LEADER 04010nam 2200769 a 450 001 9910783798403321 005 20230912133933.0 010 $a1-282-86038-0 010 $a9786612860386 010 $a0-7735-7013-6 024 7 $a10.1515/9780773570139 035 $a(CKB)1000000000244906 035 $a(OCoLC)180773112 035 $a(CaPaEBR)ebrary10119943 035 $a(SSID)ssj0000279866 035 $a(PQKBManifestationID)11228832 035 $a(PQKBTitleCode)TC0000279866 035 $a(PQKBWorkID)10268444 035 $a(PQKB)10351995 035 $a(CaPaEBR)400132 035 $a(CaBNvSL)gtp00521412 035 $a(Au-PeEL)EBL3330690 035 $a(CaPaEBR)ebr10132873 035 $a(CaONFJC)MIL286038 035 $a(OCoLC)929120795 035 $a(VaAlCD)20.500.12592/61qcwf 035 $a(schport)gibson_crkn/2009-12-01/1/400132 035 $a(MiAaPQ)EBC3330690 035 $a(DE-B1597)656991 035 $a(DE-B1597)9780773570139 035 $a(MiAaPQ)EBC3243574 035 $a(EXLCZ)991000000000244906 100 $a20030804d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGermany as model and monster$b[electronic resource] $eallusions in English fiction, 1830s-1930s /$fGisela Argyle 210 $aMontreal ;$aIthaca [N.Y.] $cMcGill-Queen's University Press$dc2002 215 $a1 online resource (268 p.) 300 $aIncludes index. 311 $a0-7735-2351-0 320 $aIncludes bibliographical references (p. [229]-249) and index. 327 $aBildung and the Bildungsroman -- The Bildungsroman retailored: Carlyle and Goethe -- The Bildungsroman assimilated: Edward Bulwer-Lytton's Ernest Maltravers and Alice -- The Bildungsroman as foil: George Meredith's The ordeal of Richard Feverel and The adventures of Harry Richmond -- The "Philistines' nets": George Eliot's Middlemarch -- Regeneration in German keys: George Eliot's Daniel Deronda -- Infidel novels -- Pessimism and its "overcoming": Schopenhauer and Nietzsche -- Prussianized Germany and the second Weimar Germany. 330 $aBy examining the works of George Eliot, Carlyle, Edward Bulwer-Lytton, George Meredith, George Gissing, Joseph Conrad, E.M. Forster, and D.H. Lawrence, as well as several post-World War II novels, Argyle explores the Goethean ideal of Bildung and the Bildungsroman (self-culture and the apprenticeship novel), Heinrich Heine's anti-philistinism, music, the Tübingen higher criticism, Schopenhauer's and Nietzsche's philosophies, Prussianism, and avant-garde culture in the Weimar Republic. To establish the status of these allusions in the public conversation, Argyle moves between literary and extra-literary contexts, including biographical material about the authors as well as information from contemporary literary works, periodical articles, and other documentation that indicates the understanding authors could assume from their readers. Her methodology combines theories of allusion and intertextuality with reception theory. 606 $aEnglish fiction$y19th century$xHistory and criticism 606 $aEnglish fiction$y20th century$xHistory and criticism 606 $aGerman literature$xAppreciation$zEngland 606 $aBildungsromans$xHistory and criticism 606 $aEnglish fiction$xGerman influences 607 $aGermany$xIn literature 607 $aGermany$xForeign public opinion, British 615 0$aEnglish fiction$xHistory and criticism. 615 0$aEnglish fiction$xHistory and criticism. 615 0$aGerman literature$xAppreciation 615 0$aBildungsromans$xHistory and criticism. 615 0$aEnglish fiction$xGerman influences. 676 $a823.009/3243 700 $aArgyle$b Gisela$f1939-$01485893 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783798403321 996 $aGermany as model and monster$93705181 997 $aUNINA