Violet Wang

Ms. Gardner

Honors English 10H, 5

28 November 2017

The Expression of Struggles

Cregan-Reid, Vybarr. “Dickens, Charles.” Encyclopedia of the British Short

Story, Second

Edition, Facts On File, 2013. Bloom's Literature,

online.infobase.com/HRC/LearningCenter/Details/12?articleId=12193.

Vybarr Cregan-Reid, a published author and professor at the University of Kent,

accounts the life of Charles Dickens, emphasizing his hardships and setbacks.

Beginning with a brief synopsis of Dickens’ overall achievements, this biography

quickly descends to highlight the chaos weaved throughout his childhood, from

unstable living conditions to financial struggles, and how this led to some of the

prominent themes throughout his novels. The article goes on to describe Dickens’

failed romances, further securing the prevailing theme of chaos in his life. Cregan-

Reid concludes that the tumultuous personal life of Dickens became part of his

overarching persona, as well as inspiring much of his literary work.

 Cregan-Reid presents many facts, but unlike the dull fact-obsessed Mr. Gradgrind

in Hard Times, his biography also provides insightful analysis that connects

Dickens’ deep personal experiences to his underlying novel themes. The article takes

on a psychological aspect by attempting to explain the themes, characters, and plots

in Dickens’ stories as consequences of traumatizing events in his childhood. This

enlightening viewpoint proves useful by providing a basis for further analysis and

encourages the reader to question the novel more deeply. Overall, Cregan-Reid’s

biography skillfully leaves the reader with a better understanding behind the deeper

meanings and intentions behind Dickens’ novels.

Harrison, Frederic. “On the Works of Charles Dickens.” Charles Dickens,

Chelsea House, 2007. Bloom's Literature, online.infobase.com/HRC/

Search/Details/20279?q=charles dickens hard times

Frederic Harrison, a historian, author, and lawyer, bluntly objectifies the works of

Charles Dickens in his carefully crafted literary critique. Harrison begins his article

by applauding Dickens’ ability to draw emotion from readers and to give

perspective to the outcasts in society. However, the frank review suddenly shifts to

give brutal throws over seemingly every other aspect of Dickens’ novels. Harrison

tediously comments on the confusing plots, predictability, and unnatural distortion

of characters throughout Dickens’ works. To Harrison, Dickens’ works can only

continue in glory by overlooking his many shortcomings and focusing on his

unrivaled elements - his humour and originality, as concluded in the article.

 Harrison’s boldly honest review, complete with poised diction, is understandable

and intelligent for the reader. The factor of pure honesty largely assists to bring a

different perspective to Dickens’ novels, strikingly contrasting from the

overwhelmingly positive feedback. Even though the criticism is harsh, it creates a

relatable viewpoint, which is helpful for readers to understand both sides of

feedback. Overall, Harrison’s critique is useful for deeper analysis behind the

structures of his novels. It helps the reader analyze beyond the glorified

connotations associated with the iconic works of Dickens to be able to form their

own opinions.

Holland, Robert. "How to Build a Better Teacher." Policy Review, 2001, pp.

37-47, SIRS Issues Researcher, https://sks.sirs.com.

In Holland’s magazine article, the need for qualified teaching to properly shape the youth

is clearly stated, in a blunt yet logical manner. By initially highlighting the importance of

education, he draws the reader into his powerful article, before presenting a carefully

crafted solution. Holland persuasively proposes the idea that teachers should teach

students critical thinking instead of facts and figures. He states “Anything but facts” is a

mindset that teachers should follow in order to harbour creativity in students. To further

secure his position, he presents the viewpoints of parents and students, as well as personal

stories of teachers.
 Holland offers a complete article with a strong factor of logos. His viewpoint is supported

by Charles Dickens’ Hard Times , the story of a family taught exclusively with facts and

as a result is unable to truly be happy. Holland’s persuasive writing clarifies the issues in

the novel as well as displaying them in a relatable scenario. To Dickens, life without

expression of creativity may as well not be life, and the readers’ understanding of this

idea’s profound effect is heightened through Holland’s article.

Ruskin, John. “On Hard Times.” Charles Dickens, Chelsea House, 2007. Bloom's

Literature, online.infobase.com/HRC/LearningCenter/Details/12?

articleId=20501.

In this article, John Ruskin, an English art critic and writer, criticizes Charles Dickens for

his lack of appropriate expression and sophistication when addressing serious issues of

high social importance, such as in Hard Times. Ruskin disagrees with the apparent

lightness taken on by Dickens; examples are shown specifically in the characters of

Stephen Blackpool, representing the pureness and well-intent in humans, and Mr.

Bounderby, representing the immanent monsters in society. The use of these characters is

deemed inappropriate by the critic. He believes they are too casual and comical for

representation of issues with deep importance. However, Ruskin concludes by partially

crediting Dickens for being able to retain his iconic clever wit, even when writing about

such serious matters.

Ruskin’s gutsy contention of the prose of an iconically renowned writer is bold, as he

shows a perspective that contradicts popular view. This article shows the real significance

of the ideas projected in Dickens’ novels and allows the reader to reevaluate the

presentation of the themes, as well as the themes themselves. In saying Dickens needed to

be more serious when writing about complex societal elements, Ruskin secures his point

by slipping the reader the underlying idea that key social aspects should never be taken

lightly, by anyone.