Victorian times

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Victorian times

• Please enjoy

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A LIFE OF A POOR VICTORIAN

• As a child
• They didnt go to school.
• Kids who didnt have parents could stay at
  workhouses.
• These are some of the differences
• Poor had had few luxuries.
• ate food they could afford to buy
• worked long hours
• lived in damp, filthy conditions.
• Many children died of disease.

• As a parent
• they had to take there families to workhouses
  for shelter and food
• These are some of the differences
• Wealthy had usually well fed, clean and well
  clothed. didn't need to work children had
  expensive toys
• children went to school
• lived in big houses with servants
• went on holidays

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The life of poor Victorian P2

• The poor were not too much different in those
  days, then from today. Back then, they begged on
  the streets for food or a bit of money. They
  worked doing odd jobs of lowly types for the
  richer people. The children, when old enough, did
  the same. They may have been sold to Rich
  families but I'm not sure that was very common.
  There was no "welfare" system by the governments
  of then. Sometimes people were forced to steal
  from merchants. They would steal bread and other
  food items.. If caught, they were severely
  punished.. The poor were always looked down upon
  by the aristocrats. They considered them dirty
  and ragged, and labelled them as gypsies beggars
  and thieves.. Education was only for the rich and
  wealthy. Therefore, most of the poor were
  uneducated and could not read or write. They
  lived in squalid conditions and were usually
  doomed to a life of misery.

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Workhouses

• Workhouses place for people who wanted to get
  shelter and food ,and to stay you had to do jobs
  in the workhouse .
• If you were a orphan or homeless you still had to
  do work around the workhouse.

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The important people queen Victoria

• Victoria was born in 1819 in Kensington Palace in
  London. Her name was Alexandrina Victoria. When
  Princess Victoria was 18 years old her uncle King
  William died and she became queen. She was
  crowned at Westminster Abbey in 1838.  Victoria
  married her handsome cousin Albert a young prince
  from Germany. (She had proposed to him). Albert
  didn't speak English very well and lots of people
  didn't like him.

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The important people

• Elizabeth Garrett Anderson (1836-1917) The first
  woman to qualify as a doctor in Britain. She
  founded a hospital for poor women and children in
  London.

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The important people

• Mrs. Isabella Beeton 1836-1865 An english
  writer  whose "Book of Household Management" was
  a bestseller  for many years. 

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The important people

• Alexander Graham Bell (1847-1922) Inventor of
  the telephone.

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The important people

• Isambard Kingdom Brunel 1806-1859  Brunel was an
  engineer who specialised in railway
  traction,tunnels, steam ships and bridges. He
  designed the Clifton Suspension Bridge and was
  engineer to the Greta Western Railway. He built
  the SS Great eastern the largest 19th century
  ship.

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The important people

• William Booth (1829-1912) A Methodist minister
  who founded The Salvation Army in 1878 to preach
  and give help, shelter and food to poor people.

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The important people

• Charles Dickens 1812-1870 Great novelist of the
  victorian age. His novels were outstandingly
  popular in his time and are still popular now.
  His books include stories about thieves, convicts
  and schoolboys. He wrote about ordinary people
  and how they lived, about terrible prisons, bad
  schools and the workhouse. His famous characters
  include Oliver Twist, Scrooge and David
  Copperfield.

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The important people

• Lewis Carroll(1832-1898) Real name Charles L.
  Dodgson, he was the author of Alice in Wonderland
  (1865).

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The important people

• Charles Darwin 1809-1882 An english naturalist
  who was famous for his famous theory of "natural
  selection". As a young scientist he set sail on
  the voyage of the Beagle in 1831 and came back
  with observations on the varieties of fossils and
  living animals which made him question the
  Bible's story of creation. His findings were
  published in "The Origin of Species" in 1859.
  This theory caused a real stir and was sold out
  straight away.

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The important people

• Benjamin Disreali (1804-1881) Prime Minister. An
  author as well as a politician Disraeli wore
  fancy clothes and loved to make fun of 
  Gladstone.

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The important people

• Arthur Conan Doyle (1859-1930) He created the
  character Sherlock Holmes.

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The important people

• Thomas Edison (1847-1931) Edison was the
  inventor of over a thousand ideas which
  transformed life in the late 19 th century. He
  invented his own phonograph, and developed with
  Swan the electirc carbon filament lamp, which
  eventually became the modern light bulb.

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The important people

• William Gladstone (1809-1898)  A liberal
  politician who was Prime Minister four times. He
  was a very religious man who turned down a career
  in the church to become a politician. He had a
  strong sense of right and wrong and believed
  people should be judged on their merits, not on
  their wealth.

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The important people

• Mary Ann Evans (1819-1880) She wrote a number of
  books under the pen name "George Eliot". Her well
  known books include Silas Marner and Middlemarch.

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The important people

• Thomas Hardy (1840-1928) An English novelist and
  poet, born in Dorset. He wrote many stories based
  in the fictitious county of Wessex. These
  included Tess of the Durbervilles and The Mayor
  of Casterbridge.

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The important people

• W.G. Grace (1848-1915) An all-round cricketer
  who broke many cricketing records and made the
  game widely popular.

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The important people

• Joseph Lister (1827-1912) A scottish surgeon who
  realised the importance of keeping wounds and
  equipment clean and germ free during operations.

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The important people

• Mary Kingsley (1862-1900) At the age of 30 she
  made two adventurous trips to West Africa where
  she collected information about African tribal
  customs.

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The important people

• David Livingstone (1813-1873) A missionary who
  made three long explorations of East Africa. He
  wrote the story of his amazing three year journey
  across the African continent from the Atlantic to
  the Indian Ocean. He wasthe first European to see
  the Victoria Falls.

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The important people

• Charles Stewart Parnell (1846-1891) An Irish
  political leader who became an MP in 1875 and
  argued passionately for Irish independence.

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The important people

• Robert Peel (1788-1850) Twice Prime Minister and
  responsible for the repeal of the Corn Laws.

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The important people

• Florence Nightingale (1820-1910) "The lady with
  the lamp". The founder of modern nursing. In 1854
  she took charge of nursing soldiers wounded in
  the Crimean War. She organised the cleaning of
  the filthy rat infested military hospital and
  organised proper nursing. The death rate fell
  dramatically.

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The important people

• Robert Louis Stevenson (1850-1894) A scottish
  author who wrote Treasure Island  and Kidnapped
  which are two of the most popular children's
  stories ever written.

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The important people

• Alfred Lord Tennyson (1809-1892) The most famous
  Victorian poet who wrote many poems about major
  events such as The Charge of the Light Brigade
  during the Crimean War.

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A life of a wealthy Victorian

• The Rich Victorians usually were well fed, clean
  and well clothed, they didn't need to work, lived
  in big houses with servants, went on holidays,
  children had expensive toys and children went to
  school.just like it is for modern-day rich
  people.
• For parents well they didnt have to look after
  there children that much because they had
  nannies. They didnt have to work or clean
  because they had servants. Had big expensive
  houses and nice clothes. Well fed and treated.
• For kids this was like from a parents view It
  was rather pampered, with nice clothes and toys.
  They had a nanny or nurse of sorts to care for
  the children. The children may have had more
  contact with the nanny than the mother. They
  would have time outside, usually playing in the
  garden or taking walks. Would have an early
  dinner, in their rooms with the nanny and put to
  bed long before the parents had dinner. The
  nanny's room was adjoined to the children's rooms
  so she could get to the child in the night if
  needed. There is private teacher for lessons
  until the kids were old enough for boarding
  school, military or finishing schools as the case
  may be. Toys were brought out the imagination in
  the child. Girls were taught these hobbies like
  needle work, piano and Boys were taught things
  like horse back riding, archery, hunting and
  business! Girls were treated like ladies, and
  boys like gentlemens. They lived a gentle life.

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Pictures of wealthy Victorian
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Work

• Poor
• Childern had to work to earn money for their
  there family and this where there jobs textile
  mills , mines.
• Here is some facts 
• Due to mass unemployment and insubstantial living
  conditions during the 1800's in England, the
  Victorian children were sent to work in mines as
  diggers or moverswhich involved moving mass
  quantities of coal, dirt, stone on quite decrepit
  trolley's However, the majority of children were
  ostracised from their homes from their own
  parents as they could no longer afford to feed
  them. So it would seem out of an act of kindness
  that these families sent their children to
  Workhouses or factories (being the industrial
  age) where they would eat, sleep and work
  together. their work included mending machines
  (as children's arms are small enough to reach
  into them, often children lost arms and fingers),
  crafting, stitching.

• Wealthy
• They didnt have to work!!!!!!!!!!!!!!!!they had
  servants

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Pictures of kids working
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servants

• The Victorian domestic servant had a gruelling
  and exhausing life comprising of long hours
  filled with demanding physical labour and very
  little time off.
• In the early nineteenth century, it was common
  for children to go into domestic service at a
  very early age, usually around ten years of age
  but sometimes as young as eight. The daughters of
  working men and women had to earn their living
  and domestic service was considered an ideal
  occupation for young girls and single women.
• Working time could be up to 17 hours long each
  day, from 5.30 a.m. in the morning until 10.30
  p.m. The work was endless and physically
  demanding.
• Servants were seen as dispensable creatures
  solely in existence for the comfort of the family
  and so health and safety issues for the servant
  were not considered the employer's
  responsibility. The issue of servants' injuries
  was finally included in the Workman's
  Compensation Act of 1907. Maids and cooks had to
  endure lack of fresh air, monotonous, long hours
  of work and accidents in the course of their work
  such as burns and falls. Poor children as young
  as five worked for a living. Children did various
  kinds of jobs. Many of the jobs they did were
  unpleasant and dangerous. Some children worked in
  coal mines pushing trucks coal to the surface.
  Others opened and shut doors to allow air to
  circulate through the tunnels. They worked in the
  dark with only the light of a candle to help them
  see. Other children worked in factories. They had
  jobs like piecers in cotton mills and would spend
  the repairing broken threads. Many fell ill or
  had bad accidents, which left them with injuries.
  Most factory and mine owners didnt think
  anything was wrong with giving nasty jobs to
  children. They were made to work long hours with
  very little pay and there was no laws to protect
  them. Children in the country also worked. They
  did jobs like picking up stones before the crops
  were sown or scaring birds away from the crops.
  The hours were long and often the weather was wet
  and cold. Children were cheap and couldnt
  complain. Some orphans and homeless children were
  sold to employers as chimney sweepers. The boys
  were made to climb up narrow chimneys in big
  houses to clean them and some lost a arm or a
  leg. These children would be very young and thin.
  It was a dirty and dangerous job.

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Money and wages

• Making a definitive statement about the cost of
  living in Victorian England is difficult,
  particularly in the last half of the century,
  because the economy went through a long period of
  growth, followed by slumps at the end of the
  nineteenth century. A worker in 1870 might make
  150 what a worker in 1850 made, but because
  different prices had increased at different
  rates, the actual buying power of the wages
  increased only moderately. At the end of the
  century, prices fell greatly, more rapidly than
  wages, so that despite a lower wage, the workers
  buying power actually increased.
• The following tables provide a sampling of wage
  and cost of living information.

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Picture of a coin and how much money you got pre
week.

• The average wage in the 1850s was about 15
  shillings (75p) a week. Many children got just 5
  shillings (25p) a week, or less.

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Money and wages p2

• 1. According to Porter (176), in the mid-1860s
  workers in London received the following wages
  for a 10-hour day and six-day week
• common laborers 3s. 9d.
• excavators wearing their own "long water boots"
  4s. 6d.
• bricklayers, carpenters, masons, smiths 6s. 6d.
• engineers 7/6 ( 110 pounds/year)
• 2. These wages reflect weekly pay in the mid- to
  late '60s (various sources listed below)
• Mail Coach Guard ... 10/0 tips
• Female telegraph clerk ... 8/0
• London artisans ... 36/0
• London laborers ... 20/0
• Farm hands ... 14/0
• Sailors ... 15/0
• Seaman on steamers ... 16/4
• 3. In better paid positions, particularly the
  professions, salaries were indicated in annual
  amounts. Two positions for which information is
  available are
• Army Cornet ... 200/0/0
• Indian Civil Service officer ... 300/0/0

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Money and wages p3

• Sugar
• 6/14/2
• Butter Eggs
• 9/12/0
• Meat
• 18/6/0
• Fish
• 2/0/0
• Vegetables
• 5/0/0
• Beer
• 6/10/0
• Washing womansoap and her meals
• 6/13/0

• Cost of Living for a senior clerk (1844)
• 25/0/0
• Taxes
• 5/0/0
• Maid
• 7/0/0
• Coal 5 tons
• Rent
• 6/5/0
• Candles and Wood
• 2/0/0
• Tea

Ironing and mangling 1/0/0 Clothing 23/6/0 Church
and charity 3/10/0 Doctor 5/0/0 Misc. 1/8/0 Amusem
ents 1/19/4 Savings 6/0/0 Total150/0/0
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Money and wages p4

• Cost of Living for a typical, rising professional
  man with a 700 annual income (early 1900s)
• Rent and Taxes
• 100
• Two maids
• 42
• Food Cleaning materials For 4 people
• 104
• Washing
• 26
• Coal 1 ton/month
• 12

• Electric Light
• 18
• Wine
• 10
• Office expensesTrainfair and lunches
• 30
• Insurance
• 25
• Dress x2
• 80
• Savings
• 50
• TOTAL
• 487

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The common diseases

• Due to the poor environmental conditions, disease
  in the earlier part of the period ran rampant.

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The common diseases

• CHOLERA
• One of the most dreaded of all diseases, acutely
  infectious caused by drinking water from
  contaminated sources. Cholera causes a slowing in
  the blood circulation causing the skin to turn
  blue and shrunken, with inevitable death.
  Superstitions have one catching cholera simply
  because one is afraid of it, and that the sun,
  comets or too much oxygen in the air caused the
  disease. Others stopped eating fruits and
  vegetables as a way to keep from getting the
  disease because they also were believed to be
  causes.

Or maybe this
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The common diseases

• poliomyelitis
• Another disease affecting primarily children,
  Poliomyelitis, attacks the spinal cord and brain,
  often leaving a child to wake up and find his
  limbs paralysed. Only bed rest appeared to offer
  any help in lessening the affects of the disease.
  It wont be until the middle of the 20th century
  (1952) that an American doctor by the name of
  Jonas Salk will develop a vaccine for the
  prevention of the disease.

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The common diseases

• Consumption
• Consumption or tuberculosis is another common
  cause of death throughout the century. The term
  consumption was applied as it described the
  action of the body tissue wasting away.
• It is a highly contagious disease and the
  bacteria which causes it is found to be carried
  in milk and other foods and sometimes the saliva
  of a person who has the disease. It was found
  that only direct sunlight killed the bacteria.
• In 1882, Robert Koch will discover that the
  bacteria that caused the disease begins as fine
  granules, barley visible to the human eye which
  would attach and grow in every organ of the body,
  including the lungs and brain, either damaging or
  destroying the organ.

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Common disease

• Smallpox
• Another widely feared disease is smallpox.
  Affecting people of all ages is especially fatal
  to young children. Smallpox is caused by a virus
  which creates small blister-like bumps on the
  skin and instead the mouth and throat , sometimes
  swelling causing difficulty in breathing. After
  catching it, however, and surviving, one does not
  get it again. This information is used to find a
  vaccine to prevent the diseases

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The common diseases

• Diphtheria
• Another common childhood disease, highly
  contagious, is Diphtheria, the formation of a
  thick gray membrane in a childs throat making it
  difficult to breathe. Fever and weakness also
  accompanied the growth and quite often resulted
  in death.
• Robert Koch, a German scientist, studied the
  disease and determined the bacillus bacteria to
  be the cause. He also determined that as the
  bacteria flowed through the bloodstream, it
  damaged cells in the heart. Two medical students
  took the results of Kochs experiments and were
  successful in developing an antitoxin which
  would both prevent and cure the disease.

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The common diseases

• CHICKEN-POX
• Chicken-pox is one of the most common of the
  diseases of children. It appears in the form of
  little spots all round your body. Not depressed
  in the centre like those of small-pox. The
  illness is preceded by symptoms of fever, chills,
  headache, weariness, itchiness and aching in the
  back and limbs. Often nothing particular is
  noticed in the child till the eruption appears as
  little, first over the trunk, and then over the
  face and limbs. They soon fill with a clear
  fluid which by fourth day begins to dry up, in
  some instances leaving only a slight redness
  where the pox once appeared.

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School

• All children go to school
• Many children in early Victorian England never
  went to school at all and more than half of them
  grew up unable even to read or write. Although
  some did go to Sunday schools which were run by
  churches. Children from rich families were
  luckier than poor children. Nannies looked after
  them, and they had toys and books. A governess
  would  teach the children at home. Then, when the
  boys were old enough, they were sent away to a
  public school such as Eton or Rugby. The
  daughters were kept at home and taught singing,
  piano playing and sewing. Slowly, things changed
  for poorer children too. By the end of the
  Victorian age all children under 12 had to go to
  school. Now everybody could learn how to read and
  write, and how to count properly.

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School p2

• Schools There were several kinds of school for
  poorer children. The youngest might go to a
  "Dame" school, run by a local woman in a room of
  her house. The older ones went to a day school.
  Other schools were organised by churches and
  charities. Among these were the "ragged" schools
  which were for orphans and very poor children.

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Schoolroom

• School room The school could be quite a grim
  building. The rooms were warmed by a single stove
  or open fire. The walls of a Victorian schoolroom
  were quite bare, except perhaps for an
  embroidered text. Curtains were used to divide
  the schoolhouse into classrooms. The shouts of
  several classes competed as they were taught side
  by side. There was little fresh air  because the
  windows were built high in the walls, to stop
  pupils looking outside and being distracted from
  their work. Many schools were built in the
  Victorian era, between 1837 and 1901. In the
  country you would see barns being converted into
  schoolrooms. Increasing numbers of children began
  to attend, and they became more and more crowded.
  But because school managers didnt like to spend
  money on repairs, buildings were allowed to rot
  and broken equipment was not replaced.  

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Teachers

• Teachers Children were often scared of their
  teachers because they were very strict. Children
  as young as thirteen helped the teacher to
  control the class. These pupil teachers
  scribbled notes for their lessons in books .They
  received certificates which helped them qualify
  as teachers when they were older. In schools
  before 1850 you might see a single teacher
  instructing a class of over 100 children with
  help of pupils called monitors. The head
  teacher quickly taught these monitors, some of
  them as young as nine, who then tried to teach
  their schoolmates. Salaries were low, and there
  were more women teaching  than men. The pale,
  lined faces of older teachers told a story. Some
  taught only because they were too ill to do other
  jobs. The poor conditions in schools simply made
  their health even worse. Sometimes, teachers were
  attacked by angry parents. They shouted that
  their children should be at work earning money,
  not wasting time at school. Teachers in rough
  areas had to learn to box!

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Pupils

• Pupils After 1870, all children from five to
  thirteen had to attend school by law. In winter
  in the countryside, many children faced a teeth
  chattering walk to school of several miles. A
  large number didnt turn up. Lessons lasted from
  9am to 5pm, with a two hour lunch break. Because
  classes were so large, pupils all had to do the
  same thing at the same time. The teacher barked a
  command,  and  the children all opened their
  books. At the second command they began copying
  sentences from the blackboard. When pupils found
  their work boring, teachers found their pupils
  difficult to control.

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Lesson

• Lessons Victorian lessons concentrated on the
  three Rs-Reading, wRiting and arithmetic.
  Children learnt by reciting things like parrots,
  until they were word perfect. It was not an
  exciting form of learning! Science was taught by
  object lesson. Snails, models of trees,
  sunflowers , stuffed dogs, crystals, wheat or
  pictures of elephants and camels were placed on
  each pupils desk as the subject for the lesson.
  The object lesson was supposed to make children
  observe, then talk about what they had seen.
  Unfortunately, many teachers found it easier to
  chalk up lists describing the object, for the
  class to copy. Geography meant yet more copying
  and reciting - listing the countries on a globe,
  or chanting the names of  railway stations
  between London and Holyhead. If you look at a
  timetable from late in the 1800s and you will see
  a greater number of subjects, including
  needlework, cookery and woodwork. But the teacher
  still taught them by chalking and talking.

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Equipment

• Slates and copybooks Children learned to write
  on slates, they scratched letters on them with
  sharpened pieces of slate. Paper was expensive,
  but slates could be used again and again.
  Children were supposed to bring sponges to clean
  them. Most just spat on the slates, and rubbed
  them clean with their sleeves. Older children
  learned to use pen and ink by writing in
  copybooks. Each morning the ink monitor filled
  up little, clay ink wells and handed them round
  from a tray. Pens were fitted with scratchy,
  leaking nibs, and children were punished for
  spilling ink which blotted their copybooks.
  Teaches also gave dictation, reading out strange
  poems which the children had to spell out
  correctly.
• Abacus The pupils used an abacus to help them
  with their maths. Calculations were made using
  imperial weights and measures instead of our
  simpler metric system. Children had to pass
  inspections in maths, reading and writing before
  they could move up to the next class or
  standard. Teachers were also tested by the
  dreaded inspector, to make sure that they
  deserved government funds.

53
Reader

• Reader Slates showing pictures and names of
  different objects hang from the walls of the
  infants class. The children chant the name of
  each object in turn. When they can use these
  words in sentences they will move on to a
  reader. This would p probably be the Bible. For
  reading lessons, the pupils lined up with their
  toes touching a semi-circle chalked on the floor.
  They took it in turns to read aloud from the
  bible. The words didnt sound like everyday
  words, children stumbled over the long sentences.
  Quicker readers fidgeted as they waited for their
  turn to read. School inspectors slowly realised
  that the bibles language was too difficult.
  Bibles were gradually replaced by books of moral
  stories, with titles like Harriet and the
  Matches. A reader had to last for a whole year.
  If the class read it too quickly, they had to go
  back to the beginning and read it all over again!

54
Drill

• Drill When its time for PE or drill, a pupil
  teacher starts playing an out-of-tune piano . The
  children jog, stretch and lift  weights in time
  to the awful music. It is like a Victorian
  aerobics class! Even when the teacher rings a
  heavy , brass bell to announce the end of school,
  the pupils march out to the playground in perfect
  time

55
Playtime

• Playtime Outside the classroom is a small yard
  crowded with shrieking schoolmates. Games of
  blind mans buff, snakes and ladders,
  hide-and-seek and hopscotch are in full swing.
  Some boys would beg a pigs bladder from the
  butcher, which they would blow up to use as a
  football. Others drilled hob nails through cotton
  reels to make spinning tops.
• By the second half of Queen Victoria's reign,
  most people earned more money and worked shorter
  hours than ever before. This meant that for the
  first time, ordinary people had enough spare time
  to enjoy sports and other pastimes, and to go to
  the seaside for holidays.

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School punishments

• Cane Teachers handed out regular canings. Look
  inside the punishment book that every school
  kept, and you will see many reasons for these
  beatings rude conduct, leaving the playground
  without permission, sulkiness, answering back,
  missing Sunday prayers, throwing ink pellets and
  being late. Boys were caned across their bottoms,
  and girls across their hands or bare legs. Some
  teachers broke canes with their fury, and kept
  birch rods in jars of water to make them more
  supple. Victims had to chose which cane they
  wished to be beaten with!
• Dunce's Cap Punishment did not end with caning.
  Students had to stand on a stool at the back of
  the class, wearing an arm band with DUNCE written
  on it. The teacher then took a tall, cone-shaped
  hat decorated with a large D, and placed it on
  the boys head. Today we know that some children
  learn more slowly than others. Victorian teachers
  believed that all children could learn at the
  same speed, and if some fell behind then they
  should be punished for not trying hard enough.

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Crimes
Rogue
drunk
Wilful Damage
stealing
Neglect
Misbehaviour
Assault
Game Laws
trespassing
Larceny
riotous
Vagabond
Militia
Sureties
refusing to pay a fine
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Crime punishments

• transportation and penal servitude
• hanging
• imprisonment
• hard labour
• physical punishment
• sent to the arm forces
• fines

59
Nursery toys

• Nursery Toys The younger children of well off
  families had lots of beautiful toys in their
  nurseries. The favourite was the rocking horse
  which was made from wood and painted brightly.
  Girls also enjoyed playing with their dolls'
  houses, furniture for these could be bought and
  changed with times and fashions. Victorian dolls
  were probably the most beautiful ones made. Their
  heads and shoulders were made of wax or china
  with bodies made of stuffed calico or wood. Most
  dolls were dressed as adults with beautiful
  clothes  made from satin, taffeta or lace. A poor
  girl would long for a doll like this which she
  would only see in shop windows, She would never
  be able to afford one but might have a rag doll
  instead. Boys would play with their tin or lead
  soldiers. Later in the century as the railways
  developed across the country clockwork trains
  became popular.

60
Who helped the poor?

• Dr Barnardo was a Christian man who wanted to
  provide homes for the homeless and abandoned
  children. He believed all children should be look
  after and receive some education. Many people
  were happy to keep things the way they were,
  making money from using child workers. However a
  group of Christian people, including Lord
  Shaftesbury, knew that it was worng to use
  children as cheap labour and wanted to bring in
  laws to stop this practises.

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How life changed after Victorian time

• 1868 Agricultural gangs act
• No child under the age of 8 to be employed in an
  agricultural gang.
• 1874
  factory act
• No child under 10 to be employed in a factory.
• 1875 climbing boys act
• Illegal to send boys up chimneys.
• 1841 mines act
• No child under the age of 10 to work
  underground.
• By the end of the Victorian age all children
  under 12 had to go to school. Now everybody could
  learn how to read and write, and how to count
  properly.

62
Thank you for listening