EDUCATIONAL SYSTEM IN HARD TIMES

THEME OF EDUCATION IN HARD TIMES

1.     UTILITARIAN PHILOSOPHY – Dickens in his novel Hard Times has reflected the issue of imagination in the education system of the contemporary Victorian England. Through the character of Thomas Gradgrind, the author has hurled a sharp criticism at the ‘Utilitarian’ philosophy of Jeremy Bentham and J. S. Mill. Bentham’s declaration – ‘the greatest good of the greatest number’ – is proved by Dickens as nothing but a narrow-hearted, pleasurist system of philosophy. M’Choakumchild’s question to Sissy about the average quality of development of a country even if a small number of people would die starving, bears a poignant testimony to the inhumanity of the ‘moral arithmetic’ of Bentham and Mill. However Sissy’s character is formulated as a mouthpiece of Dickens himself. Her ‘stupid’ reply is replete with humanitarian dimensions – “… it must be just as hard upon those who were starved, whether the others were a million, or a million million.”

2.     SCHOOL OF FACTS – Mr Gradgrind’s school of ‘Facts’ proves no doubt as a grand failure. His rigorous attitude towards any advances of fancy or imagination renders him more unaccommodating. His reaction at Louisa and Tom stealthily peeking at the circus of Sleary shocks as well as hurts Louisa. The house of Mr Gradgrind has also been appropriately named as Stone Lodge. It reminds us of the stony castle of the selfish giant. The phrase ‘eminently practical’ once again is a retort to ‘practical’ approach of Utilitarian concept. This concept has been propounded in the eighteenth century, the so called ‘age of prose and reason’ by Matthew Arnold. But Dickens has laid bare the shortcomings hidden within the then fact-oriented learning system. The fact-ridden process of education could produce some inhuman bankers, merchants and industrialists, like Bounderby.

3.     PRODUCTS – All the products of such an education system, like Tom, Louisa, Bitzer, become mechanical and apathetic. Tom, frequently called ‘the Whelp’ by Harthouse, turns out to be a narrow-minded, villainous robber. He is a coward and irresponsible – an unsympathetic scoundrel. He has not hesitated to use his own sister, Louisa and then Stephen Blackpool for his own material gain. Even Bitzer, one who once correctly defined ‘horse’, cannot define the value of humanity in life. He was ready to reveal Tom as the thief only to gain Bounderby’s favour. Louisa’s desperate interrogation to her father – “Where are the graces of my soul? Where are the sentiments of my heart?” is the most poignant moment soaked with pity and helplessness in the entire novel. Her deeply pathetic but bold statement – “I curse the hour in which I was born to such a destiny” – imports the total disillusionment to her father regarding the fall of his Fact education.

4.     SISSY – On the other hand, the significance of fancy has been stressed by the character of Cecilia Jupe. Surrounded by the imaginative atmosphere of circus, she learns the fondling of fancy. Even the name of Sleary’s circus – “Pegasus’ Arms” – bears mythological allusion to the imaginative, winged horse, Pegasus. She is full of imagination and sentiments like a normal human being. Naturally, her indulgence towards fancy clashes with the fact-loving system. She could not save Louisa from the monstrous grip of Bounderby. But under her influence, the younger ones – Jane, Adam Smith and Malthus – come to learn the values of humanity, sentiments and imagination. Even the episode when the distraught Louisa falls before Sissy bears a symbolic connotation of Factual learning falling short and defeated before Fanciful freedom of learning.

5.     EDUCATION OF LIFE – Again, by the names of the siblings, Dickens tries to manifest the factual mindset of Gradgrind. However, Hard Times also presents a subversive study of the contemporary society at large. Through the character of Rachael and Stephen, Dickens emphasizes that humanity, kindness and moral values are independent of education. The Dickensian concept of ‘gentleman’, as echoed in the contrast between the educated Pip and ignorant Joe, in Great Expectations, is also touched in this novel. Dickens has learnt mostly from the real experiences of his turbulent life. This is explicit in all of his novels where education of life remains superior to bookish knowledge.

BY DIPANJAN KUNDU