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British History HLS > ADV INFO Society and Social Changes late 1800s > Flashcards

ADV INFO Society and Social Changes late 1800s Flashcards

1
Q

what were the two groups of the upper classes

A

the landed aristocracy and the landed gentry

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2
Q

who dominated the House of Lords

A

the powerful aristocracy

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3
Q

What did the gentry and middle class try to do

A

emulate the upper classes, wanting their children to marry into the aristocracy (Pride and Prejudice)

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4
Q

How many people were in the aristocracy

A

About 800

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5
Q

How many people were in the gentry

A

about 3000

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6
Q

What was the annual income of the Aristocracy

A

generally, over £10,000, although the Duke Of Northumberland’s was £130,000

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7
Q

what was the annual income of the gentry

A

1000-10,000

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8
Q

where was the occupation of the ruling class best seen

A

land ownership

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9
Q

What did someone require to be considered genuinely middle class

A

a minimum annual income of £100

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10
Q

how did the middle class look up to the upper classes

A

in terms of their fashions, manners and lifestyle

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11
Q

Who was in the highest level of the middle class

A

rich industrialists, bankers, financiers and merchants

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12
Q

Who was in the second level of the middle class

A

richer clergy, doctors, uni professors, public school headmasters

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13
Q

who was in the third level of the middle class

A

yeoman farmers, lawyers and mill manager

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14
Q

who was in the bottom level of the middle class

A

teachers and clerks

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15
Q

What happened to the real wages of the middle class between 1851 and 1871

A

they grew strongly due to prices being pushed down by cheap imports and falling prices of industrial and manufactured goods.

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16
Q

What happened to the number of people in the working class

A

it grew rapidly, at a rate faster than the general population

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17
Q

how did the middle class separate themselves from the poor

A

moving south and west out of city centres and into the suburbs

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18
Q

What become a mainstay of the middle-class families’ budget

A

the railway season ticket

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19
Q

what book helped women with coping with the new challenges of managing and paying servants

A

Mrs Beeton’s The Book of Household Management

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20
Q

Where did affluent middle-class students go to school

A

Eton and Westminster

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21
Q

what was the biggest split in the working class

A

between unskilled workers and skilled workers

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22
Q

what were skilled workers called

A

artisans

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23
Q

what did the skilled working classes join

A

friendly societies and trade unions

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24
Q

what were less-skilled workers liable to

A

being laid off when there was an economic downturn or drop in demand

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25
Q

What threatened the position of the artisans

A

the development of technology and processes of mass production

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26
Q

Who was particularly affected by the Great Depression after 1873

A

the rural poor

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27
Q

what reduced the demand for agricultural workers

A

agricultural mechanisation and the advent of high farming

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28
Q

what was changed in 1834

A

the poor law

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29
Q

what did the change to the poor law in 1834 do

A

required someone to be a resident in a parish for five years to be eligible for poor relief

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30
Q

What did the changes to the poor law lead to

A

landowners restricting the amount of land available for housing, creating ‘closed villages’

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31
Q

What did the working classes benefit from

A

falling prices, especially for food

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32
Q

what meant that working-class life was still bad

A

the instability of work and housing

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33
Q

what statistics were worrying for the working class

A

infant mortality was high and life expectancy was low

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34
Q

When did working-class men gain the vote

A

1884

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35
Q

when were working-class constituencies created

A

1885

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36
Q

Why did Scotland stand out

A

it had a more developed education system and a higher literacy rate

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37
Q

Where had developed industrially

A

northern England, the Midlands and south wales

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38
Q

what industries boomed in the North, Midlands and S. Wales

A

production of cotton, coal, iron and steel, as well the transport industries of railways and shipbuilding.

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39
Q

How did London stand out

A

in terms of the size of its population and as a major international centre of commerce, as well as being the centre of government

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40
Q

How did the South East and South West remain

A

largely agricultural

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41
Q

which area was over-represented in Parliament

A

the south-east

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42
Q

How did housing compare between the north and the south h

A

housing in the north was better for workers than in the south and rents were lower

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43
Q

what was the price of commodities like in the north

A

lower than that in the south with items like coal

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44
Q

where were some of the worst conditions

A

the back-to-back housing in Yorkshire

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45
Q

Where were the worst slums

A

London which had the highest rents and highest coal prices

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46
Q

Where was noted for having good housing

A

Nottingham had much better housing for the working classes than other major cities

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47
Q

Who enjoyed a lot of prosperity during the period

A

the top of society, and to a degree the middle class

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48
Q

What did the upper classes do during easter

A

balls, theatres, dinner parties, riding and driving in Hyde Park, exhibitions and picnics

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49
Q

what did the upper classes do in the summer

A

holidays by the sea or abroad

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50
Q

what did the upper classes do in August

A

shooting

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51
Q

what did the upper classes do in Winter

A

hunting

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52
Q

What happened to the number of people in the service sector

A

750,000 in 1851 to 1,200,000 in 1871

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53
Q

what did the upper classes start to keep more of

A

horses and carriages

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54
Q

what happened to the usage of railways

A

it grew rapidly

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55
Q

what became seen as a key sign of prosperity

A

taking an annual holiday

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56
Q

how did the working class experience prosperity

A

developments in technology and manufacturing gave them access to some goods that had previously been the reserve of the wealthy (the creation of the sewing machine)

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57
Q

Who was Canon Girdlestone

A

Vicar of Halberton in Devon

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58
Q

what did canon girdlestone say

A

‘the labourers did not live in the proper sense of the word, they merely didn’t die’

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59
Q

What was the issue with households with one individual working

A

a sole wage earner would not earn enough to provide all the necessities of life for a family

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60
Q

what was the working-class diet made up of

A

potatoes and bread

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61
Q

what was rife in Victorian England among the working class looking to make money

A

prostitution and petty crime

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62
Q

what was the money made by successful prostitutes like in comparison to other workers

A

they could earn £2 a week, which was more than twice the average earnings of a coalminer

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63
Q

what happened at hartley colliery in Northumberland

A

204 men were entombed when the beam of the pumping engine snapped and fell down the single shaft

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64
Q

what happened between 1860 and 1897 to miners

A

24,000 men died in mining accidents

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65
Q

What was the issue with matchmaking

A

the phosphorus fumes ate away at the workers’ teeth and jawbone, leading to ‘phossy jaw’

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66
Q

what diseases did agricultural workers suffer from

A

rheumatism and bronchitis

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67
Q

how much did workers spend on rent

A

between a quarter and half of their wages

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68
Q

what was the issue of housing in the countryside

A

there was a limited supply

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69
Q

what was the issue with the government’s attempts to improve housing

A

they were far too expensive for the poorest

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70
Q

what did the government successfully do with housing

A

slums were scarcer, and the housing was of much better quality with sinks and outdoor toilets

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71
Q

what were the living conditions of the poor like

A

there was mass overcrowding, poor sanitation, poorly built accommodation, including back to back housing, outbreaks of disease like cholera, and buildings in a very poor state of repair

72
Q

why did the working classes prefer the slums

A

they did not like the imposed standards of middle-class morals of the new modal housing developments.

73
Q

what were the housing statistics in Glasgow

A

5% of the Glasgow population also had a lodger

74
Q

what was common in both industry and in agriculture

A

child labour

75
Q

what was there increasing amounts of legislation to try and limit

A

the long hours of work

76
Q

what work was dangerous for children

A

extreme heat working in the potteries, moving huge weights in the brickyards, inhaling soot while cleaning chimneys, spending hours in the cold and wet in the field scaring birds or working as part of an agricultural ‘gang’.

77
Q

what was the issue with child labour

A

it kept adult wages down, denied thousands of children the chance of an education and cause serious long-term damage to their health

78
Q

who had no state support

A

the old, the ill or the unemployed

79
Q

what did the poor law do

A

it raised money locally through rates to support the poor who could not support themselves

80
Q

what were rates

A

local taxes are usually calculated on the basis of the value of a person’s property or dwelling.

81
Q

when was the poor law amended

A

1834

82
Q

what did the amendment to the poor law do

A

shifted responsibility from individual parishes to 600 poor law unions

83
Q

where was poor relief mainly offered through

A

the workhouse

84
Q

what did a man accept if he applied for poor relief?

A

he had to accept that he and his family would be placed in a workhouse, buildings designed to hold those who could not support themselves. A person entering the workhouse was, in effect, giving up the power to support their own family

85
Q

Where was the new poor law designed for

A

the agricultural south

86
Q

where did the new poor law face resistance from

A

the industrial north

87
Q

how could it be argued that the working class had a better standard of living

A

they had higher real wages

88
Q

how could it be argued that the working classes had a bad standard of living

A

conditions were terrible and poverty was at a level hard to conceive in modern Britain.

89
Q

what was being written at the time

A

Das Kapital by Karl Marx in London

90
Q

What did many victorian Britons believe about the working classes

A

that should support themselves and not be reliant on ratepayers, charity or the government.

91
Q

Who predicted dire consequences if the population was allowed to grow unchecked

A

Thomas Malthus (1766-1834)

92
Q

What encouraged population growth and caused greater misery for the poor

A

support from poor relief, and cheap food thanks to the repealing of the corn laws

93
Q

what books are associated with the idea of self-help

A

Self-Help (1859) and Thrift (1875)

94
Q

who wrote self-help and thrift

A

Samuel Smiles

95
Q

what were friendly societies

A

organisations made up of workers who paid a subscription

96
Q

what did members of a friendly society receive

A

benefit payments from the society if they were unemployed or sick, whilst also benefitting from friendly societies paying the funeral costs of members

97
Q

What was the government’s reaction to the friendly societies

A

several acts of parliament were passed to ensure that the friendly societies were tightly regulated by the law

98
Q

how was friendly societies’ money protected

A

the 1855 friendly societies act

99
Q

why did friendly societies gain government backing

A

they largely fitted into the political thinking of the time

100
Q

what was the membership of friendly societies made up of

A

the wealthier upper echelons of the working classes and that many of the working classes did not qualify to join a friendly society

101
Q

why could many members of the working class not join a friendly society

A

they lacked the skills and training and could not afford weekly contributions

102
Q

what was the number of consumer cooperatives

A

in 1851 there were about 140, increasing to over 1200 by 1875

103
Q

When did cooperatives become nationally coordinated

A

1863 in England and 1868 in Scotland

104
Q

what is a trade union

A

an organisation of workers that aims to maintain or improve pay and conditions of employment of the workers

105
Q

who had the trade unions faced opposition from

A

both employers and the government

106
Q

what new type of union started to emerge

A

the new model unions

107
Q

what were the first new model union

A

the Amalgamated Society of Engineers, Machinists, Smiths, Millwrights and Pattern-Makers (ASE)

108
Q

how were the new model union different to their predecessors

A

they were less radical than their predecessors and did not want to bring about socialist ideals or bring down the system of ownership or government. They sought respectability and had moderate policies on striking

109
Q

what were the new model unions run like

A

they had a full-time secretary and headquarters, were highly selective in who they admitted (health, age, years of experience, work skills and reputation) and charged a high subscription of 5d. a week that would insure against sickness, pay pensions and funeral expenses and give emigration grants.

110
Q

How is the new moderate position of the model unions shown

A

the trade councils in the 1860s, most notably the London Trades Council (the junta): the secretaries of the major new model unions would coordinate policy across the country, not to cause maximum disruption, but to minimise strikes and settle disputes through negotiation or arbitration.

111
Q

how many members did the ASE have

A

33,000 members and 308 branches by 1867

112
Q

what issues did the new model unions face

A
  • many in trade unionism said they were too moderate
  • they only covered the elites of the working classes, causing a greater gulf between the elite artisans and the unskilled workers
  • the new model unions put a great deal of effort into trying to protect their members’ jobs and pay from encroachment by less-skilled workers
113
Q

what scandal did the unions face in the 1860s

A

the Sheffield outrages

114
Q

what were the Sheffield outrages

A

Non-unionists in the cutlery trade were being intimidated and threatened by members of the cutlery makers’ trade unions.

115
Q

what was the intimidation at the Sheffield Outrages

A

‘rattening’, which was stealing the tools of a blackleg (someone who crossed a picket line and did the work of striking trade union members). Matters came to a head when the home of a blackleg was blown up

116
Q

When was the Hornby v Close

A

1867

117
Q

what was Hornby v Close about

A

the Bradford Boilermakers had £24 stolen out of their fund box. They believed their funds were protected by the Friendly Societies Act of 1855, but it was judged that trade unions were not covered by the legislation

118
Q

What did the judgement in Hornby v Close mean

A

trade unions’ funds were not secure - a potential threat to the funds and thus the unions were themselves

119
Q

What was set up to inquire about the trade union movement

A

a royal commission

120
Q

what did the TU commission publish

A

a largely positive report in 1867 suggesting that this was possible.

121
Q

What met for the first time in 1868

A

the trade union congress

122
Q

how many delegates were at the TUC

A

34 delegates representing 100,000 members; by 1875 there were 153 delegates representing 1 million members

123
Q

What was set up in 1871

A

the TUC parliamentary committee

124
Q

why was the TUC parliamentary committee set up to do

A

further union interests

125
Q

who was the sec of the TUC P Committee

A

Henry Broadhurst, a moderate liberal

126
Q

What was passed in 1871

A

the trade union act

127
Q

what did the trade union act do

A

gave trade unions the right to register under the 1855 friendly society act and legal acceptance

128
Q

what was the second act passed in 1871

A

the criminal law amendment act

129
Q

what did the criminal law amendment act aim to do

A

aimed at preventing repeats of the Sheffield Outrages, A 3-month prison sentence for anyone who committed ‘any form of molesting or intimidation’ during a strike. The rather vague phrasing of this act meant that it threatened the act of picketing

130
Q

what is an example of the criminal law amendment act in action

A

in 1873, seven wives of striking workers were convicted for having shouted insults at blacklegs. This act and its consequences led to many workers withdrawing support from the Liberals

131
Q

what was passed in 1875

A

the conspiracy and protection of property act

132
Q

what did the conspiracy and protection of property act do

A

It allowed non-violent picketing and meant striking was a potent weapon. Through trade union influence could have been expected to grow at this point, the economic depression meant that trade unions, particularly in the agricultural sector, were not in a strong position

133
Q

What appeared in the 1880s in trade unionism

A

the new unions

134
Q

what were the new unions

A

unions for the unskilled workers

135
Q

what were the tactics of the new unions like

A

far more militant than traditional unions

136
Q

what can the new unions be seen as

A

a symbol of social change and political change

137
Q

Who ran schools in the 1850s and 1860s

A

private individuals, companies and religious groups

138
Q

what did the Newcastle commission report in 1861

A

15% of the population received some sort of education

139
Q

what were the three types of secondary schools

A

public schools, grammar schools, private schools

140
Q

what is an example of public schools

A

Eton, Harrow, Westminster

141
Q

what elementary schools were there

A

voluntary schools

142
Q

what were the three basic schools

A

dame schools, charity (factory and ragged) schools, the church of England schools

143
Q

when was the first piece of major action taken on education

A

1862

144
Q

what happened in 1862 to education

A

Robert Lowe introduced payment by results. Schools were inspected and the pupils were tested in reading, writing and arithmetic. The results would determine the grant a school received and the teacher’s wages. This led to an education based on cramming and reciting lists of facts learned by heart so they could be reproduced in the tests

145
Q

who was Robert Lowe

A

the head of the education department in the Liberal Government

146
Q

What education act passed in 1870

A

forster’s education act

147
Q

What did Forster’s education act do

A

it allowed both Anglican and nonconformist voluntary schools to continue. New boards were set up to organise ‘board schools’ for children aged 5 to 12 where no school existed. These schools received a government grant and collected a special local rate

148
Q

what was passed in 1876

A

a further education act by Disraeli’s government

149
Q

what did Disraeli’s new education act in 1876 do

A

set up local committees to encourage school attendance and remind parents of their responsibility in ensuring the instruction of their children.

150
Q

what education act passed in 1880

A

Mundella’s education act

151
Q

what did Mundella’s education act do

A

made education compulsory for five to ten-year-olds. Board and voluntary schools had a fee of about 3d. per child per week.

152
Q

what was the result of Mundella’s act

A

the number of children receiving an elementary education doubled from about 1.5 million in 1870 to about 3 million in 1880

153
Q

what were the reasons for the 1870- education act

A
  • gladstone’s belief in the equality of opportunity
  • Britain was behind Prussia and America in terms of education
  • The economy was booming, so money was available
  • Pressure from campaigners such as Joe Chamberlain
  • Rapid population growth
  • 1867 reform act increased the need for education
154
Q

why can the conservatives reform be seen as the work of individual ministers

A

Disraeli and the conservatives made no mention of social reform in the 1880 election campaign, despite their seeming success in the area

155
Q

what were the Liberal social reforms based on

A

the idea of self-help

156
Q

how can self-help be seen in education

A

a completely new system was not created, but rather a relatively cheap system was added to plug any holes that existed

157
Q

what did Edwin Chadwick write about

A

the terrible conditions in the 1840s in the poor areas of towns and cities

158
Q

how many people died of cholera in 1849-50

A

50,000

159
Q

what did Dr John Snow find out in 1854

A

the Broad Street pump was the cause of a local cholera epidemic and that cholera was carried in water

160
Q

what piece of public health, legislation was seen as a disappointment

A

the public health act (1872)

161
Q

what removed the weaknesses of the Public Health Act 1872

A

the Conservative public health act

162
Q

when was the conservative public health act

A

1875

163
Q

what did the Con Public Health Act 1875 do

A

gave clear guidance on the responsibilities of local authorities and made these duties compulsory. Local authorities had to ensure there was adequate water supply, drainage and sewage systems. Contaminated food was to be sought out and destroyed and cases of infectious disease were to be reported to the Medical Officer.

164
Q

why was the Con Public Health Act 1875 successful

A

the measures were compulsory and were a major step forward in terms of gov intervention to bring about social change

165
Q

What passed additionally in 1875 but was not successful

A

the artisans’ dwelling act

166
Q

why was the artisans’ dwelling act 1875 not successful

A

it made no compulsory stipulations

167
Q

what did the artisans’ dwelling act do

A

the act allowed local authorities to clear slum housing when there were unsanitary properties and replace them with better-built modern accommodation

168
Q

what set out very tight regulations on the preparation and adulteration of food

A

the sale of food and drugs act (1875)

169
Q

what helped to undermine aristocratic dominance and aid social mobility

A

the civil service reform act (1871)

170
Q

what was passed in 1878

A

the factory and workshops act

171
Q

what did the factory and workshops act do

A

it made regulations of houses and workshops employing fewer than 50 people rigorous. The act brought these businesses under a government inspectorate, which proved more effective than inspection by local authorities.

172
Q

who was a campaigner about merchant ships

A

Samuel Plimsoll

173
Q

what did Plimsoll call for

A

regulations on the repair and loading of merchant ships

174
Q

what formalised Plimsoll’s demands

A

the merchant shipping act (1876)

175
Q

what did the merchant shipping act do

A

it included the regulation of having to draw a ‘Plimsoll line’ on merchant ships to show their maximum load

176
Q

what was the issue with the merchant shipping act

A

it was not effective until 1890, because until then the height of the line was determined by the ship-owner

British History HLS (38 decks)

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