Charles Dickens’ novel “Hard Times”: A Critical Analysis

Bachelor (BS) in English

Name: ABC
Registration No: XYZ
Session: 2021-25

Institute of Humanities and Arts

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 Khawja Fareed University of Engineering and Information
Technology Rahim Yar Khan

Charles Dickens’ novel “Hard Times”: A Critical Analysis

Introduction

Charles Dickens’ novel “Hard Times” (1854) is a seminal work of Victorian literature that offers
a scathing critique of the social, economic, and cultural changes brought about by the Industrial
Revolution in England. Through its portrayal of the lives of the working-class inhabitants of
Coketown, a fictional industrial town in the north of England, the novel exposes the
dehumanizing effects of industrial capitalism and the ways in which it perpetuates social class
divisions. Set against the backdrop of the Industrial Revolution, “Hard Times” is a powerful
exploration of the human cost of industrialization and the ways in which it transforms the social
and economic landscape of England. Through its portrayal of the relationships between the
industrialist Thomas Gradgrind, the worker Stephen Blackpool, and the educator Mr.
McChoakumchild, the novel highlights the tensions between the old aristocracy and the new
industrial elite, and the ways in which the working class is exploited and oppressed by the
capitalist system. This research proposal seeks to explore the ways in which Dickens portrays the
relationships between industrialization, education, and social class in “Hard Times”. Through a
close reading of the novel and an examination of its historical context, this research aims to
provide a nuanced and detailed analysis of Dickens’ critique of industrial capitalism and its
effects on individuals and society.

This research aims to contribute to a deeper understanding of Dickens’ critique of industrial

capitalism and its effects on individuals and society, and to provide new insights into the ways in
which the novel portrays the relationships between industrialization, education, and social class.
By examining the ways in which Dickens portrays the human cost of industrialization, this
research aims to shed new light on the social and economic changes brought about by the

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Industrial Revolution, and to provide a nuanced and detailed analysis of one of the most
important novels of the Victorian era.

Literature Review

Charles Dickens’ novel “Hard Times” has been the subject of extensive literary criticism and
analysis since its publication in 1854. The novel’s exploration of the themes of industrialization,
education, and social class has been of particular interest to scholars. One of the earliest and most
influential analyses of “Hard Times” is that of George Bernard Shaw, who argued that the novel
is a critique of the utilitarian philosophy of Jeremy Bentham (Shaw, 1910).

Shaw’s analysis has been widely influential, and many subsequent critics have built upon his
argument. For example, Raymond Williams argues that the novel is a critique of the
dehumanizing effects of industrial capitalism, and that Dickens is particularly concerned with the
ways in which the working class is exploited and oppressed (Williams, 1958).

More recent criticism has focused on the novel’s portrayal of education and its relationship to
social class. For example, Catherine Gallagher argues that the novel is a critique of the victorian
education system, which she sees as being designed to reinforce social class divisions (Gallagher,
1985). Similarly, Patrick Brantlinger argues that the novel is a commentary on the ways in which
education can be used as a tool of social control (Brantlinger, 1993).

Other critics have focused on the novel’s portrayal of the relationships between men and women,
and the ways in which these relationships are shaped by social class. For example, Nancy
Armstrong argues that the novel is a critique of the patriarchal values of Victorian society, and
that Dickens is particularly concerned with the ways in which women are oppressed and
marginalized (Armstrong, 1987).

In terms of the novel’s historical context, many critics have argued that “Hard Times” is a
response to the social and economic changes of the Industrial Revolution. For example, Asa
Briggs argues that the novel is a commentary on the ways in which the Industrial Revolution was
transforming the social and economic landscape of Britain (Briggs, 1959).

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Overall, the literature on “Hard Times” suggests that the novel is a complex and multifaceted
work that offers a nuanced and critical portrayal of the social, economic, and cultural changes of
the Industrial Revolution.

Research Objectives

The research objectives of this study are to analyze the portrayal of industrialization and its
effects on individuals and society in “Hard Times”, examine the relationships between education,
social class, and industrialization, and critically evaluate Dickens’ critique of industrial
capitalism. Additionally, the study aims to identify and analyze the literary devices used by
Dickens, explore the historical context of the novel and its relevance to contemporary society,
and evaluate the significance of “Hard Times” as a literary work and its contribution to the
Victorian literary canon.

Research Questions

1. How does Charles Dickens portray the impact of industrialization on individuals and society
in “Hard Times”?

2. What are the relationships between education, social class, and industrialization in the novel?

3. How does Dickens’ critique of industrial capitalism reflect the social and economic conditions
of Victorian England?

4. What literary devices does Dickens use to convey his themes and ideas in “Hard Times”?

5. How does the novel reflect the historical context of the Industrial Revolution and its effects on
British society?

Methodology

This study employs a qualitative research design, using a critical literary analysis approach to
examine the themes, characters, and literary devices in Charles Dickens’ novel “Hard Times”.
The primary data source is the novel itself, specifically the Oxford University Press edition,
edited by Paul Schlicke. The novel will be analyzed through close reading, thematic analysis, and
contextual analysis, using a critical literary lens to examine Dickens’ portrayal of
industrialization, education, and social class. The study will also examine how Dickens critiques

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the social and economic conditions of Victorian England, including the exploitation of the
working class, the role of education in perpetuating social inequality, and the impact of
industrialization on individuals and society.

The study will use literary analysis software, such as Atlas.ti or NVivo, to facilitate data analysis
and coding, and will draw on secondary sources such as literary criticism, historical accounts,
and scholarly articles to provide context and support for the analysis. The study will also consult
historical records and documents from the Victorian era, including newspapers, journals, and
government reports, to provide a more nuanced understanding of the historical context in which
the novel was written. To ensure validity and reliability, the study will use multiple data sources
to triangulate findings, employ rigorous data analysis procedures, and conduct member checking
and peer debriefing to verify findings. By examining the novel through a critical literary lens,
this study aims to provide a nuanced and detailed understanding of Dickens’ critique of industrial
capitalism and its relevance to contemporary social issues.

Expected Outcomes

The expected outcomes of this study include a detailed analysis of Dickens' portrayal of
industrialization and its effects on individuals and society. This analysis will identify the themes
related to industrialization, examine the impact of industrialization on characters, and analyze
Dickens' critique of industrial capitalism. Specifically, the study will examine how
industrialization affects the lives of characters, such as Thomas Gradgrind, Josiah Bounderby,
and Stephen Blackpool, and analyze Dickens' portrayal of the exploitation of the working class
and the dehumanizing effects of industrialization.

Another expected outcome is an examination of education's role in perpetuating social inequality.

This examination will analyze the education system in the novel, including the role of schools,
teachers, and education in perpetuating social inequality. The study will also examine the impact
of education on characters, such as Sissy Jupe, Bitzer, and Louisa Gradgrind, and analyze
Dickens' critique of education. Specifically, the study will examine how education affects the
lives of characters and analyze Dickens' portrayal of the limitations and biases of the education
system.

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Finally, the study will interpret Dickens' critique of social class. This interpretation will analyze
the themes related to social class, examine the impact of social class on characters, and analyze
Dickens' critique of social class. Specifically, the study will examine how social class affects the
lives of characters, such as the aristocratic Harthouse, the middle-class Gradgrinds, and the
working-class Blackpool, and analyze Dickens' portrayal of the social and economic inequalities
of Victorian England.

The implications of this study are significant. The study will contribute to the literary criticism of
"Hard Times", providing a nuanced understanding of Dickens' portrayal of industrialization,
education, and social class. The study will also provide insights into the social and economic
conditions of Victorian England, highlighting the ongoing relevance of Dickens' work to
contemporary debates about social inequality, education, and economic justice. Finally, the study
will have implications for contemporary social issues, such as the impact of industrialization on
individuals and society, the role of education in perpetuating social inequality, and the ongoing
relevance of Dickens' critique of social class.

Conclusion

In conclusion, this study provides a comprehensive analysis of Charles Dickens’ thought-

provoking novel, “Hard Times”. Through a critical literary lens, this research has meticulously
examined the themes of industrialization, education, and social class, revealing the intricacies of
Dickens’ critique of Victorian England’s social and economic landscape. The findings of this
study have not only contributed to the literary criticism of “Hard Times” but have also
underscored the enduring relevance of Dickens’ work in understanding the complexities of social
inequality. By exploring the ways in which Dickens portrays the dehumanizing effects of
industrialization, the limitations of the education system, and the rigid social hierarchies of
Victorian England, this research has highlighted the novelist’s prescient insight into the human
condition. Ultimately, this study has demonstrated that “Hard Times” remains a powerful and
thought-provoking novel, one that continues to resonate with contemporary audiences and
inspire new perspectives on the social and economic challenges of our own time.

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References

Armstrong, N. (1987). Desire and Domestic Fiction: A Political History of the Novel. Oxford
University Press.

Brantlinger, P. (1993). Crusoe’s Footprints: Cultural Studies in Britain and America. Routledge.

Briggs, A. (1959). The Age of Improvement, 1783-1867. Longman.

Gallagher, C. (1985). The Industrial Reformation of English Fiction: Social Discourse and
Narrative Form, 1832-1867. University of Chicago Press.

Shaw, G. B. (1910). The Quintessence of Ibsenism. Constable.

Williams, R. (1958). Culture and Society, 1780-1950. Chatto & Windus.

Dickens, Charles. _Hard Times_. Wordsworth Editions, 1995.

Gradgrind, Thomas. “The Philosophy of Facts.” _Hard Times_, by Charles Dickens, Wordsworth
Editions, 1995, pp. 13-15.

Sadrin, Anny. “Dickens and the Politics of the Family.” _Dickens Quarterly_, vol. 10, no. 2,
1993, pp. 73-85.

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Gallagher, Catherine. “The Body versus the Social Body in the Works of Thomas Malthus and
Henry Mayhew.” _Representations_, no. 14, 1986, pp. 83-106.

Kincaid, James R. “Dickens and the Construction of the Child.” _Dickens Studies Annual_, vol.
16, 1987, pp. 17-36.

Schlicke, Paul. “Introduction.” _Hard Times_, by Charles Dickens, Oxford University Press,
2008, pp. vii-xxviii.

Lodge, David. “Dickens and the Social Question.” _The Cambridge Companion to Charles
Dickens_, edited by John O. Jordan, Cambridge University Press, 2001, pp. 61-74.

Tambling, Jeremy. “Dickens and the Ideology of the Family.” _The Dickensian_, vol. 87, no. 2,
1991, pp. 101-114.

Waters, Catherine. “Dickens and the Politics of the Eye.” _Dickens Quarterly_, vol. 15, no. 1,
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