Stylistic Analysis Of The Extract From
Stylistic analysis of the extract from “HARD TIMES” by Ch. Dickens.
1. The extract under consideration comes from “Hard Times” written by Charles Dickens. The author was the well-loved and prolific British author of numerous works that are now considered classics. In a whimsical and unique fashion, Dickens pointed out society's flaws in terms of its blinding greed for money and its neglect of the lower classes of society. Through his books, we come to understand the virtues of a loving heart and the pleasures of home in a flawed, cruelly indifferent world. Among English writers, in terms of his fame and of the public's recognition of his characters and stories, he is second only to William Shakespeare.
2. The extract presents Mr. Gradgrind’s theories on education to the pupils in Coketown School. Chapter 1 begins with a short introduction. Inside a classroom, "the speaker" repeats the exclamation "Now, what I want is, Facts." He presents the argument that the formation of a child's mind must be rooted in the study of fact. The schoolroom is as hard and plain as the teacher's teaching style. All of the children are focused on him. Besides "the speaker" there is also "the schoolmaster and the third grown person" who stand before the pupils. The imagery of "sowing" and horticulture varies from the children as the planted field and the children as plants themselves. At one point, "the Speaker" charges the instructor to "plantand root out" in order to form the children's minds. Later, the children are described as "little vessels then and there arranged in order," not unlike the wisps of hair on the side of the Speaker's head, humorously described as "a plantation of firs."
Chapter 11 begins with the introduction of Thomas Gradgrind, "a man of realitiesfacts and calculations." He always introduces himself as Mr. Gradgrind and spends his time in constant cogitation. He is the Speaker, previously unnamed and he now takes it as his duty to educate the children.
3. The
1. The extract under consideration comes from “Hard Times” written by Charles Dickens. The author was the well-loved and prolific British author of numerous works that are now considered classics. In a whimsical and unique fashion, Dickens pointed out society's flaws in terms of its blinding greed for money and its neglect of the lower classes of society. Through his books, we come to understand the virtues of a loving heart and the pleasures of home in a flawed, cruelly indifferent world. Among English writers, in terms of his fame and of the public's recognition of his characters and stories, he is second only to William Shakespeare.
2. The extract presents Mr. Gradgrind’s theories on education to the pupils in Coketown School. Chapter 1 begins with a short introduction. Inside a classroom, "the speaker" repeats the exclamation "Now, what I want is, Facts." He presents the argument that the formation of a child's mind must be rooted in the study of fact. The schoolroom is as hard and plain as the teacher's teaching style. All of the children are focused on him. Besides "the speaker" there is also "the schoolmaster and the third grown person" who stand before the pupils. The imagery of "sowing" and horticulture varies from the children as the planted field and the children as plants themselves. At one point, "the Speaker" charges the instructor to "plantand root out" in order to form the children's minds. Later, the children are described as "little vessels then and there arranged in order," not unlike the wisps of hair on the side of the Speaker's head, humorously described as "a plantation of firs."
Chapter 11 begins with the introduction of Thomas Gradgrind, "a man of realitiesfacts and calculations." He always introduces himself as Mr. Gradgrind and spends his time in constant cogitation. He is the Speaker, previously unnamed and he now takes it as his duty to educate the children.
3. The