Industrial Relations: Carlyle's Influence on Hard Times
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Dombey and Son: an Inverted Maid's Tragedy
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 3; June 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Dombey and Son: An Inverted Maid's Tragedy Taher Badinjki Department of English, Faculty of Arts, Al-Zaytoonah University P O box 1089 Marj Al-Hamam, Amman 11732, Jordan E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.3p.210 Received: 14/02/2014 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.3p.210 Accepted: 29/04/2015 Abstract Ross Dabney, J. Butt & K. Tillotson, and others think that Dickens revised the role of Edith in the original plan of Dombey and Son upon the advice of a friend. I tend to believe that Dickens's swerve from his course was prompted by two motives, his relish for grand scenes, and his endeavour to engage the reader's sympathies for a character who was a victim of a social practice which he was trying to condemn. Dickens's humanitarian attitude sought to redeem the sinner and condemn the sin. In engaging the reader's sympathies, Dickens had entrapped his own. Both Edith and Alice are shown as victims of rapacious mothers who sell anything, or anybody for money. While Good Mrs Brown sells Alice's virtue and innocence for cash, Mrs Skewton trades on Edith's beauty in the marriage market to secure fortune and a good establishment. Edith and Alice's maturity and moral growth and their scorn and anger at their mothers' false teaching come in line with public prudery. -
1854 HARD TIMES Charles Dickens 2
1 1854 HARD TIMES Charles Dickens 2 Dickens, Charles (1812-1870) - The most popular and perhaps greatest English novelist and short-story writer, he drew on his experiences as a poor child to produce extremely realistic stories. Hard Times (1854) - Thomas Gradgrind is an educator who believes only in the demonstrable fact. He raises his children, Louisa and Thomas, in a grim materialistic atmosphere that adversely affects their entire lives. “Hard Times” is an indictment of the values of 19th century industrial England. 3 Table Of Contents BOOK THE FIRST CHAPTER 1 . .. 6 The One Thing Needful CHAPTER 2 . 7 Murdering the Innocents CHAPTER 3 . 12 A Loophole CHAPTER 4 . 16 Mr Bounderby CHAPTER 5 . 22 The Key-note CHAPTER 6 . 27 Sleary’s Horsemanship CHAPTER 7 . 38 Mrs Sparsit CHAPTER 8 . 43 Never Wonder CHAPTER 9 . 48 Sissy’s Progress CHAPTER 10 . 54 Stephen Blackpool CHAPTER 11 . 59 No Way Out CHAPTER 12 . 65 The Old Woman CHAPTER 13 . .69 Rachael CHAPTER 14 . 75 The Great Manufacturer CHAPTER 15 . 79 Father and Daughter CHAPTER 16 . 85 Husband and Wife BOOK THE SECOND CHAPTER 1 . 91 Effects in the Bank CHAPTER 2 . 102 Mr James Harthouse CHAPTER 3 . 109 The Whelp CHAPTER 4 . 113 Men and Brothers 4 CHAPTER 5 . 120 Men and Masters CHAPTER 6 . 126 Fading Away CHAPTER 7 . 136 Gunpowder CHAPTER 8 . 146 Explosion CHAPTER 9 . 156 Hearing the Last of it CHAPTER 10 . 163 Mrs Sparsit’s Staircase CHAPTER 11 . 167 Lower and Lower CHAPTER 12 . 174 Down BOOK THE THIRD CHAPTER 1 . 179 Another Thing Needful CHAPTER 2 . -
Richard Cobden, Educationist, Economist
RICHARD COBDEN, EDUCATIONIST, ECONOMIST AND STATESMAN. BY PETER NELSON FARRAR M.A. (oxoN), M.A. (LVPL). THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY OF THE UNIVERSITY OF SHEFFIELD. Division of Education, June 1987. ii CONTENTS Page Ref. Summary iv Abbreviations vi Photographs vii Preface and Acknowledgements viii Part I. An Analysis of Cobden's Ideas and the Formative Influences. Chapter 1. An introductory analysis of Cobden's social philosophy and political activities. 1, 18 2. Cobden's character and formative years. 21, 39 3. Cobden's religious, moral and educa- tional philosophy. 41, 63 4. Cobden's approach to economics. 65, 81 Part II. Thought and Action 1835-1865. 5. The pen of "a Manchester manufacturer". 85, 98 6. Education for the people of Sabden and Chorley. 100, 120 7. Awakening Manchester 1835-1836 123, 147 8. The establishment of the Manchester Society for Promoting National Education. 152, 173 9. Educating the working class: schools and lyceums. 177, 195 10. "The education of 17 millions" the Anti-Corn Law League. 199, 231 11. Cobden and Frederic Bastiat: defining the economics of a consumer society. 238, 264 12. Amid contending ideals of national education 1843-1850. 269, 294 13. Guiding the National Public School Association 1850-1854. 298, 330 14. The Manchester Model Secular School. 336, 353 15. Cobden's last bid for a national education 1855-57. 355, 387 iii Page Ref. 16. The schooling of Richard Cobden junior. 391, 403 17. Newspapers for the millions. 404, 435 18. Investing in a future civilisation: the land development of the Illinois Central Railroad. -
Troubled Masculinity at Midlife: a Study of Dickens's Hard Times
235 Troubled Masculinity at Midlife: A Study of Dickens’s Hard Times HATADA Mio Hard Timesで提示される “Fact”と“Fancy”の2つの対照的な世界、あるいは価値観は、一見 すると相反するもののように思われるが、この小説は両者の対立よりもむしろ、両者がいかに 密接な関係を持っているかを暗示しているように思われる。そして、主要な登場人物は複雑に 絡まり合ったこれら2つの世界に、それぞれのやり方で関わりを持ち、反応を示す。興味深い ことに、2つの絡み合う世界は、主要な人物(その多くは中年の男性である)の抱えている問 題とも密接な関係を持っている。本稿ではHard Timesにおける2つの世界を、作品中で直接姿 を現すことのないSissy の父親の存在を手がかりに、中年期の男性が経験するmasculinityの危 機、という観点から再考している。 キーワード:aging, masculinity, gender Introduction It is well known that F. R. Leavis included Hard Times in his work The Great Tradition, calling it “a completely serious work of art” (Leavis 258) with the “subtlety of achieved art” (Leavis 279). Much earlier, John Ruskin estimated the novel as “the greatest” of Dickens’s novels, and asserted that it “should be studied with close and earnest care by persons interested in social questions” (34). Many other critics make much of the aspect of Hard Times as a critique of the contemporary society, and it has often been treated with other industrial novels such as Elizabeth Gaskell’s North and South (1855). Humphry House, for instance, points out that Dickens was “thinking much more about social problems,” and that “Hard Times is one of Dickens’s most thought-about books.” He goes on to assert that “in the ’fi fties, his novels begin to show a greater complication of plot than before” because “ he was intending to use them as a vehicle of more concentrated sociological argument” (House 205). David Lodge, too, affi rms, “Hard Times manifests its identity as a polemical work, a critique of mid-Victorian industrial society dominated by materialism, acquisitiveness and ruthlessly competitive capitalist economics,” which are “represented... by the Utilitarians” (Lodge 69‒70). -
Hard Times Major Characters Mr. Gradgrind: Thomas Gradgrind Is the Notorious School Board Superintendent in Dickens's Novel Hard
University of Tikrit College Education for Women Majeed Hammadi Kahalifa Class: Third Class English Department Assistant Lecturer Subj: Novel Hard Times Major characters Mr. Gradgrind: Thomas Gradgrind is the notorious school board Superintendent in Dickens's novel Hard Times who is dedicated to the pursuit of profitable enterprise. His name is now used generically to refer to someone who is hard and only concerned with cold facts and numbers. He is an intense follower of Utilitarian ideas. He soon sees the error of these beliefs however, when his children's lives fall into disarray. Mr. Bounderby: Josiah Bounderby is a business associate of Mr. Gradgrind. Given to boasting about being a self-made man, he employs many of the other central characters of the novel. He has risen to a position of power and wealth from humble origins (though not as humble as he claims). He marries Mr. Gradgrind's daughter Louisa, some 30 years his junior, in what turns out to be a loveless marriage. They have no children. Bounderby is callous, self-centred and ultimately revealed to be a liar and fraud. Louisa: Louisa (Loo) Gradgrind, later Louisa Bounderby, is the eldest child of the Gradgrind family. She has been taught to suppress her feelings and finds it hard to express herself clearly, saying as a child that she has "unmanageable thoughts." After her unhappy marriage, she is tempted to adultery by James Harthouse, but resists him and returns to her father. Her rejection of Harthouse leads to a new understanding of life and of the value of emotions and the imagination. -
The Treatment of Children in the Novels of Charles
THE TREATMENT OF CHILDREN IN THE NOVELS OF CHARLES DICKENS A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY CLEOPATRA JONES DEPARTMENT OF ENGLISH ATLANTA, GEORGIA AUGUST 1948 ? C? TABLE OF CONTENTS % Pag® PREFACE ii CHAPTER I. REASONS FOR DICKENS' INTEREST IN CHILDREN ....... 1 II. TYPES OF CHILDREN IN DICKENS' NOVELS 10 III. THE FUNCTION OF CHILDREN IN DICKENS' NOVELS 20 IV. DICKENS' ART IN HIS TREATMENT OF CHILDREN 33 SUMMARY 46 BIBLIOGRAPHY 48 PREFACE The status of children in society has not always been high. With the exception of a few English novels, notably those of Fielding, child¬ ren did not play a major role in fiction until Dickens' time. Until the emergence of the Industrial Revolution an unusual emphasis had not been placed on the status of children, and the emphasis that followed was largely a result of the insecure and often lamentable position of child¬ ren in the new machine age. Since Dickens wrote his novels during this period of the nineteenth century and was a pioneer in the employment of children in fiction, these facts alone make a study of his treatment of children an important one. While a great deal has been written on the life and works of Charles Dickens, as far as the writer knows, no intensive study has been made of the treatment of children in his novels. All attempts have been limited to chapters, or more accurately, to generalized statements in relation to his life and works. -
Hard Times by Charles Dickens BOOK the FIRST
Hard Times by Charles Dickens BOOK THE FIRST - SOWING CHAPTER I - THE ONE THING NEEDFUL '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. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!' The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis. -
“Innocent” Table in Our Mutual Friend
“The Voice of Society” Dickens’ Surprising Lesson in Diplomacy Spoken by the “Innocent” Table in Our Mutual Friend by Patricia Hernandez A Thesis Submitted to the Faculty of The Wilkes Honors College in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in Liberal Arts and Sciences with a Concentration in English/Literature Wilkes Honors College of Florida Atlantic University Jupiter, Florida June 2007 “The Voice of Society” Dickens’ Surprising Lesson in Diplomacy Spoken by the “Innocent” Table in Our Mutual Friend by Patricia Hernandez This thesis was prepared under the direction of the candidate’s thesis advisor, Dr. Hilary A. Edwards, and has been approved by the members of her supervisory committee. It was submitted to the faculty of The Honors College and was accepted in partial fulfillment of the requirements for the degree of Bachelor of Arts in Liberal Arts and Sciences. SUPERVISORY COMMITTEE: ____________________________ Dr. Hilary A. Edwards ____________________________ Dr. Laura Barrett ______________________________ Dean Jeffrey Buller, Wilkes Honors College ____________ Date ii ABSTRACT Author: Patricia Hernandez Title: “The Voice of Society” Dickens’ Surprising Lesson in Diplomacy Spoken by the “Innocent” Table in Our Mutual Friend Institution: Wilkes Honors College of Florida Atlantic University Thesis Advisor: Dr. Hilary A. Edwards Degree: Bachelor of Arts in Liberal Arts and Sciences Concentration: English/Literature Year: 2007 In Our Mutual Friend Dickens plays with the idea of people becoming things and things becoming people. One such person, who is initially introduced as a table, is Melvin Twemlow. This member of the aristocracy plays an almost comical, minor role within one sub-plot of the novel, but over the course of the novel progresses from a “feeble” character into a strong, morally authoritative voice. -
The Carlyle Collection of Rodger L. Tarr Armstrong Browning Library, Baylor University
The Carlyle Collection of Rodger L. Tarr Armstrong Browning Library, Baylor University he following bibliography of items held in the Carlyle Collection of Rodger L. Tarr, recently acquired Tby the Armstrong Browning Library, Baylor University, does not nor is intended to serve as a definitive container list for the archive. The librarians at the ABL will make the official list of items in the Tarr Collection available to scholars in May 2010. In addition to its service as an introduction to an important new collection, the list provided here as an appendix to Professor Tarr’s preface is intended to reflect the results of his life as a collector, a way of life worthy of remembrance in these less than Halcyon days of E-Bay and Google-driven collecting. The editors thank the librarians of the ABL for their kind support of our presentation of this material. Where applicable, the entries below are keyed to Rodger L. Tarr, Thomas Carlyle: A Descriptive Bibliography. Pittsburgh, PA: University of Pittsburgh Press, 1989. Primary Materials A Carlyle Reader. Ed. G. B. Tennyson. Acton, MA: Copley Publishing Group, 1999. Note: “Copley Edition.” A Carlyle Reader. Ed. G. B. Tennyson. Cambridge, Eng.: Cambridge University Press, 1984. Binding: Wrappers. Note: Presentation Copy. CSA 25 2009 130 CARLYLE STUDIES ANNUAL A Carlyle Reader. Ed. G. B. Tennyson. New York: Modern Library, 1969. Binding: Wrappers. Note: Presentation Copy. A History of Friedrich II. Called the Great. 6 vols. London: Chapman and Hall, 1859. Vols. 1–2: First Edition, Third Printing. Vols. 3–6: First Edition, First Printing. Tarr A25.1. -
Bounderby's Struggle for Better Life in Charles Dickens' Hard Times Novel (1854): an Individual Psychological Approach
BOUNDERBY’S STRUGGLE FOR BETTER LIFE IN CHARLES DICKENS’ HARD TIMES NOVEL (1854): AN INDIVIDUAL PSYCHOLOGICAL APPROACH RESEARCH PAPER Submitted as Partial Fulfillment of the Requirement for Getting Bachelor Degree of Education In English Department By: RIRIN SETYANINGSIH A.320 060 007 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2010 i CHAPTER I INTRODUCTION A. Background of the Study Charles Dickens’ Hard Times is a novel with a social message which the author brings to life through character and setting. Dickens apparently expects his readers to accept his portrayal of Bounderby as being typical of this new breed of industrialists, but the character reflects none of the beginnings of modern scientific principles of management date emerging in the first half of the 19th century. The novel was written to depict what life was like during the industrial revolution and to reflect the distinctions between the classes during that era. The novel can be summarized as a book about two struggles. One struggle is between fact and imagination and the other is the struggle between two classes. Thomas Gradgrind, the father of Louisa, Tom, and June, does not only stress facts in the classroom in which he teaches, but also at home to his family. He has brought up his children to know only the “facts.” Everything is black and white, right or wrong with nothing in between. Gradgrind does not like the idea of going to the circus or having flowered carpet. Everyone knows a person cannot have flowered carpet. He would trample all over them and they would end up dying. -
The Representation of Family in Charles Dickens' "David Copperfield" and "Hard Times"
The Representation of Family in Charles Dickens' "David Copperfield" and "Hard Times" Babić, Mirela Undergraduate thesis / Završni rad 2018 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Rijeka, Faculty of Humanities and Social Sciences / Sveučilište u Rijeci, Filozofski fakultet u Rijeci Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:186:829459 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-10-04 Repository / Repozitorij: Repository of the University of Rijeka, Faculty of Humanities and Social Sciences - FHSSRI Repository UNIVERSITY OF RIJEKA FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF ENGLISH Mirela Babić THE REPRESENTATION OF FAMILY IN CHARLES DICKENS' DAVID COPPERFIELD AND HARD TIMES Submitted in partial fulfillment of the requirements for the B.A. in English Language and Literature and Pedagogy at the University of Rijeka Supervisor: Sintija Čuljat, PhD September 2018 ABSTRACT David Copperfield and Hard Times are Victorian-era novels written by Charles Dickens. This paper sets out to juxtapose the representation of family in the two novels with the real-life situation in 19th-century Britain and to discover whether Dickens presents us with the family as the nucleus of one‟s life, or as the possible cause of one‟s problems. Firstly, the historical background is provided, followed by the depiction of family in historical sources, representation of author‟s life and overview of domestic matters in his work. Dickens‟ private life, or more precisely, his familial affairs, may have prompted him to render certain families in these novels, such as the Micawbers. The central part of the paper refers to exploring specific family structures present in the two novels. -
A Victorian Utilitarian Education in Hard Times
Literary and Cultural Studies 109 A VICTORIAN UTILITARIAN EDUCATION IN HARD TIMES Mihaela Luminiţa LEVARDA1 Abstract My paper aims to analyse the consequences of an exclusively utilitarian education taught by Mr. Gradgrind in Charles Dickens’s novel Hard Times. At the same time this paper will bring forth Dickens’s solution to ameliorate the effects of utilitarian education: the attempt to unify the “wisdom of the head” with the “wisdom of the heart”, in order to attain a powerful bond between mind and feelings. Therefore, a better future of the education provided in Victorian schools lies in the hope of softening the hearts of the learned ones. Keywords: utilitarian education, wisdom, heart, knowledge, bond. 1 Introduction Romanticism was neglected by a large number of people when multifarious changes took place in a fast pace. The advent of mechanisation forced the Victorians to be overactive. Moreover, they often forgot to have a rest to enjoy the small pleasures of life. Fortunately, Dickens wasn’t one of them, he was a “great romanticist” and a “great realist” (Chesterton, 1913: 87). Chesterton stated that Dickens was an illustrious Victorian writer who “had nothing except realities out of which to make a romance” (1913: 87). Indeed, only a “man who really felt” (1913: 85) could create a positive character like Cecilia Jupe, fill Mr. Gradgrind’s soul with remorse and make Tom admit his mistakes. In 2012 Charles Dickens’s 200th birthday was celebrated around the world by the ones who love his characters and stories. Leadbeater proudly said that the 7th of February 2012 marked “the 200th anniversary of the arrival on the planet of a certain Charles John Huffam Dickens – otherwise known as (arguably) the greatest ever novelist to emerge in the British Isles” (Leadbeater, 2012).