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This book was first published in 1966. The city of Nottingham grew from the nucleus of a smaller and older town to become one of the nation's leading industrial centres, and although it was not a product of the industrial revolution Nottingham was completely transformed by it. For most of the nineteenth century the major activities were the production of hosiery by an industry whose methods, organization, and outlook remained traditional for many decades, and the manufacture of machine-made lace, a progressive and mechanized industry which from its early years featured factory production. This text explores the relationship between the development of power based machinery and the more traditional crafts of the area.
A selection of essays exploring the role of social institutions and political, economic and technological change in shaping the sport of middle class Victorians and Edwardians.
This book is focused on the social and occupational origins of the founders of modem British industry: what kind of families did they come from? What was their occupation before they set up as industrialists? In discussing these and other issues, this study makes an important contribution to the problem of social mobility during the Industrial Revolution.
First published in 1977, Urban Education in the 19th Century is a collection based on the conference papers of the annual 1976 conference for the History of Education Society. The book illustrates a variety of ways of elucidating the connections between education and the city, mainly in nineteenth-century Britain. Essays cover political, geographical, demographic and socio-structural aspects of urbanization. There is an emphasis on comparative studies of urban educational developments and attention is paid to the perceptions of the nineteenth-century city and its problems, especially for child life, as well as to the realities of urban change
In this bold and original study, David Eastwood offers a reinterpretation of politics and public life in provincial England. He explores the ways in which power was exercised, and reconstructs the social and cultural foundations of political authority in provincial England. Professor Eastwood demonstrates the crucial role played by local elites in policy-making, and shows how English public institutions and political culture can only be understood in terms of the long-run development of the English state.
First published in 1968. Routledge is an imprint of Taylor & Francis, an informa company.
The promotion of knowledge was a major preoccupation of the Victorian era and, beginning in 1831 with the establishment of the British Association for the Advancement of Science, a number of national bodies were founded which used annual, week-long meetings held each year in a different town or city as their main tool of knowledge dissemination. Historians have long recognised the power of 'cultural capital' in the competitive climate of the mid-Victorian years, as towns raced to equip themselves with libraries, newspapers, 'Lit. and Phil.' societies and reading rooms, but the staging of the great annual knowledge festivals of the period have not previously been considered in this context. The four national associations studied are the British Association for the Advancement of Science (BAAS), the National Association for the Promotion of Social Science (NAPSS), the Royal Archaeological Institute (RAI) and the Royal Agricultural Society of England (RASE), who held annual meetings in 62 different provincial towns and cities from 1831 to 1884. In this book it is contended that these meetings were as important as royal visits and major civic ceremonies in providing towns with an opportunity to promote their own status and identity. By deploying a wealth of primary source material, much of which has not been previously utilised by urban historians, this book offers a new and genuinely Britain-wide perspective on a period when comparison and competition with neighbouring places was a constant preoccupation of town leaders.
The volumes in this set, originally published between 1978 and 1992, draw together research by leading academics in the area of urban education, and provide a rigorous examination of related key issues. The volumes examine teaching, urban schools, community and race issues in education in the US, whilst also exploring the general principles and practices of education in various countries. This set will be of particular interest to students of sociology and urbanization respectively.