Name: ______________________________________________Date: _______________________Ms. Estes Period:_____

Life in Victorian England

The Social Classes:

For people in Victorian England, the quality of daily life rested on a structure where each person

knew his or her place in society. Unlike Americans, the British people during this time did not believe that “all men (and women) are created equal.” They believed that their place in society depended on their source of income, where they were born, and their family connections.

Most people were understanding and accepting of their place in society. Railroads designated different cars for first class, second class, and third class, and passengers knew just where they were to sit. If a working-class man had just won a lot of money and could afford a first-class ticket, he still would not dream of riding home in the first-class car.

Social class was also revealed in the Victorians’ manners, speech, clothing, education, and values. Classes lived in separate sections of town and also observed varying social customs ranging from religion to courtship to the names and times of their meals. Victorians believed that each class had its own standards, and people were expected to follow the rules that were set for their class. People thought that it was very wrong to behave like someone from a class above or below their own.

England claimed to have only two major classes: the Aristocrats (those who inherited land, wealth, and titles), and the Commoners (everyone else). Still, most Victorians knew that their society really had three levels. First was the working class. They were visible in society because their work was very physical and dirty which showed every day in their clothes and their hands. Most people of the working class were paid a daily or weekly wage. Second was the middle class. They did the “clean” work, which normally included mental, not physical work such as accounting, sales, and shop-keeping. They were usually paid a monthly or yearly salary. Finally, the upper class included the aristocracy (Lords and Ladies) and the land-owners. Their income came from inherited money, land or investments.

Upper & Middle Class Family Life

Families were very important to Victorians. They were usually large. In 1870 the average family had five or six children. Most upper and middle class families lived in big, comfortable houses. Each member of the family had its own place and children were taught to "know their place." The father was the head of the household. He was often strict and was obeyed by all without question. The children were taught to respect their father and always spoke politely to him calling him "Sir." Very few children would dare to be sassy to their father or talk back to him. When he

1

wanted a little peace and quiet he would go to his study and the rest of the family was not allowed to enter without his special permission. The mother would often spend her time planning dinner parties, visiting her dressmaker or visiting friends. She did not do jobs like washing clothes or cooking and cleaning. Both parents saw the upbringing of their children as an important responsibility. They believed a child must be taught the difference between right and wrong if he or she was to grow into a good adult. If a child did something wrong he would be punished for his own good. "Spare the rod* and spoil the child" was a saying Victorians firmly believed in. Most days middle and upper-class children saw very little of their parents. The children would spend most of their time in the nursery and would be supervised by their nanny. Victorian children were expected to rise early because lying in bed was thought to be lazy and sinful. The nanny would wash, dress and watch over the children, entertain them, give them medicine, take them to the park, and teach them how to behave. Some children would only see their parents once a day. In the evening, clean and tidy children were allowed downstairs for an hour before they went to bed. Some mothers taught their children to read and write, and sometimes fathers taught their sons Latin. As the children grew older, tutors and governesses were often employed, and boys were sometimes sent away to school. When the children grew up, only the boys were expected to work, the daughters stayed at home. Girls were expected to marry as soon as possible. All households except the very poorest had servants to do their day to day work. The cook and the butler were the most important. The butler answered the front door and waited on the family. The cook was responsible for shopping for food and running the kitchen, she would often be helped by kitchen and scullery (assistant) maids. Housemaids cleaned the rooms and footmen did the heavy work around the house. People would come from the country to work as servants in the town houses. These jobs were popular because they gave the servants somewhere to live and clothing to wear.

Poor / Working Class Families

Working class people were rarely educated and had to work with their hands doing the most difficult and dirty work available. Poverty was a way of life for many Victorian families. Children often didn’t have the time or energy for play. Food was whatever could be found, scraped together, or stolen. Starvation and cold were facts of life. Children were expected to help supplement the family budget and were sent to work quite young. These weren't soft jobs, they were manual labor paying extremely low wages. Factories employed the young to crawl beneath huge machinery -- into spaces which adults were too large to enter. Long hours of drudgery would be the order of the day, often starting before dawn and continuing after dark. Conditions were unsafe. Children who crawled beneath working machines were often killed. Coal mines wanted children to open and close venti-lating doors. Until the middle of the 1800's, children as young as five would often work up to 12 hours a day underground, often barefoot. If not employed in a business, youngsters would roam the streets looking for work. Being a messenger was a “clean” job, as was selling flowers. Others would polish shoes, sweep front steps, or become chimney sweeps. Clothing most often came from trash barrels, or was purchased with whatever few coins a person had on hand.

Sniffles would be allowed to grow into colds. Ill health was often cured only by death as the poor could not afford medical care. For them, being strong and healthy was the only way they could earn money. If the worker or workers in the family suddenly became injured or ill, they could no

*rod – a paddle or cane

2

longer work, and they had to go to their local church for help. But churches could only help so much, so the greatest fear among these people was ending up in the workhouse, where thousands of homeless and penniless families were forced to live.

Workhouses

Before the 1800’s, churches would help their poor members, and the poor people were able to stay in their homes and claim church “relief.” This “relief” would be what we call “public assistance” or “welfare,” today. Because of a rise in the population of England in the 19th century, churches could no longer support all of their members in need. Workhouses were an attempt to solve this problem. In 1834 the Poor Law Act was created to send poor people -- who were thought to be lazy, drunken, or just trying to live off the free church money—to the workhouses. It was thought that sending people to the workhouses would encourage others to work harder to avoid ending up there. The workhouse was the last resort for a lot of the poorer families who had genuinely come across hard times. If the wage-earner in the family lost his/her job or fell sick, then there would be no wages coming in, and the only option they had was to leave their homes and move into the workhouse. Because of the conditions at the workhouse, families would try to cope with their poverty before suffering the shame of having to go into them. In the workhouses, thousands of children in poor families died of diseases like scarlet fever, measles, polio and tuberculosis. These were spread by foul drinking water, open drains, and lack of toilets. In overcrowded rooms if one person caught a disease, it spread quickly through the rest. The workhouse buildings were usually grim-looking places that had rules for residents that were designed to make them so unpleasant, no one would want to go there. On entering the workhouse, people were checked for lice and disease. They were stripped, searched, washed, and had their hair cut short. They were made to wear a prison-style uniform so that if they went out of the workhouse, they would be recognized by their uniform. The inmates rose at 5 a.m. and went to bed at 8 p.m. One especially cruel aspect of the workhouse was that families were separated. Husbands, wives and children would be in separate parts of the workhouse. They were not allowed to meet even in the gathering areas. Keeping husbands and wives apart was another way for the government to control an increase in the population of the poor.

Daily Food Allowances for People in Workhouses:Breakfast:

Males over 15 years: 8 oz. of bread and 1 pint of gruel (thin oatmeal) or 1 pint of broth.Females over 15 years and Children 7-15 years: 6 oz. of bread, 1 pint of gruel or 1 pint of broth.

Supper: Same as Breakfast.Children under seven years of age: For each child under the age of seven months - half pint of milk and half oz. of sugar. For each child between the ages of seven months and two years – half pint of milk, half oz. of sugar, and 2 oz of bread. For each child between the ages of two years and seven years - half pint of milk, 4 oz. of bread, and half oz. of cheese. (continued)

3

Workhouse TasksMales, for each entire day of detention: “Shall break seven carts-full of Stones, or other such quantity not less than five carts, nor more than thirteen The stone shall be broken to such a size as the Guardians determine or, the picking of four pounds of unbeaten or eight pounds of beaten hemp (used to make ropes and fill for seams in ship building.) Or nine hours' work in digging or pumping, or cutting wood, or grinding corn.”Females, for each entire day of detention: “The picking of two pounds of unbeaten or four pounds of beaten hemp, or nine hours' work in washing, scrubbing and cleaning, or needlework.”

Punishments for Workhouse Offenses:Paupers who escaped from the workhouse, refused to do the required work, disobeyed the rules of the workhouse, gave a false name to avoid work, or destroyed their workhouse uniform would be sentenced to one to three months imprisonment with hard labor.

Schools in Victorian England

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. 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 boarding schools such as Eton or Rugby. The daughters were kept at home and taught singing, piano playing and sewing—skills that were believed to make them better wives someday. There were several kinds of schools 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 organized by churches and charities. Among these were the "ragged" schools which were for orphans and very poor children. Wealthy children were sent to attractive, well-maintained private schools because their parents could pay the expensive tuition. The school could be quite a depressing building. The rooms were warmed by a single stove or open fire. Walls were bare. Curtains were used to divide the schoolhouse into classrooms. The noise of several classes competed as they were taught side-by-side. There was little fresh air because windows were built high in the walls to keep pupils from looking outside and being distracted from their work. In the country barns were often converted into schools. School managers didn’t like to spend money on repairs, so buildings were allowed to rot, and broken equipment was not replaced. Children were often scared of their teachers because they were very strict. Teachers handed out regular canings. Inside the “punishment book” that every school kept, there were many reasons for these beatings: rude conduct, leaving the playground without permission, moodiness, talking back,

4

throwing spit wads, and being late. Boys were caned across their bottoms, and girls across their hands or legs. Some teachers kept birch sticks in jars of water to make them more bendable so they would sting. Victims had to choose which cane they wished to be beaten with! 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. Lessons lasted from 9:00 a.m. to 5:00 p.m., 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 in unison. At the second command they began copying sentences from the blackboard. Children also 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.”

Christmas Celebrations

Although Christ's birth has been celebrated since the 4th century, most of the English customs we are familiar with today are as recent as the Victorian Era. Many of the early ceremonies were rooted in pagan beliefs. Some of these pagan customs still survive. The Protestant Reformation (a movement in which many people in Europe broke away from the Roman Catholic church because they believed it was too greedy and corrupt) condemned most of what they believed were superstitious, pagan customs and banned public celebrations of Christmas. The Puritans in America abolished all Christmas celebrations as well. It wasn't until Prince Albert of Germany married Queen Victoria of England and brought many German customs with him that Christmas began to gain popularity again. One of the first signs of Christmas was the arrival of the Christmas card in the mail. John Calcott Horsley designed the first Christmas card in 1846. Christmas decorations sometimes appeared well before the holiday also, but many still held to the old superstition that it was bad luck to decorate with evergreens before Christmas Eve. The most favored plants were all “magical” because of the mid-winter berries they produced: mistletoe, holly, and ivy. The red berry of the holly was believed to protect one against witchcraft. One use for holly sprigs was to decorate the Christmas pudding. The ivy symbolized immortality. Mistletoe, because of its pagan origins, was not allowed in any church. Kissing under the mistletoe was a purely English custom. For each kiss, a berry had to be removed from the sprig, and once all the berries were gone, no more kissing was allowed. The Christmas tree can truly be called a Victorian invention. The custom of a lighted tree began in Germany and German settlers brought the idea to America. But it wasn't until Prince Albert, who was born in Germany, brought the Christmas tree to England in 1840 that it gained popularity there. By 1847, the trees at Windsor Castle were hung with presents as well as wax candles. The

5

tradition spread as English citizens followed the example of the royal family. Trees and other decorations were removed on Twelfth Night (January 6). To do so before or after was considered bad luck. Families began their Christmas Day by going to church. (Christmas Eve services did not become popular until after World War II.) The ringing of bells called everyone to church. At services, Bible lessons were taught and carols were sung. Most of the carols we sing today were written in the nineteenth century, although old favorites such as “Silent Night” and “Hark the Herald Angels Sing” are much older. Carols were also sung at home and families even walked door-to-door to entertain others. Also going from house-to-house were the wassailers. These were usually the poor of the church parish (congregation), who sought donations of drink, food or money as they invited others to drink from their wooden bowl of “wassail” – a hot, spiced cider punch. Christmas dinner was a grand affair for those who could afford it. Goose, chicken, or a large roast of beef took center stage on the table. Turkey, while popular in America, wasn't common until late in the 19th century in England. Christmas pudding, made with beef, spices, bread crumbs, and “plums”-- the English word for any dried fruit such as raisins, dates, or prunes. Everyone in the house took turns stirring the pudding with a wooden spoon (in honor of the Christ child's wooden crib). The stirring had to be done in a clockwise direction for luck. Mince pies were another traditional dish. They were sweeter, made with mincemeat, fruit and spices, and had to be eaten for the twelve days of Christmas to ensure twelve months of luck in the coming year. Each one eaten had to be baked by a different person, however, so there was much sharing with friends. After dinner, children pulled Christmas crackers and everyone exchanged gifts. Christmas crackers are small cylinders of paper and cardboard which make a brief “snap” sound when pulled apart. Inside these brightly wrapped cylinders were small toys, fortunes, and paper crowns. The paper crows represented the Three Wise Men from the Christmas story. The evening usually ended with parlor games and carol singing.

1. According to the article, how did people in Victorian England differ from Americans in the 1800’s? ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Explain what separated the three social classes of the Victorian era in England.___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6

3. What was meant by the phrase, “Spare the rod and spoil the child?”___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Who spent most of the time with children?a. the mother c. the grandparentsb. the father d. the nanny

5. Upper and middle class boys:a. were the head of the household c. were often sent away to boarding schoolb. were expected to marry as soon as they left home d. attended Dame Schools

6. For their income, poor/working class families relied on:a. the kindness of others c. their healthb. public assistance d. Social Security

7. What does the word “drudgery” most likely mean in the section about poor and working class families? ___________________________________________________________________________

___________________________________________________________________________

8. What was the result of the Poor Law Act of 1834? ___________________________________________________________________________

___________________________________________________________________________

9. What happened to thousands of children in workhouses?a. they were worked to death c. they were sold into slaveryb. they were given up for adoption d. they died of diseases

10. What is the purpose of the boxed information on pages 3 & 4?___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

11. After reading the information in the chart, what are some inferences you can make about life in the workhouses?___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________7

12. All of the following are tasks in the workhouse except:a. cooking c. cleaningb. washing d. pounding rocks

13. Explain several (3-4) differences between schools in Victorian times and schools today:___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

14. Early ceremonies celebrating Christmas were based on:a. pagan beliefs c. Christ’s birthb. Puritan beliefs d. English customs

15. What is the most likely meaning of the word “corrupt” in the information given about the Protestant Reformation?

a. too strict c. evil and dishonestb. overly large d. far away

16. After the Puritans and Protestants condemned most Christmas celebrations, what caused Christmas to gain popularity in England again?

a. churches allowed itb. Christmas cards were inventedc. Prince Albert of Germany brought German Christmas customs to Englandd. stores needed to increase their sales

17. Who were “wassailers?” a. church members who helped the poor

b. professional entertainers who sang Christmas carols door-to-doorc. makers of plum puddingd. beggars who went door-to-door with punch asking for food and money

18. Which of the following is true?a. Christmas dinner was very simple and basic for Victoriansb. plum pudding had beef and bread in itc. mince pies could not be eaten during the 12 days of Christmasd. Christmas crackers were similar to Ritz crackers

8