Hard Times

In Charles Dickens’s Hard Times, we are exposed to several themes: education, wealth, women and femininity, morality and ethics, etc. Of these themes, the first one we notice is education. In the first paragraph of the first book, we are presented with Mr. Gradgrind’s opinion of how education should be structured: “Teach these boys and girls nothing but Facts” …and he continues… “Plant nothing else, and root out everything else.” Mr. Gradgrind speaks metaphorically using nature. The educational structure Mr. Gradgrind speaks of is exactly what his model is hoping to avoid. In using this educational structure, there is no room for creativity, therefore, this structure can be considered conformist.  

Dickens’s use of the nature metaphor appears as a faint theme throughout the novel. The title of each book – Sowing, Reaping, and Garnering – suggest an interesting sub textual meaning. The first chapter, Sowing, is meant to inform the reader of Dickens’s emphasis on the education structure. Typically, when a farmer (or whomever) is sowing something, they’re doing one of two things: 1) planting seeds by scattering them or 2) creating something. Mr. Gradgrind doesn’t necessarily “plant” as much as he dictates. In an abstract sense, planting (to me) suggests the object grows freely whereas a dictator controls the rate at which the plant grows. In the first book, Mr. Gradgrind assumes the identity of someone wanting to control things (hence the headmaster). Nowadays, his name refers to one that is concerned only with facts and numbers. This suggests Gradgrind is a well-grounded man in terms of morals. He learns that if students aren’t taught morality that they won’t learn it. Though a simple concept, it’s evident in the book that those that have excelled in his educational program end up making bad choices either by betraying him or disappointing him in some way or another. For example, Lousia gets involved in a terrible marriage and Tom steals things and blames others for his actions. 

Though I haven’t entirely finished the second and third book, I shall provide a few comments about their names. The second chapter, titled Reaping, traditionally means to cut or gather. This rather blunt meaning denotes Mr. Gradgrind’s attitude toward education: only harvest ripe crops, don’t take those that aren’t perfectly ready. In Gradgrind’s education ideology, he wants students to only know the facts. Essentially, facts are the core to education. Without knowledge of specifics, students have a hard time forming an opinion on the subject. So, Gradgrind pushes for students to know facts so they they’ll be ready to be taken out of the classroom and into the real world. The final chapter, Garnering, is a word used to gather or collect something, especially information for approval. This third book relates back with Gradgrind’s theory of education in that he rethinks his theory after Louisa’s emotional breakdown. So, in theory, I think Gradgrind is considering changing his theory of education.

I think that in relation to the theme of education, this text serves as valuable source to analyze in order to find out more about the educational system of the time.

WebBlog #4 BARTLEBY

Throughout this course, I have gained a lot of profound and essentially several different aspects of British American Literature. As we focus solely on Bartley: Herman Melville we begin to notice a few things about the character. This particular chapter starts off by stating, " I am a rather elder man. The nature of my avocations for the last thirty years has brought me into more than ordinary contact with what would seem an interesting and somewhat singular set of men" (18). Once we attempt to break this quote down, we realize that Bartleby was trying to show and persuade his audience that he believe he stands out and is essentially different from other men. He also tells his readers that he has a high level of maturity because be puts an emphasis on his age. He wants to assure the fact that he includes elder. For most, we relate age with wisdom and wisdom, in a sense shows your maturity.

Later, we are also able to grasp the fact behind Bartleby consistent laziness. When Bartleby was first employed, we learned that he is a hard worker, but then his work ethics and lack of motivation begins to take its turn. Each time he is asked to do a task, or help with a particular document, he takes no part in assisting help. He begins to show his readers that he see's himself as less important or a sense of depression. As the story moves forward, we then realize the main attribute that ignites this depression. Previously,
 Bartleby occupation was working in the Dead Letter office, which essentially outlines his depression. Most individuals would REFUSE to work in that branch of work. Mostly because in a sense, you are doing a job that is "illegal" in a sense.

After a while, we soon realize Bartleby lifestyle beginning to take a negative turn and spirals down. After "ditching" work for a few days, Melville returns back into his life to catch up, and we realize Bartleby is now in prison at The Tombs.

Furthermore, today while in class, me and my group discussed several distinctions that were made from the author Melville, and the ways in which Poe describes a certain scene. As we look further into Bartleby, we realized that the author believed that he should stress the importance of Bartley keeping quite about the business he has been invested in; which was being employed at the Dead Letter Office. But, if we go into a visual representation of this story, Poe changes the importance of the story line. Barleby was no longer "embarrassed" about working at the Dead Letter Office, he admits to this with no problem. The difference in this aspect changes the interpretation of the novel because the main source of the story line has changed.

Weblog #3: Frankenstein Reloaded

The more my group and I discussed Frankenstein, the more interested we became in the idea of hubris and how it persists in modern pop culture. Our society is obsessed with the idea of playing God. Stories like I, Robot, Battlestar Galactica, The Matrix, and so many more are based off of the idea of man creating life in his own image, only to have that life betray him. These plots echo that of Mary Shelley's masterpiece in a certain way.

The only way that I could think to do justice to this topic was to write a short sequel to the original novel. This story was in part inspired by the in-class discussion today.

Frankenstein Reloaded: Captain Victor, Space Cowboy
by Caleb Palmquist

Victor exhaled for the last time, allowing the sweet release of death to take him into the beyond. He would never catch up with the monster, but at least it was over. That's what he thought, at least.

Victor bolted upright, gasping for breath. He was covered in a pink goo, which he began to claw at furiously. He was totally naked.  The air was cold and damp.

"Hello Victor. Welcome home," said a strangely familiar voice. Victor turned to see himself kneeling next to the pod that he had woken up in. The other Victor was smiling, and offered his hand toward the first Victor. How could this be? Is this what heaven looks like?

"This isn't heaven, Victor. You are on board a Cylon resurrection ship."

"What is a Cylon? I don't understand."

"Just take my hand."

And he did. And then he understood everything. But Victor didn't want to be part of an evil armada bent on the destruction of the human race, so he escaped, stole a cargo ship, and hauled ass back to Earth. When he got there he picked up the monster just before he died in the ice. They both apologized to each other and promised never to fight again. From that day on they explored the stars, robbing from the rich and spending the money they stole frivolously. Victor used Cylon technology to create a gross monster Cylon so the monster could have a mate. All was well in the Universe.

The end.

Oh and also in the very end Victor was being a brat so the monster and his new robot wife ate him. And they were too far away from a resurrection ship or some other convenient sci-fi excuse, so Victor couldn't be resurrected and was dead forever. And that's how Frankenstein's monster became a sweet cannibal space pirate/ terror of the skies.

Web-Blog #2

As we continue to study 19th century Britain/American literature, we are starting to get a clear picture of how some of the authors depict "heroes." In one reading, "The life and adventures of Joaquin Murieta, the Celebrated bandit," we struggle to find the obvious hero characteristics that are seen throughout the other stories. At first, I did not think Joaquin had any hero characteristics. I had the thought that  if someone was beaten and witnessed his significant other getting raped, they would fight that battle with kindness and not stoop to their level. I felt the best way to respond was to get up, dust yourself off and keep doing what you're doing--give them no satisfaction of seeing you down.

As I started to discuss the story with my group members, they strongly believed that he had some characteristics of a hero. The determination it takes to take matters into his own hands and threaten the people who he was threatened by doesn't exactly show how a modern day hero would act, but in this setting, others found that to be inspiring. They found that showing no fear and not letting them win was inspiring. I find it interesting that others can see characteristics that i did not originally see and think of that completely changed my mind on what I thought a hero was. I definitely see some of the hero characteristics that my peers were talking about. Instead of giving in and thinking that he was less than, he decided to stand up for himself and not take anything from anyone.


Speaking of "heros," the conversation/presentation on Robin Hood was interesting because of the different perspectives of different classes had of him. The fact that both sides of the spectrum, the rich and poor, used him for different reasons. The British used him as an example to showcase the weakness in their justice system and that they needed to build British nationalism among the nation. The lower class enjoyed telling stories and embracing Robin Hood and what he stood for. Robin Hood is the epitome of what it means to be the opponent of the establishment (Seal, Graham). It makes you think about what you depict as a hero. What characteristics do we value in the ideal hero? We grow up thinking that the ideal hero is strong, tough and has super power heroes. The idea of what a hero is, is evolving and changing. It comes back to the different perspectives of others that I encountered through my group members. People see and admire different values and beliefs and that in tale, changes peoples heroes.

According to "Outlaw Heroes in Mything and History," by Graham Sea, it tells us that the concept of an outlaw hero is something that has been around as Roman Empires stood. Some people view the Gladiator of that time as heroes and something to value. Those heroes themselves had heroes of their own.