【從成長小說角度分析麥田里的守望者（論文）】

從成長小說角度分析《麥田里的守望者》ContentsTOC\o"1-3"\h\u22659摘要 I1311Contents III21612Chapter1ResearchBackgroundandtheValueoftheThesis 136701.1TheSignificanceofThisResearch 1132081.2LiteratureReview 1111361.2.1RelevantResearchesinForeignCountries 1109241.3BriefIntroductiontotheThesis 3242371.4ExpectedResultsoftheThesis 4152451.5MethodologyoftheThesis 420982Chapter2IntroductiontoBildungsroman 51442.1TheOriginofBildungsroman 5298142.2TheDefinitionandDevelopmentofBildungsroman 623059Chapter3IntroductiontoTheCatcherintheRyeandJ.D.Salinger 8255973.1IntroductiontoTheCatcherintheRye 8230233.2IntroductiontoJ.D.Salinger 912602Chapter4TheCatcherintheRyefromthePerspectiveofBildungsroman 10254424.1Holden'sEscape 10149734.1.1EscapethePhonySchool 10274914.1.2EscapetheLovelessHome 10310374.1.3EscapetheAlienatedSociety 11257264.2Holden'sConfusion 11166374.2.1ConfusionfromtheSchool 11314024.2.2ConfusionfromtheFamily 1287874.2.3ConfusionfromtheSociety 1399134.3Holden'sEpiphany 13315084.3.1EpiphanyontheAdultWorld 1377564.3.2EpiphanyonTheCatcherintheRye 14176534.3.3GrowingupthoughEpiphany 143193Conclusion 1632289Bibliography 178318Acknowledgements 18Chapter1ResearchBackgroundandtheValueoftheThesisTheSignificanceofThisResearch1.TheresearchonbildungsromanhasbecomeacommonhottopicinChineseliterarycircles.TheresearchresultsonbildungsromanhaveincreasedrapidlyinbothChineseandforeignliterarycircles.Therelevantadministrativedepartmentsofthestatealsopaygreatattentiontothisnewtrendofliteraryresearch.2.Growthisnotonlyanaestheticobjecthighlyvaluedbytheliterarycircle,butalsoadominanttopicinthemassmedia.Asahighlyabstractword,itappearsmorefrequentlyinthemassmediathanmanycommonlifetopics,whichshowsthestatusofgrowthintheheartsofChinesepeopleatpresent.3.ThestudyofcontemporaryAmericanbildungsromanisanimportantlinktounderstandthedevelopmenttrendofAmericanliterature,traditionandcontemporaryAmericanliteraturewithoutwhichwecanhardlyseethepanoramaofthedevelopmentofAmericanliterature.4. ThestudyandintroductionofcontemporaryAmericanbildungsromancanbroadenourvision,providereferenceandinspirationforthecreationofChineseyouthliterature,letmorepeoplecareaboutthegrowthofteenagers,understandthespiritualandpsychologicalneedsofteenagers,andprovideliteratureworksconducivetotheirhealthygrowth.1.2LiteratureReview1.2.1RelevantResearchesinForeignCountriesAmericanliterarycriticCranvlleHickssaid,"IamconvincedthattherearemillionsofyoungAmericanswhofeelclosertoSalingerthantoanyotherwriter."TheconfusionandagitationoftheprotagonistinTheCatcherintheRyeisacommonpsychologicalreflectionofAmericansocietyasawholeatthetime,andthereforeresonateswithmanyreaders.Inanalysingthecausesofthepsychologicalconflict,criticshavecontextualisedthepolitical,economicandculturalideologyofAmericansocietyinthe1950s.Therewerenomoresensationaleventsinthefirsthalfofthetwentiethcenturythanthetwoworldwars,andtheSecondWorldWarinparticularbroughtwidespreadpsychologicaltraumatothepeopleoftheworld.ButfortheUnitedStates,whosefortuneshadincreaseddramaticallyduringtheGreatWar,itwasmoretheprideofvictory.TheUnitedStatesdidnotsufferthecatastropheofanationreducedtorubble,northehardshipsofreconstruction,andaftertheendoftheSecondWorldWarthewholecountrywasinaneraofrapideconomicandcivilisationalgrowthandprosperity.theMarshallPlanandtheTrumanDoctrineof1947markedthebeginningoftheColdWar,andtheMcCarthyismofthe1950swasatypicalexampleofthepathologicalfeveroftheColdWarwithintheUnitedStates."Hystericalpoliticalpersecutionandterroristpropagandaofso-called"internalsubversion"madethewholeatmosphereofAmericansocietydepressinglydull.The"ColdWar"wasapoliticalphenomenonthatpenetratedintotheheartsandmindsofpeople,andthe1950sbecamethe"AgeofCompliance".TheprotagonistofSaloonWillson'sTheManintheFlannelTopsays:"WhenIfirstcamebackfromthewar,Ididn'treallyknowwhatIwaslookingfor,butallIcouldseewasyoungmenrunningaroundNewYork,notknowingwheretheyweregoing.Itseemedtomethattheywereseekingneitherideasnorhappiness;theywereseekingonlyacustomaryroutine".MorerepresentativeistheGermanscholarHencePhonurt,whodissectsHolden'slonelinessfromapsychoanalyticperspective,arguingthatHolden'sworldisdividedintoaworldofpurityandbeautyandaworldofnavigationalfilthandugliness.TheimbalancebetweenthetwoworldsleadstoHolden'sloneliness.DuetothesimilaritiesbetweenTheCatcherintheRyeandtheprotagonistandnarrativeplotofanothernineteenth-centuryAmericannovel,TheAdventuresofHuckleberryFinn,criticshaveoftencomparedthetwocharacters.Bothworksfeatureinnocentteenageescapistsasnarrators,attacktheproblemsoftheirrespectivetimes,andbothsuffereddramaticbanningfates.johnAldrigecommentsthatbothnovelsarestudiesofthespiritworld,andthatthejourneysyoungpeopletakeareinonedirection,frominnocencetohavingtheknowledgethatthisworldoffers,fromfantasytoreality,andsometimestomadness.harveyBreitseesHoldenaslikeatransplanted,urbanHuck.1.2.2RelevantResearchesinChinaTheCatcherintheRyehasbeenabestsellersinceitsrelease,andmanycommentatorshaveinterpretedthereasonsforitspopularityamongyoungpeoplefromdifferentperspectives.In1983,henotedintheafterwordofhistranslationthatHolden'scharacterhad"obviousexistentialistcharacteristics"andthatHoldenwasoneoftheearliest"anti-hero"figurestoappearincontemporaryAmericanliterature.HealsoconsideredHoldentobeoneofthefirst"anti-hero"figurestoappearincontemporaryAmericanliterature.Theseideashavebeencitedwithgreatfrequencybylaterresearchers.Alargernumberofcommentatorshaveusedsocio-historicalanalysistosuggestthatTheCatcherintheRyeisarealistwork,intendedasacritiqueofthehypocrisyofAmericansocietyandtheindifferenceofhumannature,withvaryingdegreesofcriticalfocus,forexample:ZhuJing's"TheCatcherintheRye":A"ModernClassic"thatrebelsagainstpedantryandhypocrisy"(JournalofJilinUniversity,No.4,2002),"Resistance"and"Return":Interpreting<TheCatcherintheRye>"(MasterpieceAppreciation,No.3,2002),and"TheCatcherintheRye"byZhangJieming.No.3,2002),andLiZhengrong's'EscapeandRebellion'(StudiesinForeignLiterature,No.3,1997).ThereasonsforthesuccessofTheCatcherintheRyeareanalysedintermsofthepsychologicalworldofthemaincharacter,Holden.Forexample,Yubelievesthatthenovelcaterstotheambivalenceoftheyouthofthe1950swhoareinthedilemmaof"lookingforawayout"and"havingnowayout",andthatHoldenembodiesthegeneraldisappointment,lonelinessandmisanthropyoftheyouthofthe1950s.ZhangZhihua's'TheStruggleandLossofaModernPatient'(JournalofPanzhihuaUniversity,No.6,1998)takesasimilarview,focusingonHolden's'contradictionbetweenoutwardexpressionandunderlyingdesire'.TextualInterpretations.WeiYan's'ThreeCharacteristicsofPostmodernNarrativeTexts'(NanjingNormalUniversityJournal,No.4,2001)analysesTheCatcherintheRye'slinguisticform,narrativeperspectiveandnarrativestylefromanarrativeperspective,arguingthatTheCatcherintheRyeusespopularisedlanguagetodissolvetheboundariesbetweenrefinedandpopularculture,erasingtheboundariesbetweenartandlife,andthatitusesadistinctivejuvenilelanguagetocreateanewnarrative.TheCatcherintheRyehasbecomeaclassicofpostmodernnarrativetextsbyusingpopularlanguagetodissolvetheboundariesbetweenhighcultureandpopularculture,erasetheboundariesbetweenartandlife,andviewtheworldfromauniqueteenageperspective.InYanZhijun's'TheCatcherintheRye':TheUn-domainingandReturningofCulturalCodes(ForeignLiteratureStudies,No.2,1999),hesuggeststhatHolden'sexperiencesymbolisesthecontradictionandconflictbetweentheun-domainingofthedominantculturalcodesofsocietyandthelackofproperreturntothembyAmericanteenagersinthe1950s.ThereisalsoLiuChangjiang's'ThePerfectUnityofNarrative-Structure-ImageryandTheme'(JournalofSichuanAdministrativeCollege,No.2,2003),GuoJia's'TheNarratorandNominalAudiencein<TheCatcherintheRye>'(JournalofMudanjiangNormalCollege,No.4,2002)andYangXu's'Novel,UniqueandFree:<TheCatcherintheABriefAnalysisoftheArtofPerspectivein<TheCatcherintheRye>'andYangXu's'Novel,Unique,andFree:ABriefAnalysisoftheArtofPerspectivein<TheCatcherintheRye>'bothexploretheworkfromanarratologicalperspective.1.3BriefIntroductiontotheThesisThisthesisaimstoexploretheprotagonistholden'sconfusionandexperiencedbyrebelisakeyprocess,theadolescentgrowthanddevelopmentofholden'sgrowthconfusion,bothwithacertainsocialera,atthesametimealsowithadolescentphysicalandmentaldevelopmentofcommonstruggle,infact,eachofuscan'trefusetogrow,growupisahelplessistheprocessofsocialization,theremustbeinevitabledistortionanddistortionofhumannature.1.4ExpectedResultsoftheThesisThisthesisaimstoanalyzetheprocessofHolden'sEpiphany,hisexposuretotheadultworldandhisfearofchangeandgrowth,soastofurtherinterpretthecharacteristicsofbildungsromaninthenovel,hopingtoplayacertainenlighteningroleinthegrowthofcontemporaryyouth.1.5MethodologyoftheThesisInordertorealizetheresearchpurpose,thatis,toanalyzethecharacteristicsofbildungsromannovelsintheCatcherintheRye,thispaperdesignedthefollowinganalysisprogram:Step1:Theauthorreadssomerelevantbooks.Step2:Theauthoranalyzesthetheoryofbildungsroman.Step3:AnalyzetheescapeandEpiphanyoftheprotagonistsinthework.Step4:TheauthordrawstheconclusionthatcontemporaryAmericanbildungsromannovelsreflecttheemotionaldifficultiesofteenagersintheeconomicallydevelopedsociety.Whilemeetingtheirmaterialandsensoryneeds,peopleneglecttotakecareofandnourishtheirspiritualandmoralgrowth,revealingvariousshortcomingsofthecapitalistsocietyatthattime.Itprovidesreferenceandinspirationfortheall-rounddevelopmentandcharacterperfectionofcontemporaryteenagers.

Chapter2IntroductiontoBildungsroman2.1TheOriginofBildungsromanThewordBildungsromanisofGermanorigin,andwasusedintheMiddleAgesasatheologicaltermtorepresentthemetaphorofa'potterkneadingclaytomakeavessel'.InmodernChinese,itisequivalenttotheword'moulding'.TheconceptandtypologyofBildungsromanalonehasbeendebatedforalongtime,andmodernBildungsromanismostlytranslatedas'intiationstory',atermthatcomesfromanthropologyandreferstotheknowledgethatyoungpeopleacquireafteraseriesoftrialsandtribulationsinlifetocopewithsocietyandlifeindependently.Thetermisderivedfromanthropologyandreferstotheknowledgethatyoungpeopleacquireafteraseriesoftrialsandtribulationsinlifetocopewithsocietyandlifeindependently.Bakhtin'sdefinitionofBildungsromanin'TheEducationalNovelanditsSignificanceintheHistoryofRealism'isapopularone:'Herethefigureoftheprotagonistisnotastaticunity,thecharacteroftheprotagonisthimselfbecomesavariableintheformulaofthenovel,thechangeoftheprotagonisthimselftakesonaplotsignificance;inconnectionwiththis,theplotofthenovelisalsoTheplotofthenovelisfundamentallyreconceivedandreconstructed.Timeentersintothehumanbeing,intothecharacteritself,dramaticallyalteringthemeaningofthecharacter'sfateandofalltheelementsofhislife.Thisgenreoffictioncanbecalled,initsmostgeneralsense,theBildungsromanofthehumanbeing."MordechaiMarcosdefinesitmostclearlyinWhatisBildungsroman:"Bildungsromanshowsayoungprotagonistwhohasexperiencedsomekindofcut-throatevent,orwhohaschangedhisorheroriginalworldviewthateitherchangeshisoriginalworldview,orhischaracter,orboth;achangethattakeshimawayfromhischildhoodinnocenceandeventuallyleadshimintoarealandcomplexadultworld."Broadlyspeaking,thespiritofBildungsromanisabouttheindividual'sultimatechoiceofworldviewandoutlookonlifeinabattlebetweenthe'innerself'andthe'outerstatute',andthethemeofgrowinguphasseveralsimilaritiestootherthemesDistinguishingfeatures:thenarrativeincludesthegrowthofthecharacters,thecontentofwhichmainlyreflectspersonalexperiencesofgrowthandpsychologicalchange,theschematicstructureofthenarrative(naivety-temptation-runningaway-confusion-trials-lossofnaivety-epiphany-knowledgeoflifeandself),thenecessarilydynamiccharacters,andtheeventualsocialisationoftheprotagonist.Indifferenteras,growinguppresentsdifferentcharacteristics,andthesedifferencesoftenreflectthedifferentdilemmasfacedbygrowingupsubjectsindifferenteras,andcanreflectthecurrentsocialandideologicalsituationofanera,whichisalsothesignificanceofstudyingtheflowofthethemeofgrowingup.2.2TheDefinitionandDevelopmentofBildungsromanIn1795Goethe'sTheLearningAgeofWilhelmMeistermarkedthebirthoftheBildungsromanandformedoneofthemajorbranchesoftheGermannovel.ThetraditionalGermanBildungsromanfocusesontheeducationaljourneyofmenandisalsoknownasthe'educationalnovel',emphasisingthecontinuousintegrationoftheindividualintosociety.DuetotheuniquesocialconditionsandtheinfluenceofhumanisticthoughtinGermany,theGermanBildungsromanexhibitsastrongphilosophicaldimension.Ontheonehand,Kant'stranscendentalphilosophyandFichte'svoluntarismwerethephilosophicalfoundations,emphasisingthatnatureisanobjectiveworldthatexistsoutsidethesubject,andthereforethenovelsfocusonsubjectivediscernmentandinternalshapingratherthanobjectivedescriptionandexternalplot.Ontheotherhand,asGermanyhadbeendividedforalongtime,theBildungsromanalwayshadthetaskofeducatingthepopulationtopreserveculturalunity,andmostofitsworksaimedatguidingyoungpeopletosacrificetheirindividualityintheserviceofthestate.TheBritishBildungsromanisavariantoftheGermanBildungsroman.TheBritishBildungsromanisnotanimitationcreationoftheGermannovel,butadifferentstylethatdisplaysitsthemesofgrowthwithinitsownliterarysystem.WithRobinsonCrusoeasitsrepresentative,Defoeadvocatedtheidentificationofthesubjectofcreationwiththeconcreteeventsexperiencedbyindividualpeople,makingindividualexperiencethefocusofmuchattention,andthusliterarycreationfocusedontheactuallifeworldofpeople,andBildungsromaninheritedtherealiststyleoftheGermantradition.Theriseofcapitalism,whichrequiredindividualstoworkhardtoacquireproperty,ledtothegrowthofindividualism.19thcenturynovelssuchasDavidCopperfield,TheGreatExpectationsandJaneEyrearealloutstandingBildungsromanrepresentatives,andthechanginggenderoftheprotagonistsisprominentandinnovativefeatureoftheBritishBildungsroman,withthegrowthofwomenbecomingthesubjectofnewdepictions.TheearlyUnitedStates,asacolony,hadanewandprimitivestateofdevelopment,nodeephistoricalandculturaldeposits,noself-containedspirituality,andnoindependentlycreatedliterarytradition.theonlybooksthatfocusedonthegrowthofyoungpeopleinthe18thcenturyweretheBibleandFranklin'sAphorismsandCalendars,whichinasenseguidedtheAmericanpeople'soutlookonlifeandmorality.HawthornewasthefirstAmericanwritertofocusontheupbringingofyoungpeople,andheinitiatedtheAmericanBildungsromantraditionofinnerformation,usingexternalexperiencesofseeingandhearingasacontextforexaminingtheinner.Hawthorne'sapproachtothinkingandmoralitywasdistinctlyreligious,andhisfocusontheformativeprocessofyoungpeoplefocusedonhumannatureandthesoul,teachingthemtodistinguishbetweenrightandwrongandtochoosetolivefromgood.Melville'sMobyDick,ontheotherhand,placesthethemeofgrowthsecondarytothestoryandcreatesnewfeaturessuchasspectatorship,travelandageorientation,allowingtheprotagonisttogainexperienceofself-growthbyobservingworldeventsandchangesinothers.Withtherapiddevelopmentofindustrialsocietyandurbanisation,afterPuritanismandtheWestwardmovement,thedullnessofcountrylifeandtheproblemofblackslaverybecameinescapablesocialissues.MarkTwain'sTheAdventuresofHarryBakerFinnwasbornandcanbedescribedastheseminalworkoftheBildungsromanboominAmerica.ThiswasaperiodwhenAmericansocietywasontherise,whenoptimismandself-confidenceprevailedthroughout,andwhenthenaivetoneofthenovelbecameitsbasiccharacteristic,asinthecaseofDreiser'sTheJennyGirl,whichdepictsthepathofyoungstersgrowingupinthelowerclassesfromafemaleperspective.TheFirstWorldWarwasawatershedinAmericansociety,andFitzgerald'sTheGreatGatsbyreflectedtheconfusionofaconfusedgenerationgrowingup,andtheauthorwaspraisedfor"capturingthepulseofthetimesperfectly".AftertheSecondWorldWar,theBeatGenerationchallengedalltraditionalvaluesandtookaradicalstanceagainstthecorruptionofsocietyandthelackoffaith,andTheCatcherintheRyehasbeencategorisedbysomescholarsasarepresentativeworkoftheBeatGeneration,inadditiontosomeofHemingway'sworks.TheAmericanSouth,ontheotherhand,hasdevelopedauniqueatmosphereofcharactergrowthforitsownuniquehistoricalreasons,representedbywriterssuchasFaulknerandMcCullers.TheAmericanpeople,asayoungnation,aregoodatdescribingthe'maturation'ofyoungpeopleratherthantheirsalvation;theyaregoodatdescribingtheinnerworldoftheprotagonist,highlightingthereasonsandwaysofgrowingup;theyhighlighttheconflictbetweentheindividualandtheenvironment,theobsessionwiththeselfandtheawakeningofindividuality.ThedramaticchangesintheUnitedStatesandtheworldinthe20thcenturybroughtaboutawidevarietyintheliteraryworld,influencingthedevelopmentofBildungsromaninvariousways,anddiversitybecamethepursuitandtrajectoryofAmericanBildungsroman.Afterthe1970sand1980s,AmericanBildungsromanwasheavilyinfluencedbyirrationalistideas,andthenovelsshowedacompletedeconstructionandfragmentationofvalues,fullofnumbnessandindifference,insharpcontrasttotheBildungsromanbeforethe1950s,wherethemoralconsciousnessandsocialresponsibilityoftheprotagonistsweregone.

Chapter3IntroductiontoTheCatcherintheRyeandJ.D.Salinger3.1IntroductiontoTheCatcherintheRyeTheCatcherintheRyeistheonlynovelbytheAmericanauthorJ.D.Salinger,publishedin1951,thathashadanunanticipatedimpactontheauthor,makingSalingeroneoftheworld'sclassicswithhisonlynovel.ThenovelwaslaunchedbyLittleBrownBookson16July1951,withareviewintheNewYorkTimesthesameday,andwasreprintedfivetimeswithinhalfamonth,withtheBritisheditionofthebookreleasedalmostsimultaneously.TheCatcherintheRye,however,wasaworkofmixedreputeduetoitsuniquenarrativestyleandcontent,andin1955itwasbannedfromschoolsintheUnitedStates.Ithasbeenreprintedmorethan50timesinthelast50yearsandhassold60millioncopiesworldwide.Althoughreviewsofthebookarestillmixed,ithasestablisheditselfasanundeniableclassicofworldliterature.TheCatcherintheRye'sprotagonist,Holden,isa16-year-oldboyfromawealthymiddle-classAmericanfamilywhoisforcedbyhisteachersandhisparentstostudyhardinordertogetaheadsothathecanbuyaCadillacinthefuture.Afterbeingexpelledfromschool,hedecidestowanderaroundNewYorkaloneforafewdaystosavehimselftheembarrassmentofhisparents,stayinginsmallhotels,goingtonightclubs,havingpromiscuousgirlfriendsanddrinkingheavily,andheconfusinglycallsprostitutesandcuddleswithhisvain,vulgarandbeautifulgirlfriend.Butwhatsurroundshimisanoverwhelmingsenseofemptinessanddisillusionment.Heattemptstoescapetheadultworldinsearchofpurityandtruth,butfindsnowayoutandeventuallyfallsillinamentalhospital.ThestorybeginswithHolton'smemoriesofhistimeintheasylum,andunderneaththevulgarityofthestoryisHolton'sdilemmaofgrowingup,thushighlightingthethemeofgrowingupthatthisworkrepresents.In1941,Salingerwrotetheshortstory"AMildRebellionoutofMadison",whichhenamedHolden,acynicalchildwhocouldbeseenasareferencetoHoldeninTheCatcherintheRye.theRye.RecognisedasBildungsroman'smasterpiece,TheCatcherintheRye'sthemesofcomingofageareworthyofrepeatedconsideration.CriticCharlesKegelhassuggestedthatthenovelcanbereadasaprocessbywhichHoldenseekstoconnectwiththepeoplearoundhim.DavidStevensoncommented:"Thisnovelistheboy'scommentaryontheworld,bothhumorousandbitter.Hetriestorediscoverhimselfandwantstowanderthecityforaconfusedandtragicandwildweekend."AfterthebookwaspublishedintheUnitedStates,manyschoolchildrenimitatedHolton'swordsandactions,andthepopularityof"Holton"hitlikeaflu,morebecauseheembodiedthepsychologicalpatternsprevalentinteenagersintoday'ssociety,namelythementalconfusionandstruggleofbeinginadolescence,facingtheadultworldandtheworldofchildren.Asamaverick,Holdenannouncestheadventofaneraofrebellion,slowlyembarkingonthethornyandfoggyroadofgrowingupwithhisambivalenceofbeingbitterandagitated,yetwishingforthebest,andfinallyarrivingattheothersideofhisgrowthwithatiredbodyandafaintlightinhisheart.3.2IntroductiontoJ.D.SalingerBornintoamiddle-classJewishfamilyintheUnitedStates,Salingerwas'bothtraditionalanduncomfortable',andhiswritingwasprofoundlyinfluencedbyhisexperienceofthebrutalityofwarwhenhewasdraftedintothearmyinApril1942.SuttonscalledSalingeramasterofthe'Bildungsroman'genre,andindeedSalingerproducedalargenumberofBildungsromansthroughouthisliterarycareer,TheCatcherintheRyebeingoneofthem.TheCatcherintheRyeandMarkTwain's(1835-1910)TheAdventuresofHuckleberryFinn,bothofwhichrecounttheexperiencesofayoungrunawayandhiscoming-of-age,havehadmajorrepercussionssincetheirpublicationandareexemplaryAmericanBildungsroman.TheHuckleberryFinnIfTheAdventuresofHuckleberryFinnisthemostinfluentialBildungsromaninnineteenth-centuryAmericanliterature,thenTheCatcherintheRyeoccupiesasimilarpositioninliteraturepublishedafter1950,whichisatestamenttoTheCatcherintheRye'splaceinAmericanBildungsroman.TheeventsandchangesofheartthattheprotagonistHoldenCaulfieldexperiencesatPansyHighSchoolandinNewYorkresonatedstronglywithteenagersandsentshockwavesthroughAmericansocietyinthepost-WorldWarIIera.InmanycitiesacrossAmerica,teenagerswerecompetingtoimitateHolden'swordsandactionsasawayofexpressingtheirrebelliousspirit.Theworkwasalso"translatedintoalmosteverymajorlanguageintheworld"andwasmuchsoughtafterandlovedbymanyreaders,andSalinger'spopularityintheUSandaroundtheworldgrew.SalingeralsocreatedtheGlassfamily,depictingtheexperiencesofseventeenagers,includingZooeyandFranny,astheygrowup.IncontrasttoTheCatcherintheRye,Salinger'sothershortandmiddlegradenovelshavenotenjoyedsuchahighleveloffame.Toescapethehustleandbustleoftheworld,Salingerretiredtothecountryside,livinginseclusionandrefusingtobevisited,buthisinfluenceonsocietydidnotdiminish.Salinger'snovelshadahugeimpactonAmericansocietyaswellasonAmericanculture,andmanywritersfollowedSalinger'sexample.

Chapter4TheCatcherintheRyefromthePerspectiveofBildungsroman4.1Holden'sEscape4.1.1EscapethePhonySchoolTheschoolisaninstitutionwherestudentslearnundertheguidanceofteachersandwheretherelationshipbetweenthestudentandtheschoolisamicrocosmoftherelationshipbetweentheindividualandsociety.Studentslearnnotonlyaboutschool,butmoreimportantly,abouthowtobehave.Studentslearnfromeachother,helpeachothertoprogress,andschoollifeshouldbehappyandcomfortable.HoldensayshehasneverseenahorseinPansy.Theschool'smottodisgustedHolden,whocouldprobablythinkofoneortwosuchwonderfulpeople,buttheywereprobablylikethatwhentheyenteredtheschool.ForHolden,theschoolwastiresomeandfullofhypocrites.Itteachesstudentsnothingexcepttosetillusorygoalsfortheirlives,whichbringsahostofbadinfluences.HissomewhatexaggerateddescriptionofPansyHighSchoolexpresseshisdiscontentandreflectshisabhorrenceoftheprevailingsocialvaluestandards.4.1.2EscapetheLovelessHomeRogersbelievedthat"thefamilyisasourceofstrengthinmeetingthephysicalandemotionalneedsofchildren;warmandclosefamilyrelationshipswillgivechildrenasenseofsecurityandbelonging."ButfamilyisonlyaliteraltermforHolden.Holden'sfamilyisfairlywell-off.Thefamilyconsistedofhisparents,asisterandtwobrothers,theyoungerbrotherhavingdied.holden'sfatherwasanambitiousandfamouslawyer,butinholden'sopinionahypocrite.holden'sdescriptionofthelawyerisbothvividandinsightful,anassessmentthatcomesfirstandforemostfromhisunderstandingofhisfather.Hisfather,asHoldenputsit,wasnotinterestedinsaving