Liberalism and Reform: The Industrial Revolution in England

 

Due to the liberal economic policies and Enlightenment ideals of eighteenth century England, enough capital became available in the right intellectual climate for investments in new technologies to lead to the invention of the steam engine. Mechanization on the factory floor enabled businesses to produce cheap goods and then transport them far more quickly to markets all over the world. Attracted by the demand for factory jobs, poor people moved to new industrial centers ill-equipped to house them. Factory owners felt no responsibility for providing safe working or decent living conditions for the workers, and instead they colluded to keep wages artificially low and maximize their profits. Radicalized by the dangerous conditions of the factories, long work hours, and unhealthy living conditions, the workers began to demonstrate for their fair share of the astronomical profits earned by the owners. Through street protests and, eventually, strikes, the workers pressured Parliament to approve reform legislation that would improve working conditions, shorten hours, eliminate child labor, and grant higher wages. Influenced by images and stories by liberal writers about poverty, the voting population began to see the injustice and they chose to vote to make it right. Although the reform process moved slowly, eventually the workers convinced Parliament to accede to their demands, and by the end of the 19th century, they had gained the right to vote. In this way, England avoided a social revolution.

With a new age of enlightened scientific thought combined with a liberal government which encouraged people to make enough profit to create venture capital, it was possible for Britain in the 17th and 18th centuries to develop a sequence of innovative technologies which revolutionized the industrial economy (The Origins of the Industrial Revolution in England). Visionaries of the British Agricultural Revolution such as Jethro Tull applied Enlightenment science to develop efficient methods of farming which expanded the field of agricultural technologies. (Jethro Tull) In addition, with serfdom having been abolished, newly independent farmers looked for new ways to improve food production, resulting in a rapid expansion of population (Causes of the Industrial Revolution). Due to this population boom, as well as the clearing of British forests for farmland, England was faced with a paucity of wood supplies and was forced to find a new source of power in coal (Capital 1700-1750 and the Growth of Wealth). The capital necessary to invest in such new innovations came from a carefully structured economy which gradually increased the wealth of Britain (Capital 1700-1750 and the Growth of Wealth). Thus the government guided the wealthy liberals to invest their steadily increasing capital in the application of Enlightenment scientific thought. With the booming population and capital and the government’s aid, Britain was able to sustain a system of steady economic progress (Essay on Population 1798). Through inventive tactics and a desire to improve business and income rates, England developed a series of innovative solutions to increasing population and demand for power, resulting in the abrupt inception of the industrial revolution.

As a result of England’s respect for science, culture, and capital, the ideal conditions were created for entrepreneurs to amass great amounts of wealth that they could invest in ambitious endeavors. While the population grew exponentially and a shortage of power obstructed expansion, individuals searched for profitable and innovative solutions. As wood could no longer satisfy the needs of society, individuals explored alternative sources of fuel which led to production more efficient mining techniques. For instance, the coal industry required a mechanism that would allow owners to extract coal from deeper areas filled with water, so aspiring engineers required the aid of newly established banks that made use of the large amounts of venture capital accrued by the rich to boost their profits. (Employment of Capital) (Banking) However, the engineers needed a stronger material that could withstand the huge force inside of the engine, so the blast furnace was designed to extract impurities of brittle iron. (Wikipedia-Blast Furnace) The discovery of coke proved to be an essential aspect of the industrial revolution because it was able to creat extremely high temperatures which separated the impurities from molten iron.

The creation of the steam-powered engine in 1710 by Thomas Newcomen provided the basis for development of the industrial revolution. (Wikipedia, The Free Encyclopedia) Prior to Newcomen’s invention, mining depth and efficiency were limited by flooding. However, the engine made it possible for mining depth to be increased by pumping water more efficiently. Beginning with James Watt’s steam engine, which increased efficiency through the addition of a second condensing chamber, people applied this innovation to numerous areas of industry and increased the productivity of factories and transportation.

For instance, winding gear made it possible for miners to travel up and down mines on a shaft to transport coal easily and safely. Also, the spinning mill utilized innovative line shafting to give power to the spinning looms which greatly advanced the textile industry by increasing the productivity of the textile factories. (BBC Homepage) Prior to this industrialization, people in the textile industry worked from home, cleaning, combing, spinning, dying, and weaving the raw material slowly and inefficiently. (The Open Door Website) The new machine-powered spinning looms allowed the workers to produce cotton much faster, and since factories could produce the same quality of cotton clothing, much of the general public could afford these luxuries. As the textile industry and the steam engine evolved, more innovations developed, specifically in the field of transportation.

The steam engine and advancements in building materials provided the basis for more efficient transportation. The construction of pioneering railroads, bridges, and means of shipping that utilized the steam engine largely contributed to the more effective transportation and expansion of English commerce. (BBC- Iron Bridge) As a result of the determination and brilliance of George Stevenson, the mighty engine-powered train was developed. This new train, which reached speeds of twenty miles an hour, allowed for the rapid delivery of goods. (BBC- Rocket British History in Depth) In addition, the further application of the steam engine to sea travel by Robert Fulton allowed English goods to be transported to even more remote locations across the globe. As the demand for English goods increased and global markets expanded, more and more citizens of the countryside flocked to the new industrial centers. Without the venture capital of the wealthy and the establishment of a national bank, no ambitious engineers could have prevailed. In summary, while the brilliant innovations transformed the production of goods, they also would alter the political organization of England.

The workers of England, unlike workers in many other countries, had decided not to revolt and try to get all their demands at once because they still believed the system could work if they tried to get their rights gradually. Then within the next hundred years, they accomplished the transformation of the political landscape in England.

Throughout this period of reform, it must be remembered that the workers had come to the city a life in the countryside which was little better than serfdom. No matter how unsanitary and hard their life was in the factory, this was their best chance to get a better life. Reforms had not been made until this time because the workers did not know what fair was. Not until they saw the enormous profits that were being made did they realize how badly they were being treated. Starting in the 1820’s, the workers began demanding safer workplaces, shorter hours, better housing, and an end to child labor. (Victorian Legislation) They did not get all their rights at once, but persevered and did not revolt and start a civil war. The workers realized that burning the factories and killing the owners would make their situation worse. They kept at it and by the 1890’s their children and grandchildren had their rights. This process of reform took an ultimate trust in not only the system, but also their own government. (Spragins.)

Working in proximity to rich people radicalized the workers to stand up for their civil rights. The realization that the government and the factory owners were working to maximize their own profits inspired them to protest. The poor people that lived in the city made money, but just enough money to stay alive. (Lives of the Workers) They saw that the owners were once like them, common people. However, they had made millions from their factories. This fact radicalized the workers and convinced them to advance as far as the factory owners had. (Spragins.)They wanted the right to vote and the money to buy necessities for their everyday lives, so they fought for their rights within the political system.

The industrialization of cities like Manchester caused large masses of people to migrate from the countryside to urban areas. (The History of Manchester) However, the cities could not handle the rapid population rise. The cities did not have the ability to house all the workers properly. Also, the sewage system was non-existent and there was not nearly enough police to keep order. Families lived with dirty water in a tiny house. The people within the houses were over-cramped and diseases such as typhus and tuberculosis spread like wildfire. (Spragins)

In the factory, both children and adults worked full length days. With all living conditions the same and all wages low, workers were forced to deal with their lot in life. Through these conditions of industrial cities and the greed for more wealth by the owners, the poor factory workers became united in the desire for a better life. They began with the demands for a shorter work day and soon began asking for limits on a child’s work week. But the issue that galvanized the workers movement was the price of corn.

In the early 19th century, Parliament passed laws to benefit rich landowners. The newly passed Corn Laws banned the import of foreign corn until the price of domestic corn had gone up (The Corn Laws). Because of the increase in corn prices, the prices of everything else went up as well. The increase in food prices caused dismay amongst the working class. The unrest felt by the workers lead to the creation of the anti-corn law league or ACLL (The Corn Laws). In 1817, a demonstration was broken up by government troops in what became known as the Peterloo Massacre (Peterloo Massacre). It would take another fifteen years  of angry protests, and even riots by various groups including the ACLL before Parliament began to admit that workers had rights.

In the 1832 reform laws, Parliament finally expanded the right to vote to people who could prove that they owned at least ten pounds worth of property. This opened the door for the workers to push through new laws. They began to shorten their work week and limit hours for children. In 1837, legislation was passed to reduce the number of poor citizens through the use of workhouses. These workhouses were places where poor citizens could receive shelter and pay in exchange for labor (anti- poor laws). Although the poor laws were not as effective as hoped, they represented the first step towards treating the poor with dignity and humanity. 

The next wave of demonstrations took place in the 1840’s. The Chartists were another group of protestors who demanded six major changes from parliament: “votes for all men, equal electoral districts, abolition of the requirement that members of parliament be property owners, payment for M.P.’s, annual general election, and a secret ballot” (chartist movement). Instead of taking a violent approach, the Chartists took a more civil one. They created three different petitions and gathered the signatures of workers who supported their positions. The first petition included two hundred fifty thousand signatures but was nullified by Parliament (chartist movement). The second and third petitions both ended by being denied by parliament even though over 3.5million people signed them. Although the Chartist movement was a failure, their demands would eventually be granted within the next twenty years.

In 1859, when parliament granted the workers the right to picket, the factory owners were no longer able to take action to physically break up protests. These picket lines shut down factories completely because new workers would not be able to break the barrier of picketers. Therefore, owners were required to comply with the desires of the workers, and pass laws to make life in the factories better to continue production. In 1867, after years of struggle, almost a million more men were given the right to vote. Between 1872 and 1880 the final reforms involving safety took shape. First, parliament passed the coalmines regulating act, which required fan ventilators, strong timber supports, and better safety lamps, to protect the workers. Later, workers were to be helped by their factory owners if they were to be injured during work. In 1881, children were required to go to school and get an education, rather than working each day in the factories. In the end, the life of a worker in 1890 was exponentially better than a worker in 1820. The workers faith in the system had finally been vindicated.

            Over several generations, the workers gained their rights. Although the protestors such as the Chartists, did not get their demands immediately, they believed that their descendants had a better life than them. They sacrificed greatly to get the demands for their children. They were beaten, fired, starved and some were even killed protesting for these rights. The protestors could have easily started a revolt and driven England into a bankrupt state. However, they believed in the system and eventually got their rights.

With the invention of mass printing and the rise of art’s popularity, the public became aware of the social injustices inherent as a result of the Industrial Revolution. The universal themes and images penetrated higher culture while the working class’s troubles were staved off by the factory owners. Liberals channeled this newfound interest into the push to reform government in the name of the working class.

Even though the owners lost to the radical liberals in the long run, they were very successful in distracting the workers in the form of stories of murder and mayhem, team sports that made people happy and drugs such as opium. For instance, after the mechanization of the printing press, a new type of entertainment came about in the form of stories published in mass produced tabloid magazines. Frequently the topic of these stories was about murder. A perfect example of this were the Jack the Ripper stories. These were so captivating because they featured mystery, murder, and sex. For instance, Jack would not only kill his poor prostitute victims, but he would remove their organs like a surgeon would as well. The purpose of these stories was to distract the workers, so that they would talk about the stories all day instead of the money that they weren’t being paid. (Jack the Ripper Casebook) Soccer became a professional sport that would be written up every day in the newspapers in the 1880s. The games would attract crowds of 10,000 in the early 1880s, and 60,000 in 1897 and by 1913 soccer was attracting crowds of 120,000. This made for a good distraction from the workers because going to see the games would give them something to do at the end of the day other than thinking about work and it would also be in the paper’s the next morning so they could read about it the next morning. (History Study Center) Opium was made legally available by the politicians, and 5 out of 6 working class families used it habitually. They even gave children opium, just to quiet them. Therefore this usage was very widespread throughout the town and the country. (Victorian Web) The owners achieved what they set out to do with these many forms of entertainment, and distracted the workers from thinking about their best interests, like possibly going on strike. The workers had allies in radical liberal reformists, and those people such as Charles Dickens, wrote stories which tugged at people’s heartstrings and tried to gain sympathy for them.

Due to the invention of the printing press, mass production became a formidable means, especially for radical liberal authors, of expressing ideas. This led to the rise in popularity of newspapers and, in turn, novels. Authors realized the immediacy of economic profit that existed in the serial novel. They would publish a chapter or two of a book per week and create interest in their work. As readers became entrenched in the stories, they would purchase the succeeding copy. Authors included a cliffhanger or suspenseful conclusion to each chapter, further drawing in the reader and building hype for the next copy. The intended audience for these serial novels was those who were literate and owned property. It was this group that had the power to vote. The thought process was that if they saw heard the message, they would spring to action by way of reform. The viral marketing technique paid off for authors; not only was their message spread to the public, but they were making money in the process. The most prominent example of an author using this technique is Charles Dickens. Forced to work in a factory as a child while his father was in debtor’s prison, Dickens dedicated his writings to exposing the injustice facing the poor by reflecting these troubles in his characters and their plights. For instance, he detailed the life of the poor with Oliver Twist, Pip in Great Expectations and the Crachits of A Christmas of Carol among others as well as by contrasting their lives with those of the rich. He also satirized the greed that came from those with power over the helpless. The Dickensian influence penetrated media and popular culture and soon imitators began making fraudulent sequels in order to gain profit at Dickens’s expense. While he felt wronged regarding his income, he felt that these impostors were diluting his message. Artists soon used a similar means to get a, too, similar message to society.

Like the serially produced works of Dickens, the works of liberal artists were similarly distributed widely among the public. The advent of engraving, lithography and woodblock printing led to a similar cultivation of images as mass printing did with newspapers (The Graphic). The implementation of public museums until the end of the century allowed a greater number of middle-class citizens to view artwork that had previously been inaccessible (Landow). However, in the early to mid-1800’s, the dominant form of art was Realism in painting (Realism) These works, especially those by French artists Gustave Courbet, Jean Francoise Millet and Honore Daumier, sought to capture true reality by using lifelike painting techniques designed to “fool the eye” (trompe l’oeil) (Realism). Typical subjects included people at work, gritty nightlife and, most importantly, the poor (Realism (arts)), (“Realism.” The Victorian Web: An Overview). Yet, in the context of popular culture, these images were restricted to the upper class and although they are regarded highly in the scope of history, they were not readily available to the middle class (Landow). Nonetheless, their photorealistic depictions of poor workers struck a chord with the public. Illustrated newspapers began growing in number and as demand increased, entire crews of artists and engravers were responsible for printing images in pamphlets, posters and books (Landow).

Gustave Dore, a famed French engraver and ink artist who was known for his Illustrated English Bible and other illustrated literary reproductions, used a Realism- style approach to producing art (Gustave Doré) In 1869, he journeyed to London and, seeing the unjust trials of poverty, published a series of 180 engravings depicting the squalor of lower class London three years later. The book, titled London: A Pilgrimage was a commercial and financial success (“Gustave Dore.” Spartacus Educational). Around the same time, an illustrated magazine called The Graphic intent on affecting public opinion was created and experienced great financial success (The Graphic) These can be traced to the fact that, like Dickens, the works were tailored to appeal to the compassion and stimulate the empathy of the voting class (Walter Crane, Paul Gavarni, Gustave Dore) Additionally, Dore and other similar artists took inspiration from the mass-produced recreations of famous paintings that were, too, growing in popularity (Landow). Alas, the efforts of artists such as Dore and writers such as Dickens and Gaskell, the radical liberal message overcame that of the factory owners and reform movement gained steam in giving rights to workers.

In the end, the workers had gained their rights and England had happy workers. It started from the invention of the steam engine and ended with 1881 reform laws that made it mandatory for children to go to school. Working within the system, the workers had for the first time in history made its government give them better rights lawfully and without too much bloodshed. They had seen the system work for the factory owners and decided it could work for them. They had decided that working in the factory was better than starving in the countryside. Once radicalized by corn prices and proximity to the rich, the mass of workers who asked for more rights was hard to ignore, and gradually Parliament relented on laws. Once the workers gained the rights to vote, it was even harder to stop them from making more reforms. The workers, however, did not abuse their power, and the government, in turn, did not attempt to take away rights that had been fairly voted on. All in all, the system had worked when both sides had maneuvered within the system.

 

Works Cited

 

"Tull, Jethro." Encyclopædia Britannica. Encyclopædia Britannica Online School Edition. Encyclopædia Britannica, 2010. Web. 10  Mar2010  <http://school.eb.com/eb/article-9073727>.

 

Thomas R. Malthus, First Essay on Population (London: Macmillan,1926), pp. i, 11-17, 26-31, 37-38. <http://www.fordham.edu/halsall/mod/1798malthus.html>.

 

Kreis, Steven. "Lecture 17: The Origins of the Industrial Revolution." Lecture 17: The Origins of the Industrial Revolution. 11 Oct. 2006. Web. 10 Mar. 2010. <http://www.historyguide.org/intellect/lecture17a.html>.

 

Halsall, Paul. "Modern Western Civilization Class 15: Causes of the Industrial Revolution." Modern Western Civilization. Web. 10 Mar. 2010. <http://www.fordham.edu/halsall/mod/lect/mod15.html>.

 

Spragins, Jamie. "Industrial Revolution." Humanities. Gilman School, Baltimore, MD. 8 Mar. 2010. Lecture.

 

"The Open Door Web Site : History : The Industrial Revolution : The Textile Industry." The Open Door Web Site : Home Page. Web. 04 Mar. 2010. <http://www.saburchill.com/history/chapters/IR/008.html>.

"Thomas Newcomen -." Wikipedia, the Free Encyclopedia. 01 Mar. 2010. Web. 04 Mar. 2010. <http://en.wikipedia.org/wiki/Thomas_Newcomen>.

"BBC - History - British History in Depth: The Spinning Mill Animation." BBC - Homepage. Web. 04 Mar. 2010. <http://www.bbc.co.uk/history/british/victorians/launch_ani_spinning_mill.shtml>.

"BBC - History - British History in Depth: Winding Gear Animation." BBC - Homepage. Web. 04 Mar. 2010. <http://www.bbc.co.uk/history/british/victorians/launch_ani_winding_gear.shtml>.

"Capital and Labour - The Employment of Capital." Rochester History Resources. Web. 10 Mar. 2010. <http://www.history.rochester.edu/steam/lord/3-4.htm>.

"Capital and Labour - Banking, 1750." Rochester History Resources. Web. 10 Mar. 2010. <http://www.history.rochester.edu/steam/lord/3-5.htm>.

"Modern Western Civ. 15: Causes of Industrial Revolution." FORDHAM.EDU. Web. 10 Mar. 2010. <http://www.fordham.edu/halsall/mod/lect/mod15.html>.

"Blast Furnace." Wikipedia, the Free Encyclopedia. Web. 10 Mar. 2010. <http://en.wikipedia.org/wiki/Blast_Furnace#Coke_blast_furnaces>.

"BBC - History - Iron Bridge British History in Depth: The Iron Bridge - How Was It Built?" BBC - Homepage. Web. 10 Mar. 2010. <http://www.bbc.co.uk/history/british/victorians/iron_bridge_01.shtml>.

"Richard Trevithick : Biography." Spartacus Educational - Home Page. Web. 10 Mar. 2010. <http://www.spartacus.schoolnet.co.uk/RAtrevithick.htm>.

"BBC - History - Rocket British History in Depth: Stephenson's Rocket Animation." BBC - Homepage. Web. 10 Mar. 2010. <http://www.bbc.co.uk/history/british/victorians/launch_ani_rocket.shtml>.

"The Corn Laws." Victorian Web. Web. http://www.victorianweb.org/history/cornlaws1.html., Colby, Charles W., ed.

 

"The Peterloo Massacre." Modern History Source Book. June 1998. Web.,

 

"The Luddites." Spartacus. Web. http://www.spartacus.schoolnet.co.uk/PRluddites.htm.,

 

"The Reform Acts." The Victorian Web. New York New Press, 1999. Web.  http://www.victorianweb.org/history/hist2.html.,

 

"Life of Ninteenth-Century Workers." The Victorian Web: An Overview. Web. 04 Mar. 2010. <http://www.victorianweb.org/history/workers1.html>.

 

"Victorian Legislation: a Timeline." The Victorian Web: An Overview. Web. 8 Mar. 2010.  <http://www.victorianweb.org/history/legistl.html>.

 

History of Manchester." Wikipedia. Web. <http://en.wikipedia.org/wiki/History_of_Manchester>.

 

"Industrial Revolution." Wikipedia. Web. <http://en.wikipedia.org/wiki/Industrial_Revolution>.

 

Casebook.org. Web. <www.casebook.org/intro.html>.

 

VictorianWeb.org. Web. <www.victorianweb.org>.

 

HistoryStudyCenter.com. Web. <www.historystudycenter.com/marketing>.

 

"The Graphic." Spartacus Educational - Home Page. Web. 13 Mar. 2010. http://www.spartacus.schoolnet.co.uk/Jgraphic.htm.

"Gustave Doré -." Wikipedia, the Free Encyclopedia. Web. 13 Mar. 2010. http://en.wikipedia.org/wiki/Gustave_Dore.

"Gustave Dore." History of Art. Web. 13 Mar. 2010. http://www.all-art.org/impressionism/dore1.html

"Gustave Dore." Spartacus Educational - Home Page. Web. 12 Mar. 2010. http://www.spartacus.schoolnet.co.uk/Jdore.htm

Landow, George P. "Victorian Art Criticism and the Rise of a Middle-Class Audience." The Victorian Web: An Overview. Web. 13 Mar. 2010. http://www.victorianweb.org/authors/ruskin/finearts/criticism1.html

"Realism." Art Cyclopedia: The Fine Art Search Engine. Web. 12 Mar. 2010. http://www.artcyclopedia.com/history/realism.html

"Realism (arts) -." Wikipedia, the Free Encyclopedia. Web. 12 Mar. 2010. http://en.wikipedia.org/wiki/Realism_(arts)

“Realism." The Victorian Web: An Overview. Web. 13 Mar. 2010. http://www.victorianweb.org/genre/Realism.html

"Walter Crane, Paul Gavarni, Gustave Dore." History of Art. Web. 13 Mar. 2010. http://www.all-art.org/history424.html

Graphic." Spartacus Educational - Home Page. Web. 13 Mar. 2010. http://www.spartacus.schoolnet.co.uk/Jgraphic.htm.

""The Graphic." Spartacus Educational - Home Page. Web. 13 Mar. 2010. http://www.spartacus.schoolnet.co.uk/Jgraphic.htm

.