The document discusses Factory Acts passed in Britain between 1802-1867 to improve conditions for workers, especially children. It provides details on key provisions and impacts of the Acts of 1802, 1833, 1844, 1867. The Acts progressively reduced working hours for children and young persons, improved health standards, and expanded the types of factories covered under regulations. An inspector of factories, R.W. Cooke-Taylor, explained the Acts in his book on the factory system.
The Factory Act of 1833 was passed by the British government to improve working conditions for children in factories by banning employment of children under 9, limiting work hours for those ages 13 to 18 to 12 hours per day, prohibiting night work from 8 PM to 5 AM, and requiring at least two hours of schooling per day. However, the Factory Act did not achieve its intended effect of helping child workers because some factory owners broke the law and continued to mistreat children.
This document provides information and instructions for a 3 lesson plan on internet-based projects focusing on fairy tale parodies. In Lesson 1, students will complete a webquest on scriptwriting including watching parody videos and reviewing a script. They will also discuss elements of scriptwriting. In Lesson 2, students will review verb tenses and provide stage directions for a Rapunzel script excerpt. They will also brainstorm parody ideas. In Lesson 3, students will create parody scripts in groups and potentially perform them. Websites used are evaluated for accuracy, currency, content and functionality.
This document outlines a blog post by Marina Gorosito that shares samples and tutorials for using various online tools for ESL teaching. The blog contains 14 posts that provide samples and tutorials for tools like GoAnimate, Glogster, Sketchcast, and Zimmertwins. The final 5 posts propose activities for students to use these tools, including creating videos on issues, making posters on eating disorders, designing monsters in Sketchcast, and crafting cartoons in Zimmertwins.
This document consists of a blog by Marina Gorosito about using various online tools for English language teaching. It includes 17 posts providing samples and tutorials for tools like GoAnimate, Glogster, Sketchcast, and Zimmertwins. The final 4 posts propose activities for students to use these tools, including creating videos on issues, making posters about eating disorders, designing monsters in Sketchcast, and crafting cartoons in Zimmertwins.
The document summarizes key provisions of the Factories Act of 1948 in India. It outlines definitions such as what constitutes a factory and manufacturing process. It discusses requirements for workers such as maintaining records, entitlement to leave, and restrictions on employing children. It also describes the duties of occupiers and notices that must be displayed. The document then summarizes provisions around health, safety, welfare facilities that factories must provide workers.
The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.
The Industrial Revolution began in England in the late 18th century and transformed the country from a rural, agricultural society to an urban, industrialized one. New technologies like the steam engine and water frame allowed for mechanized production in factories, while canals and railroads improved transportation of goods. This led to rapid urbanization and the rise of industrial cities, though early industrialization also brought poor working conditions, health issues, and inequality to growing urban populations. The textile industry was an early driver of the Industrial Revolution through the development of mechanized cotton spinning and weaving.
The Factory Act of 1833 was passed by the British government to improve working conditions for children in factories by banning employment of children under 9, limiting work hours for those ages 13 to 18 to 12 hours per day, prohibiting night work from 8 PM to 5 AM, and requiring at least two hours of schooling per day. However, the Factory Act did not achieve its intended effect of helping child workers because some factory owners broke the law and continued to mistreat children.
This document provides information and instructions for a 3 lesson plan on internet-based projects focusing on fairy tale parodies. In Lesson 1, students will complete a webquest on scriptwriting including watching parody videos and reviewing a script. They will also discuss elements of scriptwriting. In Lesson 2, students will review verb tenses and provide stage directions for a Rapunzel script excerpt. They will also brainstorm parody ideas. In Lesson 3, students will create parody scripts in groups and potentially perform them. Websites used are evaluated for accuracy, currency, content and functionality.
This document outlines a blog post by Marina Gorosito that shares samples and tutorials for using various online tools for ESL teaching. The blog contains 14 posts that provide samples and tutorials for tools like GoAnimate, Glogster, Sketchcast, and Zimmertwins. The final 5 posts propose activities for students to use these tools, including creating videos on issues, making posters on eating disorders, designing monsters in Sketchcast, and crafting cartoons in Zimmertwins.
This document consists of a blog by Marina Gorosito about using various online tools for English language teaching. It includes 17 posts providing samples and tutorials for tools like GoAnimate, Glogster, Sketchcast, and Zimmertwins. The final 4 posts propose activities for students to use these tools, including creating videos on issues, making posters about eating disorders, designing monsters in Sketchcast, and crafting cartoons in Zimmertwins.
The document summarizes key provisions of the Factories Act of 1948 in India. It outlines definitions such as what constitutes a factory and manufacturing process. It discusses requirements for workers such as maintaining records, entitlement to leave, and restrictions on employing children. It also describes the duties of occupiers and notices that must be displayed. The document then summarizes provisions around health, safety, welfare facilities that factories must provide workers.
The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.
The Industrial Revolution began in England in the late 18th century and transformed the country from a rural, agricultural society to an urban, industrialized one. New technologies like the steam engine and water frame allowed for mechanized production in factories, while canals and railroads improved transportation of goods. This led to rapid urbanization and the rise of industrial cities, though early industrialization also brought poor working conditions, health issues, and inequality to growing urban populations. The textile industry was an early driver of the Industrial Revolution through the development of mechanized cotton spinning and weaving.
This document provides a history of human resources management, tracing its origins back to ancient times when tribal leaders selected personnel and trained young people in various skills. It discusses how the Industrial Revolution led to the modern development of personnel management, with a focus on worker welfare and employer control. Key influences discussed include scientific management, industrial welfare movements, the development of trade unions, and employment legislation. The impacts of these developments in New Zealand are also summarized.
This document provides a history of human resources management, tracing its origins back to ancient times when tribal leaders selected personnel and trained young people in necessary skills. It discusses how the Industrial Revolution led to the modern development of personnel management, with a focus on worker welfare and employer control. Key influences discussed include scientific management, industrial welfare movements, the development of trade unions, and employment legislation. The impacts of these developments in New Zealand are also summarized.
This document provides an overview of the history and operation of workhouses in England from the 17th century onwards. It describes the progression from early parish poor relief to the establishment of workhouses under the Poor Law Amendment Act of 1834, which built large workhouses called Unions to house the able-bodied poor. Details are given on the admission process, daily routines, rules, punishments and conditions within workhouses. The system was ended in 1930 and replaced by public assistance.
This document summarizes British social reforms in the early 19th century that improved conditions for workers. It discusses the growth of unions and friendly societies to pursue workers' rights. It describes key reforms like the Factory Acts that regulated child labor and working hours. It also discusses the Tolpuddle Martyrs, whose harsh sentencing for forming a friendly society outraged workers and led to reforms protecting unions. Finally, it examines the establishment of poorhouses that replaced parish relief for able-bodied workers.
The document summarizes the difficult working conditions faced by children during the Industrial Revolution in England. Children as young as 6 or 7 worked long hours, often over 14 hours a day, for low pay of around 15 shillings a week. They faced dangerous working conditions and physical punishment by overseers. Parliament began passing acts in the 1840s to restrict child labor by setting maximum daily hours and minimum ages for working children.
This document discusses the history of efforts by workers and labor unions to reduce the standard work week and enact an 8-hour work day. It describes how in the late 19th/early 20th century, labor unions organized around reducing work hours as a key issue to address long hours and exploitation by employers. Over time, unions succeeded in negotiating shorter maximum work weeks and overtime provisions. However, real wages stagnated and unemployment remained high. The document argues that reducing overall work hours could help address these ongoing problems by spreading work more evenly and giving workers more leisure time and power relative to employers.
History of the Labor Movement: Child Labor in AmericaStephen Koppekin
Child labor was extensively utilized during most of the nineteenth century. Here's an exploration of the history of child labor in America and what events spurred labor reform.
Industrial Revolution- The Changed BritainJevish Sydamah
The Industrial Revolution in Britain transformed the country from a rural agricultural society to an urban industrial one. This caused great changes to people's way of life and social systems. Factories employed many workers, including women and children, under difficult conditions like 14-hour work days with low pay and unsafe conditions. Rapid urbanization resulted in overcrowded, unsanitary slums. Workers had few legal rights and could not unionize at first, though conditions gradually improved over the 1800s with new laws regulating factories and expanding voting rights.
1. The Industrial Revolution began in Great Britain due to a combination of factors including population growth, agricultural advances, trade increases, technological innovations like the steam engine, and Britain's political/social climate.
2. Industrialization then spread to other European countries and later the U.S. and Japan, driven by factors like natural resources, growing populations, transportation infrastructure, and available capital.
3. Industrialization in Spain was delayed by limitations such as a small domestic market, poor infrastructure, and lack of capital. Working conditions during the Industrial Revolution were difficult for many, with long hours, low pay, and few rights or protections.
On NationalHamburgerDay And Every Day, Celebrate WRenee Campbell
The article discusses the illusion of explanatory depth, where people think they understand something better than they actually do. Studies have shown that self-reported knowledge decreases significantly when people are asked to explain in detail how something works. The illusion of explanatory depth is a common cognitive bias where people overestimate their understanding of topics.
How to Write a Great Essay Quickly! ESL Buzz. 10 Tips to Write an Essay and Actually Enjoy It. How to Find the Best Essay Writers Online - The Katy News. Essay Writing In English With Sample - 1. IELTS BASICS. FREE 9 College Essay Examples in PDF Examples - How to write english .... How to write an easy essay. How To Write An Essay In An Hour Fast .... Tips on How to Write Effective Essay and 7 Major Types in 2021 Types .... English Essay Writers. How To Write an Essay - How to Write an Essay English is a global .... HOW TO WRITE ESSAYS by karen.porter - Issuu. Essay Writing Examples - 21 Samples in PDF DOC Examples. Tips for Students to Ace the Art of Essay-Writing Goalcast. Hoe een kritisch essay te schrijven. Writing an Essay: A Complete Guide for Students Scribendi. What Are The Different Types Of Essay Writing Telegraph. How to write an essay, with sample essays and subjects for essays by .... A Detailed Guide on How to Write the Best Essay Urgent Homework Blog. Analytical Essay: Advanced english essays. 009 How To Write An Essay In English Example Writing Academic Essays On .... How To Write An Essay Sketsa. an argument paper with two different types of writing and the same type .... English essay writer website. How To Write An Essay Examples - Ahern Scribble. 24 Greatest College Essay Examples RedlineSP. How To Write An Informative Essay / Writing persuasive essays - College .... College Essay: Essay writing help online. The Example of Essay PDF. college essay examples pdf. Essay Writing Guide SPM English. Get Online Scholarship Essay Writing Service from Professional Writers. How to Write an Essay in English. EssayAI: Achieve Academic Success with Advanced AI Essay Writer. Textero AI Essay Writer. EssayGPT: A Leading AI Essay Writing Copilot English Essay Writer English Essay Writer
The document provides discussion questions and activities about Tom's life during the Industrial Revolution for a history class. Students are asked to create a 6-panel storyboard showing how Tom's life changed over time, including his experiences working in a cotton mill and witnessing a child's injury in the factory. The document also includes quizzes about current child labor laws.
The document discusses several key aspects of the Industrial Revolution and related social issues in 1840s Britain:
1) Overcrowded cities with poor sanitation led to cholera epidemics, while employers exploited workers through low wages and child labor.
2) The "Hungry Forties" was a time of severe economic depression and high crime rates in industrial regions.
3) Reforms attempted to limit the workday and protect some groups, but laws often prioritized mill owners' profits over workers' welfare.
4) Social commentators observed a lack of community between the isolated, competing rich and poor citizens of Britain's growing cities.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides a history of human resources management, tracing its origins back to ancient times when tribal leaders selected personnel and trained young people in various skills. It discusses how the Industrial Revolution led to the modern development of personnel management, with a focus on worker welfare and employer control. Key influences discussed include scientific management, industrial welfare movements, the development of trade unions, and employment legislation. The impacts of these developments in New Zealand are also summarized.
This document provides a history of human resources management, tracing its origins back to ancient times when tribal leaders selected personnel and trained young people in necessary skills. It discusses how the Industrial Revolution led to the modern development of personnel management, with a focus on worker welfare and employer control. Key influences discussed include scientific management, industrial welfare movements, the development of trade unions, and employment legislation. The impacts of these developments in New Zealand are also summarized.
This document provides an overview of the history and operation of workhouses in England from the 17th century onwards. It describes the progression from early parish poor relief to the establishment of workhouses under the Poor Law Amendment Act of 1834, which built large workhouses called Unions to house the able-bodied poor. Details are given on the admission process, daily routines, rules, punishments and conditions within workhouses. The system was ended in 1930 and replaced by public assistance.
This document summarizes British social reforms in the early 19th century that improved conditions for workers. It discusses the growth of unions and friendly societies to pursue workers' rights. It describes key reforms like the Factory Acts that regulated child labor and working hours. It also discusses the Tolpuddle Martyrs, whose harsh sentencing for forming a friendly society outraged workers and led to reforms protecting unions. Finally, it examines the establishment of poorhouses that replaced parish relief for able-bodied workers.
The document summarizes the difficult working conditions faced by children during the Industrial Revolution in England. Children as young as 6 or 7 worked long hours, often over 14 hours a day, for low pay of around 15 shillings a week. They faced dangerous working conditions and physical punishment by overseers. Parliament began passing acts in the 1840s to restrict child labor by setting maximum daily hours and minimum ages for working children.
This document discusses the history of efforts by workers and labor unions to reduce the standard work week and enact an 8-hour work day. It describes how in the late 19th/early 20th century, labor unions organized around reducing work hours as a key issue to address long hours and exploitation by employers. Over time, unions succeeded in negotiating shorter maximum work weeks and overtime provisions. However, real wages stagnated and unemployment remained high. The document argues that reducing overall work hours could help address these ongoing problems by spreading work more evenly and giving workers more leisure time and power relative to employers.
History of the Labor Movement: Child Labor in AmericaStephen Koppekin
Child labor was extensively utilized during most of the nineteenth century. Here's an exploration of the history of child labor in America and what events spurred labor reform.
Industrial Revolution- The Changed BritainJevish Sydamah
The Industrial Revolution in Britain transformed the country from a rural agricultural society to an urban industrial one. This caused great changes to people's way of life and social systems. Factories employed many workers, including women and children, under difficult conditions like 14-hour work days with low pay and unsafe conditions. Rapid urbanization resulted in overcrowded, unsanitary slums. Workers had few legal rights and could not unionize at first, though conditions gradually improved over the 1800s with new laws regulating factories and expanding voting rights.
1. The Industrial Revolution began in Great Britain due to a combination of factors including population growth, agricultural advances, trade increases, technological innovations like the steam engine, and Britain's political/social climate.
2. Industrialization then spread to other European countries and later the U.S. and Japan, driven by factors like natural resources, growing populations, transportation infrastructure, and available capital.
3. Industrialization in Spain was delayed by limitations such as a small domestic market, poor infrastructure, and lack of capital. Working conditions during the Industrial Revolution were difficult for many, with long hours, low pay, and few rights or protections.
On NationalHamburgerDay And Every Day, Celebrate WRenee Campbell
The article discusses the illusion of explanatory depth, where people think they understand something better than they actually do. Studies have shown that self-reported knowledge decreases significantly when people are asked to explain in detail how something works. The illusion of explanatory depth is a common cognitive bias where people overestimate their understanding of topics.
How to Write a Great Essay Quickly! ESL Buzz. 10 Tips to Write an Essay and Actually Enjoy It. How to Find the Best Essay Writers Online - The Katy News. Essay Writing In English With Sample - 1. IELTS BASICS. FREE 9 College Essay Examples in PDF Examples - How to write english .... How to write an easy essay. How To Write An Essay In An Hour Fast .... Tips on How to Write Effective Essay and 7 Major Types in 2021 Types .... English Essay Writers. How To Write an Essay - How to Write an Essay English is a global .... HOW TO WRITE ESSAYS by karen.porter - Issuu. Essay Writing Examples - 21 Samples in PDF DOC Examples. Tips for Students to Ace the Art of Essay-Writing Goalcast. Hoe een kritisch essay te schrijven. Writing an Essay: A Complete Guide for Students Scribendi. What Are The Different Types Of Essay Writing Telegraph. How to write an essay, with sample essays and subjects for essays by .... A Detailed Guide on How to Write the Best Essay Urgent Homework Blog. Analytical Essay: Advanced english essays. 009 How To Write An Essay In English Example Writing Academic Essays On .... How To Write An Essay Sketsa. an argument paper with two different types of writing and the same type .... English essay writer website. How To Write An Essay Examples - Ahern Scribble. 24 Greatest College Essay Examples RedlineSP. How To Write An Informative Essay / Writing persuasive essays - College .... College Essay: Essay writing help online. The Example of Essay PDF. college essay examples pdf. Essay Writing Guide SPM English. Get Online Scholarship Essay Writing Service from Professional Writers. How to Write an Essay in English. EssayAI: Achieve Academic Success with Advanced AI Essay Writer. Textero AI Essay Writer. EssayGPT: A Leading AI Essay Writing Copilot English Essay Writer English Essay Writer
The document provides discussion questions and activities about Tom's life during the Industrial Revolution for a history class. Students are asked to create a 6-panel storyboard showing how Tom's life changed over time, including his experiences working in a cotton mill and witnessing a child's injury in the factory. The document also includes quizzes about current child labor laws.
The document discusses several key aspects of the Industrial Revolution and related social issues in 1840s Britain:
1) Overcrowded cities with poor sanitation led to cholera epidemics, while employers exploited workers through low wages and child labor.
2) The "Hungry Forties" was a time of severe economic depression and high crime rates in industrial regions.
3) Reforms attempted to limit the workday and protect some groups, but laws often prioritized mill owners' profits over workers' welfare.
4) Social commentators observed a lack of community between the isolated, competing rich and poor citizens of Britain's growing cities.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
10. Our objective :- By the end of the lesson…. Be able to explain what legislation was passed to improve conditions in factories
11. Our objective :- By the end of the lesson…. Compare the differences in legislation that were passed to improve conditions in factories
12. How are we going learn? History Sat – Nav lesson journey planner We’re going to watch something to help “jog” our memory!
13.
14. 1867 1844 1833 1802 Main points How did it improve life for children / young people? Was it better than previous law? Who was it aimed at? Factory Act
20. History Department EXPERT GROUPS 10 minutes in your groups to research about your chosen area of legislation…….
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24. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1802 Factory Act. The first Factory Act ever passed by the British Parliament was called "The Factory Health and Morals Act, 1802" and applied principally, though not exclusively, to apprentices in cotton and woollen mills. The preamble runs as follows: "Whereas it hath of late become a practice in cotton and woollen mills, and in cotton and woollen factories, to employ a great number of male and female apprentices, and other persons, in the same building, in consequence of which certain regulations are now necessary to preserve the health and morals of such apprentices." The regulations, briefly stated, were the following: (1) The master or mistress of the factory must observe the law. (2) All rooms in a factory are to be lime-washed twice a year and duly ventilated. (3) Every apprentice is to be supplied with two complete suits of clothing with suitable linen, stockings, hats and shoes. (4) The hours of work of apprentices are not to exceed twelve a day, nor commence before six in the morning, nor conclude before nine at night. (5) They are to be instructed every working day during the first four years of apprenticeship in reading, writing and arithmetic. (6) Male and female apprentices are to be provided with separate sleeping apartments, and not more than two to sleep in one bed. (7) On Sunday they are to be instructed in the principles of the Christian religion.
25. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1833 Factory Act. The Factory Act, 1833 was an attempt to establish a normal working day in a single department of industry, textile manufacture. The way in which it proposed to do this was the following: The working day was to start at 5.30 a.m. and cease at 8.30 p.m. A young person (aged thirteen to eighteen) might not be employed beyond any period of twelve hours, less one and a half for meals; and a child (aged nine to thirteen) beyond any period of nine hours. From 8.30 p.m. to 5.30 a.m.; that is during the night; the employment of such persons was altogether prohibited.
26. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1867 Factory Act. The Second Children's Employment Commission unanimously recommended the extension of the system of factory inspection to a number of occupations previously regarded as quite outside its sphere, and its modified application in others, hereafter to be dealt with; which seemed practically to exhaust the whole field of material labour. The Factory Extension Act, 1867 provision was made to restrict the hours during which children, young persons and women are permitted to labour in any manufacturing process conducted in an establishment where fifty or more persons are employed.
27. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1844 Factory Act. The Factory Act of 1844 is an extremely important one in the history of family legislation. The Act reduced the hours of work for children between eight and thirteen to six and a half a day, either in the morning or afternoon, no child being allowed to work in both on the same day, except on alternate days, and then only for ten hours. Young persons and women (now included for the first time) were to have the same hours, i.e. not more than twelve for the first five days of the week (with one and a half out for meals), and nine on Saturday. Certificates of age were to be granted in future only by surgeons appointed for the purpose. Accidents causing death or bodily injury were to be reported to these surgeons, who were to investigate their cause and report the result to the inspector. The factory was to be thoroughly washed with lime every fourteen months. A Register was likewise to be kept; in which were to be entered the names of all children and young persons employed, the dates of the lime-washing, and some other particulars. Certificates of school attendance were to be obtained in the case of children.
28. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1850 Factory Act. The 1844 Act contained a fatal defect. It did not provide exactly when the hardly-won ten hours were to be worked; between 5.30 a.m. and 8.30 p.m.; so that apparently they might be taken any time between those limits. The result was the immediate reintroduction of the discredited Relay System, with all its opportunities for trickery and evasion, and renewed discontent among the operatives. Early in the session of 1850 Lord Ashley brought this matter forward for debate. He was met in a conciliatory spirit by Sir George Grey, then Home Secretary, who proposed as a compromise to fix the period of employment for protected persons from six in the morning till six in the evening in summer, and from seven in the morning till seven in the evening in winter (with one and a half hours out for meals) and that all work should cease at two o'clock on Saturday: the effect of which would be to slightly increase the weekly working hours from fifty-eight to sixty, while rendering the enforcement of the definite working day practically secure.
29. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1847 Factory Act. After the 1844 Factory Act the agitation for a Ten Hour Bill continued. Early in 1846 Lord Ashley again brought forward a measure cast in this mould, which, on his defeat at the General Election that year, was taken up by John Fielden, and ultimately pressed to a division, when the Government escaped defeat by the narrow majority of ten. The next year the Whigs were in office, and Lord John Russell, Prime Minister. John Fielden reintroduced the Bill, and its progress through Parliament was one continued triumph. With the enactment of the law the long struggle for a Ten Hours Bill is generally held to have come to a close. It limited the hours of labour to sixty-three per week from the 1st of July 1847, and to fifty-eight per week, from the 1st of May 1848, which with the stoppage on Saturday afternoon was the equivalent of ten hours work per day.
30. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1874 Factory Act. The textile operatives, besides being the first to benefit by factory laws, had by this time become a well-organised body outside their sphere, they had evolved a powerful and well disciplined trade union to represent their interests. The success of the agitation was shown by the passing of the Factory Act 1874 which took half-an-hour a day off textile factories alone, leaving all others still subject to the settlement of 1850.
31. History Department R. W. Cooke-Taylor, the author of The Factory System was also an Inspector of Factories. In his book he explained the 1891 Factory Act. The Factory Act, 1891 made the requirements for fencing machinery more stringent. Under the heading Conditions of Employment two considerable additions to previous legislation. The first is the prohibition on employers to employ women within four weeks after confinement; the second the raising the minimum age at which a child can be set to work from ten to eleven.
33. History Department Politicians needed to pass the Factory Act because I think the most important Factory Act was the one passed in I think this for several reasons, firstly
34. History Department Despite all the improvements , conditions were still bad for some children. If I’d been in Parliament I would have suggested It is important we learn about the improvements in legislation today because it shows us that