The English Bildungsroman

The English Bildungsroman Meaning and Characteristics Characteristics of a Bildungsroman ● The Realist novel of the nineteenth century was written in opposition of the Romance (genre) of medieval times ● Representation of “real life” experiences and characters versus ideal, ideal moral codes, ideal characters (nobility) and fixed values. Examples from the Novel - Including page # - Pip learns that wealth and social status, which he idealizes, do not automatically bring happiness or integrity. (Pg. 158-159) - Instead of a romanticized noble benefactor, Pip discovers that the benefactor is the convict instead. (Chapter 39) Joe’s simple, uneducated, but kindhearted character contrasts with the noble, perfect figures seen in romantic literature (Chapters 2-7). Pip's horror at realizing his wealth comes from a convict, not Miss Havisham (Chapter 39). She gloats, “How does she use you?” taunting Pip about Estella’s treatment of him (Pg 276). ● The British novel has grown in popularity. It was especially popular in Victorian England. The type of novel that was particularly in Victorian England was the novel of youth. The novel follows Pip’s journey from his humble beginnings as a poor orphan to his ambitions of becoming a gentleman. For instance, when Pip first expresses his desire to rise above his station after visiting Satis House (Pg 66-68). ● Many authors of the time were producing works focused on the Pip, as a frightened child, steals food and a file for the convict, marking the beginning of his exposure to guilt and journey from childhood to adulthood: Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the growth of a child. In this respect, some of the most popular novels of the nineteenth century were part of the genre called the Bildungsroman. ● The basic formula of the Bildungsroman is universal and especially appropriate to the growing world of the Victorian age where the kind of opportunities presented to the hero of the Bildungsroman echoed the actual experiences of those growing up in that era. fear (pages 3-5). Pip meets Estella and Miss Havisham, experiencing shame for the first time about his background and beginning to desire self-improvement (Pg 50-55) Pip is given control of his allowance and begins to feel the weight of his expectations and responsibility (Pg 276-278) Mr. Jaggers informs Pip that he has a secret benefactor and the means to become a gentleman, presenting Pip with the life-changing opportunity to leave his past life behind (pages 143-145) Pip meets Estella and Miss Havisham, experiencing shame for the first time about his background and beginning to desire self-improvement (Pg 50-55) Pip gains some independence with his allowance, mirroring the increased responsibilities and opportunities Victorian youth encountered as they transitioned into adulthood (pages 276-278) ● In the simplest sense of the word, a Bildungsroman is a novel of the development of a young man (or in some cases a young woman). In fact, the Webster’s College Dictionary definition of Bildungsroman is “a novel dealing with the education and development of its protagonist”. The Bildungsroman as a genre has its Pip begins his education here, though it is of poor quality. Biddy’s later efforts to teach him represent his early steps towards self-improvement (pages 40-42) Once in London, Pip studies under Herbert Pocket and Mr. Matthew Pocket to refine his behavior and acquire the social skills expected of a gentleman. (Pages 165-170) roots in Germany, Jerome Buckley notes that the word itself is German, with “Bildung” having a variety of connotations: “portrait,” “picture,” “shaping” and “formation,” all of which give the sense of development or creation “the development of the child can also be seen as the “creation of the man” (13-14). “Roman” simply means “novel”. ● “Apprenticeship” has many connotations, most of which deal with education and work. An apprentice goes to work for an experienced worker and learns and develops his trade and also to a greater extent his identity. Similarly, the Bildungsroman is characterized by the growth, educatio, and development of a character both in the world and ultimately within himself. Pip starts his apprenticeship as an apprentice to Joe, learning the trade of a blacksmith. This experience represents the beginning of his education in both practical skills and moral development (pages 3-12) ● The English Bildungsroman varies from novel to novel. However, they have many aspects in common, all of which are important to the development of the protagonist. From the beginning, Pip is searching for a sense of self, struggling with his humble origins. His encounters with people like Joe, Estella, and Miss Havisham set him on a path of self-discovery, a core theme in the Bildungsroman genre (pages 1-5). Pip's “Apprenticeship” with Herbert Pocket (Chapters 19-22): In London, Pip takes on a new form of apprenticeship under Herbert, learning the ways of a gentleman and how to navigate social situations. This relationship helps him grow intellectually and morally (pages 161-169) His passion to rise above his humble beginnings is fueled by his obsession with Estella, who represents the world of wealth and class he aspires to (pages 61-70). Pip’s Moral Development (Chapter 19): He realizes that wealth does not always result in happiness or moral superiority comes after he faces personal and emotional hardship (pages 160-170). ● Part of the development of the child is the desire, as mentioned earlier, to leave home and become “his own man.” Both the search for identity and the repression of the small town present motivation for the protagonist to do just that, and often his destination is London. He also travels to London to find his trade or occupation. This is most appropriate for the English Bildungsroman. An aspect of this new life in the city is that of love. It is usually here that the hero has his first experience with love. Usually, but the debasement of the one love affair and the disillusionment with the city, the young man takes the final step in his development. He must reconcile “after painful soul-searching, the sort of accommodation to the modern world he can honestly make”. In London, Pip's obsession with Estella reaches its peak. He believes that winning her love will be the ultimate proof of his success and worth. His disillusionment with her coldness, however, begins to chip away at his idealized view of love (pages 80-90). ● In other words the inner development and maturity of the protagonist takes place after his “education” in the city. It is this newfound self-knowledge that signals the ultimate maturity of the hero. With this maturity of course comes success, and often the protagonist marries, a recognition of acceptance and maturity; now that Not yet revealed Over time, Pip becomes disappointed with life in London. His expectation of social advancement and happiness proves empty. The city does not deliver the fulfillment he imagined, and he finds himself more isolated and regretful of his treatment of Joe and Biddy (Chapter 35) he knows himself he can share his life with someone else. Even if the protagonist does not get married, he returns home to share his successes with his family or fellow townspeople. Clearly, this is a display of pride in his accomplishments, and more importantly a search for external validation. However ironic it may be that he must return to the place he wanted so desperately to escape to achieve this validation. It is with this return home, where the reader is reminded of who the protagonist was and where he came from, that his development can most clearly be delineated. Although he has come full circle, the memories of the boy that was are perfectly suited to emphasize the man that he has become. /25 marks thinking Not yet revealed