Effects of Free Speech on Children

Effects of Free Speech on Children The development of media for the last 50 years has allowed people to explore and discuss lots of concerned problems in the society but they are not always having the chance to freely speak up whatever they want to say or search for a particular topic due to censorship from the government. Since then, freedom of expression has been a controversial issue in many countries all over the world. While in Western nations, citizens have more access to freedom of expression, people in communist countries such as Vietnam and China are limited to express their ideas to certain extend. Some commentators have argued that free speech can bring upon detrimental effects on children, facilitate hate crimes, and anti-government groups to spread. It is the contention of this essay that It is a human right for people to have freedom of speech through the media without having any fear or being interfered by any forces. This essay will discuss the following aspects of free speech on media, the Internet in particular, as effects on childrens awareness, humans minds and democracy. It is a point of dispute between free speech through media and effects caused on children. It is often the case that children are exposed to adverse influences on the media through what they believe as freedom of expression. Reinhard (2004, p.170) contends that a person can still legally express his beliefs, ideas through films or music despite their viciousness and degradation, which brings up the moral issue on the media especially when children start to commit flagitious crimes. According to Bushman and Huesmann (2005, p. 351), violence on the media is most likely to increase aggressive behaviour in children, as well as, create long-term effects on children. Nevertheless, these arguments are not convincing enough. Freedom of expression through the use of media can hardly bring detrimental results such as violent behavior to children and it is, in fact, a positive influence for the development of children. A research conducted by researchers from Massachusetts General Hospital led Dr. Cheryl Olson (Beresin Schlozman 2012) proves there is no definite relationship between media violence and aggressive behaviour in children. Samenow (2012) asserts that it is the personality that leads to violence not the media. Moreover, freedom of expression is able to enhance their confidence and awareness of their right. An article on Safely Connect (Magid 2014) demonstrates that despite the risks of social media, some teachers embolden students to use it to express themselves freely and widen their horizons by exchanging learning resources with others. Having access to freedom of expression allows them to speak up their mind and, thus, address important issues and unfairness in society despite their age. In brief, practicing freedom of speech on social media beneficially affects children as it raises their confidence and awareness that their voice matters. There have been several debates on whether or not freedom of speech broadens peoples minds. It has been argued that free speech makes them more small-minded and hateful. It could be asserted that the fact that cyber-libertarians object to censorship online can help extremists to spread hate on the media (Banks 2010, p. 2). Furthermore, in the 2012 Digital Terror and Hate Report by Simon Wiesenthal Center (cited in Ring 2013, pp.1-2) about 15,000 hate sites based on race, ethnicity and sexual preference are currently active. Even though some believe that these hateful speeches are parts of freedom of expression, there has been a stronger argument by Leets (2001, p. 312) that depend on certain rules and standards, hate sites such as white supremacist websites may not be protected by the First Amendment. In addition, freedom of expression can significantly help to widen humans minds. It is undeniable that without freedom of speech human would never have been able to acquire knowledge to create a more civilized and intellectually developed world. Pinker (2015) demonstrates that by practicing free speech, human beings start to question the nature of reality and test their ideas to come up with the truth. The power of media supports this idea by allowing its users to exchange ideas and knowledge on a global scale. There is evidence that at least 4.66 billion web pages existed in mid-March 2016 while this figure is only approximately 1 billion in 2014 (Pappas 2016). This indicates how frequently people are interacting with the Internet everyday practicing free speech to broaden their horizons. Overall, social media opens up peoples knowledge and perspective by allowing them to have free speech to exchange ideas or question the reality. It is also a matter of debate between free speech on media and political movements. One argument is that freedom of expression is a tool for political reactionaries to spread and develop against the government. According to VOV (2016), a group of Vietnamese people living in exile attempt to promote sinister activities to get rid of the current Communist leadership in Vietnam. They spread false rumours about the government to bring out the anger and frustration of the local, which results in potential protests against the government based on false information. Besides, there are also evidences about ISIS recruiting its new members with the aid of the Internet (Koerner 2016). On the other hand, this argument is tenuous at best because there is strong evidence from Menn and Volz (2016) showing that in reality these types of contents are often removed on social media such as Facebook. One supporting argument for this contention is that free speech mainly results in support for democracy and fight against dictatorship (Pinker 2015). The common oil of great and resilient democracies is the free flow of debate, the proposition and contest of ideas, both good and bad, from all and by all (The Age 2015). It is further explained by Thierer (2011) that the Internet creates more opportunities for people in the Digital Age to be heard. A further contributing proof from Brooke (2012) is that the Internet users in Russia challenge their government for democracy by starting an information war and eventually, they won. Parker (2014) advocates that in the protest for democracy in Hong Kong, social media did play an extremely important role as a tool for people in Mainland China and all over the world to show their support for Hong Kong citizens. In general, freedom of speech on the media has made significant impacts on the advancement of democracy in the twenty-first century. In conclusion, taking into consideration the advantages of free speech, freedom of expression improves childrens progress in confidence and social awareness, facilitates humans to broaden their minds and knowledge, as well as, supports democracy movement in society. Thus, it is crucial for people to express whatever opinions they have without being interfered or threatened. Free speech should be applied on an appropriate scale that is pointing out the faults in the society without involving any crimes. Bibliography Banks, J 2010, Regulating hate speech online, International Review of Law, Computers Technology, vol. 24, no. 3, pp. 233-239. Beresin, E Schlozman, S 2012, Violent Video Games and Movies Causing Violent Behavior, Psychology Today, viewed March 7, 2017, https://www.psychologytoday.com/blog/inside-out-outside-in/201212/violent-video-games-and-movies-causing-violent-behavior>. Brooke, J 2014, Internet Opens Russia for Democracy Movement, VOA, viewed March 7, 2017, http://www.voanews.com/a/internet-opens-russia-for-democracy-movement-138042478/151111.html>. Bushman, B Huesmann, L 2006, Short-term and Long-term Effects of Violent Media on Aggression in Children and Adults, Archives of Pediatrics Adolescent Medicine, vol. 160, no. 4, pp. 348-352, https://jamanetwork.com/journals/jamapediatrics/fullarticle/10.1001/archpedi.160.4.348>. Democracy thrives on free speech, The Age, viewed March 7, 2017, http://www.theage.com.au/comment/the-age-editorial/democracy-thrives-on-free-speech-20150113-12nfpj.html>. Koerner, B 2016, Why ISIS Is Winning the Social Media War-And How to Fight Back, WIRED, viewed March 7, 2017, https://www.wired.com/2016/03/isis-winning-social-media-war-heres-beat/>. Leets, L 2001, Responses to Internet Hate Sites: Is Speech Too Free in Cyberspace?, Communication Law and Policy, vol. 6, no. 2, pp. 287-317. Magid, L 2014, Protecting children online needs to allow for their right to free speech, ConnectSafely, viewed March 7, 2017, http://www.connectsafely.org/protecting-children-online-needs-to-allow-for-their-right-to-free-speech/>. Menn, J Volz, D 2016, Facebook And Google Have New Weapons In Place To Block Extremist Videos, The Huffington Post, viewed March 7, 2017, http://www.huffingtonpost.com/entry/facebook-isis-videos_us_577128a2e4b017b379f66ed6>. Parker, E 2014, Social Media and the Hong Kong Protests, The New Yorker, viewed March 7, 2017, http://www.newyorker.com/tech/elements/social-media-hong-kong-protests>. Pinker, S 2015, Why free speech is fundamental The Boston Globe, BostonGlobe.com, viewed March 7, 2017, https://www.bostonglobe.com/opinion/2015/01/26/why-free-speech-fundamental/aaAWVYFscrhFCC4ye9FVjN/story.html>. Reinhard, C 2004, The Ethics of Censorship: Should Governments Cover Our Childrens Eyes?, in At the Edge of Information Changing Ethical Dilemmas, Ethica Publishing, Leeds, pp. 164-172. http://www.ethicapublishing.com/6CH11.htm>. Ring, CE, 2013. Hate Speech in Social Media: An Exploration of the Problem and Its Proposed Solutions. PhD. Boulder: University of Colorado. Samenow, SE 2012, Watching Violence in the Media Does Not Cause Crime, Psychology Today, viewed March 7, 2017, https://www.psychologytoday.com/blog/inside-the-criminal-mind/201202/watching-violence-in-the-media-does-not-cause-crime>. Thierer, A 2011, The Internet Isnt Killing Our Culture Or Democracy, Forbes.com, viewed March 7, 2017, https://www.forbes.com/sites/adamthierer/2011/06/05/the-internet-isnt-killing-our-culture-of-democracy>. Viet Tan: terrorist and reactionary nature 2016, VOV VOV Online Newspaper, viewed March 7, 2017, http://english.vov.vn/politics/viet-tan-terrorist-and-reactionary-nature-320205.vov>.

Abbey, And His Fear Of Progress Essay examples -- essays research pape

Abbey, and His Fear of Progress Edward Abbey The day that the gray jeep with the U.S. Government decal and "Bureau of Public Roads" on it, Edward Abbey knew that progress had arrived. He had foreseen it, watching other parks like his, fall in the face of progress. He knew that hordes of people and their "machines" would come (Abbey 50-51). Most people see progress as a good thing. Abbey proclaims. "I would rather take my chances in a thermonuclear war than live in such a world (Abbey 60)." "Prog-ress n. forward motion or advance to a higher goal; an advance; steady improvement (Webster's)." Is progress really all of that? How can you improve on mother nature? Progress actually detracts from the parks natural beauty. Cars, litter, and vandalism can all be attributed to "progress." In this frame of thinking "progress" kind of contradicts it's self. The most detrimental aspect of progress is the automobile. "'Parks are for people' is the public-relations slogan, which decoded means that the parks are for people-in -automobiles." People come streaming in, driving their cars. They are in a hurry because they are trying to see as many parks as possible in their short vacation time. They have to deal with things such as: car troubles, traffic, hotel rooms, other visitors pushing them onward, their bored children, and the long trip home in a flood of cars. Many of them take tons of pictures, possibly so that they can actually enjoy the park without all of the hassles (Abbey 58). Without leaving their cars they will never actually experience the beauty and wonderment of the parks. They will only find the stress and chaos that they sought to leave at home (Abbey 59). There is a minority though, that prefers to be able to get away from the modern world completely, and travel throughout the parks on foot, bicycle, or horse. With these vehicles they can travel on quiet trails that are impassable by automobiles. These trails will lead them to places where progress has yet to hit. They can sleep in the open, breath the fresh air, and hear nothing but mother nature herself. They will never get pushed out of the way buy the rush of other tourists, cramming to catch a glimpse of the sights (Abbey 59). This is what I call anti-progress. Anti-progress is what progress seeks desperately to destroy. The ... ...y 68)," I tend to agree, people need to get away from the hustle and bustle of their lives. The national parks system is a great way to get away. If we continue to allow our parks to be desecrated by progress our parks system will be just as bad as what you are trying to leave. Abbey strongly believed in his cause. He would also get furious at the destruction of mother nature; he spoke out against this in his lectures and essays. James Bishop wrote in his book The Monkey Wrench Gang (Little 35). Because of Abbey's madcap but deadly serious novel, people of all ages can never again look the same way at massive freeway systems where desert and farmland used to be; at once-lush forests now clear-cut into lunar landscapes-or at huge dams on once-free rivers. Abbey loved the land so much that he wanted to be buried under a rock, in a sleeping bag, in the middle of the desert (Sandlin 11). Carved into the rock reads (Little 35): Works Cited Little, Charles E. "Books for the Wilderness." Wilderness. Summer 1994: 34-35. Sandlin, Tim. "Nightmare Abbey." The New York Times Book Review. 1994, December 11. Webster's Dictionary and Thesaurus. 1993. Landoll, Inc.

Applied Research Technologies, Inc. Essay

The business case you have describes a situation in a company called Applied Research Technologies. As a team, you are expected to understand the situation and present your answers to the questions below: 1. As Peter Vyas, how would you handle the expenditure request for the re-launch of the mini water oxidation system? 2. As Cynthia Jackson, would you approve the expenditure request if Vyas sent it up to you? 3. How effective has Vyas been as a front-line manager at ART? How effective has Jackson been as an ART division vice president? All the information you need is contained within the business case you have. However, if you want to use additional information you are welcome to do so. You are expected to hand in a team report that answers the questions above. You are also expected to present your results to the class. Your grade will be assessed as follows: Grade Based on Percent of Total Grade Understanding of the case Team 30% Ability to answer the questions Individual 30% Clarity of the presentation Team 20% Neatness of work Team 20% You will be assessed based on the following: Clarity of answering the questions. Cohesiveness of answers and reports. Accuracy of details and conclusions.

Performing a Monologue How to Prepare

The monologue performance is one of the most important assignments in a drama class. This assignment involves much more than simply reciting lines in front of the class. Most drama teachers expect a student to research the play, to develop a unique character, and to perform with confidence and control. Choosing the Right Monologue If you are performing a monologue  for a drama class, make certain that you follow the specifications of the assignment. Get advice from your instructor about preferred monolog sources. Monologues can be found in many forms: Complete Play: Whether it’s a full-length or a one-act, most plays have at least one monolog worth performing.Movie Monologues: Some drama teachers won’t allow students to select a speech from a film. However, if the instructor doesn’t mind cinematic monologs, you can find some good movie monologs here.Monologue Books: There are hundreds of books filled with nothing but monologues. Some are marketed to professional actors, while others cater to high school and middle-grade performers. Some books are collections of original, â€Å"stand-alone† monologs. A stand-alone monologue is not part of a complete play. It tells its own brief story. Some drama teachers allow them, but some instructors prefer students to select monologs from published plays so that the performer can learn more about the character’s background. Research the Play Once you have selected a monolog, read the lines out loud. Make certain you are comfortable with the language, pronunciation, and definition of each word. Become familiar with the complete play. This can be accomplished by simply reading or watching the play. You can further enhance your understanding by reading a critical analysis and/or a review of the play. Also, learn about the life of the playwright and the historical era in which the play was written. Learning the context of the play will give you insight into your character. Create a Unique Character As tempting as it might be to mimic the performance of your favorite actor, you should strive for originality. Your drama teacher does not want to see a copy of Brian Dennehy’s portrayal of Willy Lowman in Death of a Salesman. Find your own voice, your own style. Great characters can be perceived and performed in countless ways. To create a unique interpretation of your subject, study the arc of your character. Before or after your monolog performance, your drama teacher might ask you questions about your character. Consider developing answers to some of these: What is your character’s background?How does your character change throughout the play?What is your character’s biggest disappointment?Happiest moment?Deepest fear? Sometimes drama instructors will expect students to answer these types of questions while in character. So, learn to think, speak, and react the way your character would in a variety of situations. Perform with Confidence Studying the literature and developing the character is only half the battle. You must be prepared to perform in front of your instructor and the rest of the class. Aside from the old adage of â€Å"practice, practice, practice,† here are some useful tips to consider: Memorize your lines to the point that they become second nature to you. Try a wide range of emotions to discover which style suits you best.Practice projection. When you â€Å"project† you speak loud enough for your audience to clearly hear you. As you rehearse your monolog, be as loud as you want. Eventually, you will find the ideal vocal level.Do enunciation exercises. This is like a work-out for your tongue. The more you practice enunciation, the better the audience will understand each word.

Human Fertilisation and Development - 1117 Words

Human Fertilisation and Development Each day cute little babies are born into this world and being dazzled by their beauty we forget all about the long complicating process that took place which made it possible to have a baby. Therefore in my essay I am going to discuss the human reproductive cell, fertilisation and the development of a human life. Humans reproduce sexually, with both parents contributing half of the genetic makeup of their offspring via sex cells or gametes. Gametes produced by the male parent through Spermatogenesis process are called spermatozoa (commonly called sperm cells) and gametes produced by females through Oogenesis process are called oocytes (commonly referred to as ova or eggs). As gametes are formed, the†¦show more content†¦Once the head of the sperm is inside the egg, the tail falls off, and the outside of the egg thickens to prevent another sperm from entering, and the fertilized egg (zygote) develops into an embryo. The embryo is now a hollow sphere of cells called a blastocyst. The blastocyst implants itself in the uterine wall. Gastrulation occurs in which cells migrate inward and form a rudimentary digestive cavity. The resulting gastrula has three layers of cells. After gastrulation the three embryonic tissue layers give rise to specific organ systems. Tissues and organs take shap e in a developing embryo as a result of cell shape changes, cell migration and programmed cell death. In a process called induction, adjacent cells and cell layers influence each other’s differentiation via chemical signals. Pattern formation, the emergence of the parts of a structure in their correct relative positions, involves the response of genes to spatial variations of chemicals in the embryo. Meanwhile, the four extra embryonic membranes develop: the amnion, the chorion the yolk sac, and the allantois. The embryo floats in the fluid-filled amniotic cavity, while the chorion and embryonic mesoderm form the embryo’s part of the placenta. The placenta’s chorionic villi absorb food and oxygen from the mother’s blood. Human embryonic development is divided into three trimesters of about 3 months each. During the firstShow MoreRelatedWhat ´s In Vitro Fertilization Essay845 Words   |  4 PagesIn vitro fertilisation Infertility, the inability to become pregnant after one year of unprotected intercourse, remains a problem that is faced by many people. In vitro fertilisation (IVF) is one of the several assisted reproductive technologies (ART) used to help infertile couples to take in a child. IVF is a process of fertilising eggs with sperm outside of the human body. 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We nurture each child to help their development in all areas - physical, emotional, social, intellectually and language. The Kids Patch works in partnership with its families to ensure the best possible care and education is provided to all its children. The Kids PatchRead MoreFactors That Affect The Growth And Germination Rates Were Investigated1738 Words   |  7 PagesPlants are an essential part of survival for humans and animals and contribute significantly to various areas of the lives of organisms. In order to better understand the different plants and its requirements the growth and germination rates were investigated. The hypothesis stated that if the dicotolydeons and monocotyledons are placed in the same environment and watered regularly, then the dicotyledons will have a faster growth and germination rate. In order for plants to survive, it is a necessity

The Death Penalty Controversy - 3007 Words

The Death Penalty Controversy The methods for carrying out the death penalty or capital punishment have varied throughout history. The word ‘capital punishment’ comes from the Latin word, capitalism (‘meaning the head’) since it was carried out through decapitation. Methods for carrying out the death penalty have ranged from boiling to death, flaying, disembowelment, impalement, stoning, shooting with a gun, and dismemberment. The death penalty or capital punishment is a type of sentence that carries an outcome of death. This type of punishment has been a heated topic and gets voted on around the country. The death penalty has been a form of punishment throughout human history and across societies, most commonly used for the†¦show more content†¦The death penalty is a very controversial topic and some believe in it and some do not. I believe that capital punishment is a very good idea because it proves to the family of the victim that the state doesn’t only care about the community, but they care about those people in general. Capital punishment is also a great idea because it also keeps the community safe. Capital punishment proves to criminal offenders that the state will take a state and not put up with everything they believe they can get away with. When the state kills those whose guilt is in serious doubt, or when the state kills those to whom it has not given fair justice, it doe sn t just perform an injustice upon the individual, the rule of law, and the Constitution. It also undermines the very legitimacy of the death penalty itself, for its continuing use as a sentencing option derives its civic and moral strength mostly from the fiction that it can be, and is, credibly and reliably imposed (â€Å"Capital Punishment†). Supporters of the death penalty argue that it provides the only fair punishment for the most heinous crimes. A prison sentence, even a life sentence without possibility of parole, does not adequately avenge the cruelest and most calculated murders, proponents say. A convicted murderer has taken life, they argue, and the government has a moral obligation toShow MoreRelatedControversy Over The Death Penalty2147 Words   |  9 PagesA Controversy over the Death Penalty Over the years criminals were dealt with in many different ways: they were sent to jail, getting little punishment, or in worse cases, death. The death penalty continues to be an issue of controversy, and it is an issue that will be debated in the United States for many years to come. The death penalty is the highest punishment administered to someone legally convicted of a capital crime. This is the only punishment that leaves room for no mistakes. 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Hard Times and the Nineteenth Century Essay Example For Students

Hard Times and the Nineteenth Century Essay Europe began the nineteenth century dominated by the romanticists. The realists changed the face of Europe once more by the middle of the nineteenth century. The importance of science and the industrialization of Europe characterized their movement. Where the romanticists believed in feelings, intuition, and imagination, the realists believed in a movement known as positivism, which applied the scientific method to the study of society. The authors of this period also changed their style of writing by dealing with cultural representation and life. They focused on the here and now, with everyday events, with his own environment and with the movements (political, social etc. ) of his time. Charles Dickens was an author during this period and his novel Hard Times reflects a number of different themes. The novel focuses on educational and economic systems of Victorian England, the industrial revolution, which spawned how industrial relations were viewed during the 1850s, and utilitarianism. I have chosen the two major themes of industrial relations and educational system during this period. Although, you can not discuss labor relations without bringing focus upon the class society of Victorian England during this period. I will use the Norton Critical Edition of Hard Times, the Sources of the Western Tradition, and the Communist Manifesto to support my analytical interpretation of Charles Dickens Hard Times. During this period Dickens wrote for a weekly publication called Household Words, each issue dealt with a different social problem of the period. Hard Times began as a serialization in this weekly publication. In Hard Times Dickens writes about the horrors of the industrial revolution and was sparked by what he had seen first hand in Manchester, England fifteen years prior to writing Hard Times and the present goings on of a labor strike in Preston, England while he was conceiving the novel. The novel is almost biblical in nature as it has three books sowing, reaping and garnering. Book the First, Sowing, is the planting of the seeds. It provides a basis for the problems that will affect Stephen Blackpool, who is a factory worker in Coketown. Book the Second, Reaping, details the affect the industrial relations had on Stephen. The first to books describe the biblical passage, Whatsoever a man soweth, that shall he also reap(Galatians 6:7). Book the Third, Garnering, describes in a broad way the results of what industrialization did to Victorian England. The industrialization revolution brought many problems to Victorian England in the 1850s. Industrial towns such as Manchester and Preston sprung up in northern England. Prosperity came to those who owned the factories or mills, while despair came to the hands, the factory workers. Coketown is one such northern England town and Stephen Blackpool is a typical factory worker of the period in Charles Dickens novel Hard Times. The novel exemplifies the problems of an industrial town in 1850 England. Dickens describes Coketown A town of red brick, or brick that would have been red if the smoke and ashes had allowed it; but as it matters stood it was a town of unnatural red and black like the painted face of a savage. He explains the black smoke spewed continuously from the factory chimneys and that the river is polluted by an ill-smelling purplish dye. Josiah Bounderby owns the factory where Stephen Blackpool is employed. Stephen symbolizes the workers of this period, who put in long hours for little pay and lived under horrible conditions. Josiah on the other hand represents the greedy capitalist, who cares little for his workers. Hard Times illustrates the history of class struggles and is re-enforced by the writings of Karl Marx and Friedrich Engels in The Communist Manifesto. The struggle between the bourgeoisie, the class of modern Capitalists, owners of the means of social production and the employers of wage-labour and the proletariat, the class of modern wage-labourers who, having no means of production of their own, are reduced to selling their labour-power to live. In Hard Times Josiah Bounderby and Stephen Blackpool are representative of the bourgeoisie and proletariat classes respectively. Dickens alludes that the government knows the capacity of work the machines can produce, So many hundred Hands in this Mill; so many hundred horse Steam Power. It is known, to the force of a single pound weight, what the engine will do. The workers are then paid by piece-work, where they are paid by the piece rather than earning a fixed hourly wage. Dickens was also interested in factory safety and the negligence of the factory and mine owners. In his original proofsheets of Hard Times there was a footnote bringing to the attention of the readers a gruesome report on accidents in factories, Ground in the Mill. There was also an exchange between Stephen and Rachel, his wife, recalling how Rachels younger sister had suffered when a factory machine tore off her arm. Anesthetics EssayAnd from the ever widening circle of their decay, what drop in the social ocean shall be free! Dickens has a more exact view of the educational system from a speech on November 5, 1857 he states, I dont like that sort of school and I have seen a great many of these latter times where the bright childish imagination is utterly discouraged,. . . . where I have never seen among pupils, whether boys or girls, anything but little parrots and small calculating machines. It seems even though Dickens is a realist he still believes children should be taught the arts. Hard Times opening scene is a classroom where the someone is speaking, Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. These opening lines are in direct contrast to what Dickens believes, but it was the established teachings during this period. Dickens brings out in Hard Times that the schoolmaster, Mr. MChoakumchild, along with another 140 schoolmasters had been taught everything there is to know. They all had the same principles, the same knowledge on all subjects, as if they were taught in a factory rather than a classroom. Dickens goes so far as to state that if Mr. MChoakumchild, had learnt a little less, how infinitely better he might have taught much more! Thomas Gradgrind, is the governor where Mr. MChoakumchild instructs, and he totally believes in the teaching of facts only. The teachings during this period were void poetry, fairy tales, or song. Simple extracts, relating to Natural History, Elementary Science, Religion, c. have taken the place of Dramatic Scenes, Sentimental Poetry, and Parliamentary Orations. Dickens in early satirical writings brings forth statistical research about the state of infant education among middle classes of London. It was found that in children only three miles from London ignorance prevailed. His writings showed that the children believed that Jack the Giant-killer, Jack and the Bean-stalk, Jack and Eleven Brothers, and Jack and Jill were real life people. The children in these areas aspired to grow up like them and slay giants or dragons and ride off with the princess. This was presented at a Conference of Statisticians where the members immediately called for storing the minds of children with nothing but facts and figures; which the process the President forcibly remarked, had made them (the section) the men they were. When Hard Times was first published the scholars of Victorian England did not believe that such an educational system existed in England. A review of the novel in the Westminster Review in 1854 states, that Mr. Dickens launches forth his protest, for we are not aware of such a system being in operation anywhere in England. They believed that there might have been too great a part of the studies dedicated to mythology, literature, and history. In almost every school in the kingdom passages of our finest poets are learned by heart; and Shakespeare and Walter Scott were among the Penates. It was their opinion that schools such as the one that Gradgrind governed were in the minority. Now in the opening lines of Hard Times, we find ourselves introduced to a set of hard uncouth personages, of whose existence as a class no one is aware, who are engaged in cutting and paring young souls after their own ugly pattern, and refusing them all other nourishment but facts and figures. It seems by the reviewers comments he was unaware of Dickens feelings towards the educational system of that period. He assumed by the title that Dickens, could be entrusted with this delicate task, and would give us a true idea of the relations of master and workman, both as they are and as they might be. Hard Times did not receive as much critical acclaim as Dickens other novels. This could be because it was written in serial form and a new chapter or episode had to be done weekly. It did however bring to the forefront the plight of the workers during the industrial revolution, of which many were aware, but it seems to have caught the intellects by surprise with his scourging account of the educational system during this period. It is a novel that gave credence to the workers problems and to what the adolescence of England was being taught.