Charles Dickens: A Tale of Two Educations
Our Top of the Class series now looks to the nineteenth-century novelist, Charles Dickens, who journeyed from formal schooling to self-directed learning and social reform.
Charles Dickens (1812-1870)
Image credits: Britannica, Getty Images
Charles Dickens is responsible for many beloved novels, such as A Christmas Carol, Oliver Twist, and Great Expectations. He’s given us legendary characters like the old miser Ebenezer Scrooge and haunting spinster Miss Havisham; coined the terms “butterfingers” and “on the rampage”— and has written some of the most charming English prose we know: “hearts confined with cobwebs would burst at last.” Dickens’ literature is so impactful and recognizable today that his name is an adjective, “Dickensian,” used to describe intricately interwoven plots and vivid social panoramas.
Through the writer’s own individual force of will and the occasional stroke of good luck, Dickens proactively authored the life that he wanted to lead, rising from poverty and hardship to become one of the most celebrated literati of his age and a persistent critic of Victorian society. His educational path began in a humble one-room schoolhouse in Chatham, continued through the dismal corridors of Wellington House Academy, and culminated in the relentless self-study he pursued in his Clerkenwell flat after long days at work—all of which formed the basis of his literary and social critiques.
As one scholar observed, “everything that Dickens attempted seems to have been done with vigor and intensity.” Indeed, in his quest to educate himself, Dickens ended up schooling others on what he considered the true purpose of education, advancing views on early years and adult education that made waves among his contemporaries, the ripples of which can still be felt in modern educational debate.
Early life and formal education
“In the little world in which children have their existence, there is nothing so finely perceived and so finely felt as injustice.”
— Charles Dickens, Great Expectations
Charles Dickens was born on February 7, 1812, in Portsmouth, England. His father, John Dickens, worked as a clerk in the Navy Pay Office. As Robert Douglas-Fairhurst notes, Dickens’ early years were spent in a world “without railways or the penny post,” a time that would witness “more dramatic changes in society and human life than had ever taken place in the history of the world,” which would deeply impact Dickens’ worldview.
Dickens initially went to a “dame school,” a modest one-room establishment where he learned to read and write; and later attended the William Giles’s School, also in Chatham, Kent. During this time, young Charles would often take walks with his father from Chatham to Rochester, passing by a grand house called Gad’s Hill Place. John Dickens, noticing his son’s admiration for the house, told him that if he worked hard enough, he might one day live in such a place—and Charles did in fact purchase the property later in life.
Dickens’ childhood took a dramatic turn when his family moved due to financial difficulties to Camden, London. His father, while good-spirited and caring of young Charles, was sent to debtors’ prison. This event led to what Dickens described as “the most painful episode of his life.” He was unfortunately taken out of school and sent to work in a boot blacking factory, where he would make polish. This experience exposed him to the harsh realities of working-class life, providing him with what Bertha Smith describes as an “intimate knowledge of the hearts of the poor and outcast.”
“Now, what I want is Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else.”
— Charles Dickens, Hard Times, spoken by Mr Gradgrind
A small family inheritance eventually allowed Dickens to return to school, even though his mother was against it (a sentiment he never forgave her for). He was sent to Wellington House Academy, and this educational experience—albeit in a safe environment compared to the blacking factory—was far from ideal. Dickens later described the school, with its emphasis on discipline and rote memorization as “worthless and brutal” and its headmaster as “a most ignorant fellow and a tyrant.”
Leaving school and entering adulthood
“The sun himself is weak when he first rises, and gathers strength and courage as the day gets on.”
— Charles Dickens, The Old Curiousity Shop
At fifteen, Dickens left school for good and began working as a clerk in a lawyer’s office, though his pursuit of knowledge didn’t end there. He taught himself shorthand at night, aiming to become a reporter like his father. Dickens’ efforts in mastering shorthand quickly paid off. Within two years, he found himself “reporting important speeches, and writing out his notes as the heavy coach lurched and rolled through the mud of country roads on its dark way to London town.”
The transition from journalism to fiction writing came swiftly for Dickens. His first sketch appeared in December 1833, marking the beginning of his literary career. He continued to produce many more sketches under the pen name “Boz,” which helped establish his reputation as a writer. His first novel, The Pickwick Papers, along with Oliver Twist catapulted him to success. As Douglas‐Fairhurst put it, Dickens characterized his success as due to his ability to turn “every potential breakdown into a breakthrough.”
Contributions to education
“No one is useless in this world who lightens the burdens of another.”
— Charles Dickens, Doctor Marigold
From Oliver Twist’s workhouse to Gradgrind’s fact-obsessed classroom in Hard Times, Dickens transformed his own life experiences into incisive social commentary, particularly in his criticism of institutionalized education and portrayals of children’s struggles. He also made significant contributions to education as an activist, particularly in the realm of adult education and social reform. His vision was to achieve this through enlightenment and education, especially for adults, which he enacted in three main ways: advocacy, hands-on help, and journalistic efforts.
Advocacy—Dickens made public statements on adult education through speeches at Mechanics’ Institutes and other agencies in the 1840s and 1850s. These were organizations that offered education to working adults. Dickens believe in institutions like these because they allowed people from different backgrounds to learn together and improve themselves as a collective.
Putting ideas into action—Dickens didn't just talk about adult education; he got involved directly. He helped create and run a place called Urania Cottage Reformatory. This was a home for women who had been in trouble with the law or were living on the streets. By working there, Dickens learned firsthand about teaching adults and helping them turn their lives around.
Journalism—For twenty years, Dickens was involved with journals that aimed to spread knowledge and information to all readers in their homes. This was his primary effort to link information with the creative use of imagination, through which he believed the enlightenment of the people could be achieved.
Dickens’ advocacy for adult education and lifelong learning was revolutionary for his time and remains a crucial concept in educational discourse. The idea that education could be a means of self-improvement and social mobility, regardless of one'‘s age or background, is a cornerstone of modern educational philosophy.
Conclusion
“Have a heart that never hardens, and a temper that never tires, and a touch that never hurts.”
— Charles Dickens, Our Mutual Friend
Dickens, like many high achievers, often felt that he succeeded not because of his formal schooling but in spite of it. This sentiment seeped into his novels, which became increasingly reflective of his attitude towards Victorian education, portraying innocent, intelligent, and resourceful children—like Oliver Twist, Pip, David Copperfield, and Little Nell—alongside adults who were misguided or simply downright corrupt, such as Mr. Creakle, Mr. Squeers, and Mrs. Gargery. The adult characters, particularly the educators, represent obstacles to the children’s development, rather than the positive guiding influences they ought to be.
If Dickens were to step into our modern world, he would likely be both intrigued and concerned. The improved technology and overall increased access to information would no doubt excite him. Yet, he might also be troubled to find that, despite our advancements, inequity rules and children are still often encouraged to be “little parrots and small calculating machines.”
Dickens would likely embrace our modern tools for democratizing knowledge. Just as he used his novels and journalism to bring ideas into people’s homes, he might today harness the power of the internet and social media. I can imagine Dickens with his own YouTube channel, discussing educational reform, societal issues, and the importance of lifelong learning. He might even celebrate the potential of online courses and educational podcasts to reach those traditionally excluded from formal education.
In the end, Dickens’ work reminds us that education should be about cultivating curiosity and building character, not just churning out compliant citizens. He used his own experiences to challenge the rigid schooling of his day. Were he alive now, he’d likely be cheering on those fighting for an education system that’s inclusive, compassionate, and flexible enough to meet each student’s unique needs.
Sources
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