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society and class in dickens novel
literature during the industrial revolution
classism in dickens book hard times
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This discussion will explore F.R. Leavis's description of Hard Times as a ‘moral fable' by closely looking at Book the Third, Chapter 5, ‘Found’. It will show an analysis of the characters used in the chapter and the part they play in the scene. It will look at the plot and structure, along with the style and language that had been used. There will an exploratory into other work of Dickens and a comparison to other authors in the era.
In Chapter 5, Found, of Book third Mr. Bounderby is shocked and furious at the believed suspect Mrs. Sparsit had brought in. The suspect being identified as Mrs. Pegler was actually Mr. Bounderby’s mother. Mr. Grandgrind accuses and interrogates the woman. But to his amazement everything that Bounderby
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He tried to raise money in order to broaden educational services and the state he reported the schools that he had visited were low standard. In comparison to the book Mr. Grandgrind had set high standards for his school and he expected those who attended to do well. Though this led to disappointment, of Sissy Dupe.
‘The middle and upper classes began to realize how little they knew about the lives of their less fortunate compatriots…As the appetite for knowledge and the condition of England was whetted, novelists found an audience interested in learning more about the plight of the working classes, and the novel became a method of teaching the middle and upper classes about the ‘real’ condition of England. (Simmons, 2002, p.336).
This brings together the idea of Mr. Grandgrind’s bafflement of why people needed to read fiction rather than knowledgeable books like mathematics, and Dickens’ approach into bringing Household Words to the attention to the middle and upper classes.
Back in the nineteenth century the novel was considered as a contemporary, not far from the truth as Dickens was a contemporary writer. Not only did he write novels, he wrote articles for company newspapers and magazines, before beginning his own, he was also a short story writer and he wrote
Although this story is told in the third person, the reader’s eyes are strictly controlled by the meddling, ever-involved grandmother. She is never given a name; she is just a generic grandmother; she could belong to anyone. O’Connor portrays her as simply annoying, a thorn in her son’s side. As the little girl June Star rudely puts it, “She has to go everywhere we go. She wouldn’t stay at home to be queen for a day” (117-118). As June Star demonstrates, the family treats the grandmother with great reproach. Even as she is driving them all crazy with her constant comments and old-fashioned attitude, the reader is made to feel sorry for her. It is this constant stream of confliction that keeps the story boiling, and eventually overflows into the shocking conclusion. Of course the grandmother meant no harm, but who can help but to blame her? O’Connor puts her readers into a fit of rage as “the horrible thought” comes to the grandmother, “that the house she had remembered so vividly was not in Georgia but in Tennessee” (125).
To buttress this she pointed out that even at the grandmothers death misfit confirmed her to be a good woman in his statement “she would have been a good woman if she was to face death every minute of her life” (437). In contrast to her opinion Stephen Bandy a notable literally critics in one of his articles “One of my babies “: The Misfit and the Grandmother” he compared the characters of both and argued that despite the fact that O`Conner claimed the grandmother was merely filled with “prejudice” of her time, He described the grandmother as racist, busy body and utterly self-absorbed. When she saw that her child and grandchildren was been killed tried to manipulate Misfit to spare her own life whereas she was the one that lead them to their death.
Since she has been maintaining the house as the head servant since before the governess was there, Mrs. Grose is very familiar with the history of the entire situation, both of the family and of the estate. Therefore, whenever something important happens, Mrs. Grose is going to know more than the governess...
From the first interactions with the young children, the governess's infatuation with their uncle, her employer, eventually proved to be her own failure in every fashion. In talk with the head maid, Ms. Grose, the governess explained her meeting with her employer and how she had fallen in love with him on their first meeting. Ms. Grose then began to explain that that was the nature of the her employer, to draw a women he could entrust his estate to, and that the governess was not the only one so taken by him to leave the infatuated governess without further communication.
Social classes have been imbedded into society ever since the establishment of a hierarchy. In The Age of Innocence written by Edith Wharton, Archer is a prime example of emptiness due to the injustice of the social class. Humanity becomes shallow when one focuses on material possessions to determine value or popularity. In The Age of Innocence, the author explores the life of high society in the early Victorian-Era New York. The upper class view themselves as more important than the people below them. They are also simple minded, they view the poor as useless and not valuable because of their social status. Lastly, Wharton questions whether the class system is truly necessary because it creates unfairness in society by disregarding the people below them. Although, money is important for the growth of the economy, it creates conflict when others are dismissed because of their wealth.
It is apparent as to how this notion that the women of the noble class led lives of fortune. Social parties and balls were common festivities, which these women regularly attended. For many, dancing was a favorite pastime. To an outsider, it seemed that a lady of the gentry class had nothing short of an enviable existence.
In this essay, I will argue that one of the underlying motives in Charles Dickens' novel A Tale of Two Cities (1859) is the reinforcement of Christian values in 18th century Victorian England. Dickens was very concerned with the accepted social norms of industrialized England, many of which he felt were very inhumane. Christian values were challenged, largely due to the recent publication of Darwin's Origins of a Species, and philosophy along with literature was greatly affected. In 1859, the industrial age was booming, making many entrepreneurs rich. However, the majority of the lower economic class remained impoverished, working in unsafe and horrific environments as underpaid factory workers. Additionally, child labor was an accepted practice in Victorian England's factories. Dickens, who worked, as a child in a shoe polish factory, detested this social convention with such strength that only one with experience in such exploitation could.
Reed, John. "Confinement and Character in Dickens' Novels." Dickens Studies Annual London: Southern Illinois UP, 1970.
Our Mutual Friend, Dickens' last novel, exposes the reality Dickens is surrounded by in his life in Victorian England. The novel heavily displays the corruption of society through multiple examples. These examples, that are planted within the novel, relate to both the society in Dickens' writing and his reality. In order to properly portray the fraud taking place within his novels, Dickens' uses morality in his universe to compare to the reality of society. He repetitively references to the change of mind and soul for both the better and the worst. He speaks of the change of heart when poisoned by wealth, and he connects this disease to the balance of the rich and the poor. This is another major factor to novel, where the plot is surrounded by a social hierarchy that condemns the poor to a life of misery, and yet, condones any action that would normally be seen as immoral when it occurs in the aristocracy. It expands on the idea that only an education and inheritance will bring success in society, with few exceptions. Lastly, Dickens expands his opinions of society through his mockery of ...
When we think of hard times in today’s world, our thoughts might consist of the number of days before we get paid, an argument with our spouse, or simply that our car is not operating so great these days. Most people today can not begin to imagine what hard times were like during the Industrial Revolution. In nineteenth century England, hard times to the factory workers may have consisted of watching one’s nine-year-old child tied to a machine in the mill for fourteen hours a day. It is no wonder why the writers of this period protested society through the voices of their writings. One of the greatest of these writers was Charles Dickens, who made his voice of protest through a literary masterpiece known as Hard Times. There are many aspects of Hard Times, and Dickens manages to capture what life was like for all of the social classes of his day through each individual character with his protests against the horrible ways in which people were treating one another in the times that truly were hard.
Hard Times by Charles Dickens is set out in three different books: The Sowing; The Reaping; The Garnering. They are named so as it has a special reference to the education and upbringing of children. The titles collectively underline the basic plot. It suggests that the grounding children received in their formative years would directly affect their adult lives. This comes evident as pupils of the Gradgrind system of education is not ready to tackle situations, which require imagination or experience in life.
When considering representation, the ways in which the authors choose to portray their characters can have a great impact on their accessibility. A firm character basis is the foundation for any believable novel. It is arguable that for an allegorical novel - in which Hard Times takes its structure, Dickens uses an unusually complex character basis. The characters in Hard Times combine both the simplistic characteristics of a character developed for allegorical purposes, as well as the concise qualities of ‘real’ people (McLucas, 1995). These characters are portrayed to think and feel like we as readers do and react to their situations in the same way that most of us would. Such attributes are what give the characters life and allow us to relate to their decisions.
Ayres, Brenda. Dissenting Women in Dickens' Novels: the Subversion of Domestic Ideology. Westport, CT: Greenwood, 1998. 86-88. Print.
Charles Dickens is well known for his distinctive writing style. Few authors before or since are as adept at bringing a character to life for the reader as he was. His novels are populated with characters who seem real to his readers, perhaps even reminding them of someone they know. What readers may not know, however, is that Dickens often based some of his most famous characters, those both beloved or reviled, on people in his own life. It is possible to see the important people, places, and events of Dickens' life thinly disguised in his fiction. Stylistically, evidence of this can be seen in Great Expectations. For instance, semblances of his mother, father, past loves, and even Dickens himself are visible in the novel. However, Dickens' past influenced not only character and plot devices in Great Expectations, but also the very syntax he used to create his fiction. Parallels can be seen between his musings on his personal life and his portrayal of people and places in Great Expectations.
“Charles Dickens: Great Expectations.” (2 Feb, 2006): 2. Online. World Wide Web. 2 Feb, 2006. Available http://www.uned.es/dpto-filologias-extranjeras/cursos/LenguaIglesaIII/TextosYComentarios/dickens.htm.