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Repetition of ‘no little grandgrind’ to begin each sentence in the paragraph made solely of a syndetic list, could be used in this form to highlight the amount of factors that indicate the children’s neglection of what today’s children will experience, simply like a nursery rhyme or farm animal noises. Dickens refers to cows as ‘celebrities’ which expresses how popular they should be to children, exaggerates the contrast of the Grandgrind children  to the average children of society, like Sissy.

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Repetition of ‘no little grandgrind’ to begin each sentence 

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Repetition of ‘no little grandgrind’ to begin each sentence 

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lacking physical sensation, or completely lacking sense or reason

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Definition: After a short time

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'the red-brick castle of the giant Bounderby.'

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'the red-brick castle of the giant Bounderby.'

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The revealing description of Bounderby's house as a 'castle' highlights the view of him as a superior. This imagery incites connotations of wealth and protection. Equally, this may reflect Stephen's current perspective, emphasising his fear and dread upon this site. The 'castle', like Mr Bounderby, is an obstacle in Stephen's way, as is it authoritative and protruding.

The adjective of 'giant' is crafted to present Bounderby as an immense and huge figure, perhaps guarding his stronghold, his house.

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Definition: lack of reverence, sinful

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"No, Loo; I wouldn't hurt you."

Foreshadows future events quite sadly. This is the two Gradgrinds at, perhaps, their most innocent and most united. Childhood and sibling relationships are so prevalent and so positive here that it's deterioration makes it that much harsher.

Louisa sounds very hesitant and dependent towards Tom; her question, as well, as reinforcing her natural inquisitive nature, also highlights her self-confidence and the lack of certainty within a relationship as simple as siblings mirrors the low self-esteem of Celie's.

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'No little Gradgrind had ever seen a face in the moon...No little Gradgrind had ever learnt the silly jingle, Twinkle, twinkle, little star'

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'No little Gradgrind had ever seen a face in the moon...No little Gradgrind had ever learnt the silly jingle, Twinkle, twinkle, little star'

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This highlights the fact that Mr. Grandgrind brought his kids up to learn and go to school, but they were not allowed to enjoy themselves or understand the concept of fun. This also helps us analyse the fact that even children rhymes are fun, even if we learn them but the kids were never allowed to try this. It also suggests that he almost brainwashes the kids in a way that they start to think learning and school is the most important thing in life, rather than enjoying themselves and experiencing life how it should be.

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"He sunk into a chair and moved but once all that night. It was to throw a covering over her, as if his hands were not enough to hide her, even the darkness."

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"He sunk into a chair and moved but once all that night. It was to throw a covering over her, as if his hands were not enough to hide her, even the darkness."

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Clever use of imagery on Dickens' part, as Stephen cares for Rachael deeply, and so would do anything to see her protected. The darkness symbolism is quite effective, as with Stephen hiding her under the cover shows his unending benignity toward Rachael.

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'He intended every child in it to be a model - just as the young Gradgrinds were all models.' THOMAS ZHENG

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'He intended every child in it to be a model - just as the young Gradgrinds were all models.' THOMAS ZHENG

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This is significant because it highlights the uptight personality and strict mentality of Mr. Gradgrind. He wants every student to be brainwashed to become of one mindset, completely void of creativity and educated in only objective, factual information. Students will learn sciences, humanities and languages, but not music, theatre, or art. They will not learn to express themselves or develop in humanistic fashions. He uses his own children as a template for what he believes to be of righteousness.

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Mrs Sparsit repetitively calls Louisa 'Miss Gradgrind' rather than Mrs Bounderby . which led her to become confused. she says to Louisa that it 'seemed so natural to say Miss Gradgrind' , 

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Mrs Sparsit repetitively calls Louisa 'Miss Gradgrind' rather than Mrs Bounderby . which led her to become confused. she says to Louisa that it 'seemed so natural to say Miss Gradgrind' , 

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the fact that Mrs Sparsit thought this situation felt right to say Miss Grandgrind may reflect her true opinions on this situation - as if something was wrong within Mr. Bounderby and Louisa. Which could link to how many people were mostly always forced into marriage they didn't particularly want to be in.

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"The white night-cap, embellished with two peacock's feathers and a pigtail bolt upright, in which Signor Jupe had that very afternoon enlivened the varied performances with his chaste Shakespearian quips and retorts.."

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"The white night-cap, embellished with two peacock's feathers and a pigtail bolt upright, in which Signor Jupe had that very afternoon enlivened the varied performances with his chaste Shakespearian quips and retorts.."

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Dickens continues to present and reinforce character's personalities through their physical and material presentation. The vivid complexity and vibrant detail of the night-cap reflects Signor Jupe's elaborate and creative character, further shown through his loud and garish performance and entertainment. The richly fancy character of Signor Jupe is reflected in Sissy - she too shares these qualities making her stand out from the otherwise plain and dull children.

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'When the Devil goeth about like a roaring lion, he goeth about in a shape... he is smoothed and varnished, according to the mode...he is aweary of vice...he is the very Devil'

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'When the Devil goeth about like a roaring lion, he goeth about in a shape... he is smoothed and varnished, according to the mode...he is aweary of vice...he is the very Devil'

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Dickens is likening Tom Gradgrind to the Devil as Mr Harthouse is told of all of his wrongdoing and vices. Dickens uses the metaphor that Tom may be 'smoothed and varnished' but he is still the devil and an immoral person for manipulating Louisa for money. It could be argued that Tom is the representation of the devil but in the modern Victorian 'shape' of a well educated man which is in complete juxtaposition to Stephen Blackpool who is a genuinely hard-working man with morals and a good nature yet he is often ill-treated in contrast to Tom who is presented as lazy and idle.

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Mr Bounderby enters the novel in Chapter 4 and is first described as "A big loud man with a stare and  metallic laugh" this shows that Bounderby is not a pleasant man and not someone good to be around. He is also described as "a man with a great puffed head" this is a caricature effect as it is an exaggerated description of him.

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The noun “facts” proves that Gradgrind, along with other major adult characters such as Bonderby, do not care for current affairs, emotions etc; they only care about the hardcore facts that will get one through life, into jobs etc. As Louisa says later, she is not taught “how to feel” - it is like they are purposefully being raised not to feel so they will not be weak (especially Louisa - women)
In The Color Purple, however, education is presented and looked upon differently. Again the idea of  limited education is explored, especially as Celie is prevented from going to school. However, education is done differently and cared about more. According to Celie, Nettie is “a good teacher” and the noun “teacher” is interesting here; Nettie is trying to educate Celie on current affairs and what is going on in the world. Unlike Gradgrind in Hard Times, she is not teaching facts and her teaching is more emotional; she wants to help Celie escape with worldly knowledge, not “the definition of a horse”. Education is presented very differently in both novels.

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"Louisa asked these questions with a strong, wild, wandering interest peculiar to her, an interest gone astray like a banished creature, hiding in solitary places."

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"Louisa asked these questions with a strong, wild, wandering interest peculiar to her, an interest gone astray like a banished creature, hiding in solitary places."

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Dickens' description here is quite vivid and detailed, showing how Louisa is treading on "new ground" here, and that she has never asked these sort of questions before. The use of the personification of a "banished creature" mirrors how she would likewise be banished if her father knew of what she was doing.

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"Taking childhood captive, and dragging it into gloomy statistical dens by the hair

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"Taking childhood captive, and dragging it into gloomy statistical dens by the hair

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metaphor- "Taking childhood captive" as if childhood is a person is being taken away- locked up, never to see the outside world again- this reflects what is happening to the children at the school as their childhood instead of being filled with fun etc it is being filled with facts, facts and more facts as the children in 'Hard Times' are only supposed to know facts and to spend their days studying endlessly- this is portrayed when Gradgrind finds Louisa and Thomas peeping in at the circus " 'In the name of what wonder, idleness, and folly!' said Mr Gradgrind, leading each away by a hand; 'what do you do here?' " shows the shock Gradgrind has by the use of exclamatory and interrogative sentences

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Louisa asks her father, “shall I marry him?” in reference to Mr Bounderby

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Louisa asks her father, “shall I marry him?” in reference to Mr Bounderby

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The modal verb “shall” implies that Louisa is seeking her father's advice on what she should do. The fact that she even has to ask proves that she doesn’t really have any freedom of choice in the matter - really, she has to do what her father tells her. “Shall” is a more uncertain modal verb, and this presents the idea that even though Louisa knows she has to marry Mr Bounderby, she does not want to; the question almost seems to search for a way to get out of it; she seems hopeful that she will be told she does not have to.

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Mr Bounderby is described as "A man with a great puffed head and forehead, swelled veins in his temples, and such a strained skin to his face that it seemed to hold his eyes open." and "inflated like a balloon" - Dickens uses the caricature effect to emphasis Bounderby's appearance and egoistic character.

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This quote could of been separated into a one line paragraph to slow down the tone, can be used to create an emphasised dramatic atmosphere. This way Dickens can evoke suspense and and a sense of insecurity to his writing

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"Thomas Gradgrind. With a rule and a pair of scales, and the multiplication table always in his pocket, sir, ready to weigh and measure any parcel of human nature."

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"Thomas Gradgrind. With a rule and a pair of scales, and the multiplication table always in his pocket, sir, ready to weigh and measure any parcel of human nature."

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Reduces human nature down to numbers and facts, emphasises Thomas's cold personality. "sir" connotes formality

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Louisa tells Sissy that she is “pleasanter to yourself, than I am to myself” and Sissy’s reply is that “I am - O so stupid!” - Sissy is a foil to Louisa, and they both represent the two different opposing sides in the novel; that of the facts Gradgrind wishes to teach, and the emotion he wishes to abolish. Louisa describes Sissy as “pleasant”, and this adjective implies that Sissy, whilst she may not be able to define a horse, she is generally a loving, caring person. We can infer that Louisa strives to be like this, which is extremely interesting considering her upbringing. Sissy on the other hand describes herself as “stupid” and this is hard hitting and emotional; although Sissy has all these wonderful qualities that Louisa wishes she had, due to shaping of society and pressure from Gradgrind and others, Sissy still feels invalidated by her lack of intelligence - she feels worthless as she does not have the intelligence society dictates she must have.

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The answer given from Bitzer is in very short bursts of pronounced knowledge, nearly as if he is barking out his answers like a dog. This almost suggests a sense of ownership, as if the teachers are owners over Bitzer and the children being their pets. Even the name of ‘Bitzer’ displays an animalistic quality.

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You could post a quotation and label an interesting element of language, structure or FORM:

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You could post a quotation and label an interesting element of language, structure or FORM:

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'Mr. M’Choakumchild':
Amusing creation of character through which the proper noun which has been devised reflects the function of the character. This is comical play on the idea of 'nominative determinism' .

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You might want to comment on the connection you could draw between a character or situation in 'Hard Times' and another in 'The Color Purple'

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You might want to comment on the connection you could draw between a character or situation in 'Hard Times' and another in 'The Color Purple'

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What links could be made between the character Mrs Sparsit and the socio-economic context of the novel?
Mrs Sparsit represents the snobbery of the aristocratic classes. She is not a sympathetically portrayed character.