Industrial Revolution

Theme: impacts of classical liberalism

First adopted in the United Kingdom — later was adopted throughout the world

Pre-Revolution

Most people lived in rural areas
- prior to the Industrial Revolution, the agricultural revolution occurred and farming efficiency progressed
Things were made by hand
- low supply meant the price was inherently high
Natural sources of power were used → oxen, wind and flowing water
- Simple machines were used, e.g. the windmill and the water wheel
Most people were poor → gleaners looked through fields to find scraps

New means of production (machines/factories)
New sources of power, e.g. the steam engine, coal
Radical improvements to transport, e.g. the train
New materials, e.g. iron/steel
Urbanization: people concentrated into cities
Class system continued but also underwent changes
- the middle class grew
- people were emerging from poverty — but because there was such a massive unemployed workforce, people worked for dirt cheap
- children were used as labourers
Production was broadly moved to factories

Machines such as the spinning jenny/spinning wheel that were used to make threads and cloths were replaced by the spinning mule
Mechanization occurred where goods were produced by machines
No regulations oversaw the production of goods

Maritime and aviation transport exploded.
In 1829, the first steam locomotives were introduced. 3 decades later, train networks exploded across Europe
Reduced travel times and ordinary people could travel
Air pollution became mainstream; sewage was dumped straight into the river

Villages moved to cities, because cities were where all the factory jobs were. Farms were abandoned.
Low wages, poor working conditions.
- Kids and orphans worked in factories

Cities became overcrowded
- Substance abuse, crime, disease, slums and poverty became rife.
- Child labour and women were used to work → indicates a larger problem

Iron and steel changed construction: stone and brick materials turned into steel

Gasoline engines led to the introduction of gasoline powered fixed wing flight
Production led to greater wealth
Industrialization spreads rapidly because of the increases of power associated → factories concentrate and the population grows

Post-revolution society accepted classical liberalism
- Limited government and a democracy where many couldn’t vote
- Laissez-faire economic system
- Legal and civil rights were present — but democratic rights were reserved for white, wealthy men

luddite: a person resistant to new technologies (reactionaries)
Skilled textile workers were replaced by machine frames that were operated by unskilled labourers
- Ned Ludd was the first reactionary to destroy new machinery in 1779.
- Army of Redressers in 1811 destroyed more new machinery

The class system remained constant — however distribution of wealth changed.
- Upper: wealthy, land owning aristocrats (nobility)
- Middle: business owners, merchants, bankers and professionals
- Working: manual labourers (farm peoples, factory workers, servants, tradespeople)
Case study: Rockefeller
- Founded Standard Oil in 1870 at age 31 — bought up most oil refineries in the US with dirty practices and eventually controlled 90% of the American oil business

Electoral reform increased the slim population who were capable of voting — often comprised of the bourgeoise who wanted to be able to control laws as to enrich themselves.
Universal manhood suffrage became implemented in the late 1800s
- Suffrage: right to vote
The general trend is that liberalism changes, very slowly.

The Factory Act was introduced in the UK in 1833
- prohibits child labour
- 9 - 13 year olds can’t work greater than 8 hour days
- Birth certificates to prove age
- 12 hour work days for older kids
- 58 hour work week
- Machine safety + compensation for dead workers was introduced
As of the late 1800s, classical liberalism began to morph and transform into modern liberalism

The Factory Act implemented minimum reading and writing education
The Education Act was then introduced to establish education boards and pay for the education of poor children.
In 1874, 10 year olds became allowed to work part time such that they had time for education.
- 1880: compulsory education for 5 - 10 year olds
- 1891: grants and subsidies for education
- 1918: compulsory education to 14 years old

Pinkertons: strike breaking
Robber barons & captains of industry: depends on perspective towards the bourgeoise