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Analysis the structure of the tales of two cities by charles dickens
Analysis the structure of the tales of two cities by charles dickens
Analysis the structure of the tales of two cities by charles dickens
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“On every page 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” (Lodge 86). The quotation above illustrates the basis for Hard Times. Charles Dickens presents in his novel a specific structure to expose the evils and abuses of the Victorian Era. Dickens’ use of plot and characterization relate directly to the structure on account that it shows his view of the mistreatments and evils of the Victorian Era, along with his effort to expose them through literary methods. A befitting display of structure is evident through his giving name to the three books contained in Hard Times. The titles of the three appropriately named books are an allusion to the Bible, and are also “given a further twist in Gradgrind’s recommendation to ‘Plant nothing else and root out everything else’ (except facts)” (Lodge 91). In the first book, titled “Sowing, ” we are introduced to those that Dickens creates a firm character basis with. The opening chapter emphasizes on Thomas Gradgrind Sr., and his students fittingly referred to as “vessels before him ready to have imperial gallons of facts poured into them until they are filled to the brim” (Dickens 12). Gradgrind’s methods of education are employed to show Dickens’ view on the evil of the educational system. Among the “vessels” are Bitzter and Sissy Jupe. They exemplify two entirely d...
The most famous writer of his time and still renowned today, Charles Dickens is a man that people do not know much about. The only real information that anyone knows about him is that he is an author that has published many famous books and stories, such as The Tale of Two Cities and A Christmas Carol. What is not known about Dickens is that he was a poor person who lived during the Victorian Era (named after Queen Victoria) and was accountable for some of literature’s model characters. Unlike, many modern-day authors most of Charles Dickens’ work was released in a series of monthly magazines. This was customary back then, as opposed to releasing the entire novel at one time – this technique was used to keep the readers interesting by using cliffhangers (e.g. to be continued…). Dickens worked his way up from nothing; he went from being a poor child labor worker to becoming one of the most praised authors for his astounding, intricate plots as well as his distinct, realistic characters.
9. Ashbury, M (2001) Representation of Industrialization in Dickens’ Hard Times [Online]. Available: http://www.colourpurple.com [Accessed 25th April 2005].
middle of paper ... ... Understanding the relationship between environment and morality—indifference and depravity—Dickens evaluated what the system does to a person, how it classifies, how it deforms. Fagin manages the underworld, connoting corruption as an entertaining, enjoyable, and artful game not only because of his intrinsic craftiness, but also because it is the only way he knows to survive. Exploiting his audience's attitudes, Dickens shaped a character with religious stereotypes to ensure that his readers could recognize the absolute evil it had bore through its ignorance and apathy--poverty is a product of a societal environment. Work Cited Dickens, Charles.
Charles Dickens’ novels criticize the injustices of his time, especially the brutal treatment of the poor in a society sharply divided by differences of wealth. He lived through that world at an early age; he saw the bitter side of the social class system and had wanted it to be exposed, so people could see the exploitation that the system rests on. But he presents these criticisms through the lives of characters, Pip and Magwitch.
Dickens is often held to be among the greatest writers of the Victorian Age. Nonetheless, why are his works still relevant nearly two centuries later? One reason for this is clearly shown in Dickens’ A Tale of Two Cities. In the novel, he uses imagery to sway the readers’ sympathies. He may kindle empathy for the revolutionary peasants one moment and inspire feeling for the imprisoned aristocrats the next, making the book a more multi-sided work. Dickens uses imagery throughout the novel to manipulate the reader’s compassion in the peasants’ favor, in the nobles defense, and even for the book’s main villainess, Madame Defarge.
The connotations associated with the Victorian era are prudishness and repression. This era was the time period of the authors Charles Dickens and Robert Browning; like many other authors during the era, they wrote about values in society. A piece of Charles Dickens work that pertains to the era is a Tale of Two Cities, which was about conflicting values of different areas. Robert browning’s Red Cotton Night Cap Country is about the imposed values of a woman. All of the moral values during the time were set at high standards even though they were easily broken, not many people took the risk of admitting to it.
Mr. Gradgrind was a prominent school head that believed in “realities, facts, and calculations.” He is described as a cold-hearted man that strictly forbids the fostering of imagination and emotion, especially in his two children: Tom and Louisa (Dickens 5). Mr. Gradgrind raises his children in Coketown, a Capitalistic industrial town that Dickens calls, a waste-yard with “litter of barrels and old iron, the shining heaps of coals, the ashes everywhere, shrouded in a veil of mist and rain” (128). In this town that seems to be impenetrable to the sun’s rays, his children grow up lacking social connections, mor...
Crime and Punishment in Great Expectations Throughout Great Expectations, Charles Dickens's attitudes toward crime and punishment differ greatly from his real-life views. Dickens, according to Phillip Collins in Dickens and Crime, "had strong and conflicting feelings about criminals" (1), which explains why he was known to refer to criminals as both "irreclaimable wretches" and "creatures of neglect" (33). The author's contradictions toward crime stem from the fact that Dickens was constantly torn between his childhood memories of prison and poverty and the legal training he gained as an adult. According to Robert Coles in "Charles Dickens and Crime" Dickens knew how hard-pressed life was for thousands of English families in mid-ninteenth century England, and he knew the legal side of such desperation--a jungle of suspicion and fear and hate. He was especially attentive [if]. . .
Charles Dickens' Exploration of the Victorian Society's Awful Treatment Of The Children Of The Poor
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.
“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” (Dickens 5). So says Mr. Thomas Gradgrind, the proponent of a Utilitarian educational philosophy in Charles Dickens’ Hard Times. Cold, hard facts are what Mr. Thomas Gradgrind’s philosophy consists of, and cold hard facts are exactly what Tom and Louisa Gradgrind are raised on. They are taught by their father and by society to live their lives based on these facts. They are instructed to conduct themselves in accordance to them and nothing else. As stated by Taylor Stoehr, “Tom and Louisa Gradgrind are products of the Gradgrindian system, raised in Stone Lodge, taught in the school of hard facts, model grindings off the parent stone” (Stoehr 171). As a result of being raised in the loveless atmosphere of Stone Lodge and in accordance with the strictly enforced rules of the Gradgrindian system, Tom and Louisa are deprived of opportunities to cultivate imagination, emotions, and “fancy” (Dickens 5). The children are themselves fragmented and insufficient fragments who have been formed by a hard system of hard facts. By blocking every available outlet for the interplay of fantasy and emotion, Mr. Gradgrind unintentionally generates two extreme outcomes for his children. Even though the Gradgrind philosophy has completely different effects on Tom and Louisa Gradgrind, it ultimately deprives them both of the happiness that only a balance between the wisdom of the Head and the wisdom of the Heart can create.
...n of science to the place religion once held. The result of this worship of fact is a "conscious death" (described by Louisa) – not a death of consciousness, but a consciousness in spite of death: an ability to think but not feel, or more literally, to think but not live. Since Dickens is implying that the meaning and enjoyment of life cannot be explained by science, he is then also implying that not everything valuable – including that most valuable – is explainable by science. So, even if religion doesn't have a place in Victorian society, its values still ought to. This is emphasized by the switch in Gradgrind from thinking things like "the Good Samaritan was a Bad Economist" (215) to, at the end of the novel, "making his facts and figures subservient to Faith, Hope, and Charity; and no longer trying to grind that Heavenly trio into his dusty little mills" (291).
During the time that Charles Dickens lived, which was during the Victorian Age (1837-1901), “...1837 ( the year Victoria became Queen) and ends in 1901 in ( the year of her death),” (UNLV 1). It is important to realize that the Victoria’s reign over Britain is the second longest reign in British history, lasting for 63 years, only behind that of the current Queen Elizabeth. Many historians consider 1900 the end of the Victorian Age, “...since Queen Victoria’s death occurred so soon in the beginning of a new century,..” (UNLV 1). Even though Charles Dickens was born in 1812 and died in 1870, the Victorian Age is time period which most, maybe all, of his literature were published/read in. This era is often considered as “prudish, hypocritical, stuffy, and narrow-minded” (UNLV 2), because during this time, there were classes animosities between the “common man” and that of what was considered the “gentleman”, which was like as if they were two different species (Orwell 3.5). The advancement in literature during this period also was important, “...primarily financial, as in Charles Dickens’s Great Expectations…marrying above one’s station, as in Charlotte Bronte’s Jane Eyre...[it] may also be intellectual or education-based,” (UNLV 4). Without the literature advancements, the Victorian Age wouldn’t have made such an impact on the world as it did literary-wise.
“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.
...ggles. Mr. Gradgrind’s two oldest children, Tom and Louisa, are examples of how a utilitarian method can fail horribly. Tom and Louisa were never given the opportunity to think for themselves, experience an adventurous life, or even use their imaginations. True, they are intelligent human beings but do not have the capability to understand street smarts. Dickens uses irony as a comical device but also to show how ineffective the utilitarian method of teaching is.