We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy

See Pricing

What's Your Topic?

Hire a Professional Writer Now

The input space is limited by 250 symbols

What's Your Deadline?

Choose 3 Hours or More.
Back
2/4 steps

How Many Pages?

Back
3/4 steps

Sign Up and See Pricing

"You must agree to out terms of services and privacy policy"
Back
Get Offer

Quality of Life in the Victorian Era

Hire a Professional Writer Now

The input space is limited by 250 symbols

Deadline:2 days left
"You must agree to out terms of services and privacy policy"
Write my paper

Различный образ жизни и жизненный опыт богатых и бедных в Британии XIX века. Качество жизни в викторианскую эпоху зависело от того, были люди богатыми или бедными. Состоятельные люди наслаждались хорошей и легкой жизнью, но, с другой стороны, у более бедных людей была тяжелая и тяжелая жизнь, часто заканчивающаяся работным домом или преждевременной смертью. К 1851 году британское общество разделилось на социальные классы. Аристократия была сильной и богатой. Средний класс, руководивший бизнесом, был амбициозен и рос в богатстве. Люди в деревнях, городах, работавшие слугами в домах богатых, были очень бедны.

Жизнь богатых, рождение имело большее значение, чем деньги. У богатого мальчика были гувернантки и няни, затем он пошел в государственную школу, такую ​​как Итон или Харроу, и закончил образование в Оксфорде или Кембридже. Девочки получали домашнее образование и готовились к замужеству. Некоторые девочки ходили в школу-интернат, а в конце 19 века небольшая часть смогла поступить в университет. Старший сын унаследовал имущество и титул отца. В богатой семье их обеды были гораздо больше, чем они могли съесть, а остальное передавалось работодателям, жившим на их земле. Шел век, люди среднего класса брали ежегодный отпуск.

Don't use plagiarized sources. Get Your Custom Essay on
Quality of Life in the Victorian Era
Just from $13,9/Page
Get custom paper

Поведение в типичной семье среднего класса было нормальным. Дети большую часть времени проводили с няней и звали отца «Сэр». Работа матери заключалась в том, чтобы сидеть дома и указывать слугам и торговцам, что им делать. Дом среднего класса ценит религию, скромность, чистоту, самосовершенствование и трудолюбие. Им нравились музыкальные вечера, коллекционирование марок, коллекционирование бабочек и театр. ? Рабочий класс жил на земле своего хозяина в маленьких коттеджах. Если рабочий класс когда-либо оставит своего работодателя, ему придется покинуть свое жилье и сделать их бездомными или отправиться в работные дома.

That’s why a lot of people stayed in the same employment for a long time. At the start of the 19th century few poor people received an education until the 1880 education act made primary school compulsory. Poverty is the state of being poor. For the poor most children have to work because their family needed the money. The more people in the family who worked, the more money they had. More money means more food and better living conditions.

Very poor people with no home or job lived in workhouses and families got split up. They earned their keep by doing jobs in the workhouse.

The idea was that the poor were helped to support themselves. For most of the population poverty brought terrible living and working conditions. Millions of people were living in terrible squalor. They lived in cold, damp, badly built houses. They where overcrowded which led to spread of disease. Working conditions were dreadful and people got low pay for long hours working in factories, mines and mills.

Work was hard, and dangerous with little safety and poor working conditions. Huge social problems led to alcoholism and violence. This was happening up and down the land in the cities of Britain.

During the 19th century people had strong beliefs about the causes of poverty. People believed that it was a person’s own doing that they lived in poverty, as it was due to the own behaviour, laziness, alcoholism or wasting the money that they had. A person should help themselves to avoid poverty and to get out of poverty. It was called self-help. The next step in this essay will be looking at some source material to find out which is primary and secondary. Primary sources are can also exist in many copies, if they were popular and widely available at the time that they were created.

Secondary sources were called secondary because they are created after primary sources and they often use or talk about primary sources. Secondary sources can give additional options sometimes called bias, on a past event or on the primary source. Secondary sources often have many copies. Looking at Source D: This is a secondary source, as it was written in 2001 by Victorian diaries in London. The diary was written unwittingly as the author Lady Maria Hobart did not expect anyone to read her diary. Also it is unwittingly written, because it describes an event out of her life.

The diary is the primary source of the memory of the special day and written by her, produced at the time. She was also very wealthy as there was a maid and eight bride’s mates and she was made by a sir at the church. She had a horse and carriage picking her and her husband up from church after their wedding ceremony. She was an educated lady and her workforce came out cheerfully to celebrate their marriage. There is a very positive bias and it is very well written and precise. Source B: this source is not very reliable, as he is protective of his father and may be distorted due to his age.

The father was the only source of income that points out that this family was very poor. This is also a primary source as George Edwards recalls his life in this diary. The workhouse was also a strong point that this family was poor. The images in source F we see here are all primary images as there were photos taken at the time. The images showing the upper and working class looking at image one is strongly biased as it only represents the upper class. Image six was wittingly taken. The intention was to show the poor. Image two shows a child as a miner In 1842 the mines act stopped working girls and boys under 10 from work in mines.

Это также представляет собой бедную семью, поскольку все члены бедной семьи должны были работать, даже дети. Также первоисточник, поскольку он был взят во время события. Вывод о первичных и вторичных источниках таков: первоисточники поступают из первых рук от источника или человека. Дневники были бы первичным источником, потому что это написано непосредственно человеком, который пишет в дневнике. Информация, которая была заявлена, но не интерпретирована другими. Вторичные источники – это источники, написанные о первоисточниках. Вторичные источники анализируют, интерпретируют и обсуждают информацию о первоисточнике.

Cite this Quality of Life in the Victorian Era

Show less
  • Use multiple resourses when assembling your essay
  • Get help form professional writers when not sure you can do it yourself
  • Use Plagiarism Checker to double check your essay
  • Do not copy and paste free to download essays
Get plagiarism free essay

Search for essay samples now

Haven't found the Essay You Want?

Get my paper now

For Only $13.90/page