David Copperfield

The aim of the course work. This work analyses the novel by Charles Dickens “ David Copperfield”. Critical realism plays a vitally important role in the works of Charles Dickens. Details of critical realism in the novel expose and criticize profoundly the reality, which shows the strong dissatisfaction and rebellion towards reality. Their criticism was against the evils of capitalist society and atrocities, ugly money relations and degradation characters in the society and the hypocritical morality. Critical realism not only arouses suspicion and concern of people about the order of reality, but also plays a huge role in the progress of the society and the development of contemporary world literature.
The practical value of the course work. Charles Dickens was the first author who had written of the poor with fidelity and sympathy and particularly famous for his vivid comic characterizations and social criticism. His works were also famous during Victorian age and among the great classics in all fictions. He wrote many works about the society in the 19th century, among which David Copperfield was one of the most important novels and his favorite. The novel implied the author’s unusual life experience. Meanwhile, David Copperfield destiny symbolized the middle-class intelligentsia questing for development in the 19th century in British society.
The structure of the course work. In this course paper, I will explain a brief overview about the life and career of Charles Dicken and inform about his works including his poems and novels such as “David Copperfield”. The paper consists of an introduction, main part with 3 sub branches and conclusion.

CHAPTER I. Charles Dickens and “David Copperfield”

1.1. The Representation of Charles Dickens’ Life

Literature is a common thing to discuss for us as a student of English Letters, but we do not really know what actually literature is. Some say that literature is a kind of creative work, it can be a fiction or non-fiction and it involves the creator’s mind to create it, but what about a comic such as Superman then. It is a comic, but can it be considered as a literary work? (Eagleton, 1995: 2) Actually, literature itself has no exact definition about what exactly literature is, because literature is always in the form of written work but in the contrary, all kinds of written work can not be called as literature. According to a book Encyclopedia of General Knowledge by S. Graham literature is the written and printed products of human thought, generally divided into fiction and non-fiction (Graham, 1958: 304). Then, according to Oxford Advanced Learner’s Dictionary literature is writing that are valued as work of art, especially fiction, drama, and poetry (Hornby, 1995: 687). Based on those two definitions of literature, we can draw the conclusion that literature is written or printed work and it has value of art. According to Terry Eagleton in her book Literary Theory an Introduction, literature is not merely a written work that uses ordinary language as we use every day in our daily conversation, but literature uses
language in a peculiar way, as stated in the book: Perhaps literature is definable not according to whether it is fictional or ‘imaginative’, but because it uses language in peculiar ways. On this theory, literature is a kind of writing which, in the words of the Russian critic Roman Jacobson, represents an ‘organized violence committed on ordinary speech’. Literature transforms and intensifies ordinary language, deviates systematically from everyday speech (Eagleton, 1995: 2). We can see the peculiar way of literature in using language when we are reading poetry. In poetry, the poets often use the ‘extra ordinary language’ in order to maintain the rhyme and the beauty in writing his or her literary work. They usually use metaphor, personification, violence the structure, rhythm and resonance of words in excess an abstract meaning to make their words more ‘unfamiliar’ (Eagleton, 1995: 2). It is different when the authors are writing a novel. In writing a novel, the authors sometimes also use this kind of extra ordinary language, but sometimes they do not, because in writing a novel the authors sometimes use ordinary language to convey their idea through their work.¹ In a novel, the authors usually want to reveal his or her own experience to the reader with daily language due to get the reader easier to understand what the whole novel is talking about. Sometimes, authors also add some factual or historical events in their work. This method is used in order to invite the reader to feel or to share the author’s experience or the historical event to the readers. According to some statements above, we know that literary works are nothing without its authors. The author is the more important person of literary work because; the creator of literary works is the author. Rene Wellek and Austin Warren in their book Theory of Literature said that the most obvious of a work of art is its creator, the author (1949: 75-78) so, it is obvious that the author is the main cause of the existence of their works including all the characters inside it. There is also a close relationship between literary works and its authors because as stated before that sometimes in writing their works, the authors include also their experience of life in their work, but the work itself is not a copy of their real life. The statement above occurs because the literary work is their media to release their emotion or just a place to share their experience in the past. They also include their biography into their work and represent it through the character of their work. It is because biography is an ancient literary genre. Biography is a part of historiography and it makes no methodological distinction in status, so everyone may have their own biography no matter they are a statesman, a general, an architect, a lawyer, and a man who plays no public role (Wellek and Warren, 1949: 75). For example Charlotte Bronte, the author of Jane Eyre, she reveals her past experience when she was a governess through the character of Jane Eyre. Another author who reveals the past experience is Charles Dickens. This great Victorian era author revealed his past experience when he was a worker through his famous work David Copperfield and The Great Expectation which considered as his semi-autobiographical novels. According to Rohrberger and Woods in their book Reading and Writing about Literature, there are indirect relationship and similarity between the work and the author. An author’s work including the character perhaps is “a kind of mask which is surely based on the author’s experience of 1ife”². It means that the literary work which is based on the biography of the author can be a place to hide their weakness in the past through the character of their work. As stated in the book Theory of Literature The work may be a mask, a dramatized conventionalization, but it is frequently a conventionalization of his own experience, his own life ( Wellek and Warren, 1949: 79) It can be about unhappy childhood, about love, or may be about anything else that make a significant event recorded in author’s mind and they are described in their literary work direct or indirectly. From those statements above, now we are paying attention to Charles Dickens ’ work, The Great Expectations. In this novel, Charles Dickens reveals almost all significant event of his life through the character of Phillip Pirrip (Pip) the main character of this novel. Although the character is created as a fiction, Charles Dickens creates it as if he is a real character who resembles to his past experiences.³ He created the character imaginatively but, he used his actual life as the important material to build the plot in this novel, so the story really reflects his own experience. It can lead us to the significant part of the author’s experience of life and share it to the reader about what kind of life which the author had in the past. Like in this thesis which titled the representation of charles dickens’ life as reflected in pip in the great expectations: a biographical study, the writer of this thesis wants to try to study the similarity between Charles Dickens’s 1 ife with the main character of his novel, Phillip Pirrip (Pip) which is built by the past experience which influences Dickens to write the novel. The reason why the writer of this thesis wants to study about it, because The Great Expectations is one of Charles Dickens’ famous novels, the writer wants to study further about Charles Dickens’s biography as one of greatest Victorian era writers, and wants to reveal h ow near the author’s experience effects to his literary work. In order to analyze the problem above, which is about how near the reflection between Charles Dickens’ life with the main character of his novel Pip, the writer of this thesis formulates it into two problem formulations

1. 
   How is David characterized in David Copperfield?
   
2. 
   How do David’s characteristics represent Charles Dickens’ life?
   

2. 
   Relation between Autobiography and Literature
   

As the problem formulations above, it is clear that to find out about the relation or reflection between the author with the character in The Great Expectations (Pip) is the objective of this study. The writer of this thesis agrees that past experience of life can influence the literary works because past experience can be the author’s inspiration in writing his work. Not only past experience which influences the author in writing his work, but a difficult condition can also influence the author during writing the novel and it is proven in Dickens’ ‘‘The great Expectations” in which the main character reflects to its author’s 1ife experience although not merely the same. To highlight and clarify the terms which are used in this thesis, the writer includes this part in order to avoid un-understandable term. The writer of this thesis uses some terms which are very important in this essay, and they are as follows Autobiography According to A Glossary of Literary Terms Forth Edition (Abrams, 1981: 15)⁴, autobiography is a biography written by the subject about himself, in which the emphasis is not on the author’s developing self but, on the people he has known and the events he has witnessed and from the private diary or journal, which is a day-to-day record of the events in a person’s life.
Character According to A Handbook to Literature Fifth Edition (Holman and Harmon, 1986: 81), a character is a brief descriptive sketch of a personage who typifies some definite quality. The person is described not as an individualized personality, but as an example of some vice or virtue or type, such as a busybody, a glutton, a fop, a bumpkin, a garrulous old man, a happy milkmaid, etc. Characterization According to A Handbook to Literature Fifth Edition (Holman and Harmon, 1986: 81), a characterization is the creation of imaginary persons so that they exist for the reader as a lifelike. In this chapter, the writer of this thesis divides it into four parts. The first is a review of related studies. This part discusses the previous essays which have been done by other students or experts who have also studied the same novel “The Great Expectations " written by Charles Dickens. These related studies are used to make a comparison between the analysis done by the other researchers and the analysis done by the writer of this thesis. The second is a review of related theories which will discuss the theories that are going to use to analyze the novel. The third will be a review of the historical or biographical background of Charles Dickens as the author of the novel. Actually this part is necessary because this thesis is analyzing the autobiography and anything which is related to the past experience of Charles Dickens which influences him in writing the novel, so the writer of this thesis attaches it in order to review the social background or the biographical background of the author of the novel which is analyzed in this thesis. The biographical background above is also used by the writer of this thesis to help him illustrates what is the condition in the Victorian era when Charles Dickens lived. And the last part is the theoretical framework. Theoretical framework will explain one by one the contribution of the theories applied in this thesis to solve the three problems which have been formulated in previous chapter In finishing this undergraduate thesis, the writer uses two related studies in order to make a comparative study with the previous students who have studied the same novel and they have almost similar opinion toward the novel itself. These related studies are also used to help the writer to strengthen his opinion in finishing this thesis. The writer uses two related studies written by Edmon Jabes and Wayne Huang. Both of them have their own opinion which is almost similar toward the novel which is titled The Great Expectations written by Charles Dickens. These two related studies are cited from the internet in website and From these two websites state the same conclusion that they agree The Great Expectations is one of Dickens’ autobiographical novels besides his popular novel David Copperfield. In his essay, Jabes said that the creation of the character Phillip Pirrip or known as Pip in this novel is a kind of remembrance or excavation of his childhood sad experience as a worker in Warren’s Blacking factory in order to solve his family economical problem⁵: The writing of The Great Expectations, and by the extension of its protagonist, Pip, therefore, can be viewed as a kind of excavation for its author, a cathartic attempt to come to terms with the painful facts of his childhood particularly the family’s chronic economic instability, culminating in his father’s imprisonment due to financial insolvency. Jabes also added in his thesis that before Dickens began to write The Great Expectations, he burnt all his papers which are related to his past experience and this action is represented in his novel although not as exactly as the real event, when Pip got his hand burned when he was trying to help Mrs. Havisham from fire. Huang added that before Dickens began to write his The Great Expectations, he also read his previous autobiographical novel David Copperfield besides he burnt all his papers related to his life: Shortly before he began to write The Great Expectations⁶, Dickens wrote a fragment of an autobiography, which he kept to him self. A sort time later he shorted through, re-read, and burnt many personal letters, and also re-read David Copperfield, perhaps the most overtly autobiographical of all his novels. According to the quotation of Huang’s essay above, it is impossible to read The Great Expectations without sensing Dickens’ presence in the book by portraying his younger life in the character of Pip. Charles Dickens also describes the character of Pip as an “orphan " including his solitary life because of having no parents and no one of his family members care of him except his brother in law named Joe Gargerry. According to Jabes’ opinion, this i s also a kind of portrait of Dickens’ 1 ife when he was twelve years old, h e was compelled to work in blacking factory due to solve his family financial problem, and lived separately from his parents. As written in his essay, Jabes also said that this kind of situation led little Dickens into sad childhood experience which influenced his psychological condition at that time. ... also paramount in his psychological make-up were Dickens consignment at the age of twelve to work as a child worker at Warren’s Blacking factory and his subsequent separation from his family as a result of it. This period in the young boy’s 1 ife, then, represents both literal and meta-poetical “orphaning” and was certainly the crucible in which his personality was formed. After that kind of condition, Dickens tried to build a better life from these ruins of childhood life which had haunted him all his life. He rose from a humble beginning into success and fame. He became one of the great novelists in the Victorian era. The two related studies above, the writer sees that Charles Dickens often involves his past experience in writing his works such as in The Great Expectations. He wrote about the orphanage, poverty, and another sad thing in this novel as the representation of his sad experiences in his past time. Instead those matters, actually Dickens reveals other significant events in this novel which are related to his past experience. As the writer of this thesis has found in the novel, the “other significant events” which are reflected in the novel, the first is his failed love experience with Maria Beadnell, and the second or more important is about “the debt” which has a big chunk in changing Dickens’ life orientation. Review of Related Theories This part consists of several theories which will be used by the writer to help him making the analysis toward the novel (The Great Expectations). In this part, the writer uses three kinds of theories to analyze the novel. They are the theory of character, the theory of characterization, and the relation between autobiography and literature. Then, these tree theories will help the writer to finish making the analysis in this thesis. Theory of Character When we read a novel, prose or other fictional work, the word ‘character’ usually refers to a person who acts in a particular place and time. M.H. Abrams’ book A Glossary of Literary Terms (1985: 23) defines that characters are the persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say and what they do. The grounds in the characters’ temperament, desire, and moral nature for they speech and action constitute their motivation. A character may remain essentially stable or unchanged in outlook and disposition from the beginning to the end of the work or may undergo a radical change, either through a gradual process or motivation and development or as the result of a crisis. In the book An Introduction ofFiction by Stanton, also gives the definition of character. A character in the individual who appears in the story and it refers to the mixture of interests, desires, emotions, and moral principles that makes up each of these individuals. Furthermore, he also distinguishes character into two types which are main or major and minor character. Major character is the most important person in the story or the story tells about this character, but he can not stand on his own. He needs the other character to have conflicts or to make the story more convincing and lifelike. While, minor character is the character which is less important than the main character.⁷ Furthermore, the novelist E.M. Forster also distinguishes character into two types, which are flat character and round character. According to him, flat character is relatively simple and usually has only one trait. It is uncomplicated, but that is probably part of what the author is getting at. Usually flat character is static, at the end of the story the character is pretty much what the character was at the start. On the other hand, round character is the character which embodies several or even many traits that cohere to form a complex personality. A round character is likely to be dynamic; it is changing considerably as the story progresses. This is the way how the author conveys to the reader the characters and the personalities of the people he writes about. In other words, how he conveys to the reader what short of people they are, how he makes the reader get to know and understand them. This theory works like when we try to observe somebody in the real life. We will try to learn about his or her outward appearance, how they talk, what accent they use, the behavior, etc. all of those matters will give us the knowledge which will help us observing somebody’s characteristic. To know more about critical realism, this paper will make a brief introduction to the background and the basic characteristics of critical realism. 1) Basic introduction to critical realism ideology Critical realism ideological trend has made great achievements in Europe. The great achievements of Europe critical realism uncover the human civilization in the 19th century. There appeared a new literary trend and obtained the preliminary development from the 1820s. Critical realism became the main trend of European literature from 30s to 40s after romanticism. English critical realism of the 19th century flourished in the forties and in the early fifties. In Britain, Charles Dickens and William Makepeace Thackeray represent the interests of small and medium-sized bourgeois at that time to expose and criticize sin and corruption of the capitalist social reality. Others are Bronte sisters, Elizabeth Gaskell, George Eliot, and Thomas Hardy. The novelists exposed and criticized the corrupted society mercilessly. They are generally known as critical realists. The greatest English realist of the time was Charles Dickens. 2) The basic characteristics of critical realism literature The critical realism literature in nineteenth century, is a splendid page in the bourgeois literary history and also an important heritage in the treasure trove of the world literature. Critical realism shows all aspects of social life and reveals the contradiction of reality in considerable depth. In their works, we can see the collapse of the feudal society and the rise of capitalism. We can also see oppressive serfdom and cruel capital exploitation. They particularly expose and criticize the capitalist system, which is widely involved in various fields. This causes the people’s suspicion and dissatisfaction to the existing order, so it has great social significance. Of all the Dickens’ novels, David Copperfield reflects the events of Dickens’ own life the most. David’s early suffering was adequately compensated with a rich, happy marriage and a successful literary career, just like Dickens himself, and the world is still full of hope and sunshine. The novel’s detailed narration was also worth mentioning, which gave the work a truthfulness to the real life. David Copperfield is the eighth novel written by British novelist Charles Dickens. From 1849 to 1850 years, it was published in 20 parts monthly with the first person narrative tone, which melts into the life experience of the author. Here Dickens made good use of his own life experience to attack the social evils of the time, the miseries of child-labor, the tyranny in schools, the debtors’ prison, as well as the cruelty and immortality and the treachery that were prevalent in Victorian England. Thus the novel was not merely a personal record, but a broad picture of the 19th century England. Different characters in the novel represent different classes and show us the wide gulf between the classes in Victorian England. Emily is quite aware of the difference between her class and David’s when he first meets her. When they are at the seaside, he notes that both of them are orphans, but she calls his attention to one important difference: they have different status and lifestyles. Emily means that her parents worked hard to maintain minimal standard of living, while David’s parents had some inherited wealth. Even at such a young age, Emily understands how money can radically affect one’s life. Later, when she hopes to become a lady by marrying Steerforth, she is forced to realize how entrenched economically based prejudices can be. David is also aware of class divisions and is distressed when he faces the possibility that he will never regain entry into the middle class. He is left broken-hearted he does not associate with the other boys at the warehouse, thinking them beneath him, When David’s fortunes change, he enjoys his status as a gentleman and is desperate to keep people from knowing how poor he had once been. David’s attitudes toward the lower class, however, are much different from the Steerforth’s. A huge contrast developed between the higher and the lower social classes, and this contrast becomes evident in the novel in the Steerforth family and the Peggotty family. James Steerforth belongs to a higher social class. His family is very wealthy and he is described as “good as his word”and “very good-looking”. Peggotty’s family are lower-class people, simple fishermen and workers. Dickens shows the clash of the classes and reveals the unalterable reality. Although David’s father was dead after he was born, he also led a very happy life with his mother and Peggotty. However, David’s childhood idyllic is destroyed by the marriage of his widowed mother to Mr. Murdstone. Mr. Murdstone makes clear that he is the boss in the house, He suppresses David’s mother by expecting her to be firm towards his son, and he suppresses David with physical cruelty. He is suffering from his cruel treatment and sent away to a boarding school. After the death of his mother, he has almost nobody in the world to turn to and his father-in-law sends him immediately to work in his own warehouse called “Murdstone and Grinby” instead of sending him to school. David lives without adequate food and clothes from then on and it’s no longer possible for him to develop freely. He reveals his secret agony of his soul and no words can express his feeling as he sinks into this companionship. We can see he suffered not only from physical, but also from mental destruction and psychological damage after he was thrown away at such an age. The lack of love and affection in the society should be criticized. David Copperfield is a representative of this period. The industrial revolution creates a series of miracles, behind the miracles, however, it contains too much bitterness. The great wealth of the industrial revolution should be benefit for the children first, but more children spend their study life in factories. They don’t get the knowledge they should obtain, but experienced the vicissitudes of life they shouldn’t have in the world. They suffered from physical, mental, destruction and psychological damage at such an early age. Salem House can be seen as a representative of many schools at that time. So the following is common in educations at that time. When David arrived at school, he described: “Scraps of old copy-books and exercises litter the dirty floor. There is a strange un-wholesome smell upon the room, like mildewed corduroys, sweet apples wanting air, and rotten books. There could not well be more ink splashed about it.” All these reveal the bad conditions for students studying. No body cares the environment and does some improvement for them. Mr. Creakle, the principle and owner of Salem House, profits from this institution. However, the teachers suffer from poverty and bad living conditions. All these is fact and We can see from the describe of boots and clothes of Mr. Mell. Obviously, the capitalist system infiltrated not only workhouses, but also the educational system. At the same time, educational methods and teacher’s ethics was also criticized. Thus, David is to wear a sign on his back that reads “Take care of him, He bites. ” This is a way to educate him, however, he suffers from a great mental strain. These methods result in psychological vulnerability and mental disorder instead of achieving the aim of teaching. Dickens want to show us it destroys progress in the inner world of students. Child’s education problem is not only the quality of labor force and a educational problem, but also social problems. The level of moral and cultural is low, which is not synchronized with the speed of economic and social development. At this time, it needs to pay more attention to the disadvantaged groups, and provides possibilities for their development. Otherwise, it will damage the sustainability of social development. Women were confined to the classes in which they were born during the eighteenth and nineteenth centuries, unless their fathers or husbands moved up or down in the social hierarchy. The strict rules for each social class defined women and determined their lives. Women in the upper classes had the leisure to become educated; however, like their counterparts in the lower Advances in Social Science, Education and Humanities Research, volume 85 1253 classes, upper-class women were not expected to think for themselves and were not often listened to when they did. Urges for independence and self-determination were suppressed in women from all classes. The strict social morality of the period demanded that middle-class women and those in classes above exhibit the standards of polite femininity, culminating in the ideals of marriage and motherhood. David Copperfield both reinforced and challenged the period’s attitudes toward women. Most female characters, however, operate within the confines of the middle class. Miss Trotwood’s quick mind and independent spirit was tolerated because she was considered eccentric and a widow. Among the many female characters the reader gets to know throughout the story of David Copperfield’s life, there are mainly three that stand out among all the other women in the novel and who play a central role in the life of the main character. Those women are Dora Spenlow, the first wife of David Copperfield, Agnes Wickfield, Copperfield’s childhood friend and second wife and Betsey Trotwood, David’s Aunt and permanent companion from childhood on. Those women all have in common that they play a pivotal role in the main character’s life, but each of them represents a different kind of woman.