Goethe's Willhelm Meister novels, widely held to be the most significant and influential in all of German literature, have traditionally been classed as Bildungsroman, or 'novels of formation'. In Goethe and the Myth of Bildungsroman, Frederick Amrine offers a unique reading of Wilhelm Meister's Lehrjahre and Wilhelm Meister's Wanderjahre, which posits the second novel as a sequel to the first. Deconstructing and jettisoning the notion of the Bildungsroman, the features of the novels which have historically proved problematic for critics, seeming to testify to the novels' disunity, become instead the articulation points of a subtle concord between thematic and formal elements. Reading the novels in light of the eminent criticism of Northrop Frye, this book productively shifts away from social commentary towards the archetypal and symbolic, showing Goethe not to be an exception within world literature; rather, that he participates deeply in its overarching structures.

A fresh reading of the Willhelm Meister novels that dismisses the notion of the Bildungsroman to reveal unities between the texts.

This detailed analysis of the evolution of the Bildungsroman genre is unprecedented in its historical and geographical range.

This book establishes a vector of methodology in the approach to a particular type of fictional discourse, namely the English Bildungsroman (the novel of identity formation). Its wide-ranging critical perspectives are also useful to anyone concerned with, first of all, European and English novelistic genres, but also to those interested in theoretical perspectives of modern fiction studies in general, as well as in certain aspects of Western literature as a developing tradition.

A survey of 25 major European novelists from Cervantes to Kundera, highlighting their contributions to the genre.

In this 1982 book, Professor Bance sets the novels of Theodor Fontane in the context of nineteenth-century Europe in order to demonstrate that his œouvre can be seen in terms of a tension between a desire to present the facts and a desire to assert some transcendent poetic truth.

Although some of the most distinguished German novels written since about 1770 are generally considered to be Bildungsromane, the term Bildungsroman is all too frequently used in English without an awareness of the tradition from which it arose. Professor Swales concentrates on the roles of plot, characterization, and narrative commentary in novels by Wieland, Goethe, Stifter, Keller, Mann, and Hesse. By pointing out that the goal in each work is both elusive and problematic, he suggests a previously unsuspected ironic intent. His analysis adds to our awareness of the potentialities inherent in the novel. Originally published in 1978. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

No study of Goethe's early lyric poetry has been published in English in the last fifty years. But the reading of this poetry the author presents is not intended merely to introduce an English readership to a major body of work; rather, the book delineates for the first time in any language an account of the symbolic network or organizing myth that underlies Goethe's individual poems. This marks a decisive break with the previous research on Goethe, which has tended to view his poetry as the expression of occasional experiences. The author shows, on the contrary, that Goethe's lyric work circles around a core set of problems and figures, that it evinces a systematic coherence unperceived until now.

Anthology of translated extracts from their works.