance of the study-2
1.3 Objective-3
1.4 Organization-3
Chapter Two Literature Review-5
2.1 Literary criticism on E. M. Forster-5
2.2 Literary criticism on A Room with a View-6
2.3 Literary criticism on “Mentor” in previous studies-7
Chapter Three Theoretical Bases-10
3.1 Bildungsroman-10
3.1.1 Definitions of Bildungsroman-10
3.1.2 Origins of Bildungsroman-10
3.2 Female Bildungsroman-11
3.2.1 Origins of Female Bildungsroman-12
3.2.2 A Room with a View as a Female Bildungsroman-12
3.3 The concept “Mentor”-13
3.3.1 Categories of “Mentor”-14
3.3.2 Archetypes of “Mentor”-14
Chapter Four Positive Mentors-16
4.1 Mr. Emerson as Lucy’s guide-16
4.1.1 Providing Lucy with transcendentalism thoughts-16
4.1.2 Guiding Lucy to be kind and tolerant-17
4.1.3 Guiding Lucy to be frank and carefree-18
4.1.4 Guiding Lucy to understand love and truth-18
4.2 George Emerson as Lucy’s lover-19
4.2.1 Proving Lucy with passion and sweetness-20
4.2.2 Leading Lucy to feel true love-21
4.2.3 Leading Lucy to see her heart-21
Chapter Five Negative Mentors-23
5.1 Cecil Vyse as Lucy’s fiancé-23
5.2 Charlotte Bartlett as Lucy’s cousin-25
Chapter Six Conclusion-28
References-30
