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Industrial Revolution. 1790s – 1860s. Goals of this Unit. To understand the conditions that existed in Great Britain that allowed for the beginning and development of the Industrial Revolution.
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Industrial Revolution 1790s – 1860s
Goals of this Unit • To understand the conditions that existed in Great Britain that allowed for the beginning and development of the Industrial Revolution. • To identify the social, political and economic changes that were necessitated by the Industrial Revolution. • To be able to explain the development of new political theories in response to the realities of the Industrial Revolution. • To recognize the science, technology and cultural responses to the Industrial Revolution.
Introduction • Western Europe and America dominated globe in 19th century • Individuals improved tools, adopted better methods • Industrialization brought greater productivity • Scientists made advances, businesses discovered new opportunities • Middle classes dominated, controlled industrialization, economic transformation; benefited from social, legal reforms in France, Britain, U.S.
The Revolution in Making Cloth • Changes in agriculture →less people needed for farming • Demand for more cloth →output increased • “Putting out system”→ subcontracting system • Example: cotton merchant makes contract with village to produce certain amount of cotton → →
The Revolution in Making Cloth • Solving of practical problems in cloth making set pattern for all industrial revolutions • Practical people solved these practical problems • Through invention (and enhancements and redesigns)
Key Inventions • John Kay (1733): the flying shuttle • James Hargreaves (1764): spinning jenny • Richard Arkwright (1769): water frame • Samuel Crompton (1779): water mule • Edmund Cartwright (1785): power loom
Key Inventions • Eli Whitney (1793): the cotton gin
Key Inventions • James Watt (1775): Perfects steam engine • Used to make cloth, drive ships, locomotives
Effects of New Inventions… →Increased industrialization More efficient inventions ↓ Transition from rural life to urban life
Britain’s Advantages • Sufficient population, hardworking, inventive • Risk-taking private sector, government support • Good communications, transportation, ports, merchant fleet • Flexible, merit-based social structure, stable society • Bank of England provided money, financial stability
Britain’s Advantages • Profited from need for industry during Napoleonic Wars • Continental system… remember? • Expanded efficiency to iron, steel • “Bessemer process” produced hard, malleable steel in 1850s • Steel prices drop production soars
Britain’s Advantages • By 1850, Britain produced: • 67% of world’s coal • 50% of world’s iron and cloth • By 1850, half of British population lived in cities
The Continental Phase • Industrialization and banking changes across Europe • Eastern, southern Europe more limited • Nobilities, political boundaries, tariff barriers block growth of industry
Belgium • By 1850, only one to compete with British • Why? • Belgium had favorable: • Government policies • Stability • Good transportation • Other countries and businesses used spies to copy Britain’s secrets • By 1850, whole continent caught up • New banking systems allow modern investment banks • Many small investors in new banks rather than a few great families
The “Zollverein” • Customs union of German states (1819) • Managed trade and economies between all German Confederation • Eliminated tolls, tariffs • Stimulated trade, commerce • Germany begins to thrive
The Continental Phase • Euro population grows during era • 175 million 435 million • Problems with this? • Thomas Malthus (British economist) • Predicts food supply won’t keep up with pace of population growth • Malthus didn’t account for… • Improved technology increases production of food • Why does population grow? • Decline in death rates • Better sanitation • More food • Earlier marriages
Communication and transportation systems vastly improve • Better roads • New canals • Bridgewater, Suez, Panama
Communication and transportation systems vastly improve • Railroads linked markets, brought nations together, carried people efficiently • U.S. transcontinental (1869) • Russian Trans-Siberian (1903)
Communication and transportation systems vastly improve • Urban rail lines, trolleys, subways • Clipper ships, steamships
Communication and transportation systems vastly improve • Better postal systems, telegraph, telephone, typewriter
The New Type of Labor • Labor force went from… • Agrarian work: • Work 2/3 of year, 8 hours a day • Seasonal, less demanding • Factory labor • 14 hours a day, 6 days a week, 52 weeks a year • No holidays • Intense, demanding, dangerous
The Factory System • Dangers of factory work: • Bad lighting • Poor ventilation • Dangerous machines • No safety standards, no health or disability insurance until late 1800s • No job security • Owners vs. Workers • Owners hold power, workers only have power in numbers
Child Labor • Children often worked the worst jobs • Mills, mines, etc • Smaller size benefits factory and mine owners • Toughest jobs that can’t be done by adults • Harder for kids to organize and protest
"Two children I know got employment in a factory when they were five years old………….the spinning men or women employ children if they can get a child to do their business……..the child is paid one shilling or one shilling and six pence, and they will take that (five year old) child before they take an older one who will cost more." George Gould, a Manchester merchant, written in 1816.
"The task first allotted to Robert Blincoe was to pick up the loose cotton, that fell upon the floor. Apparently nothing could be easier……..although he was much terrified by the whirling motion and noise of the machinery and the dust with which he was half suffocated………he soon felt sick and was constantly stooping; his back ached. Blincoe took the liberty to sit down. But this he soon found was strictly forbidden in cotton mills. His overlooker, Mr. Smith, told him he must keep on his legs. This he did for six and a half hours without a break." John Brown, a reporter for "The Lion". Written in 1828.
"We went to the mill at five in the morning. We worked until dinner time and then to nine or ten at night; on Saturday it could be till eleven and often till twelve at night. We were sent to clean the machinery on the Sunday." Man interviewed in 1849 who had worked in a mill as a child.
"Woodward and other overlookers used to beat me with pieces of thick leather straps made supple by oil, and having an iron buckle at the end, drew blood almost every time it was applied." John Brown quoted in the "Lion" newspaper in 1828.
"Sarah Golding was poorly and so she stopped her machine. James Birch, the overlooker, knocked her to the floor. She got up as well as she could. He knocked her down again. Then she was carried to her house.......she was found dead in her bed. There was another girl called Mary......she knocked her food can to the floor. The master, Mr. Newton, kicked her and caused her to wear away till she died. There was another, Caroline Thompson, who was beaten till she went out of her mind. The overlookers used to cut off the hair of any girl caught talking to a lad. This head shaving was a dreadful punishment. We were more afraid of it than any other punishment for girls are proud of their hair." An interview in 1849 with an unknown woman who worked in a cotton factory as a child.
Women Labor • Women laborers work in factories • More organization led to numerous strikes and workers’ rights movements • Protested against factory owners for: • Better wages • Better working conditions • Better hours • Etc
Labor Movement • Both men and women protest and strike • Attack machines as protest • Frustrated skilled craftsman out of work • Peterloo Massacre (1819) • Combination Acts prohibited worker’s associations • Repealed in 1825 • Paved way for unions • Become stronger throughout 19th century
Poor Urban Conditions • European cities grew massively during Industrial Revolution • Rapid increase causes many social problems • Political leaders could not keep up with problems and demands • Factory system dangerous, spread of diseases • Bad health conditions, alcoholism, prostitution • Had to provide security, sanitation services, schools, housing • Problems could not be fixed for first generation of workers • Haussmann implements city planning, urban renewal in Paris • Not until 1900 did most cities start to fix problems
Socialism • System in which the factors of production are owned by the public and operate for the welfare of all • Industrialization is leading to selfish individualism and is breaking down community • Optimistic view of human nature, a belief in progress, concern for social justice • Planned Economy – competition is evil • Rich & poor should be more equal • Private property restricted or abolished • Capitalism increases the misery of the working classes Ex. Charles Fouray, Henri de Saint-Simon, Robert Owen
Utopian Socialism • Robert Owen (1771-1858) • Shocked by misery and poverty of working class • Factory owner who wanted to improve conditions for his workers • Created a Cooperative Community: • No children under ten could work • Free schooling • Built houses for his workers
Karl Marx and Communism • Karl Marx (1818-1883) • German economist, philosopher • Meets Friedrich Engels (1820-1895) • Engels had experience in hardships of factory life • Life-long partnership • “Communist Manifesto” (1848) • “Das Kapital” (1867) • Problems with Capitalism: • Factory system exploits the worker – “surplus value” • Capitalist system leads to greater division in society
Communism (Marxism) • Ideas: • Economy biggest and recurring force in history • Human societies have always been divided into warring classes • Based off philosopher Freidrich Hegel’s theory “haves” (bourgeoisie) vs. “have nots” (proletariat) “The proletarians have nothing to lose but their chains. They have the world to win. Workingmen of all countries, unite.”
Marx’s New World Order • Proletariat is much larger and would use its numbers to revolt • Workers would create a “dictatorship of the proletariat” • Period of cooperative living and education, then the state or government would wither away and a classless society would be developed • This allows for “Communism” • Elimination of private property, all goods and means of production owned by the community – everyone equal
The Labor Movement • Marx and others create “First International” in 1864 • Large meeting in London of labor activists, anarchists, German theorists • Unsuccessful due to arguments, too many different factions • Ferdinand Lassalle forms Social Democratic political party • Successful in Germany • France too divided, England had Fabian Society or influence of Christianity
The Labor Movement • The Second International (1889-1914) • “Golden age of Marxism” • 12 million members, more cohesion • Goals: • 8 hour workday • Welfare state • Universal suffrage
The Socialist Labor Movement • Successes: • Strengthened labor unions • Helped workers gain labor and living improvements • How? • Sometimes gained some political power in government legislatures • Sometimes caused fears of a revolution
Isms – Response to Industrialization • Capitalism • Adam Smith – The Wealth of Nations; Economic liberty guarantees progress • In Practice? Little to No government intervention…at first • Liberalism • Freedom of the individual, equal rights for all, fair competition (heavily supported by the middle-class) • Utilitarianism • Jeremy Bentham & John Stuart Mill; The Greatest Good for the Greatest Number • In Practice? Not a very direct road map for legislation but rooted in socialism • Socialism • System in which the factors of production are owned by the public and operate for the welfare of all • In Practice? Government involvement of economy through the existing political structure • Communism • “The proletarians have nothing to lose but their chains. They have the world to win. Workingmen of all countries, unite.” • In Practice? Overthrow existing structure; Dictatorship leads to no government
Utilitarianism • Utilitarianism - People should judge ideas, institutions, and actions on the basis of their utility • Jeremy Bentham • The greatest good for the greatest number • John Stuart Mill led the movement • Cooperative system of agriculture, women’s rights, reforms in legal and prison systems, education, do away with great wealth differences
Cultural Responses:Romanticism 1800-1850Realism 1850-1880Impressionism 1880-1905
Romanticism - Movement of Revolt • Heart vs. reason; emotion vs. intellect; mysterious vs. rational; individual vs. set formula; senses and imagination vs. everything else “the heart has its reasons which reason does not know.”
Romanticism • Varied from country to country; reacts to movements • Britain: industrial society • France: glory of man and liberty • Germany: promotion of national unification • Spain: reaction against Napoleonic rule • Artists: Goya, J.M.W. Turner, Constable, Delacroix • Authors: Emily Bronte, Johann Wolfgang von Goethe, Victor Hugo, Wordsworth, Coleridge, Byron, Keats, Shelley • Composers: Beethoven, Mendelssohn, Chopin, Liszt
