湯姆·索亞歷險(xiǎn)記中幽默與諷刺的分析

保定理工學(xué)院本科畢業(yè)論文ChapterOneIntroduction1.1AbouttheAuthorMarkTwain,amastermindofhumorandsatire,isseenasagiantinworldliterature.Hishumorhadgreatimpactonthefollowingmenofletters.HeproducedtheworldfamousjuvenilewordTheAdventureofTomSawyerwhichreflectedhisownlifeexperience.Heproducedcountlesssuccessfulworkslovedbypeoplefromdifferentcountries.Untiltoday,hisworksarestillreadbypeopleallovertheworld.MarkTwainwasbornintoapoorfamilyinFlorida,Missouri,andhisfatherwasalawyerwithalowincome.Inordertoimprovehislife,MarkTwainshoulderedtheresponsibilityofsupportinghisfamilyataveryyoungage,andhisdiverseworkandpoorfamilyaccumulatedalotofwritingmaterialsforMarkTwain,whichhelpedhimbecomeafamousmasterofhumorandsatire.MarkTwainwrotemanyworksinhislifetime,involvingnovels,screenplays,essays,poetryandotheraspects,whichtrulyreproducedthelifeofAmericansocietyatthattime.MarkTwain’sworkscontainaclearthemeandaregoodatexposingthecontradictionsandproblemsintheAmericancapitalistsocietyinwitty,humorousandhumorouslanguage.TheAdventuresofTomSawyerisoneofthemostfamousandinfluentialworks,itsuniqueperspective,meticulousobservation,strongpertinence,andcheerfultone,vividlyexpressingMarkTwain’ssatiricalhumor,asWilliamHowellssaid,MarkTwainistheLincolnofAmericanliterature,whichisanaffirmationofhimandanaffirmationofhishumoroussatiricalliterature.1.2WritingBackgroundInthe70softhe19thcentury,Americancapitalismenteredamonopolyperiod,theemergenceofroaringfactories,massproductioncombinationsandboldenterprisingspirit,promotedtherapiddevelopmentofAmericanindustry,graduallylostthequietandlackofcompetitionyearsprevailingpolitebehavior,andtheprotectionofmoralself-disciplinerules,especiallytheCivilWarlikeacatalyst,notonlydestroyedslavery,butalsoacceleratedthecollapseofVictoria’ssocialstructure,pushingyoungpeopletothetrendofdeclaringwarontradition,sothattheirbodieswererepressed.ThestoryinTheAdventuresofTomSawyertakesplaceintheUnitedStatesinthemid-19thcentury,andtheprotagonistofthenovel,Tom,ismostlikelybasedontheauthorhimself,andtheauthorhasprocessedhischildhoodlifelandscape.ThestoryofTheAdventuresofTomSawyerissetduringtheAmericanCivilWar,whentheUnitedStatesannouncedtheemancipationofblackslaveryandthewholesocietyignitednewhope.Inthiscontext,TheAdventuresofTomSawyerwasborn,andMarkTwainoncesaidthat“mostoftheadventuresrecordedinthisbookactuallyhappened”.MarkTwain’sTomistheepitomeofhischildhood,butMarkTwain’sTheAdventuresofTomSawyerisnothisautobiography,andhehasmadeTheAdventuresofTomSawyerasemi-autobiographicalwithaveryinterestingandstorytellingthroughtheprocessingofthestoryline.Thenovelhasprofoundhistoricalsignificance.Hecondenseshischildhoodexperiencesintothisnovel,butinjectshisownthoughtsandmicrocosmsofthetimes,makingitfullofthevitalityofthetimes.ChapterTwoTheHumorandIronyReflectedintheContrastBetweentheCharacteroftheProtagonistandOthersThewholenovelisnarratedinthefirstperson.Theauthor’stoneisextremelycloseandeasy-going,andhisdelicatewritingworksthroughoutthenovel.TheheroTomhasalively,active,pureandkind,innocentandcleverandeccentricimageandpersonalitycharacteristics,andhisinnerworldisalsocolorful.ThroughTom’sstorytimewiththepeoplearoundhim,Tom’spersonalityisinstarkcontrasttoothers.Throughhishumorouslanguage,MarkTwainsatirizedandencouragedtheuglinessandhypocrisyinthesociety.2.1InnocentandFreedomTomissmartandcutebuthedoesnotcaretostudyhard,heissickoftherigidanddogmatictheoriesoftheschoolteachers,heisnotlikehisbrotherwhouseshardstudyandgoodperformanceinexchangeforrewardingstudentswithcards,buttradesforthehighestgradeyellowcards;Tom’sinnocenceandlivelinessaredemonstratedbyplayingtricksonthedrunkenMoffandrunningandlaughingwithhisfriends.Atthesametime,Tom’sparentsaredivorcedandheisplacedinthehomeofhisAuntPolly,wholovesTomverymuchandisextremelystrictwithhiminthehopethathewillachievesomething,butthestrictdisciplineandthesamelifemakeTomfeeldullandboring.Heoftenmeetsupwithhispeerstoescapeandplay,andalthoughthesepracticesofhisareverybadintheeyesofhisteacherandAuntPolly,andhefeelshelplessabouthismischief,thisisexactlythewayTomexplorestheunknownworld.Tomwantstobreakthroughtheshacklesofreality,tobeapirateinhisfantasy,totryadventure.Naughtyandlivelyisthenatureofthechild,Tom’spursuitoffreedomisalsonatural,drivenbynatureofthechildwillcontinuetodeepentheirknowledgeoftheworld,likeTominordertoverifythe“deadcatcanfollowthedevil”legendwillgotothecemeterytoexploretheworldofcuriositysothatheisfearless.2.2KindnessandFairnessTommetHuck,whohadthesameexperienceashimintown.Huckwasa“wildchild”withnoonetotakecareofhim,andhewasasmallblackslave.However,Tomdidnotdislikehim,butbecameclosefriendswithhim,thetwosawasympathy,Tomwaswillingtoplaywithhim,fromwhichwecanseethatforchildreneverythingisbeautiful,everyoneisequal.TomwillsharehisstorytoHuck,playwithhim,andwilltolerateandcomforthim,whichisanimportantexpressionofTom’ssympathyfortheweak.Atthesametime,Tomateenager,undertheinfluenceofsocietyandthecharacteristicsofhisagecausedhimastrongrebelliousspiritinhisbones,hehatestheinjusticeinsociety,heisdisgustedwiththeunequalhierarchy,theinequalitybetweenrichandpoorisdifficulttounderstand,hehateseverythinginhissmallperspectiverevealstheinequality.WhenAuntPollyandTomsaynottoplaywithHuck,Tomshowsdisdain.Onthismatter,Tomdidnotlistentohislovingaunt’sadvice.HestillplayswithHuck,hasadventurestogether,andpursuesfreedomtogether.AfterwitnessingMoffinprison,TomandHuckwouldoftensneakintoseehim,inspiteoftheiraunt,whichbroughtgreatcomforttotheinnocentinprison.Tomissuchakind,brave,fullofgoodlittleboy.Hisqualitiesandtheadultsinthesocietyatthattimeformedadistinctivethis,someevenchildrenunderstandthings,butadultshavebeeninignorance.SympathyfortheweakandagainstinequalitybecameoneofTom’simportantcharactertraits.2.3AdamancyandValiantHewasnotallowedtoplaywiththeblacks.Intheslavery-controlledAmericansocietyatthattime,playingwiththeinferiorblackswouldbelookeddownupon,chastisedandscoldedbythefamily,buthewasnotafraidanddidnotpayattentiontotheworld’seyesbutbravelybecamegoodfriendswithHuck.TomlikedBeckyfromthefirstmomenthesawher,Beckysoiledtheprincipal’sBible,andwhenthegodfatheraskedaboutit,Beckywasafraidtoadmititbutwasfullofpanic.Inordertoshowthemselves,Tombravelycameforward,theresultwastheprincipalseverelyspanked.Perhapsbecauseofadoration;butalsobecauseofbravery,TomandBeckyinthecaveaftermeetingJoeyalsobravelytakecareofBecky,untilBeckysafetohome,whichreflectstheroleofayoungboyandbrave.EspeciallyafterwitnessingJoeyframingMoffforhisownmurder,HuckpersuadedTomtokeephismouthshutaboutitinordertosavehimself,otherwisethecynicalJoeywouldkillthemaswell.Afterbeingtormented,TomfinallyovercamehisfeartoidentifyJoeyincourtandsaveMoffbytellingthetruthregardlessofhisownsafety.Intheend,despitethepossibilityoffutureretaliationfromJoey,Tomstillfollowshisheartwithoutanyhesitation,andthiskindofbraveryisnotpossessedbymanyadults.ThisseriesofstoriesareabletoshowTom’sbravecharactertraits.ChapterThreeAnalysisoftheArtofHumorinTheAdventuresofTomSawyerMarkTwain’sfictionworksareknownforhumor,andtheuseofhumorouslanguageandtextinnovelwritingisnotonlyendowedwithfunnycharactercharacteristics,butalsoenhancesthefunandcomedyeffectofthework,therebyattractingreaders,butalsoexposesthedarkrealityofsocietywithhumorousbrushstrokestoachievethepurposeofattackingsocialugliness.FromthestorycontentandplotofTheAdventuresofTomSawyer,itcanbeseenthatthenoveldescribestheinnocentandlively,simpleandkindheartsofchildrenwithstronghumor,andrevealsthecriticismandironyofAmericanhypocriticalandvulgarsocialcustoms.ThehumorouslanguageartinTheAdventuresofTomSawyerisreflectedinmanyaspects,suchasthewayconflictsarecreatedandthewaycharactersaredepictedfromtheperspectiveofthecharacters.3.1CreateHumorthroughConflictThemostobviousfeatureofMarkTwain’sliteraryworksisthehumorofhislanguage,andbehindthehumorousstyleliesacritiqueofreality.InthenovelTheAdventuresofTomSawyer,theauthorcreatesaconflictbetweenformandcontent,aconflictbetweenimageandspeech,andaveryobvioushumorstyleinlanguagestyle.Comparedwithothertypesoflanguagearts,humorouslanguageartcannotonlyreflectthecharacters,socialbackground,etc.morethree-dimensionally,butalsopromotethestorylinetobemorevivid,soastobetterattractreaders.3.1.1ConflictsofFormandContentThechildreninTheAdventuresofTomSawyeryearnfortheBible,butittakesgreatefforttogetit.MarkTwaindescribeditthisway“Ifweareaskedtomemorizemorethan2,000versesoftheBible,iftherewardisaDolaiversionoftheBible,howmanypeoplewillbewillingtodoit?”[11]6ButinTheAdventuresofTomSawyer,basicallyeverychildhasfiveorsixBibles.What’sevenmorehumorousandfunnyisthataboyofGermandescentkeepsrecitingthreethousandversesoftheBible,onlytoendupoverusinghisbrainandbecominganidiot,whichisahugemisfortunefortheschool.Asfarasnormallogicisconcerned,readingshouldbeaveryordinarything,butbecauseyoureadtoomuch,itisdifficulttoencounterthephenomenonofbecominganidiotintheend.Forreaders,thefunnyhumorouseffectcanbeimagined,butinthepenofMarkTwain,itisnotonlylimitedtothestoryinthebook,butalsohighlightsbehindthestory.Forexample,theninthchapterofthenovelisahugetwistintheplotoftheentirenovel.Inthischapter,theauthoruseshumortoalludetohumannature,andtheprotagonistTom’sfirstrealadventureisalsounfoldedinthischapter.Becausebeforethis,eachofTom’sadventureswasofacertainplayfulnature.WhenTomandHuckseeDr.Robinsoninthecemetery,theyarefirstsurprisedthatrespecteddoctorsrobthetomb.WhentheyseeDr.Robinsonkilled,thepureheartsofthechildrenarecontaminatedbythedirtydeedsoftheadultworld,atfirstthechildrenthinkthatDr.Robinsonwaskilledbythedevil,butlaterfoundoutthathewaskilledbyJoeyandblamedonMuff,this“devil”hasadoublemeaning,ontheonehand,referringtothemurderer,ontheotherhand,tothehypocriticalpeopleinsociety.Usingthesimplestchildtosatirizethedarknessofsocietyandgivereadersaspiritualimpact,childrenshouldgrowupinahappyandupwardenvironment,butseetheugliestside.Theuseofsuchlanguageandwritingcannotonlymeetthecharacteristicsofchildren’spsychologicaldevelopment,butalsouselimitedlanguagetoexpressandinterpretbroadnon-writtenlanguage,soastogivereadersspaceforimaginationandcreationatwill.3.1.2ImageandVerbalConflictsForliteraryworks,theshapingofcharactersismainlyhighlightedthroughwordsandimages.Theconflictofimagesandwordsshowstheinconsistencyoftheadult’sappearance,instarkcontrasttothechild’swordsandactions.ThereissuchanimageinTheAdventuresofTomSawyer,thatis,AuntPollyinthenovel.TomhaslivedwithAuntPollysincethedeathofhisparentswhenhewasachild,andAuntPollylovestheprotagonistTomverymuch,canprovidegoodcareforTominlife,andisalsoveryconcernedaboutTom’sfuture,worriedthathewillbemisguidedineducationandgoastray.ShehasagreatsenseofresponsibilityforTomandthinksaboutTomeverywhere,butAuntPolly’sloveforTomhaslargelyevolvedintoaformofreprimand,imposingherownideasonTom,andfacingTom’srebellionAuntPollyishelpless,becauseTomisnotbiologicalafterall,althoughheknowsthatthechildcannotbebeaten,butheisafraidthatheistoostrictandwillcauseTomtobemorerebellious.InthebookDiscourseAnalysisofVerbalHumorinTheAdventuresofTomSawyer,itisdescribed“Idarenotfighthim,God,itisallmymistake,Ididnotfulfillmydueresponsibilitytohim,theBiblesaysthatforchildrenitisimpossibletofight,Idoteonhimtoomuch...”[10]15Thiscontradictionandconflictnotonlymakestheimagemorethree-dimensional,butalsomoredeeplyportraystheimageofTomwhoismischievous,butnaiveandlively,pureandkind.AfterSidbrokethesugarjar,TomthoughtthathisauntwouldpunishSidfiercely,andwassecretlythinkingthatagoodshowisabouttobestaged,butheneverexpectedthathewasslappedbyAuntPolly,andwhenAuntPollylearnedthetruth,shefeltveryguiltyforindiscriminatelycriticizingTom’sbehavior,butdidnotapologizelikeTom,butonlysaid:Ididn'twrongedyoujustnow,maybeyoudidsomethingjustnowwhileIwasaway.TheabovecontradictionsinwordsandbehaviorsexistthroughoutthebookforthecharacterofAuntPolly,andsuchcontradictionswillstimulatethefeelingsintheheartsofreaders,especiallythosewhohavebecomeparents,butontopoftheauthor’sverbaldescriptionandbehaviordescription,whenfeelinglove,itwillhavesomehumorousfeelingsabouttheimageofAuntPolly.TheconflictbetweenimageandspeechmakesAuntPolly’simagemorethree-dimensional,contradictoryandfullofhumor.Thenovelasawholemainlydescribesthechild’sinnerfreedomandlivelypersonality,andAuntPollyhappenstohaveaseriousconflictwiththisstyle,andthisconflicthighlightsaveryobvioussenseofhumor.Inthefirstchapterofthenovel,AuntPollyoriginallywantedtocatchthemischievousTom,butwastrickedbytheresourcefulTom,atwhichpointAuntPollylaughedandsaidthatpeopleareoldandconfusedtobethebiggestconfusedegg.Asthesayinggoes,olddogscan’tlearnnewtricks.AuntPollyusespersonalizedlanguagesuchasconfusedandolddogtovividlyportraytheimageofAuntPollyasahumorousandfunnyperson.Withthehelpofcommonslang,theworkisfullofvividlifeandstrongexpression.3.1.3ConflictsofDialectandLanguageRulesThecreationofliteratureisitselfanartofusinglanguageandvocabularywisely,andinthecreationofhumorinEuropeanandAmericanliterature,thelanguageaspectisalsoveryclearandprominent.MarkTwain’smostfamousisthedialectofthesouthernUnitedStates,inhisworkTheAdventuresofTomSawyertherearealargenumberofdialects,colloquialismsandotherlocalcharacteristicsofthesentencesandvocabularyusedinthem,andtheseviolationsoftherulesofthelanguageandtheuseofalargenumberofwords,notonlydidnotmakethereaderinthereadingstyleofthedifficulty,andevenformedasetofveryspeciallanguagestyle,whichalsoshowsthehumorouseffectofhiswork,increasingthereadabilityofthework.ThisisalsothereasonwhyMarkTwaindaredtousealotofdialectinhisworks,anditisalsothemainreasonwhyMarkTwainwashonoredas“thefounderoftheAmericancolloquialstyle”.3.2CharacterPerspectiveDescriptionCreatesHumorThenovelmainlydescribesthestorybetweentheprotagonistTomSawyerandhisfriends,usingastronghumortotelltheexperienceoftheprotagonist’sadventure,theauthorhighlightsthecharactercharacteristicsoftheprotagonistTomthroughthedescriptionofadultperspectiveandchildren’sperspective,showsthesimpleandkindheartofchildrenandteenagers,andcriticizesandsatirizesthestereotypicaleducationandsocialvulgarityoftheUnitedStatesatthattime.3.2.1AdultPerspectiveAdultdepictionsalsoaddasenseofhumortothenovel,theprotagonistsofthenovelareagroupofchildren,buttheauthorputsadultmovementsandlanguageonTomintheprocessofdescription,whichcreatesanincongruoussenseofhumor.Forexample,inTheAdventuresofTomSawyerintheArtofHumorandSatirewritten,“wrongedbymyauntandhasbeenimmersedinsorrow,Tomthought,ifmybelovedgirlknowsthatIhavesufferedagreatwrong,willnottowillnotcryforme?Willnotsympathize,comfortedbythebrokenheartofme?Orascoldandemptyastheworldascoldandindifferent,ignoring?”[8]16Inthesixthchapterofthenovel,afterTommetBecky,hewantedBeckytoproposelikealittleadult,expressedhisloveinanadultvoice,andheldanengagementceremony,anditiswritteninthenovelthatTompatientlyexplainedthemeaningofengagementtoBecky:Idon’tknowhowtosaythespecialmeaning,butIcantellyouabouthowtogetengaged.Engagementiswhenyousweartoalwaysloveonlythisboy,andafterthevow,twopeoplekiss,andeveryonedoesthat,andyoucandoit.Beckywasextremelyentangledatthistime,hesitatedforalongtime,anddidnotsayno,Tomwasoverjoyed,thinkingthatBeckyacquiesced,soheboldlyapproached,puthisarmaroundherandwhispered:Iloveyou,nowit’syourturntosay,youcantellmesoftly.Promiseme!Inthefuture,youwillonlyloveme,onlywillingtomarryme,andwillneverchangeyourheart;WhenBeckyargueswithhimandignoreshim,Tomlosesinterestinanything,onlythedesolationandbitternessoflife.Forexample,inthearticle“TheAdventuresofTomSawyer”translationbasedonthepurposiveperspective,itiswrittenthat“Tomsattherewithhischeeksinhishands,contemplatingforalongtime,andnowTomfeltorwassuffering,joywasalwayssolittle,mostofitwaspain,hewasnowenviousofthosewhohaddied,heimaginedhecouldsleepundergroundforalongtime,dreamingbeautifuldreamswithoutanyworries.”[9]66TheauthorusesadulttechniquestodescribeTom,reflectingtheadverseinfluenceoftheadultworldonTomatthattime,andsatirizingthefullroutineofadultlove.3.2.2Children’sPerspectiveTheprotagonistofTheAdventuresofTomSawyerTomisanaiveandlivelychildwhopursuesfreedom,therefore,mostofthestorylinesdescribedinthenovelarefromtheperspectiveofchildren,Tomandhisfriendsintheprocessofquarrellingdialogue,“youcanorcan’tdo”,“Ithinkyoucan’t”,“youcan’t”,“Ican”andothernonsensicaldialogueforms,cannotonlyshowthecharacteristicsofchildren’snaughty,naive,livelyandkind,butalsoreflectthattheinteractionbetweenchildrenispurposelessandsimple.Atthesametime,itaddsasenseofhumortothearticle.Inadditiontothedialogueformfromtheperspectiveofchildren,insomestorylines,thenovelisalsodescribedfromtheperspectiveofchildren.TheprotagonistTomhashisown“l(fā)ittleteam”,heisthe“l(fā)eader”oftheteam.Inthesecondchapterofthenovel,asunnysummerSaturdayisjustrightforplay,butTomwantstopaintthewall,andthemischievousTomnaturallydoesnotwanttowastesuchgoodplaytime,soTomsecretlythinksabouthowtotemptotherchildrentopaintthewallforhim.TomfirstexchangesconditionswithJim,hegoestohelpJimfetchwaterandpromisestoshowJimhisswollentoes,Jimfinallyresiststhetemptationandagreestopaintthewall.Butafterawhile,hewascaughtbyAuntPolly,andhegaveup.ButTomwillnotgiveup,throughthinking,Tomcameupwithagoodwaytodothisirritating“work”likeanartist’songoingartisticcreation,thusattractingmanychildrentostopandwatchhisartisticcreation,andvoluntarilyhavetheirown“treasure”inexchangefortheopportunitytoengageinthisartisticwork.Forexample,BenRogers,wholaughedatTomontheside,volunteeredtogiveanappletoTomafterlettingBenRogersexperiencethejoyofpaintingthewall;ExchangeanintactkiteforawallbrushchanceBilly;Tradedeadratswhohavebeentiedtoaropeforwallbrushingprivileges,Jaime,etc.Intheprocessofexchange,Tomalsoshowedareluctantexpressiononhisface,buthewasveryhappyinhisheart.Tom’sleadershipabilitycanbefullyseenbypaintingthewallTom’sbehaviorofdirectinghisfriends,Tomnotonlyhasastrongtalentforacting,butalsocanconsiderproblemsfromtheperspectiveofothersandunderstandwhatothersdo,soTomisveryeasytogainthetrustofothersandconquerothersthroughstronglanguage.Throughtheportrayalofchildren’shearts,thenovelcombinestheconflictbetweentherealenvironmentandchildren’sheartstohighlightthehumorouslanguageartinTheAdventuresofTomSawyer.Forexample,churchsermonswereoriginallyaverysolemnandsacredevent,butTomcontinuedhismischievousstyle,whichclashedwiththeoverallenvironmentofchurchsermonsanddevelopedastrongsenseofhumorincontrast.Forexample,thebookdescribesitthisway:Tomsawafly,sohewantedtocatchit,butTomhimselfknewthathewasnotallowedtodothiswhilepraying,andthatdoingsowouldpunishhissoul.Butwhenalltheprayerwasdone,assoonasAmenexited,Tomthrewhimselfintocatchingthefly.InEuropeanandAmericanculture,thechurchisanextremelysacredplace,andprayerisaverysolemnthing,andyoucannotmakeanysoundwhenpraying,andyoucannotevenhaveanydistractionsinyourheart.However,theauthorarrangedtheplotofLittleTomcatchingfliesinthemostsacredplace,whichcontrastedstronglywiththeenvironmentatthattime,andinthisstrongconflictbetweenthecharacter’sheartandtheenvironment,notonlyaddedthehumorousartofthearticle,butalsofurtherdeepenedthemainbodyofthework.Inaddition,thenovel’sdescriptionofchildren’sbehaviorisalsoveryinteresting,andanotherspecialhumorusedbyMarkTwaininthenovelistomakechildrendowhatadultsusuallydo.Inthesixthchapterofthenovel,TomandBeckyspendtimeatthesametable,andthefirsttimeisveryhappy.Courtshipisgenerallysomethingadultsoftendo,butMarkTwainletthishappentochildrenasawaytosatirizeadultcourtshiproutines.Tomisclumsy,whileBeckyisshy;Tomboldlyshowslove,whileBeckyiscontrived.This“l(fā)ittleadult”statemakesthereaderendure,butafterlaughingandthinkingaboutitdeeply,itcanbefoundthatMarkTwainsatirizestheadultloveformthroughTomandBecky,makingtheironyinthenovelmoreprominent.AsMarkTwainsaid,althoughthisnovelisintendedtoentertainchildren,adultscanalsolearnalotfromit.ChapterFourAnalysisoftheArtofSatireinTheAdventuresofTomSawyerAlthoughTom’schildhoodwasboundbyhisfamilyandschool,heconstantlychallengedsecularsociety,theestablishedschoolsystem,falsereligiousbeliefs,andhisoutspokenness,compassionfortheweak,enthusiasmandself-confidence,anddesiretolivefreely,theseexcellentqualitiesseemedcontrarytotheuglyandpedanticsocietyoftheUnitedStatesatthattime,whichwasasharpcontrast.ThroughthedescriptionofwhatTomseesandhearsinhisdailylife,theauthormakesaprofoundcontrastbetweenthechildren’sworldandtherealsociety,humorousandhumorous,butalsoexpressestheironyoffalsereligiousbeliefs,theironyofsocialcustoms,andtheironyoffamilyandschooleducation.4.1TheIronyofHypocriticalReligion4.1.1EmbodimentinDailyLifeTheentirenovelofTheAdventuresofTomSawyerisendowedwithastrongreligiousatmosphere,andtheauthorrevealsthehypocriticalnatureofreligionthroughcriticismofthehypocrisyofsocietyandthechurchatthattime,andalsoruthlesslymocksthevulgarpettyhabits.Chapterfive,forexample,containsmanysatiricaldepictionsofthereligiousritualsandcustomsofthetown.Hisdescriptionofthepeopleinthetowndressingandspeakinganddoingchurch,aswellasthepriest’sconductoftheservice,areslightlyexaggerated.(1)Forexample,thepriesttakesthehymnandreadsitinitssought-afterspecialaccent,atfirst,startingwiththealto,thengraduallyrisinginpitchuntilitrisestothehighestandthendropssteeply.Inthenovel,theauthordescribesmanypeoplewhopray.(2)Suchastheoldpostmasterwhohadlivedwellandwasold,themagistrate,themayorandhiswifewhowerelikedecorations,thegenerousandbeautifulandhelpfulwidowDouglas,themajorWardcouple,thedistinguishedWilsonlawyerfromafar,alargegroupofbeautifulgirls,andallkindsofpeoplewalkedorderlyinthenarrowaislesofthechurch.Thenovelalsodescribestheepisodeofthepeopleduringandaftertheprayer,“Theprayerisveryrichandcomprehensive,takingcareofeveryone,includingthechurch,thechildreninthechurch,andeventhepeopleofthecounty,eventhewanderingsailors,thousandsoftoilingpeoplewhoareoppressedbytheabsolutemonarchy,inadditiontothesegoodpeople,therearealsosomeinfidels.”Aftertheprayer,Tomdidnotappreciateandagreewiththepastor’sprayer,butendureditwithdifficulty,“Forhim,thesearealltoofamiliarplatitudes,andeverytimeheaddssomethingnew,Tomcanimmediatelydistinguishthem,andthenewwords,Tomfeelsalittleunseemly,likeplayinghooligans.”[9]67Thereasonforthisdescriptionistoshowtheexaggerationofthewordsandbehaviorsofthepeopleinthesmalltownwhenpraying,anditisintendedtoshowthatthepeopleinthetownarepretentiousandhavenosincerityinit.Moreover,theauthorusesanti-verbalformstodescribe,makingtheironyandexaggerationofthischaptermoreprominentthroughoutthenovel.4.1.2EmbodimentinSchoolLifePretentiousprincipalsalwaysholdaBibleintheirhands,andwhilenooneknowswhy,studentsarerewardedandproudofmemorizingtheBiblefluently.ButcomparedtothesestudentswholiketomemorizetheBible,Tomisdifferent,hedoesnotliketomemoriz