Fergana state university philology and teaching languages

Chapter II: The crucible of justice and criminality

2.1 Portrayal of justice in the novel

In this second chapter, Dickens transcends the confines of a conventional narrative and elevates "Great Expectations" to a treatise on justice and societal morality. The mist-laden marshes, the courtroom drama, and the character of Magwitch coalesce into a symphony of social critique, inviting readers to confront uncomfortable truths about the systems that govern human behavior. As we delve deeper into the recesses of Dickens' prose, we find ourselves not merely readers but participants in a discourse on justice, criminality, and the indelible marks left by societal judgments. Dickens, the literary architect, constructs a narrative that challenges us to reassess our own preconceptions, to peer beyond the fog of societal expectations, and to grapple with the complexities of justice that continue to resonate across time and societal contexts.¹²
As the fog of the marshes begins to lift, revealing the bustling town of Rochester, Dickens guides us deeper into the intricacies of Victorian society in the second chapter of "Great Expectations." Here, the shadows of the penal system cast a haunting pall over the narrative, unraveling the threads of justice, morality, and societal stratification. Pip, having navigated the marshes and encountered the convict Magwitch, finds himself in the throbbing heart of Rochester — a town pulsating with the rhythms of progress and industry. Dickens' prose, now a vibrant tapestry woven with vivid imagery, paints a portrait of a society caught between the echoes of tradition and the relentless march of modernity. In the streets teeming with people, Dickens introduces us to the varied denizens of Rochester, each a player in the societal drama. The marketplace becomes a bustling agora where the transactions of daily life unfold, and the echoes of commerce reverberate against the imposing structures that define the town's skyline. The omnipresent machinery of progress, the rhythmic clanging of industrial tools, and the ceaseless hum of activity underscore the transformative forces at play within the Victorian era
Through Pip's wide-eyed observations, we witness the dichotomy of a society in flux. The dichotomy is not just between the old and the new but between the privileged and the destitute, a division that echoes through the social strata of Rochester. The elite class, draped in the trappings of affluence, moves with an air of entitlement, while the destitute scramble for meager opportunities, their lives entwined with the unforgiving machinery of progress. However, it is in the interplay between Pip and his sister's husband, Joe Gargery, that Dickens begins to delve into the complexities of education and its role in shaping societal expectations. Joe, a humble blacksmith with a heart of gold, stands as a stark contrast to the ostentatious figures populating the town. His lack of formal education becomes a point of tension, a source of vulnerability in a society that values pedigree over character.¹³
As we delve into Joe's character, Dickens crafts a poignant commentary on the societal perception of education. Joe, devoid of academic accolades, is rich in moral fortitude and genuine kindness. His humble existence, contrasted against the grandeur of those who look down upon him, prompts readers to question the true measure of a person's worth. Dickens, through Joe, challenges the prevailing notion that education, as defined by formal institutions, is the sole arbiter of societal merit. The setting shifts to Pip's home, a modest dwelling that serves as a crucible for the dynamics of societal expectations within familial bonds. Mrs. Joe, Pip's sister, becomes a caricature of societal norms, her expectations for Pip steeped in the rigid conventions of Victorian society. Pip, with aspirations reaching beyond the humble confines of his home, becomes a receptacle for the dreams and frustrations of a family tethered to the lower rungs of the social ladder.
In this domestic microcosm, Dickens subtly introduces the motif of upward mobility — a theme that will resonate throughout the novel. Pip's yearning for education and refinement becomes a reflection of the broader societal desire for advancement, a pursuit that transcends individual aspirations and extends into the collective consciousness of a society in the throes of transformation. The narrative takes an ominous turn as the specter of Magwitch, the convict from the marshes, looms over Pip's domestic sphere. The arrival of the mysterious benefactor, who emerges from the shadows of the penal system, injects a dose of suspense into the tale. Dickens, ever the master of foreshadowing, weaves a complex web of intrigue that connects Pip's humble abode to the systemic injustices that define Victorian England.¹⁴
Magwitch's sudden appearance, juxtaposed against the genteel aspirations of Pip, serves as a reminder of the harsh realities that underlie societal expectations. The penal system, with its dehumanizing effects on individuals like Magwitch, becomes a metaphor for the shadows that lurk beneath the veneer of progress. Dickens, through Magwitch, challenges readers to confront the systemic injustices that perpetuate cycles of poverty and criminality, echoing the sentiment that societal advancement often comes at the cost of marginalized lives. As the narrative unfolds, Pip's educational journey takes center stage. His encounter with Mr. Pumblechook, a pompous character who embodies the superficial reverence for education, becomes a satirical commentary on the societal fetishization of academic credentials. Dickens, with biting wit, exposes the hollowness of a system that values appearances over substance, as Pip is paraded as a specimen of potential social mobility, a commodity to be showcased for the approval of the town's elite. The introduction of Mr. Wopsle, a clerk in the church, further illuminates the disparities within the educational system. Wopsle, despite his nominal position, is a mere cipher in the grand tapestry of societal expectations. His aspirations for advancement are stifled by a system that relegates him to a peripheral role, highlighting the limitations imposed by societal structures even within ostensibly meritocratic institutions.
In the midst of these societal tensions, Dickens introduces Biddy, a character whose modest background belies her intellectual acumen. Biddy becomes a foil to the prevailing norms of Victorian education — a symbol of untapped potential restrained by societal expectations. Her unassuming demeanor and genuine intellect challenge the established order, prompting readers to question the criteria by which society judges intellectual worth. As Pip's education progresses, Dickens scrutinizes the impact of societal expectations on individual morality. Pip's burgeoning awareness of his "commonness" becomes a source of internal conflict, a struggle between societal assimilation and personal integrity. The societal expectations embodied by characters like Pumblechook and Mrs. Joe, coupled with Pip's own aspirations for refinement, create a tension that reverberates through the corridors of his consciousness
In the latter part of this chapter, Dickens introduces the character of Estella once again, weaving her into the narrative fabric of Pip's educational journey. Estella's entrance into Pip's life is marked by condescension and disdain, reflective of the societal norms that breed such attitudes. Her lessons in refinement, orchestrated by the eccentric Miss Havisham, become a formative experience for Pip, shaping his perception of social class and influencing his aspirations. As we traverse the intricate layers of Chapter 2, Dickens not only delves into the personal trials of Pip but also unfurls a broader commentary on the societal expectations that shape individual destinies. The shadows of the penal system, hinted at in Magwitch's presence, intertwine with the societal pressures surrounding education, revealing a narrative that transcends the boundaries of personal growth. Dickens, through his richly textured prose and multifaceted characters, prompts readers to reflect not only on Pip's individual journey but also on the societal structures that constrain and mold the aspirations of the Victorian populace. In this chapter, Dickens invites readers to question the very foundations of societal expectations — from the marketplace to the domestic sphere, from the grandiose structures of Rochester to the modest hearth of Pip's home. The penal system, education, and the pursuit of refinement become thematic touchstones that Dickens skillfully employs to unravel the societal complexities of Victorian England.¹⁵
In the labyrinthine narrative of "Great Expectations," Charles Dickens invites us into the third chapter, where the mosaic of social mobility begins to take shape against the backdrop of Victorian England. As Pip navigates the corridors of education and societal expectations, the intricate threads of Dickens' social critique weave together, creating a tableau that illuminates the perennial quest for status and recognition. The chapter opens with Pip's continued pursuit of education under the tutelage of Mr. Wopsle's great-aunt, a stern taskmaster whose pedagogical methods embody the rigidity of Victorian academia. Dickens, with his characteristic wit, paints a vivid picture of the quaint schoolroom and its eccentric inhabitants. The atmosphere crackles with the tension between the pursuit of knowledge and the stifling conformity demanded by societal expectations.
Pip's education becomes a double-edged sword, a transformative journey fraught with internal conflict. The external trappings of refinement clash with the internal struggles of identity, as Pip grapples with the dissonance between societal aspirations and his intrinsic sense of self. Dickens, through Pip's introspections, invites readers to contemplate the price of societal assimilation and the toll it takes on individual authenticity. The narrative takes an intriguing turn as Pip's prospects of advancement materialize in the form of a mysterious benefactor. The revelation that it is the convict Magwitch, the very specter of the penal system that cast shadows over Pip's early experiences, adds a layer of complexity to the theme of social mobility. Magwitch, now a man of means, becomes a living paradox — a testament to the unpredictable trajectories of life and the potential for redemption even within a society quick to condemn. As Pip grapples with the reality of his newfound expectations, Dickens meticulously dissects the psyche of a character caught between the yearning for upward mobility and the moral quandaries that accompany it. Pip's internal dialogue becomes a canvas on which Dickens paints the conflicting hues of ambition and conscience, illuminating the intricate dance between societal expectations and individual morality. The introduction of Jaggers, the enigmatic lawyer who serves as the intermediary between Magwitch and Pip, adds a layer of legal intrigue to the narrative. Jaggers, with his cold demeanor and pragmatic approach to justice, personifies the legal machinery that perpetuates societal norms. His presence raises questions about the nature of justice and the extent to which societal structures determine the fates of individuals, particularly those on the fringes of society. The plot thickens as Pip is introduced to the eccentric and reclusive Miss Havisham once again. Her manipulative machinations, using Estella as a pawn in her revenge plot, underscore the calculated nature of societal expectations. Dickens, through the character of Miss Havisham, exposes the exploitative dimensions of societal norms, where individuals become casualties in the pursuit of personal vendettas and societal retribution.