Hard Times - explore several issues from Dickenss point of view on Victorian Society, including education, marriage, industrialisation, the relationship between the middle class and the working class, and how Dickens uses different methods and techniqu

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Hard Times

    In the novel Hard Times, Dickens reveals the Victorian Society as apathetic, harsh and depressing. Both the environment and characters are shown to be dark, dull and drab. Dickens uses a variety of techniques to show these.

   I am going to explore several issues from Dickens’s point of view on Victorian Society, including education, marriage, industrialisation, the relationship between the middle class and the working class, and how Dickens uses different methods and techniques to present all these.

  I will refer to chapters one, two, five, eleven and fifteen while discussing all these different aspects.

  In chapter 2, Murdering the Innocents, the title immediately tells us that someone is going to react in a certain attitude towards someone else. This is an effective way to start the chapter as it gives a hint to the reader about what will happen in the chapter.

    Dickens is basically trying to show us as the reader how boring and demanding life was at school in Victorian Society in this chapter. He uses phrases like “Girl number twenty unable to define a horse!” and “Bitzer, your definition of a horse” to show how the pupils were being treated by Mr Gradgrind.

   Mr Gradgrind is described as “dictatorial” and “square” which means that he is a tyrannical person and he likes to order people to do things for him because he thinks he has more power than other people. A good example of this is when Mr Gradgrind talks to Sissy Jupe. He asks her for her name and when she replies, he immediately changes her name for her “don’t call yourself Sissy, call yourself Cecilia.” This shows exactly how strict and harsh time was for the pupils.

   Dickens has chosen the characters very carefully in this novel like the name “Mr Gradgrind” it basically means he grinds on and on and on about things just like the way he teaches his students. He created this character because he is wanting us to react in a certain emotion and feeling. A good example of this is when Gradgrind talks to Louisa about the marriage proposal, “You have been well trained, you are not impulsive, you are not romantic, you are accustomed to view everything from the strong dispassionate ground of reason and calculation. From that ground alone, I know you will view and consider what I am going to communicate.” This tells us how Gradgrind brings up Louisa and how hard life is for her. He always tries to fill the pupils with facts “waiting to be filled so full of facts” and he also tries to take all their imagination and excitement away. When Bitzer explains the definition of a horse “quadruped, graminivorous, forty teeth, namely twenty four grinders, four eye teeth and twelve incisive.” Here Dickens is trying to show us how the students are being taught and trained by Mr Gradgrind. They are all brought up with facts, facts and facts and they eventually become “not impulsive” and with no imagination at all.

    Dickens totally hates the education policy in Victorian Society; he gives a few examples of showing this. In the first paragraph in chapter 1, Dickens shows straight away that life was a misery for the pupils “now what I want is Facts. Teach these boys and girls nothing but facts! Facts alone are wanted in life. Plant nothing else and root out everything else. This is the principle of which I bring up my own children and this is the principle on which I bring up these children.” This dialogue from Mr Gradgrind automatically shows that he doesn’t like anything apart from facts and that he is trying to make all these pupils including his own children to follow his footsteps, “Facts alone I wanted in life” is what Mr Gradgrind believes and tells his students.

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   Another point Dickens tries to tell us is that the pupils don’t have their own freedom and individuality, they are known as different numbers instead of their name, “girl number 20!” This suggests to us that they are being trained and looked after like animals in a zoo.

   The setting Dickens has chosen in this chapter is in a very plain and dull classroom described as, “plain, bare, monotonous vault of a school room” This is not a good place for education as it is dull, “ray of sunlight which, darting in at one of the bare windows ...

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