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Tuesday, February 26, 2019

Charles Dickens & Nicholas Nickleby’ Essay

The expression daimon presents the children as being so weak and vulnerable is however another of the key expressions in which Dickens convinces us that the way they are treated is unfair and wrong. An example of this is when they are described in the shop as children with the countenances of old men, deformities with irons upon their limbs this shows that these children swal funky all been ruin beyond repair by the all the awful treatment they have received.This makes the reader feel ever more sympathetic towards the children and all the sequence more disconcerted as to how children may be treated in the existent world. The last but certainly not least casing I am going to explore that is used by Dickens to attain sympathy is Smike.This character was originally one of the students at Dotheboys sign but the payments then stopped coming and so Squeers kept him as a slave. When we see Smike for the second time is when we get a real impression about how sad his life has been. When Nicolas looks at him what he sees is a look that was a very painful one for it told a abundant and very sad history. This shows that there is no limit as to how low a childs welfare can drop in all things positive as Smike has dropped from being a over penalise pupil, to a cruelly treated slave. The readers reaction to this is clearly one of mercy for the character, and then for children in similar situations in real life.To conclude, this book kinda possibly has an important historical context as to how the lives of children have changed in Britain since that time. There is a good chance it may have changed the opinions of galore(postnominal) of its readers and informed those who were unaware and opened the eyes of the people who were turning a blind one. The fact that it could have had such affect on the consequence of the treatment of children makes it clear to me that Dickens wrote this book far more as a message to the people, than just as a source of pecuniary gai n.

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