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Unit 6 · Topic 6.4

6.4 Social Effects of Industrialization

Industrialization changed where and how people lived. Cities grew faster than anyone could manage, society divided more sharply into a middle class and a working class, families and gender roles were reshaped, and by the late 1800s reforms and rising wages slowly improved conditions.

Key terms

  • urbanization
  • bourgeoisie
  • proletariat
  • separate spheres
  • child labor
  • Factory Act of 1833

Cities grow too fast

Factories pulled people from the countryside, and the population of Europe was rising fast. The 1851 census showed that more than half the people of England and Wales lived in towns, the first large country where that was true. London passed six million people by 1900, and northern factory towns like Manchester grew several times over in the first half of the century.

Housing was thrown up quickly and cheaply. Families crowded into back-to-back houses and cellars with no running water, shared outdoor privies, and streets with open drains. Water supplies were often polluted by sewage, so cholera spread in waves (Britain was hit in 1832, 1848–1849 and 1854). In 1854 the London doctor John Snow traced one outbreak to a single contaminated water pump, early evidence that the disease spread through water, not bad air. Friedrich Engels described Manchester's slums in The Condition of the Working Class in England (1845).

Meanwhile, the countryside lost young workers and village communities weakened. Where industry was weak, as in much of eastern and southern Europe, big landowners kept their wealth and power well into the 1900s.

New classes

Old society was divided mainly by birth: nobles, clergy, commoners. Industrial society was divided more by wealth and the kind of work people did.

Class consciousness, the sense of belonging to a class with shared interests, grew as workers lived and worked together in large numbers, and it was reinforced by clubs and associations: charities, political clubs and social societies for the middle class; mutual aid (friendly) societies and trade unions for workers. Marx built his theory on this idea (6.7).

GroupWho they wereTypical values and concerns
Upper middle class (bourgeoisie)Factory owners, bankers, merchants, top professionalsProperty, hard work, respectability, political rights to match their wealth
Lower middle classShopkeepers, clerks, teachers, minor officialsStaying distinct from manual workers, education for their children
Working class (proletariat)Wage earners in factories, mines, docks, domestic serviceWages, hours, safety, job security; later unions and the vote
AristocracyOld landowning nobilityKept much political power and prestige, often investing in railways and mines

Families and gender

In the putting-out system the whole family worked together at home. The factory split home from work. Middle-class families developed the ideal of separate spheres, sometimes called the cult of domesticity: men belonged in the public world of business and politics, while women ran the home, raised children and set the family's moral tone. A respectable middle-class wife was not supposed to earn wages.

Working-class reality was different. Women worked in textile mills, as domestic servants (the largest single job for women in Britain) and in sweated trades like sewing at home for low piece rates. Over the century, laws pushed children and then married women out of many factory jobs, and the ideal of a male breadwinner earning a family wage spread to skilled workers. Childhood itself changed as schooling slowly replaced child labor. Marriage changed too: money still mattered, but the middle-class ideal of companionate marriage, based on affection and partnership, spread to working-class families. By late in the century, many couples used birth control to have fewer children, and leisure centered more on the family, in new parks, museums, theaters, sports grounds and seaside resorts.

Work and reform

Early factory workers often worked 12 to 14 hours a day, six days a week, with children employed because they were cheap and small enough to crawl under machines. A parliamentary inquiry led by Michael Sadler in 1832 publicized these conditions. Britain's Factory Act of 1833 banned children under 9 from textile mills, limited children aged 9 to 13 to 9 hours a day, required some schooling, and, most importantly, created government inspectors to enforce it. The Mines Act (1842) banned women and girls, and boys under 10, from working underground, and the Ten Hours Act (1847) limited the workday for women and teenagers in textile mills.

Did life get better? A historians' debate

Historians have long argued about the standard of living during early industrialization. Optimists point to cheaper goods, more jobs and, after about 1850, rising real wages. Pessimists point to overcrowding, disease, the loss of skilled crafts and lower life expectancy in industrial towns. A fair summary: conditions were often harsh before 1850 and improved noticeably after it. By 1900, higher wages, cheaper food, better sanitation and shorter hours meant many workers ate better and lived longer than their grandparents, and they had some time for leisure.

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Contextualizing a source on factory life

    A source is an 1832 testimony by a teenage mill worker to a British parliamentary committee describing 14-hour days and beatings by overseers. Explain ONE historical development that provides context for this testimony.

    Show the solution
    1. Step 1: Identify the bigger development: the rise of the factory system in British textiles.
    2. Step 2: Explain why that development produced these conditions: owners used cheap child labor to run machines for long hours.
    3. Step 3: Connect forward if you can: testimony like this led to the Factory Act of 1833.

    Answer: The testimony reflects the spread of the factory system in British textiles, where owners kept water- and steam-powered machines running for long shifts and hired children because they were cheap and easy to discipline. Public reaction to evidence like this from Michael Sadler's committee helped pass the Factory Act of 1833, which limited children's hours and created factory inspectors.

Common mistakes

  • Claiming working-class women stayed at home under separate spheres. That was a middle-class ideal; many working-class women had to earn wages.
  • Saying the Factory Act of 1833 ended child labor. It limited hours and ages in textile mills and set up inspectors; child labor continued elsewhere for decades.
  • Describing the whole century as getting steadily worse. Conditions generally improved in the second half of the century.

On the exam

  • Short-answer questions often use images or testimony about cities or factories. Name the development (urbanization, the factory system) and give one specific law, place or person.
  • The standard-of-living debate is a good way to show complexity in an essay about industrialization's effects.

Connected topics

Videos

  • The SOCIAL Effects of Industrialization [AP Euro, Unit 6 Topic 4]

    Heimler's HistoryWatch on YouTube (opens in a new tab)

  • AP Euro 6.4: Social Effects of Industrialization

    Emily NeinastWatch on YouTube (opens in a new tab)

  • The HARSH Realities of Victorian Working Life | Ruth Goodman on the Industrial Revolution

    HistoryExtraWatch on YouTube (opens in a new tab)

  • Friedrich Engels - The Condition of the Working Class in England

    Museum Industriekultur WuppertalWatch on YouTube (opens in a new tab)

Check yourself

5 questions on 6.4 Social Effects of Industrialization. Pick an answer to see if you got it, and why.

As with the commander of an army, or the leader of any enterprise, so is it with the mistress of a house. Her spirit will be seen through the whole establishment; and just in proportion as she performs her duties intelligently and thoroughly, so will her domestics follow in her path.

Source: Isabella Beeton, English writer, opening of Mrs. Beeton's Book of Household Management, 1861, a bestselling guide to running a home.

Question 1 of 5

The passage best reflects which nineteenth-century ideal?

Question 2 of 5

Beeton's reference to "her domestics" suggests that the book was written mainly for

Source 1: What time did you begin to work at a factory?—When I was six years old. . . . What were your hours of labour in that mill?—From 5 in the morning till 9 at night, when they were thronged [busy]. . . . What time was allowed for your meals?—Forty minutes at noon. . . . Suppose you flagged a little, or were too late, what would they do?—Strap us. Are they in the habit of strapping those who are last in doffing?—Yes. Constantly?—Yes. Girls as well as boys?—Yes.

Source 2: I have visited many factories, both in Manchester and in the surrounding districts . . . and I never saw a single instance of corporal chastisement inflicted on a child, nor indeed did I ever see children in ill-humour. They seemed to be always cheerful and alert . . . . The work of these lively elves seemed to resemble a sport, in which habit gave them a pleasing dexterity. . . . As to exhaustion by the day's work, they evinced no trace of it on emerging from the mill in the evening . . . .

Source 1: Testimony of Elizabeth Bentley, age 23, a former child worker in a flax mill in Leeds, before a committee of the British Parliament chaired by Michael Sadler, who was campaigning for a law limiting factory hours, 1832. Source 2: Andrew Ure, Scottish chemist and writer, The Philosophy of Manufactures, 1835, a book praising the factory system.

Question 3 of 5

Which of the following best explains why the two sources describe factory work so differently?

Question 4 of 5

Testimony such as that in Source 1 most directly contributed to

Question 5 of 5

Ure's argument in Source 2 is most consistent with which view?

0 of 5 answered