Dickens, Charles. Sketches by Boz. Hurd and Houghton, 1867. PDF retrieved from Library of Congress, https://www.loc.gov/item/06037036/.
Sketches by Boz approaches everyday experiences of the common folk and provides a nice introduction to the early writing of Dickens. These sketches help readers understand how Dickens felt about ailing poor people and the plight of those in the lower class. Much of the vocabulary Dickens uses in these sketches can be found in his later, full-length works, such as A Christmas Carol and Great Expectations.
Two volumes of Charles Dickens’s “Sketches by Boz” collected in one book, including a preface written by Dickens.
- As a young man, Charales Dickens worked many jobs to help support himself and his family because his father was in prison and otherwise not present.
- Dickens left school at age 15 and worked for a solicitor as a clerk.
- He moved on to transcribe debates for the House of Commons.
- This work led to a position as a clerk in the Parliamentary Chamber.
- His next task was to be a political reporter for the Morning Chronicle.
- His writing in the Morning Chronicle branched out to a series of published works known as “Sketches by Boz,” which were published in magazines under the pen name Boz.
- The sketches were later collected in one book and published by Dickens, who wrote the preface himself.
While there are 674 pages in this book, our focus questions and subsequent connections are based on eight specific pages:
“Our Parish” (Chapter 1; image 13 ff.)
- Did Dickens's deep-seated opinions on the treatment of people in the lower class influence his writing of subsequent works?
- Can themes from Dickens's earlier works be traced in his later, more developed writings?
Common Core State Standards
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students should annotate the piece for textual evidence to support the primary theme.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development; provide an objective summary of the text.
- After reading the preface and the first chapter, students will evaluate the piece to identify a primary theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
- Students should pay special attention to the new vocabulary they encounter in the piece. This work can be used for comparing how society functions in contemporary America versus in Dickens’s time and place.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- Students will spend extended time in small groups discussing the early writing of Dickens. These discussions will range from collaborative sessions on annotations to brainstorming sessions on presentation topics.
- It is important to give a brief overview of Dickens's childhood before students read the preface and the first sketch. This can be done through research or teacher notes. Links provided in the Additional References section of this rationale will help students. This activity will help students relate to what they find in reading the Library of Congress piece.
- After students have reviewed Dickens’s background, have them annotate the preface and the first chapter of the Library of Congress piece. Provide students with an annotation guide, as this piece may seem complicated. The guide should address items such as unfamiliar vocabulary, plot, characterization, and social class. Remind students that there is certainly more in the piece, but these elements could get them started.
- Upon returning to class, have students share their annotations in their small groups and determine similar themes. Each group should decide on a topic they would like to expand on for the class. Students can determine their own topics, or you can guide them with possible topics, such as parish, parish beadle, fire departments of the Victorian era, vocabulary (e.g., gallant, pompous, infirmary). These should be small informal presentations to give students background information for future reading and reference. Have students take notes during the presentations to utilize later.
- Now have students read A Christmas Carol. The connections they make between Dickens and his feelings for those who are less fortunate and mistreated should become obvious. This work could be used for in-class short writing or class discussions.
This piece might elicit a challenge based on its ties to religion. Dickens was writing for the common folk who read the magazine, and his topics lean toward the family parish. If an alternative is needed, consider using the Thoreau piece.
- For students preferring a less religious take, this Walt Whitman piece from the Library of Congress provides not only short writings that help students evaluate the author's voice but also a historical look at Whitman’s life.
- This interesting selection from Thoreau makes a nice alternative for those who want to study an American author from around the same time period as Dickens.
- Life of Charles Dickens
- Images 23–56 have very good biographical information and could be used in small groups to make mini presentations if time permits, or a teacher could make a reference handout for students to save time.
- ”Charles Dickens and the Parish Beadle”
- This very helpful website gives commentary on Dickens’s parish beadle, who is used in many of his early works.
- Why Boz?
- So where did the nickname Boz come from? This source gives interesting background information.