从家庭教育主题分析《小妇人》中乔·马奇的性格,英语论文

从家庭教育主题分析(小妇人）中乔·马奇的性格,英语论文(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，给后人留下了深入的启迪和教育意义。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式方法，能够起到一个积极启发的作用。乔在辛勤劳动、独立自强、慈善精神以及满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式方法。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。本文关键词语：(小妇人〕；乔马奇；家庭教育；性格TheAnalysisofJoMarchsPersonalityinLittleWomenfromthePerspectiveoftheFamilyEducationThemeABSTRACTLittleWomenisLouisaMayAlcottsmasterpiece.ItsetsthemodernfemaleimageofagroupofwomenledbyJowithbothtraditionalvirtuesandfemaleconsciousnessbytellingthestoryconcerningthelivesandlovesoftheMarchsfoursistersgrowingupduringtheAmericanCivilWar.Thebookhasafar-reachingsignificanceinenlightenmentandeducation.ThisthesisisintendedtoanalyzethecharacteristicsofthemaincharacterJoMarchspersonalityandMrs.Marchsmethodsoffamilyeducation,anditalsopointsouttheinfluencesoffamilyeducationonher.Underthefamilyeducationonworkhard,self-independence,kind-heartandsatisfaction,Joovercomesdifficultiesineverydaylifeandeventuallybecomesathoughtfulsuccessfulwoman.ThesecondchapterofthisthesispresentstheanalysisofJospersonality.ThethirdchapterdiscussesthefamilyeducationinLittleWomen,mainlyaboutthemethodsofMrs.Matchs.ThefourthchapterillustratestheinfluencesoffamilyeducationonJoslife.Basedonthepreviouschapters,aconclusionaboutthemomentoussignificanceoffamilyeducationonthedevelopmentofJoscharacterisgiveninthefifthchapter.Inaddition,currentsignificanceoffamilyeducationispointedout.Keywords:LittleWomen;JoMarch;familyeducation;personalityTABLEOFCONTENTS摘要ABSTRACTChapterOneIntroductionChapterTwoTheAnalysisofJoMarchsPersonalityinLittleWomen2.1Equalityandlove2.2Self-supportandself-esteem2.3Self-sacrificeChapterThreeFamilyEducationinLittleWomen3.1Educationonworkinghard3.2Educationonself-independence3.3Educationonkind-heartedness3.4EducationonsatisfactionChapterFourTheInfluencesofFamilyEducationonJoMarch4.1Beingsuccessfulincareer4.2BeingequalinmarriageChapterFiveConclusionREFERENCESACKNOWLEDGEMENTSChapterOneIntroductionTheliteratureworldofAmericainthe19thcenturywastheageoftalentedwriters.WashingtonIrving,RalphWaldoEmerson,HenryDavidThoreau,NathanielHawthorne,MarkTwain,HermanMelvilleandWalterWhitmanetc.wereallmasterswiththeirthought-provokingworks.Remarkably,manyladiesalsopickeduptheirpensanddevotedthemselvestowriting.SusanWarnersTheWide,WideWorld,HarrietBeecherStowesUncleTomsCabinandCharlotteMaryYongesTheHeirofRedclyffeweretherepresentativeones.Hundredyearshavesoonpassed,manyworksofthefemalewritersinthe19thcenturygraduallyovershadowed,butthereisstilloneshinesalong----LouisaMayAlcottsLittleWomen.Basedonthelifeofherchildhood,LouisaMayAlcottdevelopedthenovelwithsimplewordsandpureemotion,butremindedreadersofthefeelingsofcoziness,andalsocausedreaderstothinkdeeplyaboutlife.AsispointedoutbyLiuChunying(2001:98),theladiesintheMarchsfamilyareallartists.Jowritesnovels,Amypaintspictures,Bethplaysthepiano,Megmanagesthehousework,withmotherteachesandguidesuntiringly.Theycreatealifeofprestigiousness,invigorationandautonomy.Eachofthemreceiveswhattheyneedandwhattheydeserve.Thenovelshowstheirprogressintoyoungwomanhoodwiththeadditionalstrainsofromance,Bethsterminalillness,thepressuresofmarriageandtheoutsideworld.Atthesametime,independenceisthecommoncharacterofthefourgirls.RollaRomerooncecitedinherFamilyLivesandTheNovels,InLittleWomen,AlcottcreatedavaluesysteminthebackgroundoftheCivilWar,itnotonlyprovidestheprioritytowomen,butalsotheprioritytothewomenasarepresentativeoftheinherentvitality.(Elliott2005:121)Thisisthestoryoftheirgrowingmaturityandwisdomandthesearchforthecontentednessoffamilylife.ThetypicalimageofwomenbuiltinLittleWomenisinseparablewiththeeducationintheageoftheCivilWarandthefamilyeducationoftheMarches.Somerecentstudieshaveshedlightontheanalysisofthepersonalityofthecharactersinthenovel.In2001,LiuChunyingsummarizedthepersonalityoftheMarchsistersofself-independenceandself-esteem,alsowithloveandself-sacrifice.Later,otherscholars,forexample,ChenYoufangandChenJingputforwardsomenewanalysisin2008.However,mostformerstudiesonJospersonalityarerelativelysimpleandgeneral.Besides,thesocialbackgroundissoexcessivelydescribedthatitisalittlebithardtohaveabetterunderstanding.Aboveall,itisnecessarytoanalyzeJoMarchspersonalitywithamorespecificconception.ThisthesisfocusesontheanalysisofJoMarchspersonalityandthemethodsoffamilyeducation.ChapterTwoandThreearethecoreofthisthesis,JospersonalityandthemethodsofMrs.Marchsfamilyeducationareexplainedatlengthbygivingrelevantexamples.ChapterFourillustratestheinfluencesoffamilyeducationonJoslife.Atlast,aconclusionisgiveninthefifthchapter.ChapterTwoTheAnalysisofJoMarchsPersonalityinLittleWomenJoMarchisthemaincharacterofLittleWomen.HercharacterisbasedinalargepartonLouisaMayAlcottherself.Joleavesadeepimpressionofanoutspokentomboywithapassionforwritingonthereaders.Whatsmore,shediffersfromthetraditionalgirls.Inthischapter,JoMarchsdistinctivepersonalitywillbeexplored.2.1EqualityandloveInthe19thcenturysocietyonlythemalewasdominant,andthefemalewassubjectedtothemaleinAmerica.Joconstantlypursuesequalrights,andsheisarepresentativeofnewwomenwithgreatvigorinmind.Atthebeginningofthenovel,theauthorhasalreadyportrayedtheuniqueimageofJo.Shespeaksfranklyandbluntlywithquickandinsightfulminds.Imnot!Andifturningupmyhairmakesmeone,IllwearitintwotailstillImtwenty,criedJo,pullingoffhernet,andshakingdownachestnutmane.IhatetothinkIvegottogrowup,andbeMissMarch,andwearlonggowns,andlookasprimasaChinaAster!Itsbadenoughtobeagirl,anyway,whenIlikeboysgamesandworkandmanners!Icantgetovermydisappointmentinnotbeingaboy.Anditsworsethanevernow,forImdyingtogoandfightwithPapa.AndIcanonlystayhomeandknit,likeapokyoldwoman!(Alcott2007:6)Joiseagertobeaboy,sothatshecandowhatshewantstodowithoutconstraints.Shedoesnotlikewearingthedressandsheisnotgoodatdoinghousework.Borninthe19thcentury,girlswereconsideredthattheirultimatepursuitwasfamilyandmarriage.However,Joscoffsatsuchidea,thinkingwomenshouldbeequaltomen.Shedevelopshertalentinwritingwhichisthenonlymensterritory,anddevotesherselftocreatingworkswithherownthoughts.Joisofgreatcompassionatenessaswellashersisters,whoshowtheirsympathyforthepoorbytakingactions.WhentheMatchsistershearofthepoorneighborssufferingsontheChristmasDay,theyimmediatelybringtheirbreakfasttothepoor,whileJoisespeciallyenthusiastic.Althoughtheyalllosetheirdeliciousbreakfast,noonefeelunpleasant.Onacoldsnowymorning,Jodigspathswithgreatenergyforthepedestriansconveniencethoughthesnowislight.ShefindsthelonelyLaurieandthencomfortshim.Regardlessoftheconceptofthesecularism,Jowarmshislonelyheartwithherpassionandvitality,helpingLaurieintegratesintotheirlife.Theirfriendshipalsosprouts.Ontheonehand,Joisanindependentgirl,havingherownidealandpursuit;ontheotherhand,sheisresponsibleforherfamily,andshelovesherfamily.Thiscomestoasharpconflict,butJomanagesitperfectlywithherconsistentefforts,whichdriveshertomakeamaturewoman(ChengWu,2018:11).2.2Self-supportingandself-esteemJoisunwillingtoplaytheroleofperfectVictorianwoman.Whatshefavorsistolivethewayaboydoes.HerrefusaltobeoneoftheLittleWomenisobviousfromthebeginningofthenovel.Sheisagainstsocialandmoralrestrictions.AsthenovelsfamousfirstlineChristmaswontbeChristmaswithoutpresents!(Alcott2007:3)Jodarestowithholdgenderdifferencesthatthesocietyhasforcedonlife.Herfirstsuccessofwriting,thepublishingofherwork,giveshermoreenergytorealizeherdream.Jotriestoliveuptowhatherfatherhasexpectedafterreadingherfathersletterswhichsayshiswishforthegirls.Sherecognizesthatsheisnottheonlyonewhoisstrugglingwithoutburstsofanger.Muchtohersurprise,shefindsoutthathermotheralsohasahiddentemper.IthelpsJotobelievethatshecouldhavecontrolledherswitheffort.TheMarchsistersallhaveastrongsenseofself-esteem,amongwhichJoisthetypicalone.WhenAmyrevengesherandburnsherbelovedoldbook,Joloseshertemper,almostshakesAmytodeath.InthefollowingdayssherefusestotakenoticeofAmy,ignoresherapologyuntilAmyisalmostindanger.2.3Self-sacrificingJoisoftenself-sacrificing.Joregardsherselfasheadofthefamilyinherfathersabsence,helpinghermothertosupportandprotectthefamily.ShegoestotakecareofauntMarcheverydaytoearnmoremoneyforthefamily,therefore,Johastocontrolherbadtempertowithstandauntsstrangedisposition.JoisBethsconfidantandmonitor.ToJoalonedidtheshychildtellherthoughts,andoverherbigharum-scarumsisterBethunconsciouslyexercisedmoreinfluencethananyoneinthefamily.(Alcott2007:57)Unfortunately,Bethcontractsscarlatinaandbecomesmoreorlessaninvalid.JoworriesdayandnightandtakescareofBethasamother.ShesaysthatshewouldnotforgiveherselfforBethsillnessisduetohercarelessness.ButBethstillleavesthemfinally,withabrokenheart,Jomakeseffortstocomfortherparents.Thespiritofself-sacrificingisincarnatedthemostintheemotionalentanglementsbetweenJoandLauriebytheauthor.JolovesLaurie,thewealthyhandsomeneighborboy,andsodoesLaurie.However,Josloveissopurethattheresnoselfishnesswithin.SheevenwantstoleaveLaurietoMeg,toherothersisters.Buttothereadersdisappointment,JorefusesLauriesproposal.Jofollowedaminuteaftertowaveherhandtohimifhelookedround.Hedidlookround,cameback,puthisarmsaboutherasshestoodonthestepabovehim,andlookedupatherwithafacethatmadehisshortappealeloquentandpathetic.Oh,Jo,cantyou?Teddy,dear,IwishIcould!Thatwasall,exceptalittlepause.ThenLauriestraightenedhimselfup,said,Itsallright,nevermind,andwentawaywithoutanotherword.Ah,butitwasntallright,andJodidmind,forwhilethecurlyheadlayonherarmaminuteafterherhardanswer,shefeltasifshehadstabbedherdearestfriend,andwhenheleftherwithoutalookbehindhim,sheknewthattheboyLaurieneverwouldcomeagain.(Alcott2007:521-522)JoslovetoLaurieisshownobviouslybythesefewwords.Jodaresnottolove,thoughtheloveisdeeplyinherheart(Liu2001:99).ChapterThreeFamilyEducationinLittleWomenFamilyeducationisthemostprimaryeducationapersonreceives.Ithasaforward-lookingandsignificantimportanceofapersonsgrowth.BeingthecorepartofthefamilyeducationinLittleWomen,itisobviouslythatMrs.MarchhasaprofoundimpactontheMarchsisters.Mrs.Marchchoosestoeducateherdaughtersthrougheverydetailinthereality,guidingthemtoidentifytheirshortcomingsandlearnthevaluablelessonsfromtheirownlife.3.1EducationonworkinghardJohnWesley,thefamousMethodistmovementevangelistinthe18thcentury,oncesaidDesperatelytomakemoney,savemoneydesperately,desperatelytodonatemoney.ThisremarkbecomesthepenetratingsummaryofthePuritanthoughts.BeingthedescendantofthePuritan,thespiritofworkinghardiseverywheretofindinthefamilyeducationoftheMarches.Lookingthroughthewholenovel,thethemeofworkisoneofthemaindutiesoftheMarchsisters.Inthefirstchapter,Mr.MarchwritesthelettertohisfamilyandsaysAyearseemsverylongtowaitbeforeIseethem,butremindthemthatwhilewewaitwemayallwork,sothattheseharddaysneednotbewasted.(Alcott2007:14)AccordingtoMr.March,thepurposeofworkistoconquerthemselves,onlyworkinghardcanhelpthemtideovertheone-yeartoughtime.Mrs.Marchholdsthesameopinionasherhusbands.Intheeleventhchapter,thesisterstrytogetridoftheheavyworkandenjoythemselvesdoingnothingforoneweek.Mrs.Marchalsodeliberatelyputsasidethehouseworksheusuallykeeps.However,totheirgreatsurprise,theyfindthattheyallliveinchaosasthelifeisofftherighttrack.Timebecomesratherlongandtheyareinextremedepression.Loungingandlarkingdoesntpay,observedJo,shakingherhead.Imtiredofitandmeantogotoworkatsomethingrightoff.(Alcott2007:164)Mrs.Marchthentellsthemasalittlelesson,Iwouldshowyouwhathappenswheneveryonethinksonlyofherself.Dontyoufeelthatitispleasantertohelponeanother,tohavedailydutieswhichmakeleisuresweetwhenitcomes,andtobearandforbear,thathomemaybecomfortableandlovelytousall?(Alcott2007:164-165)Undertheguidanceofmother,thesistersshouldertheirresponsibilitiesagain,andpromisetobeworkinglikebees.Thecostofhardworkisundoubtedlyfatigueandsweat,butthefruitofhardworkisafamilysharmonyandhappiness.(Gan2018:47)ThisisthenatureofhardworkwhatMrs.Marchteachestoherdaughters.3.2Educationonself-independenceFromtheearlytothemid19thcentury,anewideologycalledtranscendentalismisquitepopularintheNewEnglandarea.Theideologiesstressthattheindividualshouldgobeyondtheimpactofestablishedreligion,andthusenterintoanidealstateofmindtoknowthetruthdirectly.Althoughinthe19thcenturysociety,onlythemalewasdominant,andthefemalewassubjectedtothemale,theseedsofmodernfemaleimagesbegantosprout.Therefore,thespiritofself-independenceisembodiedinLittleWomen.Theeducationonthespiritofself-independenceappearsintwoaspects:oneisthatwomenshouldbeindependentonfinance;theotheristhatwomenshouldkeepthecorrectjudgmentwhenchoosingamarriage.(Gan2018:48)Inthefourteenthchapter,Joannouncesexcitedlythatshesuccessfullypublishesherfirstnovelsothatshecanearnmoneytosupportfamily.Thefamilyisingreathappiness:Mrs.Marchisproudofher;thesisterssendtheirblessings.Jolaughed,withtearsinhereyes,forbeingindependentandobtainingthepraiseofthoseshelovedwerethedearestwishesofherheart,andthisseemedtobethefirststeptowardthathappyend.(Alcott2007:221)JossuccessinherwayofliteratureislargelyduetotheeasyandenlightenedatmospherethatMrs.Marchhascreated.AsispointedbyJinLi(2004:227),thefamilyprovidesspaceforJotoimagineandwrite,letherdevelopsandrealizesherself.OnlylivinginsuchrelaxedenvironmentcanJospotentialofwritingbenotsubjecttostrangle.Themodernwomensself-consciousnessrepresentedinLittleWomenrenewsandextendsthegeneralspiritofself-independencepromotedbytraditionaltranscendentalism.TheMarchesareself-reliantandself-independent;theydontstoptostruggleforalivingregardlessofthehardships.Independence,intheirviews,isthetotalliberationofonesspirit.Themenwhoarereallyindependentrecommendsingenuity,theylaystressonactivitiesandalivingsoul(Qian1996:35-43).Intermsoftheissueofmarriage,Mrs.Marcheducatesthemthattheyshouldseekfortruelovewiththeirownjudgmentsinsteadofgettinganyhusbandtoscrambleforaliving.Intheninthchapter,MegcomesbackfromthepartyoftheMoffat,pouringoutherbitternessshesuffersthere,andthensheputsforwardthetopicaboutpoorgirlsmarriage.Mrs.Marchnegatestheviewthatpoorgirlsdontstandanychanceunlesstheyputthemselvesforwardandindicatesthatbetterbehappyoldmaidsthanunhappywives,orunmaidenlygirls,runningabouttofindhusbands(Alcott2007:138)TheauthorexpressesherviewoffemaleindependencebyMrs.Marchsutterance.Sheconsideredthatwomenshouldnotbesubmergedinmarriageandbecometheshadowofmen;instead,theyshouldbreaktheshacklesoftraditionandmaketheirowndecisiononlife.(Jin2004:245)Whileinthetwentiethchapter,JoaskshermotherwhetheritisbetterforMegtomarryawealthymanratherthanapooronelikeJohn.Mrs.MarchsaysMoneyisagoodandusefulthingIfrankandmoneycomewithloveandvirtue,also,Ishouldacceptthemgratefully,andenjoyyourgoodfortuneIamcontenttoseeMegbeginhumbly,forifIamnotmistaken,shewillberichinthepossessionofagoodmansheart,andthatisbetterthanafortune.(Alcott2007:286)ThelittlewomenoftheMatchesareinfluenceddeeplybytheirmother.Theykeepindependentjudgments,choosingtheirhusbandswithgreatcautionsothattheyallreceivethehappinessofbeingawife.3.3Educationonkind-heartednessThevirtueofkind-heartednessisalsooneoftheflashpointsoftheMarches.Mrs.Marchisawomanofself-sacrificeandfamily-centered.Duringtheabsenceofherhusband,shemanagesthehouseworkandwithstoodthesimple,austerelifewhilecaringforherhusbandshealth.However,sheisalsoforwardtohelppeoplepoorerthanthemwithherkindness.(Perkins2002:113)Inthesecondchapterofthenovel,whenthegirlsarewaitingforasumptuousChristmasbreakfast,theyhearofthesufferingsofthepoorHummelsfromtheirmotherNotfarawayfromhereliesapoorwomanwithalittlenewbornbaby.Sixchildrenarehuddledintoonebedtokeepfromfreezing,fortheyhavenofire.Thereisnothingtoeatoverthere,andtheoldestboycametotellmetheyweresufferinghungerandcold.ThegirlsimmediatelydecidetogivetheirbreakfasttotheHummelsasaChristmasgift.AftertheyfinishhelpingtheHummels,theyareallexhaustedandhungry.Butwhentheyareentitledlittleangels,theyaregreatlysatisfiedandcomprehendlovingourneighborbetterthanourselves.ThisisthecharitableactivitythatMrs.Marchhasdone,atthesametime,thisisalsoalessonthatMrs.Marchgivestoherdaughters.(Gan2018:48)ShetakesthegirlstohelptheHummels,enlightensandinspiresthembyherownactions.Thegirlsthusrealizethejoyofhelpingothers.Actually,inthelatterpartofthenovel,thegirlscontinuetohelptheHummelsactively,wishingtomakealittlecontributiontothem.Theygraduallyunderstandthattheymustcaremoreforeachotheraswellasshowtheirlovetoothers.3.4EducationonsatisfactionThenovelgetsstartedwiththeconversationofthefourgirlsabouttheircomplaints.ChristmaswontbeChristmaswithoutanypresents,grumbledJo,lyingontherug.Itssodreadfultobepoor!sighedMeg,lookingdownatherolddress.Idontthinkitsfairforsomegirlstohaveplentyofprettythings,andothergirlsnothingatall,addedlittleAmy,withaninjuredsniff.(Alcott2007:3)Thegirlsshareonecommondrawbackthattheycomplainalot.Fortunately,Mrs.Marchisgoodattreatingsuchshortcoming.Bytellingvariousallegoricallittlestories,shealwaystellshergirlstobesatisfiedwithwhattheypresentlyhaveachievedinsteadofblamingfateandotherpeople.Thegirlsreceivebeneficialenlightenmentsothattheycanliveeasily.(Gan2018:48)Thetruth,orfindingtruth,isthedeepestrootofwesternpersonality.Thisisanongoingprocessofunderstandingandpursuit.Theyusethewayofintrospectiontoimproveandperfectpersonality.Thismethodisdepartedfromtheobject,andtheheartisconsideredtoberecognized.(Xu2004:123)ThegirlsinLittleWomencontinuetoimprovethemselveswiththismethod.Theyregardtheirsistersasareference,pushingforwardandencouragingeachother.Inthefourthchapter,theMarchestalkalotabouttheburden.Themoretheytalk,themoreinjusticeoflifetheyfeel.Everyoneholdstheviewthatshehasheavierburdenthanothers.Atlast,Mrs.Marchtellsthemthatshehasmetanoldmanwhohasfoursonsinthearmy,twoarekilledandtheothertwoareingreattrouble.Comparedwiththeoldman,theyrecognizethattheyarerichenough.Sotheyagreetostopcomplaining,toenjoytheblessingsalreadypossessed,andtrytodeservethem.ChapterFourTheInfluencesofFamilyEducationonJoMarchJoMarch,Alcottsheroineinthebook,hasbecomethemostinfluentialfigureoftheindependentandcreativewoman.Shenotonlyenjoysequalitywithherhusbandinfamilyaffairsbutalsobecomesasuccessfulcareerwomanwithhertalentandgreateffort.However,Jocouldnotachievesuchsuccesswithoutthefamilyeducation.4.1BeingsuccessfulincareerInLittleWomen,Alcottsheroinesvaryintalentandcharacter.JoMarch,thetomboywhohaspromptmindandunchangeablepurpose,realizesherdreamasasuccessfulwriter.Sheexperiencesgreathappinessofsuccesswhenhertwonovelsareacceptedandpublished.Dearme,howdelightedtheyallwere,tobesure!HowMegwouldntbelieveittillshesawthewords.MissJosephineMarch,actuallyprintedinthepaper.HowgraciouslyAmycriticizedtheartisticpartsofthestory,andofferedhintsforasequel,whichunfortunatelycouldntbecarriedout,astheheroandheroineweredead.HowBethgotexcited,andskippedandsangwithjoy.HowHannahcameintoexclaim,Sakesalive,wellInever!ingreatastonishmentatthatJosdoins.HowproudMrs.Marchwaswhensheknewit.HowJolaughed,withtearsinhereyes,asshedeclaredshemightaswellbeapeacockanddonewithit,andhowtheSpreadEaglemightbesaidtoflaphiswingstriumphantlyovertheHouseofMarch,asthepaperpassedfromhandtohand.(Alcott2007:220)Josayswithjoy,...Ishallwritemore,Imsohappy,forintimeImaybeabletosupportmyselfandhelpthegirls.Mrs.MarchisJosbestteacher,withtheguidanceofher,Jograduallybecomesmoremature.BeingindependentandearningthecomplimentfromtheonesshelovesarethepreciouswishesofJo.Thefirstsuccessofhercareerseemstobethefirststeptowardstherealizationofthathappydream.Joisasuccessfulcareerwoman.Thesocietyonlyrequireswomentolearntheskillsforhouseholds,butinMarchsfamilyeveryindividualspotentialisadmittedtofullydevelopthemselves.Johasherindividualityandsheisanexampleforallwomenofheragewhoaredominatedbymen.ThroughtheexperienceofJotheauthor,Alcott,indicatesthattheresnoneedforliteraturetopullthewomenawayfromtheirownareas.Whenawomanbecomesawriter,sheisnottoleavefamilytoenterthesociety,butbringthefamilytogethertothesociety.(ChenChen2008:38)4.2BeingequalinmarriageMarriageistheultimateindemnificationofthepaternalsociety.Ithasbeentheprimarylivingsituationforwomenandmenasfarbackasrecordedhistory.Marriagewasoriginallyanequalsharingofresponsibilityinordertomaintainahappyfamily.Unlikeeverywomanatthattimeisexpectedtobe,Jodoesnotwanttobeawomandevotedtoherhusbandandchildren.Whatshethinksaboutwomanhoodisincontrasttoherothersistersandmostwomenofthetime.JoprobablywouldhavehatedalifelikehersisterMegs,whoselifeismeasuredassomebodyswifeandmother.AftershemarriesMr.Brookesheseemsalllostinmotherhoodandwifedom.Inthelastpartofthenovel,JomarriesProfessorBhaer.Marriagemeanstheequalrightsforbothhusbandandwife.TheroleJoplaysinthefamilyisnotawomanwhoisabsolutelyobedient,butanindependentnewwomansharingthefamilyresponsibilitieswithherhusband.(ChenChen2008:38)Asacouple,JoandBhaersharecommonvaluesandfeelingsindifferentaspects.Theyallhaveaninterestineducationreform,innewthoughts,andphilanthropy,morethanthat,BhaerunderstandsJosdesiretoworkasawriter.TheluckyheritagefromauntMarchallowsJotocarryoutherJosplan.Theyestablishaschoolforthepoorchildren,agood,happy,homelikeschool,withJototakecareofthemandProfessorBhaertoteachthemonthePlumfieldnamedbyJo.Theycontributetothefamilyincometogether.Sotheyhavethesamerighttospeak.Yes,Jowasaveryhappywomanthere,inspiteofhardwork,muchanxiety,andaperpetualracket.(Alcott2007:685)ChapterFiveConclusionLittleWomenbecomesthefocusofthesocietyafterpublication.Thoughautobiographical,thebookshowsalmostallthesignificantmeritsoftheAlcottwomen,oftheMarchwomen.Ithasafar-reachingimpactonthereaders.Familyeducation,themomentousthemeofthisnovel,ispositionedasbeingimportantinthedevelopmentofpeoplespersonality,bothinancientandmoderntimes.Familyeducationisaneternalsubject;itappearsinessay,novel,poems,etc.frequently,forthedescriptionsoffamilyeducationcanenrichtheworks,andalsotheimageofthecharacters.Themethodsoffamilyeducationcanbegeneralizedintofouraspects.Undertheeducationonworkinghard,self-independence,kind-heartednessandsatisfa