日本英文学会第９１回大会シンポジア第三部門「反〈教養〉小説――適応をめぐる近代文学史」用ハンドアウト
日時：2019 年 5 月 25 日（土）／於：安田女子大学５号館２階５２０６
発表者：日本女子大学 坂田薫子

「Thomas Hardy と〈教養〉小説」［引用］① By the time of Hardy’s Jude the Obscure, the Bildungsroman…has become virtually impossible….
Hardy makes something powerful out of the Bildung materials once again, but only by resisting
the conventions that gave to Jane and David their happy and compromised endings. By the end of
the nineteenth century, …[t]he Victorian Bildung had in effect run its course…. (Levine 97-98、下線は発表者によるもの)② …there is Hardy’s last full novel, Jude the Obscure (1896), which might be taken as the last of theVictorian Bildung, and a kind of reversal of and elegy for the form and its essentially optimistic
implications. It is a kind of anti-Bildung in which the usual narrative of childish romantic
ambition is reversed. …Class, power, sexuality, all leave Jude defeated, and the happy Bildung
ending leaves Jude isolated, dying, his life a failure, and his Bildung having brought him lessthan nothing. (Levine 88、下線は発表者によるもの)③ Bildungsroman. This term, from German, applies to novels dealing with the youth and moral
growth of a hero(ine), usually identifiable with the novelist. The genre was inspired by Goethe’sWilhelm Meister (1786-1830), a novel in which the hero’s main aspiration was his own
self-fulfillment, or Bildung. Entwicklungsroman (development novel) is an alternative label. InEngland, the Bildungsroman was in vogue during the 1840s and 1850s. Famous examples are
Thackeray’s Pendennis; Dickens’s David Copperfield; George Eliot’s Mill On The Floss; Amelia
Edwards’s Barbara’s History; J.A. Froude’s Nemesis Of Faith. A remark by the hero of the lastthat “I have nothing but myself to write about” could serve as a motto for the whole genre. As
developed by the English novelists, the Bildungsroman habitually displayed an ironic attitude
towards the innocent foibles of youth and a strong emphasis on moral education through ordeal.
(Sutherland 63、強調は原典によるもの、下線と波線は発表者によるもの)④ It may seem something of a paradox to assert that the novels which most conduce to moral profit
are likely to be among those written without a moral purpose. But the truth of the statement may
be realized if we consider that the didactic novel is so generally devoid of vraisemblance as toteach nothing but the impossibility of tampering with natural truth to advance dogmatic opinions.
Those, on the other hand, which impress the reader with the inevitableness of character andenvironment in working out destiny, whether that destiny be just or unjust, enviable or cruel,must have a sound effect, if not what is called a good effect, upon a healthy mind. (“The Profitable
Reading of Fiction”, Thomas Hardy’s Personal Writings 118、下線は発表者によるもの)1

⑤ Nevertheless, though the novel was intended to be neither didactic nor aggressive, but in thescenic parts to be representative simply, and in the contemplative to be oftener charged withimpressions than with convictions, there have been objectors both to the matter and to therendering. (“Tess: Preface to the Fifth and Later Editions”, Thomas Hardy’s Personal Writings
26-27)⑥ Like former productions of this pen, Jude the Obscure is simply an endeavor to give shape andcoherence to a series of seemings, or personal impressions…. (“Jude: Preface to the First Edition”,Thomas Hardy’s Personal Writings 32-33)⑦ …the sentiments in the following pages have been stated truly to be mere impressions of themoment, and not convictions or arguments. That these impressions have been condemned as“pessimistic”—as if that were a very wicked adjective—shows a curious muddle-mindedness.
(“General Preface to the Novels and Poems”, Thomas Hardy’s Personal Writings 49、下線は発表者によるもの)［引用文献］
Brown, Julia Prewitt. “The Moral Scope of the English Bildungsroman.” The Oxford Handbook ofthe Victorian Novel. Ed. Lisa Rodensky. 2013. Oxford: Oxford UP, 2016. 663-78.
Buckley, Jerome Hamilton. Season of Youth: The Bildungsroman from Dickens to Golding.
Cambridge, MA: Harvard UP, 1974.
Castle, Gregory. Reading the Modernist Bildungsroman. Gainesville, FL: UP of Florida, 2006.
Ehnenn, Jill. “Reorienting the Bildungsroman: Progress Narratives, Queerness, and Disability in

The History of Sir Richard Calmady and Jude the Obscure.” Journal of Literary & Cultural
Disability Studies 11.2 (2017): 151-68.
Esty, Jed. Unseasonable Youth: Modernism, Colonialism, and the Fiction of Development. Oxford:
Oxford UP, 2012.
Hardy, Florence Emily. The Life of Thomas Hardy 1840-1928. 1962. London: Macmillan, 1965.
Hardy, Thomas. Jude the Obscure. 1895. Ed. Dennis Taylor. London: Penguin, 1998.
---. “The Profitable Reading of Fiction.” 1888. Thomas Hardy’s Personal Writings. Ed. Harold
Orel. Basingstoke: Macmillan, 1990. 110-25.
Levine, George.

“Jane, David, and the Bildungsroman.”

How to Read the Victorian Novel.

Malden, MA: Blackwell, 2008. 81-99.
Malet, Lucas. The History of Sir Richard Calmady. 1901. Ed. Talia Schaffer. Birmingham: The
U of Birmingham P, 2003.
Moretti, Franco. The Way of the World: The Bildungsroman in European Culture. 1987. New
Edition. Trans. Albert Sbragia. London: Verso, 2000.
Orel, Harold, ed. Thomas Hardy’s Personal Writings. 1966. Basingstoke: Macmillan, 1990.
Sutherland, John. The Longman Companion to Victorian Fiction. Harlow: Longman, 1988.

2