Things I noticed in Chapter II of Hard Times -
McChoakumchild's name is a very obvious means of personifying him as somebody who is unpleasant to children, somebody who murders innocents. If this were not clear enoguh, Dickens even directly criticizes McChoackumchild and his teaching approach: "If he had only learnt a little less, how infinitely better he might have taught much more!" (8).
Dickens introduces the third gentleman as a "pugilist". From watching the most recent Sherlock Holmes, Fight Club, and Snatch, I imagine that fist fighting would be of dubious legality as it is today and carry negative connotations. It is also brutish, violent, destructive, and not very intellectual, so Dickens may be casting this gentleman and his philosophy in an immediate negative light.
The gentleman scolds the children for agreeing to paper a room with horses. He suggests that horses never walk up and down sides of rooms in reality, but this is in fact a truth to Sissy, whose father works with horses in the circus. This, along with the other things mentioned in class, shows the irony in Gradgrind's and Bounderby's philsophy: what they assert as Fact is actually not so.
Dickens also says that this gentleman "had it in charge from high authority to bring about the great public-office Millennium, when Commissioners should reign upon the earth" (5). This is a clear reference to the Biblical Judgement Day. As we said in class, it shows that Fact is the religion of Coketown, an irony in itself.
Dickens uses the vessel metaphor throughout the whole chapter. This might be to emphasize the fact that children are malleable, empty to begin with. Compellingly, at the end, McChoakumchild compares himself to Morgiana in the Forty Thieves and the vessels as weapons of boiling oil, implying that this education is turning the children into weapons, much like Gradgrind is a weapon, "a kind of cannon loaded to the muzzle with facts, prepared to blow them clean out of the regions of childhood at one discharge" (3).
whatsup clark.. sorry i missed your message before. you made some nice points. i dont have much to add but i did notice that while mr gradgrind orders the students, he begins every sentence with "you" - perhaps anaphora and ironically giving authority to the students while he is talking down to them.
ReplyDeletei noticed the use of catalog at the bottom of p 7.
i especially liked the line: "if he had only learnt a little less how infinitely better he might have taught and much more!" (8.)
i understand why he calls sissy number twenty - since their personal identities are insignificant to him; only facts matter. but therefore i dont really get why he calls other students by their name ie bitzer.
What I noticed in Chapter II:
ReplyDeleteAs Clark pointed out, Mr. McChoakumchild's name is a pun for his treatment towards the children of Mr. Gradgrind's school. As his name suggests, he "chokes-them-children"; in other words, he chokes the children by depriving them of the essence of learning, which is the ability to think for one's self, have emotions, and fancy. In this way, Mr. McChoakumchild is "murdering the innocents," or the children of Mr. Gradgrind's school.
Dickens makes use of irony at the end of the chapter, when he says "Ah, rather overdone, McChoakumchild. If he had only learnt a little less, how infinitely better he might have taught much more!"(Dickens 8). In the paragraph before this quote, Dickens explains the wide variety of subjects McChoakumchild has a background in. Usually, when someone has a wide range of knowledge, that someone is very learned, to the point where he or she is enlightened. However, it is ironic that despite the wide variety of subjects McChoakumchild knows, he is the opposite of enlightened, as he - like Mr. Gradgrind - is constricted by Facts. And because he is not enlightened, Mr. McChoackumchild cannot enlighten the children at the school, so in this sense, he is yet again "murdering the innocents."
As we said in class, Dickens includes irony on a larger scale, concerning the difference between Fact and fancy. Mr. Gradgrind yells at Sissy for not following Fact, when in reality, Mr. Gradgrind is telling Sissy to believe the opposite of what is fact - her name by birth is not Cecilia, but Mr. Gradgrind tells her this is her name, and her father is a horse-rider in the circus, but Mr. Gradgrind tells her that he is a veterinarian for horses.
Also, of all the students in the room, Sissy Jupe is the only one who contradicts the three gentlemen leading the class. While other students do answer questions incorrectly, Dickens zooms in on Sissy, and we see her conversation with Mr. Gradgrind. It is important to note that because Sissy is a girl, she represents Fancy more so than the boys. Therefore, it is only fit that Dickens uses Sissy as the character who directly contradicts Mr. Gradgrind.
Clark hinted at Dicken's allusion to Morgiana in the Forty Thieves, but I'm going to expand on it a little because I think it is significant in this chapter. In this story of Arabian Nights (titled Ali Baba and the Forty Thieves), Morgiana finds the thieves and creates many plans that foil the thieves' plans, one of which is to paint a symbol on the doors of the houses so the thieves know in which houses they have already killed people. Like Morgiana finds the robber, Dickens says that Mr. McChoakumchild always tries to kill the robber Fancy: "dost thou think that thou wilt always kill outright the robber Fancy lurking within" (Dickens 8). As we saw before, with Dicken's use of anaphora to parallel the syntax of the Bible, Dickens makes many allusions to the Bible in the first two chapters and continues to do so throughout the entire book.
Like Rutherford, I found that Mr. McChoakumchild's name stood out and was clearly intentional. It implies his relationship with the kids and shows that he limits, constricts, and (according to his name) chokes them.
ReplyDeleteAlso, I found the comparison between fact and fiction to be very ironic. Although Dickens begins this chapter by establishing Fact as God, he then continues to suggest that these facts are actually fiction. Through Gradgrind's interactions with Sissy, we see that the actual facts she proposes are met by ridicule. Later, Gradgrind proceeds to alter the truth and create his own "fact" (which is actually fiction). I thought that Dickens' ability to create this two-faced "fact" was very impressive and it also begins to show his opinions of Gradgrind and the culture he is a part of.
One thing that I found ironic in this chapter is that although Mr. Gradgrind teaches the students about facts, they do not really learn anything, and just guess at the answers to the questions. When asked whether they see horses walking up the sides of rooms in real life, the class is divided on the answer. Furthermore, in the next question asked the students replied "No, sir!" just because "there was a general conviction by this time that 'No, sir!' was always the right answer" (p. 6). I also noticed how Dickens interjects as a narrator, and instead of just telling the story, he gives small side comments to the reader like when he says, "Say, good McChoakumchild" and "Ah, rather overdone, McChoakumchild" (p. 8). This ads to the satire because Dickens real point of view comes across, which allows the reader to see that reform is needed.
ReplyDeleteIn chapter two, Dickens comments that if " [McChoakumchild] had only learnt a little less, how infinitely better he might have taught much more" (7). Along with the significance of the names in the novel, this is one way that Dickens criticizes reason and logic, the essence of the ideals of the Enlightenment. It is as if McChoakumchild has learned all he can learn with his "Facts" but he has really learned nothing at all. Dickens believes that book-learning will not make people wise; it is the emotions and love in life that teach one how to live. All the "orthography, etymology, syntax, and prosody, biography ... [etc]" (7) cannot replace that, as Dickens illustrates with his list.
ReplyDeleteMoreover, in the scene with Gradgrind and the students, the sheer absurdity of his life of "nothing but Facts" (1) is evident in the conversation with Bitzer, Cissy, and Gradgrind about the horse wallpaper and the flower carpet. Dickens caricatures his characters to satirize - and does so extremely effectively. The ridiculousness of the conversation is laughable, but effectively conveys his point. Moreover, the way the students respond in a robotic manner (after seeing that Gradgrind prefers a dull "no" chorused throughout the room) is a comment on the effect that industrialization has on society. Dickens is effectively remarking that this philosophy of reason lobotomizes humans. In sharp contrast, Sissy Jupe is painted as blushing and beautiful, effervescent in the light, and thus represents the virtues of a life of emotion. On the other hand, Bitzer is portrayed as sallow and white and mechanical - virtually a ghost and therefore lifeless. The classroom scene gives a lot of commentary into Dickens' views of the industrial revolution and its attendant philosophies. These times brought momentous change to society, but change that Dickens despised. Chapter two is a good - and abundantly clear - introduction to Dickens' thoughts on the state of society.
I don't have much to add,but I'd like to expand on a few things. Elizabeth mentioned the anaphora "you...you...you..." and I'd also like to point out the anaphora "all...all...all" on page 8. I think with that he's trying to imply that the goal is to fill children (aka vessels) with all facts and no fancy. Fill 'em to the brim!
ReplyDeleteAs for McChoakumchild, I agree with Dani said; I'd also add that he only does Mr. Gradgrind's bidding, to choke 'em children with facts. He does not seem to have a mind of his own.
I also noticed that the subjects that he described were strictly scientific, those which allow no room for imagination, inaccuracy, or debate. "Orthography, etymology, syntax and prosody, biography, astronomy, geography and general cosmology..."(p.7). All of these disciplnes, including the English ones, are strictly methodical, dictated by rules, and do not allow for opinion or controversy.
On page 7, Gradgrind says, "You must discard the word Fancy altogether." Throughout the page, he goes on to talk about all of the things the children cannot do and the limitations he sets for them. The things mentioned on this page, such as not being "allowed to walk upon flowers," gave me a kind of 1984/Big Brother sense. Similar to the restrictions set in Oceania on the people of the Party, Gradgrind's students are taught only to believe Gradgrind's vision of truth and fact.
ReplyDeleteAlso, as mentioned above by everyone else, I immediately recognized Mr. McChoakumchild's name. This name perfectly represents how the children are "choked" by the facts their teachers force upon them. His name also parallels the title of Chapter II, "Murdering the Innocents," because Mr. McChoakumchild is depriving the children of creativity and imagination, and in some regards, murdering their innocence-he is forcing them to see only what is "real" and "fact," instead of play and think for themselves, as children their ages should.
So most of my realizations were already covered; the irony of McChoakumchild's name, and Gradgrind's establishment of Fact as religion and the infallibility of his word, even though his statements are not in reality facts. However I also noticed at the top of page 7 where Gradgrind says that people should be regulated and governed by face. He uses terminology similar to our "by the people for the people" American beliefs, but substitutes in Fact as the basis on which they should be governed and the purpose to which they should further themselves. He also goes into his idea that that which is testable and provable is to be accepted as fact and fact = taste. In this he asserts his "taste" as factual. He rejected Sissy's name, father's profession, and her love of flower rugs and horse wallpaper. Because it does not seem sensible to him, and is against his taste, Gradgrind changes the "facts" to his own version and yells at Sissy for what is actually reality. And although I have less knowledge on the 40 Thieves story than Danielle, I think that at the end of the paragraph alluding to it, Dickens is making a point that although Gradgrind and his colleagues try to murder the innocents and their fancies, wonders, and imaginations, they only distort them and alter them. They are not killing reality, only changing the way the children look at it and accept "facts" and also they will still have it within them to have fancies. So as Gradgrind uses these methods also on his own children, he does not really get rid of their sense of wonder. Lousia still peeps at the circus, is entranced by Sissy, and Tom falls to gambling and deceit. This hints at the fallibility of Gradgrind's methodology, and towards the end, Gradgrind is the only character who truly realizes and accepts that he has done something wrong and changes.
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ReplyDeletethe only thing i noticed that hasnt been said was the large amount of catalog. this is an interesting device to use for the sake of teaching facts and discussing facts. If u list things in succession, you don't need to delve into deeper meaning about anything you speak of, which is necessary because there IS no deeper meaning, a fact is a fact. "We hope to have before long, a long board of fact, composed of commisioners of fact, who will force the people to be a people of fact, and of nothing but fact."(6) also, (page 7 main paragraph starting after head breaking questions until the end of the paragraph.) here he lists the subjects in catalog, just as he would list the facts of each subject in catalog, and the facts about the facts in cagtalog, no asking questions, there are no questions to be asked. Catalog, facts, Crap.
ReplyDeleteNames!
ReplyDeleteClark's so right - McChoakumchild is a blatant call-out to the reader. But there are others too...
Coketown- Coke, the industrial carbon product is a superficial label of a purely industrial town.
Gradgrind - This might be a stretch, but, if you take apart his surname, you get "grad" and "grind." This, to me, makes me think of an academic factory that grinds out students (or graduates-->"grads").
Bitzer- well, his name just sounds kind of raw and shallow, much like his regurgitation of facts.
Blackpool- The name itself sounds depressing. His life is depressing. And he dies in a well - a dark pool of water.
Harthouse - his heart is the size of a house, since he seems to chase every woman he can.
Sleary- There couldn't possibly be a better name for someone with a lisp. We get to hear him say "Thleary" over and over again.
The names -- some ridiculous, some profound, some just outwardly funny -- add to the satirical aspects of Dickens' novel in a sort of tongue-in-cheek way that is not so obvious so as to dilute its potency. And it all starts, early in the novel; though it is not limited to chapter two, it is certainly important in that chapter, along with all the others.
ok i was going to talk about the appropriateness of names in this book but austin has already beat me to the punch.
ReplyDeletethere are a few lists that stand out in chapter 2, like the extent of choakumchild's education. there must be a reason why dickens related that list to the fingers on his hands, and i think it's because a person's hands figuratively mold a person's life, just as education does.
the adults keep trying to suppress the children's imaginations - which is arguably the most active part of a child's brain. it makes me wonder why they're trying so hard to do this. maybe it's because gradgrind and his associates had dreams, and their futures weren't what they imagined they would be. it's possible that gradgrind doesn't think that any time should be wasted imagining if it will only lead to disappointment.
Haha I liked Austin's interpretation of the names, even if a few of them might have been a bit far-fetched.
ReplyDeleteI thought the repition of "You don't" --> "You cannot..." was very fascinating. It seemed like he was reading out of a rulebook or some very detailed legal work. This paragraph was very linear and orderly. His logic reminded me of mathematical principles - if not A, then not B, etc.
I also really liked the quote after Dickens describes the dozens of subjects Mr. M'Choakumchild has learned -- "If he had only learnt a little less, how infinitely better he might have taught much more!"
Austin- like the Gradgrind name analysis. And I don't really think you're reading too much into them. We learned with the other books that names are important so I wouldn't think that this one would be any different! I love the idea of Gradgrind as a factory though, churning out kids that are really all the same.
ReplyDeleteTo add on to the whole Fact thing, I really like the irony in that Sissy obviously knows what a horse is, considering that her father works with them and she sees them all the time. Therefore, she would clearly be able to say what a horse was, if given the proper chance to... yet Gradgrind insists on only praising Bitzer's very bookish definition.
I agree with most everything said above, other than the whole why does he call Sissy number 20. This is because he is simply calling her by that because he does not yet know her real name, he isnt objectifying her. He even asked for her name. For anyone who has had Dr. Conlon, she does the same. I was boy with glasses for about a month until she learned my name.
ReplyDeleteI also noticed things mentioned in class such as the irony in horses walking on wallas and Mr. Gradgrind preaching the truth and facts then telling somethign that is a lie or fiction (Sissy Jupe's father's occupation).
Another thing that i noticed was the clear contrast established early on between wonder and fact. I also noticed the stark contrasts in the classroom setting between Bitzer and Sissy. Something else that is interesting, as Josh noted is that the classroom setting is not filled with learning but rather answering yes or no.
This classroom is clearly a microcasm of the industrialization of society.
Something I noticed in chapter 2 of Hard Times is the extensive listing of Mr. McChoakumchild’s credentials. The paragraph is basically one exhausting catalog signifying the overall nature of all of this fact business. Even though a list of credentials would usually serve to bolster someone’s profile this list serves to show Dicken’s point of view of his characters because of its ridiculous length. His opinion is also demonstrated in the characters name and the line that has already been mentioned, "if he had only learnt a little less how infinitely better he might have taught and much more (8)!" (8.)
ReplyDeleteThis chapter, despite being chock-full of literary devices and blah blah blah, is still very short and I really don't have much to say that is new as it relates to all the comments above me, but I guess that's what I get for starting this assignment at 11 o clock. But I digress.
ReplyDeleteAustin, I completely agree with the ideas of the names and what they represent as it relates to their role in the novel, especially Gradgrind, I thought that was especially imaginative.
As it relates to him objectifying Sissy, I can't say i necessarily agree with that. I'd have to say that Russell is right about how he just hasn't learned her name yet and as a man based in fact it is understandable that Gradgrind would refer to the 20th student in the room as number 20.
I think that the entire idea of Gradgrind himself is ironic and paradoxical. This is because everything that he discusses is based in fact, or so he believes. His perception of what is factual is what he conveys to his students as fact, however, his perception is different from all of those around him. Therefor, instead of teaching facts he is actually teaching his perspective on life which is an abstract idea based in personal belief. Just food for thought.
I liked Austin's name analysis. I think Gradgrind's name is extremely fitting of his personality and actions. I never thought of Harthouse's name like that.
ReplyDeleteI liked the irony that while Gradgrind preaches fact in his school, the students actually learn nothing about true facts. They guess at answers and spit back the ones they think he wants to hear. Additionally, when Sissy gives the honest fact that her father works with horses in the ring, Gradgrind manipulates and changes the fact into what he would rather hear.
I thought the contrast between Sissy and Bitzer was also important. They are both in the light, showing a connection between the two but they are also on opposite sides of the classroom. Bitzer is pale and embodies Gradgrind's philosophy while Sissy is darker, innocent and more fanciful.
A lot has already been said so in hopes of not regurgitating anything I think it is more appropriate to respond to what has already been mentioned from my perspective.
ReplyDeleteBy including many of the things like lists of McChoakumchild's credentials it plays to the irony that Dickens wants the reader to see. These facts that Dickens keeps throwing out to the reader in comparison to the characterization that is evident makes us question the subjectivity of fact.