... mechanically operated version of a regular loom, an invention that combined threads to make cloth], which had been patented in 1785, rapidly became more widespread. This had a deleterious [injurious to health] effect on the hand loom weavers, who could not compete with the power loom and could no longer find sufficient work. By the time Dickens wrote Hard Times, power looms were the norm and hand weaving was almost extinct. Because of this development, weavers were gradually driven from their home-based weaving to the factories in the towns, which grew rapidly in population. The new factory workers put in ten-hour days. Conditions were often dangerous, and industrial accidents were common. This subject gave rise to a heated article written by Henry Morley and published in Dickens's own magazine, Household Words, in April 1854. Morley claimed that over the previous three years, there had been a hundred deaths and nearly twelve thousand accidents in factories in England. These figures were disputed by other contemporary commentators, but there is no doubt that many serious accidents did occur, often caused by unguarded machinery. In Hard Times, there is a reference to people being "chopped up" by machinery (Book 2, chapter 1). Factory workers sought to protect their own interests by joining trade unions, which were growing in power in the 1850s. But the unions often faced fierce opposition from employers. A notorious example of industrial conflict took place in Preston, a textile-manufacturing...
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...The industrial revolution was a time of great technological changes. It revolutionised everything, from the way people lived to where they worked, but what society often overlooked was how ordinary people went through their day to day lives. In the book ‘Hard Times’, Charles Dickens has produced some exceptional characters to represent the complexity of each social class. From the arrogance of aristocracy to the struggle of the common workers, and the way in which they cope with the many hardships they will endure. Charles Dickens was able to personify the different social classes. The real reason why Charles Dickens wrote Hard Times was because he was low on funds, this was due to his sales being low on his periodical magazine “Household words”. He hoped by writing this novel in instalments would bale him out by increasing his profits. However, Dickends wished to satirize radical utilitarians who dickens thought to be ‘those who see figures and averages, and nothing else’. He also wished to campaign for reform of working conditions. In as early as 1839, dickens visted factories in Manchester and was appalled by the conditions workers had to work in. Furthermore, Charles Dickens gives us a close up look into what appears to be the ivory tower of the bourgeoisie of his day, yet these middle-class characters are viewed from a singular perspective, the perspective of those at the bottom of the social and economic system. Though Dickens characters tend to be well developed and...
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...How does Charles Dickens show his dislike for the education system? In the novel, 'Hard Times' , Dickens uses characterisation to show his dislike for the education system, for example, When he compares young girl number 'twenty' Sissy Jupe and Bitzer, the pale boy whose mind has been filled with 'Facts' which is emphasized by how many times Mr Grandgrind repeats it, is seen as more healthy than the boy Bitzer '..But, whereas the girl was 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 boy was so light-eyed and light-haired that the self-same rays appeared to draw out of him what little colour he ever possessed.' This characteristic is but one way in which he shows that the young girl is imaginative and healthy, as she has not yet had facts poured into her mind, like the young boy Blitzer. When Blitzer is asked to define a horse, you would imagine a normal child to describe a horse as say, big and brown. However, because of Mr Gradgrinds, rationalist teachings, he simply states fact 'Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring; in marshy countries, sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.' Thurthermore, when Dickens' describes gradgrine he makes him out to be dull, lifeless and overall boring. His dislike is emphasized through the...
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...Dickens supported the idea of quick thoughtful life, are free of the pursuit of material things. Gradgrind on the other hand, is insisting the only thing children need in their education is 'nothing but facts'. Dickens is worried about aggressive adults who rule children with fear and destroy their inquisitiveness 'the little vessels then and there arranged in order to have imperial gallons of facts poured into them'. The unimaginativeness of Gradgrind is emphasized by use of the word 'square' which is used five times and is echoed by the emphasis on straight lines and dark recess. Dickens describes the unimaginativeness of Gradgrind and his boring teaching methods. Gradgrinds repeated use of 'the emphasis was helped'. This shows how the school and Gradgrind are interlinked as these things are emphasized and that it is repetitive and boring. Dickens description of the schoolroom as a 'bare monotonous vault of a schoolroom' is an example of how Dickens uses place to back up his theories on education and utilitarianism. Like the schoolroom, that facts being taught are bland, boring and monotonous. The use of the word 'vault' suggests that the children's minds are being kept locked and are not open to possibilities of the world. Gradgrind's house, 'Stone Lodge' is described as a 'matter of fact home'. It is a very practical place just like its owner. For example the windows are compared to its 'Masters heavy brows'. Gradgrind's children have many educational aids and many cabinets...
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...‘Hard times’ is a dawdling but captivating novel by Charles Dickens, first published in 1854. The book is a state-of-the-nation novel, which aimed to highlight the social and economic pressures that some people were experiencing. Unlike other such writings at the time, the novel is unusual in that it is not set in London (as was also Dickens' usual wont), but in the fictitious Victorian industrial town of Coke town, often claimed to be based on Preston. In ‘Hard Times’ Dickens shows his dislike for education in the Victorian age. He shows his dislike in many different ways through out the novel. Some examples of these are through Mr. M Gradgrind, the Schoolroom and also through the meaning of names. Dickens describes Mr. Gradgrind as a cold, machine like character. The only thing he taught was “Facts, facts and more facts”. Dickens uses Mr. M Gradgrind in this way to put across his message of how Young children are treated in the Victorian education system. In Hard times Dickens uses the meaning of names to describe how the Characters act and to get his point across. The name “Mr. M Choakumchild” Suggests that If the child does not do what do what they are told them he would Garrote them. Also the Name of the other Hard, Mean teacher “Mr. Gradgrind” Implies to the reader that the teacher will crush the student in to the ground if they do not do what they are told. Also, Dickens uses the setting of the School room to portray a certain message. He describes the Classroom as...
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...How does dickens show his dislike for the education system in 'Hard Times'? In the novel Hard Times Dickens writes about a utilitarian education system. Dickens dislikes this form of education through his use of language and his characters. The title shows us that dickens view of the utilitarian education system. “The one thing needful” and “Murdering the innocent” His dislike for this system is also shown through the novels characters names. ‘Mr Gradgrind’ and ‘Mr M’Choakumchild’. These names portray the system as it is choking the child and gradually grinding the children from their imagination. The chapter names ‘the one thing needful’’ we learn that that all Gradgrind cares about are facts so dickens title suggests that all facts are the only thing needed. While the title ‘murdering the innocent’ tells us that dickens feels the education system is killing the children minds and their childhoods and in turn being replaced by facts. I think dickens invented these names because emphasize his dislike for the utilitarian education system. The name 'Mr. Gradgrind' make the reader think of two words, gradually and grinding. It makes the reader think that 'Mr. Gradgrind' gradually grinds the childhoods out of the children. Further more the name 'Mr. M’Choakumchild' makes the reader automatically interpret the name for choking the child. Dickens is again emphasizing his dislike for the education system, saying it is choking the child. The name also portrays him as a man...
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...Hard Times |Theme Analysis | | | | | | | |[pic][pic][pic][pic][pic] | | | |Head versus Heart | |Hard Times shows the inadequacy of an approach to life that emphasizes only the human intellect at | |the expense of the imagination and the heart. The character who most embodies the false approach is | |Thomas Gradgrind. Gradgrind worships facts and figures and prides himself on being very practical. He| |thinks that the only things valuable in life are those that can be objectively measured. He believes | |that human behavior can be shaped for the better by the rational application of practical knowledge. | |Gradgrind refuses to accept the validity of "fancy" or imagination; only practical things matter, and| |he puts his faith in abstract theories rather than direct observation of how real people behave, and | |what their real needs...
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...TOPIC:-What is Moral Fable? How can you say that Hard Times is a Moral Fable? BY: CHETAN ANKUR Moral fable combines the left (logical) & right (creative) side of the brain, so it both entertains creatively and validates certain types of behaviour, morally. The creative part is the fairy tale which often involves animals rather than humans. It speaks to our hearts as it entertains us; the ending is the logical, moral conclusion that satisfies our logical brains and seems "right". The problem with all moral fables is that there are often 2 sides to the same story ... things are rarely so black and white in reality ... so there could be more than one ending ... e.g. there are times when speed is necessary over steadiness - of course, there also has to be good judgement. Although it is not appropriate to describe a work of art, which Hard Times undoubtedly is, as a moral fable or a morality play, yet the fact remains that there is a strong moral intention behind this novel. Hard Times is a satirical attack on some of the evils and vices of Victorian society. Satire has always corrective purpose and is therefore basically moral in its approach to the subjects it deals with. Apart from that, there are passages of direct moralising in this novel. Hard Times is a novel which from the moment of its publication aroused very different sentiments in the reading public. Dickens's reasons for writing Hard Times were mostly monetary. Sales of his weekly...
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...How does Dickens present the education system in hard Times? Words: | Submitted: Thu Mar 24 2005 ... Not even a sense of fancy and imagination. They were educated to get the basics of life because they were going to be pushed into the outside world at a very young age of 12 and above or even below. At the end of the day, the education was worthless because most of the children died in the workhouse. Dickens used Hard Times to criticise the society for failing so many of its children. Dickens argues against a mode of factory style, grad-grinding production that exterminates the fun out of life. He believes that education should not be a thing of going through volumes of head-breaking questions and being put through an immense variety of paces. Hard Times not only suggests that fancy is as important as fact, but it continually calls into question the difference between fact and fancy. Dickens suggests that what constitutes so-called fact is a matter... How does Dickens present his views on education in ‘hard times’? Words: | Submitted: Mon Jun 06 2005. He is shown as lifeless and colorless, 'the boy was so light-eyed and light-haired that the self-same rays appeared to draw out of him what little color he ever possessed.' This gives the effect that he has been drained of life and everything else but facts. When asked, Blitzer describes a Horse as a 'Quadruped' and 'graminivorous' and gives endless facts about the animal. Although this description is very...
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...How does Dickens show his dislike for the education system in Hard Times? In Hard Times, Charles dickens is the Omniscient Narrator. This means he hears and see’s everything. He portrays the education system as an unfair, factual lifestyle where only fact is considered right. Dickens story is set in the industrial revolution (1854). The Lancastrian System. Dickens feels that teachers in the education system are draining the life out of children and making them 100% Factual like robots, he describres the children as ‘Automotrons’ to show how robotic and lifeless they are. Dickens shows the children as vulnerable. “Murder the innocents” this means he murder is cowardly. The use of strong connotations He uses biblical references to show sarcasm, the thing needful is ‘FACT’. Dickens uses names such as ‘Gradgrind’ and ‘M’Choakumchild’ to represent hatred towards the education system. The name Gradgrind connotates oppresion, anger, production noise (grind). M’Choakumchild also connotates anger, Strangulation, death. Mr Gradgrind is high up in the local council, he comes into the classroom uninvited and teaches the lesson, Dickens uses this to reprisent how bad the education system was. Everypoint he makes is to critisise the system. The pupils in the class are very unfairly treated, brainwashed to talk factual without opinion. Bitzer - a shy, quiet, light haired, possesed, pale and factual boy. The quote “ if he were cut, he would bleed white” supports this. Bitzer is treated...
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...TOPIC:-What is Moral Fable? How can you say that Hard Times is a Moral Fable? BY: CHETAN ANKUR Moral fable combines the left (logical) & right (creative) side of the brain, so it both entertains creatively and validates certain types of behaviour, morally. The creative part is the fairy tale which often involves animals rather than humans. It speaks to our hearts as it entertains us; the ending is the logical, moral conclusion that satisfies our logical brains and seems "right". The problem with all moral fables is that there are often 2 sides to the same story ... things are rarely so black and white in reality ... so there could be more than one ending ... e.g. there are times when speed is necessary over steadiness - of course, there also has to be good judgement. Although it is not appropriate to describe a work of art, which Hard Times undoubtedly is, as a moral fable or a morality play, yet the fact remains that there is a strong moral intention behind this novel. Hard Times is a satirical attack on some of the evils and vices of Victorian society. Satire has always corrective purpose and is therefore basically moral in its approach to the subjects it deals with. Apart from that, there are passages of direct moralising in this novel. Hard Times is a novel which from the moment of its publication aroused very different sentiments in the reading public. Dickens's reasons for writing Hard Times were mostly monetary. Sales of his weekly...
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...Hard Times: the Education System How does Dickens present the education system in hard Times? Words: | Submitted: Thu Mar 24 2005 ... Not even a sense of fancy and imagination. They were educated to get the basics of life because they were going to be pushed into the outside world at a very young age of 12 and above or even below. At the end of the day, the education was worthless because most of the children died in the workhouse. Dickens used Hard Times to criticise the society for failing so many of its children. Dickens argues against a mode of factory style, grad-grinding production that exterminates the fun out of life. He believes that education should not be a thing of going through volumes of head-breaking questions and being put through an immense variety of paces. Hard Times not only suggests that fancy is as important as fact, but it continually calls into question the difference between fact and fancy. Dickens suggests that what constitutes so-called fact is a matter... How does Dickens present his views on education in ‘hard times’? Words: | Submitted: Mon Jun 06 2005. He is shown as lifeless and colorless, 'the boy was so light-eyed and light-haired that the self-same rays appeared to draw out of him what little color he ever possessed.' This gives the effect that he has been drained of life and everything else but facts. When asked, Blitzer describes a Horse as a 'Quadruped' and 'graminivorous' and gives endless facts about the animal...
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...ٚصاسح اٌزؼٍ١ُ اٌؼبٌٟ ٚاٌجؾش اٌؼٍّٟ دائشح اٌذساعبد ٚاٌزخط١ؾ ٚاٌّزبثؼخ دٌ١ً اٌمجٛي اٌّشوضٞ فٟ اٌغبِؼبد ٚاٌّؼب٘ذ اٌؼشال١خ ٌٍؼبَ اٌذساعٟ 2102 - 3102 َ ٘زا اٌذٌ١ً ٠ؾزٛٞ ػٍٝ ِؼٍِٛبد ِّٙخ ػٓ و١ف١خ ًِء االعزّبسح االٌىزشٚٔ١خ ٚاٌزمذ٠ُ إٌٝ اٌذساعخ اٌزٟ رالئُ سغجخ اٌطبٌت ِٚغّٛػٗ " ٠ُمشأ ثؼٕب٠خ سعبء " ً 1 -46 ِؾزٛ٠بد اٌذٌ١ً اٌظفؾخ 4 4 5 7 8 8 9 01 31 31 41 71 71 71 92 92 14 24 34 94 05 15 15 اٌؼٕٛاْ اٌفظً االٚي (ششٚؽ ٚرؼٍ١ّبد اٌمجٛي فٟ اٌغبِؼبد ٚاٌّؼب٘ذ اٌؼشال١خ) 1-1 اٌششٚؽ اٌؼبِخ ٌٍمجٛي 1-2 االعظ اٌؼبِخ اٌزٟ ٠ؼزّذ ػٍ١ٙب ٔظبَ اٌمجٛي اٌّشوضٞ 1-3 اٌٛصبئك اٌّطٍٛثخ ٌٍزمذ٠ُ 1-4 ؽبالد اٌغبء اٌمجٛي 1-5 اٌمجٛي فٟ اٌىٍ١بد راد اٌمجٛي اٌّجبشش 1-6 االػزشاػبد 1-7 ِٛاػ١ذ ِّٙخ اٌفظً اٌضبٟٔ (ؽش٠مخ رمذ٠ُ ؽٍجخ اٌفشٚع إٌّٙ١خ) 2-1 ؽش٠مخ رمذ٠ُ ؽٍجخ اٌفشٚع إٌّٙ١خ 2-2 فشٚع اٌزؼٍ١ُ إٌّٟٙ ٚاٌزخظظبد إٌّبظشح اٚ اٌمش٠جخ ِٕٙب اٌفظً اٌضبٌش ( دٌ١ً اٌطبٌت العزخذاَ االعزّبسح االٌىزشٚٔ١خ ) 3-1 اٌّمذِخ 3-2 خطٛاد ًِء االعزّبسح االٌىزشٚٔ١خ اٌفظً اٌشاثغ ( سِٛص اٌىٍ١بد ٚاٌّؼب٘ذ ) 4-1 سِٛص اٌىٍ١بد اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ اٌفشع اٌؼٍّٟ 4-2 سِٛص اٌىٍ١بد اٌزمٕ١خ / ٘١ئخ اٌزؼٍ١ُ اٌزمٕٟ ( ٌٍفشع اٌؼٍّٟ ) 4-3 سِٛص اٌّؼب٘ذ اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ اٌفشع اٌؼٍّٟ 4-4 سِٛص اٌىٍ١بد اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ اٌفشع االدثٟ 4-5 سِٛص اٌىٍ١بد اٌزمٕ١خ / ٘١ئخ اٌزؼٍ١ُ اٌزمٕٟ ( ٌٍفشع االدثٟ ) 4-6 سِٛص اٌّؼب٘ذ اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ اٌفشع االدثٟ 4-7 سِٛص اٌّؼب٘ذ اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ اٌفشع اٌزغبسٞ 4-8 سِٛص اٌّؼب٘ذ اٌزٟ ٠مذَ اٌ١ٙب خش٠غٛ...
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...Bartosz Bartkowski 61 Elms Lane Wembley London HA0 2NX Telephone: 07795902916 Email adress: bartoszbartkowski5@gmail.com A reliable, punctual and hard working college student. I am flexible with good physical condition. Not afraid of any job with good knowledge of London. Main Skills: * Very good computer skills ( I know how to use internet, how to search for information on the internet, how to use Microsoft Office and other programs, I should be able to repair most of the computers) * Very good team work * Very good English & Polish both written and spoken * Very good driving skills * Able to work under preassure ------------------------------------------------- Education and Qualification: September 2014 - Ealing, Hammersmith & West London College present BTEC Extented Diploma Level 3 In Health & Social Care ...
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...In “The One Thing Needful” chapter of Hard Times, Dickens presents the type of educational system existing in Coke-town. He demonstrates this through the curriculum of the school which is to “Stick to Facts” (Hard Times 47) for the reason that “Facts alone are wanted in life” (Hard Times 47) and anything with no factual element is of a disadvantage to them and must be rooted out. Zubair describes Mr. Gradgrind’s school as a very rigid and rigorous system where flexibility is not welcomed because flexibility allows imagination and Mr. Gradgrind is against it (2392). This inflexible character is seen through one of the speaker’s voice as “dry and dictatorial” (Hard Times 47). The above adjectives perfectly describe the educational system in Coke-town...
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