Dickens' Hard Times as a Critique of the Educational System Essay

In Book the First: Sowing, Dickens introduces the destructiveness of the wrong kind of education on innocent minds. The schoolmaster Mr. Gradgrind refuses to face reality by insisting on addressing Sissy Jupe by her formal name and changing Mr. Jupe’s occupation to one less involved with “fancy” (Dickens 7-8). The classroom, “a plain, bare, monotonous vault” and Mr. Gradgrind’s rigid, square, and dry appearance reflect the stringent, detached teachings of his philosophy (Dickens 6). The name Gradgrind epitomizes what his beliefs have made of him: a “fact machine,” a grinder of fact. In Chapter 2 “Murdering the Innocents”, Dickens compares Gradgrind to a loaded canon “prepared to blow [the children] clean out of the regions of childhood at one discharge” (Dickens 7). The metaphor reiterates the damage Gradgrind’s philosophy can cause, including slaughtering the imagination of children. Gradgrind’s ideology sickens his wife, a “little, thin, white, pink−eyed bundle of shawls, of surpassing feebleness,

Clemmans, Gayle. "Review: Deborah Butterfield's Contemplative Horses at Greg Kucera." The Seattle Times. 9 June 2011. Web. 31 Oct. 2015.

In the short story “Horses of the Night” the author uses horses to represent and symbolize the emotions of the main character Chris. Chris is a young man struggling through the great depression with unrealistic goals of going to college. At the beginning of the story Chris talks to his younger cousin Vanessa about his two horses Duchess and Firefly, which turn out to be imaginary. The horses are described as being sleek and so fast Chris could make

Every day I would lug myself out of my bed while my alarm clock flashed 5:30 AM in bright red. I would forage though my dresser for a pair of worn out Wranglers, which I would match with an old button down shirt. I would slink down the stairs and out into the garage where I kept my aged boots and hat. I would restlessly pull the black square-toed boots over my tried feet and position the old dusty brown cowgirl hat on my head before I made my way to the barn. When I got to the barn I would gather up the eight main horses and lead them into the barn three at a time, and into their stalls. While the horses were preoccupied with their morning grain and hay, I would try to groom the young, untamed horses without getting my face kicked in. Once, they finished their meal I would lead them out to the pulling fence that was made out of large log telephone poles. The pulling fence was the site where these young horses would learn some hard life lessons. When I had fed all the older horses I would move on to the north pasture and gather up the colts and yearlings. I would repeat the same feeding and grooming regimen with them. All in all before I had my own breakfast, I would have seventeen horses curried, fed and tethered to the fence of the

“It was the best of times, it was the worst of times,”- Charles Dickens. This quote represents Charles Dickens life very well showing his poverty as the worst of times, and his fame in writing as the best of times. Also, his novels, and short stories were a centerpiece of his writing with many famous ones. These famous novels, and their context carry into why Dickens is taught in school. Charles Dickens was a very talented writer, by his unlucky childhood but still being a successful writer. To his writing charm giving a unique look on England, and writing together.

Dickens had a strong opinion on this ideal. "If you would reward honesty, if you would give encouragement to good, if you would stimulate the idle, eradicate evil, or correct what is bad, education -- comprehensive liberal education -- is the one thing needful, and the one effective end" (Speeches; 63). Dickens was able to prove his feelings towards education in one of the most famous novels, A Christmas Carol. Scrooge, a miserable man remembers his childhood education to be filled with restricted and horrible memories. Dickens' worry is shown with the illustration done by Birch on the factors of education. Birch is able to illustrate Dicken’s ideals on the wrong form of education. This is the idea of removing the aspects of imagination and personal emotion and replacing that with facts and strict guidelines. Dickens felt as though this was a form of dehumanization to humans. He made clear that he had a sort of uneasiness towards the role that the state plays in education and feels as though it has affected the lives of younger generations and their imagination. Today, schools are able to use more effective ways of learning with more projects based on opinion and free reign. This allows generations to gain a sense of their own. This was all due to the help of Dickens and his influence within social ideas in the education

One of the themes in the story "Boys and Girls" is that even if a person wants something badly, it might not turn out to be as good as it seemed at first. The narrator is a girl who lives on a farm. She enjoys manly chores and being outside. She feels stifled being inside the house and doing women's chores. One of the outdoor chores is to kill the old horses that they buy in order to feed the horse meat to the foxes that they raise. When faced with the decision, she decides to open the gate and allow the horse run free instead of killing it. As a result of her decision, her father rejects her and she is forced to do inside chores, as she has been found too week to carry out the outdoor chores. The horse ends up getting caught and butchered

Ernest Moll, age 74, would have just bought his first horse. ” When I first saw her, it was like I was like seeing a sunset. Her mane was an elegant cream brown.” When he first saw the horse, he was attached, like a bear to its cubs.

Can you saddle Buck for us?” “You know where the stuff is, go do it.” I looked at him not believing what he had just said. “Really, I can just go and ride?” “Yes, go silly. You know what you’re doing now. You’ve watched me often enough.” “Thank you, thank you, thank you” I was saying as I raced away. “Brandon said we could ride. He said we could get Buck and ride him ourselves.” I said breathlessly as I joined the others at the barn and went to grab Buck’s halter. We walked together to the corral, where the three horses were resting in the shade. Standing together they looked so peaceful, eyes half closed, a tail would swish and knock flies off of their bodies, they didn’t even look our way as we approached. This would be so easy I thought as we opened the gate and went into the corral. As we got closer, the horses perked their ears up and turned their heads our way. As they began to come awake, I could see muscles in their shoulders and hindquarters twitch and in that moment, I started to realize that this might not be as easy as I thought. The big black horse took off from the corner and the other horses followed, their hooves stirred up dust as they went, their nostrils flared and they snorted, their ears pinned down to their heads. Even Buck who was so gentle, showed a lot of spunk, and seemed to enjoy kicking up his heels as he followed the other

Charles Dickens, author of Great Expectations, provides a perfect example of the hope of class mobility. The novel portrays very diverse and varied social classes which spread from a diligent, hardworking peasant (Joe) to a good-natured middle class man (Mr. Wemmick) to a rich, beautiful young girl (Estella). Pip, in particular, elevates in the social pyramid from a common boy to a gentleman with great expectations. With his rise in society, he also alters his attitude, from being a caring child to an apathetic gentleman. During this process, Pip learns how he should act and how to become a real gentleman. Social mobility and wealth, furthermore, carves a disposition and how a character is looked upon.

Charles Dickens is one of the most renowned British writers with well-known and widespread work. Dickens was born in England in 1812 and died in 1870. During this time, Victorian England experienced an Industrial Revolution, which impacted his life tremendously. New factories and industrial machinery changed many lives of the lower class citizens. The family grew up impoverished and struggled to maintain a good lifestyle. The family’s financial situation was strained as John Dickens, Charles’s father, spent money that the family didn’t have. These societal factors were influential in Charles Dickens’s life, and the same themes present themselves in his works. When an author creates a work, frequently themes of their life events are incorporated into the theme of the book, consciously or unconsciously. Victorian Age industrial-influenced strife was a common theme in Dickens’s life and presented itself throughout Dickens’s books.

The French Revolution mainly took place in the city of Paris during the late 1700’s. The Revolution did not only affect the people of France, but also the citizens of England as well. The French Revolution is known as one of the most brutal and inhumane periods of history. If one studied the beliefs and views of the people involved at the time, one would see a reoccurring theme of “ being recalled to life”. Born from the world of literature, Charles Dickens’ novel, A Tale of Two Cities takes a deeper look at the culture of the late 1700’s, in both England and France. Dickens uses the character of Lucie Manette to further examine one of the major themes presented in the novel, consisting of the belief of one being

Charles Dickens’s novel Hard Times critiques the use of extreme utilitarianism as an acceptable means to governing a society in which citizens are able to lead happy, productive, flourishing lives. “Just the facts,”19th century English utilitarianism argued, are all one needs to flourish. Those answers that we can arrive at by way of mathematical, logical reasoning are all needed to live a full human life. Hard Times shows however that a “just the facts” philosophy creates a community inhospitable to the needs of one another, a society nearly void of human compassion, and one lacking in morality. Underlying the novel’s argument is the Aristotelian concept that the primary purpose of government is to

     "Give me your definition of a horse," (Pg 3) says the eminently practical Mr. Thomas Gradgrind of Charles Dickens’ unforgettable novel, Hard Times. Can anybody really define a horse? Cecilia Jupe, also known as Sissy, was unable to answer this question because she was, well, normal. Bitzer, the boy brought up in Coketown, the city of facts, answered, "Quadruped. Graminivorous. Forty teeth, namely, twenty-four grinders, four eye-teeth, and twelve incisive..." (Pg. 4). Clearly the contrast between Sissy and Bitzer can be seen. The differences between Bitzer and Sissy are shown not only in their definitions of a horse, but also in their physical appearance, personality, background, and the

In Hard Times, Dickens presents life philosophies of three men that directly contradict each other. James Harthouse sees one’s actions in life as meaningless since life is so short. Mr. Gradgrind emphasizes the importance of fact and discourages fantasy since life is exactly as it was designed to be. Mr. Slearly exhibits that “all work and no play” will make very dull people out of all of us. He also proclaims that one should never look back on one’s life and regret past actions. Dickens is certainly advocating Sleary’s life philosophy because the subjects of the other two philosophies led depressing and unhappy lives. This is made clear when Louisa realises her childhood of fact without fancy has ruined her, when Tom’s life falls apart after leaving his father’s home in rejection of his strict parenting, and when Mr. Gradgrind himself realises the faults in his own philosophy and devotes the rest of his life to virtue and charity.