Inaug.-Diss.--Bern.

This thesis studies the problem of combining a poem with music in nineteenth-century Lieder so that the music enhances the poetry rather than detracting from it. Eight settings of Goethe's poem "Kennst du das Land," from his novel Wilhelm Meisters Lehrjahr, are compared. Settings by Johann Friedrich Reichardt, Beethoven, Schubert, Schumann, Liszt, Tchaikowsky, and Wolf are analyzed, after initial treatment of the literary aspects of the poem. The degree of musico-poetic synthesis varies in these settings, and it becomes evident that total fusion of poetry and music is not possible. However, the settings by Schumann and Wolf achieve strong balance of word and tone.

Inaug.-Diss.--Münster. / Includes bibliographical references.

Throughout the years the study of literary relationships has been a highly active form of research. There seems to be a perpetual interest in this field, with its matter of determining influences and comparing relationships and ideas. Certainly this is a logical interest. For on the assumption that literature is a search for truth, in what better way may we find that truth than through s study of the works of the world’s writers, searching for sources of their thoughts, and sharpening those thoughts through comparison and contest. Those Carlyle and Johann Wolfgang von Goethe, the authors under consideration here, have often been the subjects for this method of literary criticism. Much of this work has been done with the emphasis on influences, Indeed the influence of Goethe on Carlyle is now as widely recognized as any other like literary kinship, more so than most, perhaps, as the very vocal Scotchman was never one to hide his likes and dislikes in this world of man. The aspect of influence, however, is at best of an indirect importance to this thesis. The interest here is centered rather in the second kind of relationship, one in which ideas are dealt with irrespective of sources of origins. In general, this study is to be a comparison of some of the ideas of Carlyle and Goethe. More specifically, the problem is to discover just how the ideas of these two men are alike and how they vary, to what extent there is variation, and to find, if any, a common basis for the thinking of both authors. This research, in turn, will lead to the primary purpose of this thesis, that is, to see into the nature of Hebraism and Hellenism through the two works. Sartor Resartus and Wilhelm Meister’s Apprenticeship.

Univ., Diss.--Freiburg (Breisgau), 2001. / Literaturverz. S. 255 - 263.

Univ., Diss.-2002--Würzburg, 2001. / Literaturverz. S. 211.

Diss. Northwestern Univ. Evanston, Ill., 2006.

Diss. Northwestern Univ. Evanston, Ill., 2006.

This thesis is divided into two main parts. The first, comprising the three initial chapters, looks, in chapter one, at the specifically German origins of the Bildungsroman, its distinctive features, and the difficulties surrounding its transplantation into the literary contexts of other countries. Particular attention is paid to the ethical dimension of the genre, i.e. to the relation between the individual self and the exterior world, and how it affects individual formation. The focus then shifts to American literature, and the term 'narrative of initiation' is recommended as a credible alternative to 'Bildungsroman'. Allowing for similarities between them, it is none the less strongly suggested that the Bildungsroman of German origin and the American narrative of initiation should be seen as being intrinsically different, principally because of the different cultural backgrounds that shaped them. Several features of the theme of initiation are postulated as decisive factors in the discrepancies between the initiatory narrative and the Bildungsroman. Analysis of six texts - three of each literary tradition - follows, to provide support for the theoretical discussion of the terms introduced in chapter one. Three Bildungsromane are considered in the second chapter, namely Goethe's Wilhelm Meisters Lehrjahre, Stifter's Der Nachsommer and Keller's Der grune Heinrich, and three narratives of initiation in chapter three: Twain's The Adventures of Huckleberry Finn, Crane's The Red Badge of Courage and Anderson's Winesburg, Ohio. Their relevance to the tradition of German and American fiction as a whole and as precursors of Mann's Der Zauberberg and Hemingway's The Nick Adams Stories is considered. A direct comparison between Mann's and Hemingway's texts constitutes the second part of this thesis, wholly contained in chapter four. In addition to a comprehensive critical reading of both narratives, the contemporaneity of Der Zauberberg and The Nick Adams Stories is taken into account, and consequently special consideration is given to the texts' close relation with the cultural and historical realities of the early twentieth century, particularly the impact of the First World War. With the assistance of Jung's theories, an increased awareness of death and of the dark side of the psyche - though dealt with differently in both texts - is put forward as a significant factor in the deviation of Der Zauberberg and The Nick Adams Stories from the traditions of the Bildungsroman and of the narrative of initiation. This departure leads to a re-appraisal of the relation between the protagonists and their society, and to a new ethical attitude that presupposes different, more modem conceptions of what Bildung and initiation represent in the context of the early twentieth century. How and why they changed and if they survived as literary notions are questions this thesis attempts to answer.