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Life was considerably different for the landed elites of England, as they were considerably wealthier, and had established a comfortable lifestyle reliant on tradition. However, with the numerous changes that occurred in the Industrial Revolution, their time honored customs soon became irrelevant against the rushing tide of modernizing industrialization. For instance, political power had been ascribed to the English elite according to hereditary titles since the feudal state of the middle ages, but as economic prosperity made social improvement possible, political influence was increasingly determined by wealth instead of status.[1]
As a rule, women of the elite class did not work, but attended to duties at home, along with external activities, like arranging social gatherings. Men of the upper class managed the family’s fortune, which was normally established by renting out land to tenant farmers, and carefully invested their wealth in the blossoming trades of Industrialized England, like mining and railroads.
Upper class citizens actually owned their homes, unlike some of the Middle and Lower class citizens, and their large country estates or lavish city homes were usually maintained by several servants.[2] Among the upper class, the concept of home evolved from a simple dwelling place into a plush shelter from the chaotic public life.[3]
Clothing among England’s elites was very formal, and symbolic. A gentleman’s strict attire suggested order and discipline, whereas a lady’s highly ornamental and restrictive garb emphasized her “separation from the world of work.”[4]
Education was largely a male pursuit amongst the social elite, with boys being trained at home by private tutors until they were old enough to attend private schools, and eventually universities. The instruction of young ladies was mainly limited to studies of the arts, like drawing and music, and practical skills, like sewing and basic accounting.[5] (England.uwosh) In many ways, the threatening development of the Middle Class caused the aristocracy itself to change in reaction. Education among the aristocracy, which had been heavily dependent on traditional classical instruction in both Greek and Latin, was challenged by the emerging class who wanted their sons to learn practical, useful subjects. Despite the resistance of many aristocrats, the upper classes education system eventually underwent a revolution and vastly expanded the possibilities of study because of the progressive influence of the Middle class.[6]
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[1]Graziella Bertocchi, "The Law Of Primogeniture And The Transition From Landed Aristocracy To Industrial Democracy," Journal of Economic Growth 11, no. 1 (2006): 43-70. http://www.jstor.org/stable/40216087 (accessed October 21, 2014).
[2] British Library. "The Built Environment." Learning Victorians. http://www.bl.uk/learning/histcitizen/victorians/environment/builtenvironment.html (accessed October 21, 2014).
[3]Christine Roth. "Victorian England: An Introduction." Victorian England. http://www.english.uwosh.edu/roth/VictorianEngland.htm (accessed October 19, 2014).
[4]Ibid.
[5]Ibid.
[6]Gillard, D. "Chapter 2: 1800-1860: Towards a state system of education," Education in England. http://www.educationengland.org.uk/history/chapter02.html#02 (accessed October 21, 2014).
Bibliography
Bertocchi, Graziella. "The Law Of Primogeniture And The Transition From Landed Aristocracy To Industrial Democracy." Journal of Economic Growth 11, no. 1 (2006): 43-70. http://www.jstor.org/stable/40216087 (accessed October 21, 2014).
British Library. "The Built Environment." Learning Victorians. http://www.bl.uk/learning/histcitizen/victorians/environment/builtenvironment.html (accessed October 21, 2014).
Gillard, D. "Chapter 2: 1800-1860: Towards a state system of education." Education in England. http://www.educationengland.org.uk/history/chapter02.html#02 (accessed October 21, 2014).
Roth, Christine. "Victorian England: An Introduction." Victorian England. http://www.english.uwosh.edu/roth/VictorianEngland.htm (accessed October 19, 2014).
Image source:http://theyspeakenglishdotheynot.com/wp-content/uploads/2014/06/Toffs_and_Toughs.jpg
As a rule, women of the elite class did not work, but attended to duties at home, along with external activities, like arranging social gatherings. Men of the upper class managed the family’s fortune, which was normally established by renting out land to tenant farmers, and carefully invested their wealth in the blossoming trades of Industrialized England, like mining and railroads.
Upper class citizens actually owned their homes, unlike some of the Middle and Lower class citizens, and their large country estates or lavish city homes were usually maintained by several servants.[2] Among the upper class, the concept of home evolved from a simple dwelling place into a plush shelter from the chaotic public life.[3]
Clothing among England’s elites was very formal, and symbolic. A gentleman’s strict attire suggested order and discipline, whereas a lady’s highly ornamental and restrictive garb emphasized her “separation from the world of work.”[4]
Education was largely a male pursuit amongst the social elite, with boys being trained at home by private tutors until they were old enough to attend private schools, and eventually universities. The instruction of young ladies was mainly limited to studies of the arts, like drawing and music, and practical skills, like sewing and basic accounting.[5] (England.uwosh) In many ways, the threatening development of the Middle Class caused the aristocracy itself to change in reaction. Education among the aristocracy, which had been heavily dependent on traditional classical instruction in both Greek and Latin, was challenged by the emerging class who wanted their sons to learn practical, useful subjects. Despite the resistance of many aristocrats, the upper classes education system eventually underwent a revolution and vastly expanded the possibilities of study because of the progressive influence of the Middle class.[6]
________________________________________________________________________________________________
[1]Graziella Bertocchi, "The Law Of Primogeniture And The Transition From Landed Aristocracy To Industrial Democracy," Journal of Economic Growth 11, no. 1 (2006): 43-70. http://www.jstor.org/stable/40216087 (accessed October 21, 2014).
[2] British Library. "The Built Environment." Learning Victorians. http://www.bl.uk/learning/histcitizen/victorians/environment/builtenvironment.html (accessed October 21, 2014).
[3]Christine Roth. "Victorian England: An Introduction." Victorian England. http://www.english.uwosh.edu/roth/VictorianEngland.htm (accessed October 19, 2014).
[4]Ibid.
[5]Ibid.
[6]Gillard, D. "Chapter 2: 1800-1860: Towards a state system of education," Education in England. http://www.educationengland.org.uk/history/chapter02.html#02 (accessed October 21, 2014).
Bibliography
Bertocchi, Graziella. "The Law Of Primogeniture And The Transition From Landed Aristocracy To Industrial Democracy." Journal of Economic Growth 11, no. 1 (2006): 43-70. http://www.jstor.org/stable/40216087 (accessed October 21, 2014).
British Library. "The Built Environment." Learning Victorians. http://www.bl.uk/learning/histcitizen/victorians/environment/builtenvironment.html (accessed October 21, 2014).
Gillard, D. "Chapter 2: 1800-1860: Towards a state system of education." Education in England. http://www.educationengland.org.uk/history/chapter02.html#02 (accessed October 21, 2014).
Roth, Christine. "Victorian England: An Introduction." Victorian England. http://www.english.uwosh.edu/roth/VictorianEngland.htm (accessed October 19, 2014).
Image source:http://theyspeakenglishdotheynot.com/wp-content/uploads/2014/06/Toffs_and_Toughs.jpg