英语论文
摘 要
《小妇人》是路易莎·梅·奥尔柯特的代表作。它通过讲述美国南北战争时期马奇家的四姐妹的成长故事，树立了以乔为首的一群兼具传统美德与女性意识的新型女性形象，给后人留下了深刻的启迪和教育意义。本论文重点分析了书中的主人公乔·马奇的性格和以马奇太太为核心的家庭教育,并且指出了家庭教育对她的影响。通过分析乔·马奇的性格及马奇家庭的教育方法，能够起到一个积极启发的作用。乔在辛勤劳动、独立自强、慈善精神以及知足常乐四方面的教育下，战胜生活中的重重困难，最终成为了有思想的成功女性。此论文的第二章主要分析了乔的性格。第三章讨论了《小妇人》中的家庭教育,主要为马奇太太的教育方法。第四章阐述了家庭教育对乔的生活的影响。第五章总结家庭教育对乔性格美德养成的重要意义。另外指出家庭教育在现实生活中的重要性。
关键词：《小妇人》；乔·马奇；家庭教育；性格
The Analysis of Jo March's Personality in Little Women from the Perspective of the Family Education Theme
ABSTRACT
Little Women is Louisa May Alcott's masterpiece. It sets the modern female image of a groupof women led by Jo with both traditional virtues and female consciousness by telling the storyconcerning the lives and loves of the March's four sisters growing up during the American CivilWar. The book has a far-reaching significance in enlightenment and education. This thesis isintended to analyze the characteristics of the main character Jo March's personality and Mrs.
March's methods of family education, and it also points out the influences of family education onher. Under the family education on work hard, self-independence, kind-heart and satisfaction, Joovercomes difficulties in everyday life and eventually becomes a thoughtful successful woman.
The second chapter of this thesis presents the analysis of Jo's personality. The third chapterdiscusses the family education in Little Women, mainly about the methods of Mrs. Match's. Thefourth chapter illustrates the influences of family education on Jo's life. Based on the previouschapters, a conclusion about the momentous significance of family education on thedevelopment of Jo's character is given in the fifth chapter. In addition, current significance offamily education is pointed out.
Keywords: Little Women; Jo March; family education; personality
TABLE OF CONTENTS
摘 要
ABSTRACT
Chapter One Introduction
Chapter Two The Analysis of Jo March's Personality in Little Women
2.1 Equality and love
2.2 Self-support and self-esteem
2.3 Self-sacrifice
Chapter Three Family Education in Little Women
3.1 Education on working hard
3.2 Education on self-independence
3.3 Education on kind-heartedness
3.4 Education on satisfaction
Chapter Four The Influences of Family Education on Jo March
4.1 Being successful in career
4.2 Being equal in marriage
Chapter Five Conclusion
REFERENCES
ACKNOWLEDGEMENTS
Chapter One Introduction
The literature world of America in the 19th century was the age of talented writers.
Washington Irving, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, MarkTwain, Herman Melville and Walter Whitman etc. were all masters with their thought-provokingworks. Remarkably, many ladies also picked up their pens and devoted themselves to writing.
Susan Warner's The Wide, Wide World, Harriet Beecher Stowe’s Uncle Tom's Cabin andCharlotte Mary Yonge's The Heir of Redclyffe were the representative ones. Hundred years havesoon passed, many works of the female writers in the 19th century gradually overshadowed, butthere is still one shines along---- Louisa May Alcott's Little Women. Based on the life of herchildhood, Louisa May Alcott developed the novel with simple words and pure emotion, butreminded readers of the feelings of coziness, and also caused readers to think deeply about life.
As is pointed out by Liu Chunying (2001:98), the ladies in the March's family are all artists.
Jo writes novels, Amy paints pictures, Beth plays the piano, Meg manages the housework, withmother teaches and guides untiringly. They create a life of prestigiousness, invigoration andautonomy. Each of them receives what they need and what they deserve. The novel shows theirprogress into young womanhood with the additional strains of romance, Beth's terminal illness,the pressures of marriage and the outside world. At the same time, independence is the commoncharacter of the four girls. Rolla Romero once cited in her Family Lives and The Novels, "InLittle Women, Alcott created a value system in the background of the Civil War, it not onlyprovides the priority to women, but also the priority to the women as a representative of theinherent vitality." (Elliott 2005:121) This is the story of their growing maturity and wisdom andthe search for the contentedness of family life. The typical image of women built in LittleWomen is inseparable with the education in the age of the Civil War and the family education ofthe Marches.
Some recent studies have shed light on the analysis of the personality of the characters inthe novel. In 2001, Liu Chunying summarized the personality of the March sisters of self-independence and self-esteem, also with love and self-sacrifice. Later, other scholars, forexample, Chen Youfang and Chen Jing put forward some new analysis in 2008. However, mostformer studies on Jo's personality are relatively simple and general. Besides, the socialbackground is so excessively described that it is a little bit hard to have a better understanding.
Above all, it is necessary to analyze Jo March's personality with a more specific conception.
This thesis focuses on the analysis of Jo March's personality and the methods of familyeducation. Chapter Two and Three are the core of this thesis, Jo's personality and the methods ofMrs. March's family education are explained at length by giving relevant examples. Chapter Fourillustrates the influences of family education on Jo's life. At last, a conclusion is given in the fifthchapter.
Chapter Two The Analysis of Jo March's Personalityin Little Women
Jo March is the main character of Little Women. Her character is based in a large part on LouisaMay Alcott herself. Jo leaves a deep impression of an outspoken tomboy with a passion for writingon the readers. What's more, she differs from the traditional girls. In this chapter, Jo March'sdistinctive personality will be explored.
2.1 Equality and love
In the 19th century society only the male was dominant, and the female was subjected to themale in America. Jo constantly pursues equal rights, and she is a representative of new womenwith great vigor in mind.
At the beginning of the novel, the author has already portrayed the unique image of Jo. Shespeaks frankly and bluntly with quick and insightful minds.
"I'm not! And if turning up my hair makes me one, I'll wear it in two tailstill I'm twenty," cried Jo, pulling off her net, and shaking down a chestnut mane.
"I hate to think I've got to grow up, and be Miss March, and wear long gowns,and look as prim as a China Aster! It's bad enough to be a girl, anyway, when Ilike boy's games and work and manners! I can't get over my disappointment innot being a boy. And it's worse than ever now, for I'm dying to go and fight withPapa. And I can only stay home and knit, like a poky old woman! (Alcott 2007:6)
Jo is eager to be a boy, so that she can do what she wants to do without constraints. Shedoes not like wearing the dress and she is not good at doing housework. Born in the 19th century,girls were considered that their ultimate pursuit was family and marriage. However, Jo scoffs atsuch idea, thinking women should be equal to men. She develops her talent in writing which isthen only men's territory, and devotes herself to creating works with her own thoughts.
Jo is of great compassionateness as well as her sisters, who show their sympathy for thepoor by taking actions. When the Match sisters hear of the poor neighbor's sufferings on theChristmas Day, they immediately bring their breakfast to the poor, while Jo is especiallyenthusiastic. Although they all lose their delicious breakfast, no one feel unpleasant. On a coldsnowy morning, Jo digs paths with great energy for the pedestrians' convenience though thesnow is light. She finds the lonely Laurie and then comforts him. Regardless of the concept ofthe secularism, Jo warms his lonely heart with her passion and vitality, helping Laurie integratesinto their life. Their friendship also sprouts.
On the one hand, Jo is an independent girl, having her own ideal and pursuit; on the otherhand, she is responsible for her family, and she loves her family. This comes to a sharp conflict,but Jo manages it perfectly with her consistent efforts, which drives her to make a mature woman(Cheng & Wu, 2009:11).
2.2 Self-supporting and self-esteem
Jo is unwilling to play the role of perfect Victorian woman. What she favors is to live theway a boy does. Her refusal to be one of the "Little Women" is obvious from the beginning of thenovel. She is against social and moral restrictions. As the novel's famous first line "Christmaswon't be Christmas without presents!" (Alcott 2007:3) Jo dares to withhold gender differencesthat the society has forced on life. Her first success of writing, the publishing of her work, givesher more energy to realize her dream.
Jo tries to live up to what her father has expected after reading her father's letters which sayshis wish for the girls. She recognizes that she is not the only one who is struggling with outburstsof anger. Much to her surprise, she finds out that her mother also has a hidden temper. It helps Joto believe that she could have controlled hers with effort.
The March sisters all have a strong sense of self-esteem, among which Jo is the typical one.
When Amy revenges her and burns her beloved old book, Jo loses her temper, almost shakesAmy to death. In the following days she refuses to take notice of Amy, ignores her apology untilAmy is almost in danger.
2.3 Self-sacrificing
Jo is often self-sacrificing. Jo regards herself as head of the family in her father's absence,helping her mother to support and protect the family. She goes to take care of aunt Marcheveryday to earn more money for the family, therefore, Jo has to control her bad temper towithstand aunt's strange disposition.
Jo is Beth's confidant and monitor. "To Jo alone did the shy child tell her thoughts, and overher big harum-scarum sister Beth unconsciously exercised more influence than anyone in thefamily." (Alcott 2007:57) Unfortunately, Beth contracts scarlatina and becomes more or less aninvalid. Jo worries day and night and takes care of Beth as a mother. She says that she would notforgive herself for Beth’s illness is due to her carelessness. But Beth still leaves them finally,with a broken heart, Jo makes efforts to comfort her parents.
The spirit of self-sacrificing is incarnated the most in the emotional entanglements betweenJo and Laurie by the author. Jo loves Laurie, the wealthy handsome neighbor boy, and so doesLaurie. However, Jo's love is so pure that there’s no selfishness within. She even wants to leaveLaurie to Meg, to her other sisters. But to the readers' disappointment, Jo refuses Laurie'sproposal.
Jo followed a minute after to wave her hand to him if he looked round. Hedid look round, came back, put his arms about her as she stood on the step abovehim, and looked up at her with a face that made his short appeal eloquent andpathetic.
"Oh, Jo, can't you?""Teddy, dear, I wish I could!"That was all, except a little pause. Then Laurie straightened himself up, said,"It's all right, never mind," and went away without another word. Ah, but itwasn't all right, and Jo did mind, for while the curly head lay on her arm aminute after her hard answer, she felt as if she had stabbed her dearest friend,and when he left her without a look behind him, she knew that the boy Laurienever would come again. (Alcott 2007:521-522)
Jo's love to Laurie is shown obviously by these few words. Jo dares not to love, though thelove is deeply in her heart (Liu 2001:99).
Chapter Three Family Education in Little Women
Family education is the most primary education a person receives. It has a forward-lookingand significant importance of a person's growth. Being the core part of the family education inLittle Women, it is obviously that Mrs. March has a profound impact on the March sisters. Mrs.
March chooses to educate her daughters through every detail in the reality, guiding them toidentify their shortcomings and learn the valuable lessons from their own life.
3.1 Education on working hard
John Wesley, the famous Methodist movement evangelist in the 18th century, once said"Desperately to make money, save money desperately, desperately to donate money." Thisremark becomes the penetrating summary of the Puritan thoughts. Being the descendant of thePuritan, the spirit of working hard is everywhere to find in the family education of the Marches.
Looking through the whole novel, the theme of work is one of the main duties of the Marchsisters. In the first chapter, Mr. March writes the letter to his family and says "A year seems verylong to wait before I see them, but remind them that while we wait we may all work, so thatthese hard days need not be wasted." (Alcott 2007:14) According to Mr. March, the purpose ofwork is to conquer themselves, only working hard can help them tide over the one-year toughtime. Mrs. March holds the same opinion as her husband's.
In the eleventh chapter, the sisters try to get rid of the heavy work and enjoy themselvesdoing nothing for one week. Mrs. March also deliberately puts aside the housework she usuallykeeps. However, to their great surprise, they find that they all live in chaos as the life is off theright track. Time becomes rather long and they are in extreme depression. "Lounging and larkingdoesn't pay," observed Jo, shaking her head. "I'm tired of it and mean to go to work at somethingright off." (Alcott 2007:164) Mrs. March then tells them "as a little lesson, I would show youwhat happens when everyone thinks only of herself. Don't you feel that it is pleasanter to helpone another, to have daily duties which make leisure sweet when it comes, and to bear andforbear, that home may be comfortable and lovely to us all?" (Alcott 2007:164-165) Under theguidance of mother, the sisters shoulder their responsibilities again, and promise to be workinglike bees. The cost of hard work is undoubtedly fatigue and sweat, but the fruit of hard work is afamily's harmony and happiness. (Gan 2010:47)This is the nature of hard work what Mrs. Marchteaches to her daughters.
3.2 Education on self-independence
From the early to the mid 19th century, a new ideology called “transcendentalism” is quitepopular in the New England area. The ideologies stress that the individual should go beyond theimpact of established religion, and thus enter into an ideal state of mind to know the truthdirectly. Although in the 19th century society, only the male was dominant, and the female wassubjected to the male, the seeds of modern female images began to sprout. Therefore, the spiritof self-independence is embodied in Little Women.
The education on the spirit of self-independence appears in two aspects: one is that womenshould be independent on finance; the other is that women should keep the correct judgmentwhen choosing a marriage. (Gan 2010:48)
In the fourteenth chapter, Jo announces excitedly that she successfully publishes her firstnovel so that she can earn money to support family. The family is in great happiness: Mrs. Marchis proud of her; the sisters send their blessings. Jo laughed, with tears in her eyes, for beingindependent and obtaining the praise of those she loved were the dearest wishes of her heart, andthis seemed to be the first step toward that happy end. (Alcott 2007:221) Jo's success in her wayof literature is largely due to the easy and enlightened atmosphere that Mrs. March has created.
As is pointed by Jin Li (2004:227), the family provides space for Jo to imagine and write, let herdevelops and realizes herself. Only living in such relaxed environment can Jo's potential ofwriting be not subject to strangle. The modern women's self-consciousness represented in LittleWomen renews and extends the general spirit of self-independence promoted by traditionaltranscendentalism. The Marches are self-reliant and self-independent; they don't stop to strugglefor a living regardless of the hardships. Independence, in their views, is the total liberation ofone's spirit. The men who are really independent recommends ingenuity, they lay stress onactivities and a living soul (Qian 1996:35-43).
In terms of the issue of marriage, Mrs. March educates them that they should seek for truelove with their own judgments instead of getting any husband to scramble for a living. In theninth chapter, Meg comes back from the party of the Moffat, pouring out her bitterness shesuffers there, and then she puts forward the topic about poor girls' marriage. Mrs. March negatesthe view that "poor girls don't stand any chance unless they put themselves forward" andindicates that "better be happy old maids than unhappy wives, or unmaidenly girls, running aboutto find husbands" (Alcott 2007:138) The author expresses her view of female independence byMrs. March's utterance. "She considered that women should not be submerged in marriage andbecome the shadow of men; instead, they should break the shackles of tradition and make theirown decision on life." (Jin 2004:245) While in the twentieth chapter, Jo asks her mother whetherit is better for Meg to marry a wealthy man rather than a poor one like John. Mrs. March says"Money is a good and useful thing……If rank and money come with love and virtue, also, Ishould accept them gratefully, and enjoy your good fortune……I am content to see Meg beginhumbly, for if I am not mistaken, she will be rich in the possession of a good man's heart, andthat is better than a fortune." (Alcott 2007:286)
The little women of the Matches are influenced deeply by their mother. They keepindependent judgments, choosing their husbands with great caution so that they all receive thehappiness of being a wife.
3.3 Education on kind-heartedness
The virtue of kind-heartedness is also one of the flashpoints of the Marches. "Mrs. March isa woman of self-sacrifice and family-centered. During the absence of her husband, she managesthe housework and withstood the simple, austere life while caring for her husband's health.
However, she is also forward to help people poorer than them with her kindness." (Perkins2002:113) In the second chapter of the novel, when the girls are waiting for a sumptuousChristmas breakfast, they hear of the sufferings of the poor Hummels from their mother "Not faraway from here lies a poor woman with a little newborn baby. Six children are huddled into onebed to keep from freezing, for they have no fire. There is nothing to eat over there, and the oldestboy came to tell me they were suffering hunger and cold." The girls immediately decide to givetheir breakfast to the Hummels as a Christmas gift. After they finish helping the Hummels, theyare all exhausted and hungry. But when they are entitled "little angels", they are greatly satisfiedand comprehend "loving our neighbor better than ourselves".
This is the charitable activity that Mrs. March has done, at the same time, this is also alesson that Mrs. March gives to her daughters. (Gan 2010:48) She takes the girls to help theHummels, enlightens and inspires them by her own actions. The girls thus realize the joy ofhelping others. Actually, in the latter part of the novel, the girls continue to help the Hummelsactively, wishing to make a little contribution to them. They gradually understand that they mustcare more for each other as well as show their love to others.
3.4 Education on satisfaction
The novel gets started with the conversation of the four girls about their complaints.
"Christmas won't be Christmas without any presents," grumbled Jo, lyingon the rug.
"It's so dreadful to be poor!" sighed Meg, looking down at her old dress.
"I don't think it's fair for some girls to have plenty of pretty things, andother girls nothing at all," added little Amy, with an injured sniff. (Alcott 2007:3)
The girls share one common drawback that they complain a lot. Fortunately, Mrs. March isgood at treating such shortcoming. By telling various allegorical little stories, she always tells hergirls to be satisfied with what they presently have achieved instead of blaming fate and otherpeople. The girls receive beneficial enlightenment so that they can live easily. (Gan 2010:48)The truth, or finding truth, is the deepest root of western personality. This is an ongoingprocess of understanding and pursuit. They use the way of introspection to improve and perfectpersonality. This method is departed from the object, and the heart is considered to be recognized.(Xu 2004:123) The girls in Little Women continue to improve themselves with this method. Theyregard their sisters as a reference, pushing forward and encouraging each other.
In the fourth chapter, the Marches talk a lot about the burden. The more they talk, the moreinjustice of life they feel. Everyone holds the view that she has heavier burden than others. Atlast, Mrs. March tells them that she has met an old man who has four sons in the army, two arekilled and the other two are in great trouble. Compared with the old man, they recognize thatthey are rich enough. So they agree to stop complaining, to enjoy the blessings already possessed,and try to deserve them.
Chapter Four The Influences of Family Education onJo March
Jo March, Alcott's heroine in the book, has become the most influential figure of theindependent and creative woman. She not only enjoys equality with her husband in family affairsbut also becomes a successful career woman with her talent and great effort. However, Jo couldnot achieve such success without the family education.
4.1 Being successful in career
In Little Women, Alcott's heroines vary in talent and character. Jo March, the tomboy whohas prompt mind and unchangeable purpose, realizes her dream as a successful writer. Sheexperiences great happiness of success when her two novels are accepted and published.
Dear me, how delighted they all were, to be sure! How Meg wouldn'tbelieve it till she saw the words. "Miss Josephine March," actually printed in thepaper. How graciously Amy criticized the artistic parts of the story, and offeredhints for a sequel, which unfortunately couldn't be carried out, as the hero andheroine were dead. How Beth got excited, and skipped and sang with joy. HowHannah came in to exclaim, "Sakes alive, well I never!" in great astonishment at‘that Jo's doin's’. How proud Mrs. March was when she knew it. How Jo laughed,with tears in her eyes, as she declared she might as well be a peacock and donewith it, and how the 'Spread Eagle' might be said to flap his wings triumphantlyover the House of March, as the paper passed from hand to hand. (Alcott2007:220)
Jo says with joy, "...I shall write more, I'm so happy, for in time I may be able to supportmyself and help the girls." Mrs. March is Jo's best teacher, with the guidance of her, Jo graduallybecomes more mature. Being independent and earning the compliment from the ones she lovesare the precious wishes of Jo. The first success of her career seems to be the first step towards therealization of that happy dream.
Jo is a successful career woman. The society only requires women to learn the skills forhouseholds, but in March's family every individual's potential is admitted to fully developthemselves. Jo has her individuality and she is an example for all women of her age who aredominated by men. Through the experience of Jo the author, Alcott, indicates that there’s noneed for literature to pull the women away from their own areas. When a woman becomes awriter, she is not to leave family to enter the society, but bring the family together to the society.(Chen & Chen 2008:38)
4.2 Being equal in marriage
Marriage is the ultimate indemnification of the paternal society. It has been the primaryliving situation for women and men as far back as recorded history. Marriage was originally anequal sharing of responsibility in order to maintain a happy family.
Unlike every woman at that time is expected to be, Jo does not want to be a woman devotedto her husband and children. What she thinks about womanhood is in contrast to her other sistersand most women of the time. Jo probably would have hated a life like her sister Meg's, whoselife is measured as somebody’s wife and mother. After she marries Mr. Brooke she seems all lostin motherhood and wifedom. In the last part of the novel, Jo marries Professor Bhaer. Marriagemeans the equal rights for both husband and wife. The role Jo plays in the family is not a womanwho is absolutely obedient, but an independent new woman sharing the family responsibilitieswith her husband. (Chen & Chen 2008:38) As a couple, Jo and Bhaer share common values andfeelings in different aspects. They all have an interest in education reform, in new thoughts, andphilanthropy, more than that, Bhaer understands Jo's desire to work as a writer.
The lucky heritage from aunt March allows Jo to carry out her “Jo's plan”. They establish aschool for the poor children, a good, happy, homelike school, with Jo to take care of them andProfessor Bhaer to teach them on the Plumfield named by Jo. They contribute to the familyincome together. So they have the same right to speak. Yes, Jo was a very happy woman there, inspite of hard work, much anxiety, and a perpetual racket. (Alcott 2007:685)
Chapter Five Conclusion
Little Women becomes the focus of the society after publication. Though autobiographical,the book shows almost all the significant merits of the Alcott women, of the March women. Ithas a far-reaching impact on the readers. Family education, the momentous theme of this novel,is positioned as being important in the development of people's personality, both in ancient andmodern times. Family education is an eternal subject; it appears in essay, novel, poems, etc.
frequently, for the descriptions of family education can enrich the works, and also the image ofthe characters. The methods of family education can be generalized into four aspects. Under theeducation on working hard, self-independence, kind-heartedness and satisfaction, Jo graduallybecomes a self-independent little woman with the values of self-support, self-esteem and self-sacrifice, and with the sense of equality and love. No whether in literature or in real life, familyeducation is one of the necessary element. Consequently, the family education methods shouldbe well chosen to polish the works, and this is the responsibility that writers need to assume.
This thesis, based on the achievements summed up by our predecessors, analyzes thecharacter of Jo March and the methods of family education in Little Women. Through this thesis,a more specific conception of Jo March's personality is presented, including equality and love,self-support and self-esteem, and self-sacrifice, and also the March's family education onworking hard, self-independence, kind-heartedness and satisfaction. These are really significantin the real life.
In summary, an analysis on the personality of the heroine can not only help to gain a betterunderstanding of the novel, but also convey the idea to people that success can only be achievedthrough difficulties. In addition, it will have a practical impact on human beings' life.
REFERENCES
[1] Alcott, L. M. 2007. Little Women [M]. 北京: 外语教学与研究出版社.
[2] Elliott, E., C. N. Davidson, P. O'Donnell, V. Smith & C. P. Wilson. 2005. The ColumbiaHistory of the American Novel [M]. 北京: 外语教学与研究出版社.
[3] Perkins, G. & B. Perkins (eds.). 2002. The American Tradition in Literature, Volume 2 [M]. New York: McGraw-Hill.
[4] 陈友放,陈静，2008， 十九世纪美国父权主义下的女性成长——《小妇人》中乔的成长历程评析 [J],《时代文学(下半月)》 (10),37-38。
[5] 程宁宁,吴晓芸, 2009，非传统性格与传统美德结合的女性——对《小妇人》中人物乔的分析 [J],《文学与艺术》 (8),11。
[6] 甘惠侨，2010，马奇四姐妹的美德成因浅析——论《小妇人》中的教育主题 [J],《群文天地：下半月》 (5),47-48。
[7] 金莉，2004，文学女性与女性文学----19 世纪美国女性小说家及其作品 [M]。北京：外语教学与研究出版社。
[8] 刘春英，2001，露易莎·梅·奥尔科特和《小妇人》 [J],《暨南学报(哲学社会科学版)》 (1),97-101。
[9] 钱满素, 1996，爱默生和中国----对个人主义的反思 [M]。北京:三联书店。
[10] 许琦，2004，人格与家教《傲慢与偏见》与《小妇人》之比较 [J],《广西民族学院学报（哲学社会科学版）》 (2),21-124。
ACKNOWLEDGEMENTS
Having finished writing my paper, I think it is the right time for me to express my deepestgratitude to those who have tried best to make it as good as possible.
First and foremost, I would like to show my profound debt of gratitude to Ms × ×, mysupervisor. Owing to her patient and painstaking instruction through all the stages during mywriting process, this paper can be more completed. I really thank her for her profound scholarlyadvice.
Second, I wish to express my heartfelt gratitude to other teachers in School of ForeignLanguages and my fellow college mates. Without their useful suggestions and helping hands, mypaper would not be finished such smoothly.
Last but not least, I owe sincere appreciation to my beloved family. I'm deeply grateful fortheir loving encouragements and great spiritual support in me through all these years. It is theirselfless love that gives me confidence and energy to go beyond myself.
本论文重点分析了书中的主人公乔·马奇的性格和以马奇太太为核心的家庭教育,并且指出了家庭教育对她的影响。通过分析乔·马奇的性格及马奇家庭的教育方法，能够起到一个积极启发的作用。...