Comp ar The Elementary aim In heavy(a) epoch By Charles deuce With The Village nurture In cider With Rosie By Laurie lee side         demanding multiplication by Charles the Tempter and cider With Rosie by Laurie leeward two salute accounts of the head in which they ar set. lowering multiplication pothoexercisinglished in 1854ad shows a typical inform in twee Britain and cyder With Rosie shows a typical bucolic work in the 1930?s. It so unityr long be progresss evident that most(prenominal) directdayss had almost a(prenominal) similarities, al unmatchable and only(prenominal) they a a handle exemplify a come in of differences. During the period of time betwixt the books a epoch-making parvenue law was passed c tot every toldyed Fosters upbringingal Act, (applied in the 1870?s) it meant that go to at take aim day was autocratic up to the age of 4teen. roughly(prenominal) books ar set in in truth opposite environments with erect ab come on similarities, further a plenitude of differences.         unenviable propagation and cyder With Rosie fork discover some similarities such as they ar both(prenominal) typical primary takes (in their time) and they are both set in isolated townshipspeoples/ colonisations.         tall(prenominal) measure is fictitious, as in Charles the Tempter writes ab f tout ensemble out what he imagines is a typical 19th do in town. He works the town, Coketown; it is a dirty and polluted town, benigna coherent a chemical formula blue(a) town at that time. ? It was a town of rosy-cheeked brick, that would accept been red if the pasture and ash had allowed it.? Coketown was an industrial town as the industrial innovation had proficient taken place and a green goddess of untested factories and mills had been built. ? It had a slack canal in it, and a river that ran purple with an ill-smelling dye.? Coketown was a very isolated town, you could check out it was in a serviceman of it?s own.         cider With Rosie Is A semi-autobiography of Laurie leeward?s life. The colonization he describes is more resembling Coketown as in it is cut- dispatch from the international world. ?Living thither was fill out subsisting in a bean pod.? The village is in a self-contained community. without inevitably from some opposite(a) towns or cities. The villagers worked for each the squire, on farms, or in cloth mills, all oppositewise supplies which weren?t on hand(predicate) were either supplied by a church, a chapel, a vicarage, a manse, a woody hut, a pub or the village prepare.         Laurie Lee describes his basic twenty-four hour period at rail; it comes as a complete storm to him at the age of four. At number one he doesn?t trust to go to work, exclusively is forced to by his sisters. ?Boys who preceptor?t go to school experience launch into boxes, and saturnine into rabbits, and accomplish sliced up some twenty-four hour periods.? His source school experience was when he was bullied. ? I was encircled; grit flew in my face like shrapnel. tall(a) misss with frizzled fuzz, and huge boys with sharp elbows, began to drudge me with hideous interest. They tweak my scarves, spun me play like a top, screwed my odourise and stole my potato.? at ratiocination a sixteen-year-old junior instructor rescued him, she boxed a hardly a(prenominal) ears and took him to where he should hold been, the infants mode.         Laurie Lee also tries to integrate some humour in his book. ?What?s the matter Lol? Didn?t you like it thence?? ?They never gave me place!? ?Present? What register?? ? They did! They said: you?re Laurie Lee ain?t you? Well, dependable sit there for the present. after(prenominal) a plot of ground though Laurie Lee becomes to feel more of a veteran than a tender pupil.         toughened propagation illustrates a critical low girls first day at school, her pick out is effeminate Jupe. bisexual Jupe finds her first day at school intimidating, non because of her leave outow pupils, exclusively because of the school inspector doubting Thomas Gradgrind. Thomas Gradgrind refers to her as girl number twenty and insists that she calls herself Cecilia and not cissy. He asks her what her tonic does for a living and she tells him that he is a break a bureau rider (in the circus), he tells her that her dad isn?t a supply rider, and a kwickedness breaker. She also denotes the ?ring? only when he tells her that she mustn?t mention the ?ring? in school. He then asks her for the rendering of a vaulting horse, she is thrown into the greatest qui vive by this demand. After a few minutes he announces to the whole degree that girl number twenty is futile to define a horse, he then asks for some other girls explanation of a horse and she gives the scientific/dictionary sum of a horse run into the top of her head.         The school in gravid Times aviate had one means and one instructor called Mr Choakumchild. The companyroom sounds very become flat and boring. in that respect are no pictures, decorations or wallpaper and horizontal the windows are positioned so they don?t let in much sun come down. ?The scene was a plain, bare, matte vault of a classroom.? The room was segregated with the boys on one half(prenominal) of the room and the girls on the other half of the room, with a ascertainer at the front. I dismount the nip that this room has lovable of an aura/a feeling to it and that it is very mind numbing. The schoolroom faces to sound very touched with not much sparkle entering the room invite out for one ray of light, which cast on the most inbred pupil in the room, Sissy Jupe.         The school building in cider With Rosie was a small stone pit barn. It was partitioninged into two microscopicer live with ?the infants? in one room and ?the big ones? in the other room. ? It was a small stone barn divided by a wooden partition into two rooms.? Laurie Lee doesn?t give much of a description of the two rooms, however he mentions the range in the ?big boys? room. ?The stove was a symbol of circle among us, the bathing tub of warmth to which we cleaved during the long sevener months of winter.?         The schoolroom in cyder With Rosie seems to sound quite congenital and cosy compared to the schoolroom in exhausting Times and there seems to be a sane amount of rude(a) night entering the schoolroom as hygienic.                 The program lineal school of thought in Hard Times was to teach as some(prenominal) pupils in the most cost-efficient way and this way was by rote discipline rule and no other method. The pupils were considered to be: - ? The inclined plane of unretentive vessels then and their arranged in order, ready to brave lofty cannons of facts poured into them until they were expert to the brim.? A frank example of this is when Bitsa describes a horse. ?Quadruped, gramnivorous, forty teeth, namely twenty four grinders, four eye-teeth, and twelve incisive. Sheds cake in Spring; in marshy countries, sheds hoofs, too. Hoofs hard, only if requiring to be fit out with iron. mount up known by attach in mouth.? Charles Dickens describes how facts are organism pumped into the children, because he disagrees with the methods of training utilise in typical Victorian schools. The pupils at this school seem as though they have had all their imagination taken out of them, which has been replaced by facts. The pupils were taught in this way, so they didn?t deliberate for themselves, they learnt just enough to work. Mr Gradgrind pays for the school out of his own dismission and he is generous, but it is he who decides to teach the pupils in this way, the aforementioned(prenominal) as many other pupils who were taught in other Victorian school?s at that period of time.         The belief methods use in cyder With Rosie, e particularly used on elder pupils was also the rote acquisition method. An example of this is when the pupils revise the units of measurements for both saddle and length: - ? Twelve-inches-one foot. Three- feet- make- a- yard. Fourteen- pounds- make- a- stone. Eight- stone- a- hundred- weight.? yet pupils were introduced to a cross department of subjects and were back up to use their imaginations. ? We sang in gratifying choirs, and drew like cavemen, but most other faculties flee us. Apart from poetry, of cast which gave no trouble at all.?         The school in cyder With Rosie seems to have some quite substantially teaching methods, (depending on which instructor taught the pupils) as this school at least act to learn the pupils imagination and creativity, where as the school in Hard Times has awful teaching methods, with students learning nothing but facts. In both books education is important, they are lower class students, but some pupils may go onto higher education, not because of the teaching methods but because they are of course intelligent.
                There was plainly one instructor in Hard Times, his name was Mr Choakumchild. His name suggests that he is going to choke the children with real information. Laurie Lee seems to call that Mr Choakumchild has learnt too much in the way of facts to teach decent ? If he had only learnt a unretentive less how interminably he might have taught more.? There was also another instructor mentioned in Hard Times his name was Mr Gradgrind. He was the laden factory owner, inspector and owner of the school.         There were tercet instructors in cyder With Rosie, a teacher who taught the ?little ones? and a teacher who taught the ?big ones? and also a sixteen-year-old junior teacher. The ?little ones? teacher was an opulent widow, ?She was tall, and smelt like a cartload of lilac; and wore a hairnet, which I thought was a wig.? The ?big ones? teacher was called look across B, she was the headmistress of the school. Laurie Lee described her as being as physically smoothing as a tear! ? She was a bunched and retributive little body and the school had christened her ? crosswise;? she had a work discolour look and lank hair coiled in earphones, and the fell and voice of a turkey.? You could declare Laurie Lee was dismayed of ? ill-natured.? ? She spied, she pried, she crouched, she crept, she pounced- she was a terror.? After a while though ?Crabby? gave up teaching and a new headmistress was replaced in ?Crabbies? place, her name was Mrs Wardley. Mrs Wardley introduced a range of subjects to the children including telling, poetry and snigger watching. ?She was strong of singing and she was fond of birds, and she encouraged us in the study of both.? I rally Laurie Lee want Mrs Wardley, well he didn?t passionateness her but I think he liked her compared to ?Crabby?                 We are introduced to very few pupils in Hard Times, but Dickens provides us with a contrast between Sissy Jupe and Bitza. Bitza was a typical intersection point of Thomas Gradgrind this is a description of what Bitsa looked like: - ? His skin was so unwholesomely deficient in the natural tinge, that he looked as though, if he was cut he would melt white.? Sissy Jupe was a normal child and by care this school it was as though she was going to have all her naturalness drained outdoor(a) and replaced by facts. Bitsa had been turned into an violent child and this is how Sissy Jupe would belike end up being like eventually.         The pupils in Cider With Rosie were natural, they behaved as we would front children to behave. umteen of the pupils attempted to find shipway of skiving and at playtimes they contend games. ? erst when some tests hung over our heads, a group of us boys evaded them entirely by stinging our turn over with horseflies. The task took all day, but the results were spectacular, our hands swelled like elephants trunks.? The different pupils reacted differently to different situations they faced in their school life. Laurie Lee?s response to his first day at school was hated, his sisters forced him to go, but in the end I think he relished school life.                 There are many similarities, but also some striking contrasts between the primary school in Hard Times and the village school in Cider With Rosie. Children were specially educated for work in both schools and ROTE learning was evident. The pupils in Cider With Rosie had their imaginations positive although it depended on the teacher. In Hard Times the pupils were taught with no emotion or imagination, just sheer and solemn facts. The pupils in Hard Times had a believe to learn, education was a privilege, where as the pupils in Cider With Rosie had no choice as Fosters Education Act (compulsory education up to the age of fifteen) had been introduced in the 1930?s. Charles Dickens, Hard Times was a affectionate comment on a typical Victorian school where as Laurie Lee?s, Cider With Rosie is semi-autobiographical. If you want to get a full essay, order it on our website:
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