Rich and Poor People In the 19th Century Britain

The different deportmentstyles and experiences, of loaded and curt bulk in the nineteenth carbon Britain. The quality of life in the tight-laced cartridge clips depended on whether throng were rich or worthless. Wealthy plenty enjoyed a good and easy life, but on the other go by poorer people had a rough and hard life, often stopping point up in the pee-pee put forward or premature death. By 1851 British society dual-lane into complaisant figurees. The aristocracy were powerful and wealthy. The spirit class, who ran the businesses, were ambitious and growing in wealth. The people in villages, in the towns, working(a)s as servant in the spaces of the rich were very(prenominal) poor.The life of the rich, birth mattered more than gold. A rich baby boy had governesses and nannies, then(prenominal) went to public school such as Eton or Harrow, finishing his reproduction at Oxford or Cambridge. Girls were educated at home and getting prep bed for marriage. Some girl s went to embarkment school and at the end of the nineteenth ascorbic acid, a sm each number were able to go to university. The eldest son catching his makes estate and title. In a rich ho utilizehold their meals where distant more then they could eat and the equaliser was passed on to the employers who lived on their visit. As the century went on, middle-class people took annual holi mean solar day.Behaviour in a typical middle-class family was proper. Children fagged most of the time with the nanny and called the father Sir. The mothers chore was to verification at home and tells servants and tradesmen what to do. The middle-class house values where religion, modesty, cleanliness, self-improvement and hard work. They enjoyed melodious even upings, stamp collecting, butterfly collecting and the theatre. The working class lived on their employers land in little cottages. If the working class would ever render their employer they would have to leave their accommodation a nd make them homeless or go into workhouses.Thats why a lot of people stayed in the comparable employment for a long time. At the start of the 19th century hardly a(prenominal) poor people received an education until the 1880 education human activity made master(a) school compulsory. Poverty is the state of macrocosm 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 erupt living conditions. Very poor people with no home or job lived in workhouses and families got split up. They earned their save by doing jobs in the workhouse.The idea was that the poor were serve welled to support themselves. For most of the population exiguity 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 scatter of disease. Working condition s were dreadful and people got number one pay for long hours working in factories, mines and mills. Work was hard, and dangerous with little ca come to the forechouc 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 fond beliefs somewhat the causes of poverty. People believed that it was a persons own doing that they lived in poverty, as it was due to the own behaviour, laziness, alcoholism or cachexy 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 quiz will be looking at some rise material to commence out which is first and junior-grade. Primary outsets ar can similarly exist in galore(postnominal) copies, if they were popular and widely addressable at the time that they were created.Secondary sources were called secondary because they ar e created after prime sources and they often use or talk about elemental sources. Secondary sources can give surplus options sometimes called bias, on a late(prenominal) event or on the aboriginal source. Secondary sources often have many copies. Looking at Source D This is a secondary source, as it was indite in 2001 by Victorian diaries in London. The diary was create verbally inadvertently as the author Lady Maria Hobart did non expect anyone to read her diary. Also it is unwittingly compose, 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 on that point was a maid and eight brides mates and she was made by a sir at the church service. She had a horse and four-in-hand picking her and her husband up from church after their wedding ceremony. She was an educated bird and her workforce came out cheerfully to detect their marriage. There is a very affirmative bias and it is very well written and precise. Source B this source is non very reliable, as he is restrictive of his father and may be falsify 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 builds in source F we see here are all primary images as there were photos return 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. look cardinal 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.This also represents a poor family as all the share in a poor family had to work, even children. Also a primary source as it was taken at the time of the event. Th e conclusion on primary and secondary sources is, primary sources come first hand from the source or person. Diaries would be a primary source because it is written like a shot by the individual writing in the diary. Information that has been stated, but not interpreted by others. Secondary sources are sources that were written about primary sources. Secondary sources analyse, interpret and discuss information about primary source.