Thomas Gradgrind is an exceedingly heavy handed character in ‘Hard Times’, hw reaches the full extent of Dickens’ magisterial version of Victorian education. The first paragraph of ‘Hard Times’ consists alone of highly opinionated speech from Gradgrind, of course, as far as he himself is concerned it is all factual information. Gradgrind adheres to one creed, and that is one of facts: ‘facts alone are wanted in life’. He is almost pharisaic on the matter; the way of facts to him, acts as a religion he so passionately follows. Gradgrind is a representative Dickens uses to express his dislike for this part of authority; he acts as a guinea pig that Dickens can dress as he pleases with the motives to embarrass those whose own characteristics are similar to those of Gradgrind. Dickens uses description to provide a defined caricature of Gradgrind that ridicules him and creates an immediate dislike: ‘his eyes found commodious cellarage in two dark caves … the speakers mouth, wide, thin and dictatorial’ these two negatively comical facial features of Gradgrind reflect the cold harshness of his nature and gives the reader justification for unaffectionate feelings towards him. The darkness of his eyes suggests meanness, and the description of his mouth is hard and unfriendly.
One of the ways that Dickens shows the effects of 19th century education is by creating a before and after face to represent the two contrasting states. Untouched by the system, she comes across as an outgoing individual: ‘I am very fond of flowers’, Sissy chooses to give her own opinion, and continues to answer back to the teacher when she disagrees. Sissy’s appearance is that of a vibrant, wholesome young girl: ‘so dark eyed and dark haired, that she seemed to receive a deeper and more lustrous colour from the sun when it shone upon her’. The fulfilling description really brings to life the reader’s imagination, that it almost seems satisfying to read, so rich and complete. On the contrary, however, is the person assumed by the ‘after’ state of Victorian education - Bitzer, a young boy whose personality sharply reflects that of Gradgrind. The few words spoken by Bitzer in chapter 2 are those of such a grim, dull note; no passion or childlike embellishment, no captivating adjectives o unique opinions – just blunt facts: ‘sheds coat in spring’. A further part of Bitzer’s definition of a horse. There’s no doubt that yes, these are properties of a horse, but they are one’s that have been memorised, not necessarily learnt. Furthermore, one’s knowledge of several properties of a horse does not by any means prove they even know what a horse looks like. The in formation given by Bitzer consists only of what Gradgrind wants him to give, and he does so with no hesitation as if he has been hypnotised. Bitzer’s obedient, manipulated nature again is backed up by his appearance: ‘he looked as though, if he were cut, he would bleed white.’ The way Dickens describes Bitzer suggests that he has not only been drained of his imagination, but of his personality, soul and health as well.
The massive contrast between Sissy and Bitzer’s character continues right through to the way they look and carry themselves. Sissy blushes and curtseys when Gradgrind draws attention to her showing that she is emotionally conscious and aware of her situation, whereas Bitzer has no other notable reaction other than the ‘correct’ answer to Gradgrind’s question. Bitzer’s appearance is the complete opposite of Sissy: ‘so light eyed and light haired that the self same rays appeared to draw out of him what little colour he ever possessed.’ Bitzer’s seeming deficiency in colour strongly suggests that being part of the education system has drawn out of him the fullness of being a child. The way he reacted to Gradgrind’s attention was the way Gradgrind would have every child react – but Sissy didn’t. I think Gradgrind has every intention of converting Sissy and by humiliating her I expect other children in the class would be coaxed into doing things his way.
The government officer is reasonably similar to Gradgrind in several respects; he too believes that anything other than facts must be wrong - whether this is a statement, a thought or even an object: ‘what you don’t see in fact, you are not to have anywhere’. He makes it quite clear that fact is taste, and that one must ‘never fancy’. Although the reader knows that this is only an opinion, his imperative language is likely to fool Sissy (who is only a young girl) into believing that this is the way of things. I think Dickens is really trying to emphasise just how manipulating the teaching authorities could be; children are the most easily influenced members of society and it’s not hard to take advantage of this.
Mr Mchoakumchild is yet another authoritative teaching figure, who upon Gradgrind and the government officer’s judgement may soon become a teacher himself. In order for him to reach this point in training, Mr. Mchoakumchild has had to go through a huge amount of testing to ensure that he is full of enough facts: ‘he had been put through an immense variety of paces, and had answered volumes of head breaking questions.’ The way dickens has described Mr. Mchoakumchild’s training suggests that he disagrees with the way in which it has been carried out: ‘if he had only learnt a little less, how infinitely better he might have taught much more!’ He has acquired the knowledge of so many different subjects that the precision has been lost.
When composing, it is vital that a writer uses language that will entertain it’s reader; if a piece fails to keep hold of the reader’s attention then there’s not much point in having written it in the first place. The language is such a major element to a piece of writing; it is the way that a composer has access to our thoughts, through which they can put across different viewpoints and convey meaning. By enrolling us in the story they often manage to persuade us to agree with their point. They also can be capable of making us laugh, making us cry, making us angry and so many other emotions. But it isn’t easy to this, that’s why it’s so important that the language used is carefully chosen.
Dickens strives to draw people’s attention towards flaws in the education system, and is successful due to his use of language. Character names are reflective of their personality, e.g. Mr. Mchoakumchild: suggesting that every breath of imagination will be squeezed from the children’s bodies. And the name Sissy is soft and feminine; also, Cecilia is the goddess of music.
Contrasts are made to be so vast with the affect of adding emphasis to either opposition. By comparing Sissy, who is rich, lustrous and wholesome, to Bitzer, who is pale, cold and deficient, Dickens highlights the extremity of the negative affect of the education system on Bitzer.
Dickens has used the chapter title ‘murdering the innocents’, giving a biblical illusion, and leading the mind in the path of cruelty and destruction. His ideas and opinions are backed up by outrageous exaggerations and statements: ‘the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.’ The children are portrayed as objects rather than beings; the way they are described is so passive and impersonal, depriving them of their individuality. The way in which Dickens has phrased this sentence is almost comical, with a hint of sarcasm – the use of the words ‘imperial gallons’ really add emphasis to how ridiculous the concept of this sentence actually is. A mockery is made of this frame of mind, suggesting that Dickens has unaffectionate feelings towards it and is trying to have an affect on the readers by persuading them that this is the wrong way of going about teaching.
Throughout the extract, there is a great deal of repetition of the word ‘fact’ and emphasis is made on the concept that facts are the only way: ‘you can only form the minds of reasoning animals upon facts: nothing else will ever be of any service to them.’ The way education has been expressed in hard times is shallow and narrow-minded; Gradgrind’s approach to teaching is not at all compromising in any way. Later in the extract we find out that other aspects of Gradgrind’s life also follow the same general trend; for example his parenting: ‘taking childhood captive and dragging it into gloomy statistical dens by the hair.’ This dark metaphorical expression makes Gradgrind appear to be an evil and uncaring father; it paints a diabolic image on the reader’s mind, although still, there’s still that element of humour within the sentence.
Finally, is the irony when Gradgrind finds his ‘well brought up’ children loitering around the circus: ‘’what did he then behold but his own metallurgical Louisa, and his own mathematical Thomas.’ This sentence actually made me feel quite sad, because you can see that Gradgrind’s children are longing to have what other children have. Although the little Gradgrinds are said to have everything, the reader can clearly see that this is only materialistically speaking; they still have the desire the have fun, and to have fancies. Unfortunately this is completely contradictory to the way in which Gradgrind has brought them up.
Education has progressed to such an extent over the past century; and by reading this extract I realise just how grateful I am that I’m being educated in the way of the 21st century. The lack of creativity in Victorian education absolutely horrifies me (probably due to my love of expressive arts), and I think that there is no way that the humiliation and dehumanisation could have had any positive affect on the children. There was no stimulation or variations of syllabus for different levels of academic intelligence and I think that the introduction of these things have had a positive and productive outcome. I am curious to read on having reached this point, especially to look into how the young Gradgrinds turn out. I’d also like to see how Sissy is affected by the system – if she is at all.
One of the things that really makes me want to read on, is the introduction of several new characters fairly early in the story; the way they are linked to each other and how they differ as individuals seems to entice my imagination – I want to know what’s going to happen next.