Question 1: According to the testimony presented to the various commissions, and the descriptions provided by observers, what is life like for the working classes? Who is employed in the factories and mines? What kinds of hours do they work? How are they treated? Question 2: How might the conditions described relate to the evolving “isms”?

During the 18th Century in England, many developments occurred to the advancement of the Industrial Revolution. One of the man developments was the Agricultural Revolution, which made a fundamental change in farming. With new ways of farming many innovators seek to make production, manufacturing of farming faster. Which introduced the Industrial Revolution to England; The Revolution had its negative and positive affects in England socially, economically, and financially. The livelihood of the working class was difficult during the Revolution causing permanent aftermath. The positive effects of the Industrial Revolution in England was the new inventions, development of electricity, and the railroads all contributed to faster, more efficient production of goods and materials. Some may analyze the positive effects of the Revolution and come to the conclusion that it was a positive event. What about child labor? Or financial oppression and health issues put towards the factory workers. The life of the working class was challenging for men, women, and children. The age range for labor workers ranged from as young as six years old to as long as you can work. During the industrial revolution children sometimes worked up to 19 hours a day, with a one-hour total break. This was a little bit on the extreme, but it was common for children who worked in factories to work 12-14 hours with the same minimal breaks. Not only were these children subject to long hours, but also, they were in horrible conditions. Large, heavy, and dangerous equipment was very common for children to be using or working near. Many accidents injured or killed children on the job. There was a neglect of safety for the children working in the factories both boys and girls were abused verbally and physically. In the document “The Sadler Committee & Mr. Cobbett’s Discovery the Life of the Industrial Worker in Nineteenth-Century England” by Laura Del Col. She shares the 1832 investigation of conditions in the textile factories, proving the abuse of wages, and ages that were amongst the Industrial Revolution. One interviewee Mr. Mathew Crabtree shared that he started working in the factories at the age of eight, and he lived about two miles away and worked Sixteen hours Five in the morning to 9 in the evening every day. The consequences of being late were gruesome some would be whipped or a quarter of their pay would be deducted. Although kids were paid pennies, the deduction would be detrimental. Children were often not paid because they were orphans. In rural areas, children would have worked long hours with hard work for their families farms, but in the cities, the children worked longer hours with harder work for large companies. Harsher treatment, fewer rewards and more sickness and injury came from poorly regulated child labor. The hours the children had to work took a toll on their education as well. Most did not go to school only Sunday school, but what is the point of going to Sunday school if they cannot read or write the message they are supposed to receive? In the very beginning of the industrial revolution, education suffered. The factories needed workers; the families needed money, so children were taken out of school to help support the family. Prior to the industrial revolution, schools actually planned their school year to accommodate planting and harvest times. In document Testimony Gathered by Ashley's Mines Commission” a young female factory worker Mary Barrett aged 14. described the conditions she had to deal with and she states “all of her siblings but one live at home; they weave, and