The Industrial Revolution Course Guidebook Dr
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Topic Subtopic History Modern History The Industrial Revolution Course Guidebook Dr. Patrick N. Allitt Emory University Smithsonian® PUBLISHED BY: THE GREAT COURSES Corporate Headquarters 4840 Westfields Boulevard, Suite 500 Chantilly, Virginia 20151-2299 Phone: 1-800-832-2412 Fax: 703-378-3819 www.thegreatcourses.com Copyright © The Teaching Company, 2014 Smithsonian® © 2014 Smithsonian Institution. The name “Smithsonian” and the Smithsonian logo are registered trademarks owned by the Smithsonian Institution. Printed in the United States of America This book is in copyright. All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of The Teaching Company. Patrick N. Allitt, Ph.D. Cahoon Family Professor of American History Emory University rofessor Patrick N. Allitt was born in 1956 and raised in Mickleover, England. He Pattended John Port School in the Derbyshire village of Etwall and was an undergraduate at Hertford College, University of Oxford, from 1974 to 1977. He studied American History at the University of California, Berkeley, where he earned his Ph.D. in 1986. Between 1985 and 1988, he was a Henry Luce Postdoctoral Fellow at Harvard Divinity School, where he specialized in American Religious History. Since then, he has been on the history faculty of Emory University, except for one year (1992–1993) as a fellow at the Princeton University Center for the Study of Religion. He was the director of Emory’s Center for Teaching and Curriculum from 2004 to 2009 and has been the Cahoon Family Professor of American History since 2009. 3URIHVVRU$OOLWWLVWKHDXWKRURI¿YHVFKRODUO\ERRNVA Climate of Crisis: America in the Age of Environmentalism; The Conservatives: Ideas and Personalities throughout American History; Religion in America Since 1945: A History; Catholic Converts: British and American Intellectuals Turn to Rome; and Catholic Intellectuals and Conservative Politics in America, 1950–1985. In addition, he is the editor of Major Problems in American Religious History and author of a memoir about his life as a college professor, I’m the Teacher, You’re the Student: A Semester in the University Classroom. He has written numerous articles and reviews for academic and popular journals, including recent book reviews in The Spectator and The Weekly Standard. 3URIHVVRU $OOLWW KDV PDGH VHYHQ RWKHU *UHDW &RXUVHV The Rise and Fall of the British Empire; The Conservative Tradition; American Religious History; Victorian Britain; The History of the United States, 2nd Edition (with i Professors Allen C. Guelzo and Gary W. Gallagher); The American Identity; and The Art of Teaching: Best Practices from a Master Educator. Professor Allitt’s wife, Toni, is a Michigan native. They have one GDXJKWHU)UDQFHVŶ ii About Smithsonian ounded in 1846, the Smithsonian Institution is the world’s largest museum and research complex, consisting of 19 museums and Fgalleries, the National Zoological Park, and 9 research facilities. The total number of artifacts, works of art, and specimens in the Smithsonian’s collections is estimated at 137 million. These collections represent America’s rich heritage, art from across the globe, and the immense diversity of the natural and cultural world. In support of its mission—the increase and diffusion of knowledge—the Smithsonian focuses on four Grand Challenges that describe its areas RI VWXG\ FROODERUDWLRQ DQG H[KLELWLRQ 8QORFNLQJ WKH 0\VWHULHV RI WKH Universe, Understanding and Sustaining a Biodiverse Planet, Valuing World Cultures, and Understanding the American Experience. The Smithsonian’s partnership with The Great Courses is an opportunity to encourage continuous exploration by learners of all ages across these areas of study. This course, The Industrial Revolution, covers the emergence of the Industrial Revolution in 18th-century Britain and the spread of its inventions DQG LGHDV WR WKH ÀHGJOLQJ 8QLWHG 6WDWHV VHHNLQJ WR VKRZ KRZ DQG ZK\ this great modern transformation occurred. From the steam engine to the horseless carriage, the rise of the factory to the role of immigrant labor, the course provides insight not only into the historical period but also into the ELUWKRIPRGHUQOLIHDQGZRUNDVZHNQRZLWŶ iii Table of Contents INTRODUCTION Professor Biography ............................................................................i Course Scope .....................................................................................1 LECTURE GUIDES LECTURE 1 Industrialization Is Good for You .........................................................4 LECTURE 2 Why Was Britain First? .....................................................................11 LECTURE 3 The Agricultural Revolution...............................................................18 LECTURE 4 Cities and Manufacturing Traditions .................................................25 LECTURE 5 The Royal Shipyards ........................................................................32 LECTURE 6 The Textile Industry ..........................................................................39 LECTURE 7 Coal Mining—Powering the Revolution ............................................46 LECTURE 8 Iron—Coking and Puddling...............................................................53 LECTURE 9 Wedgwood and the Pottery Business ...............................................60 LECTURE 10 Building Britain’s Canals ...................................................................67 iv Table of Contents LECTURE 11 Steam Technology and the First Railways ........................................74 LECTURE 12 The Railway Revolution ....................................................................81 LECTURE 13 Isambard Kingdom Brunel—Master Engineer ..................................88 LECTURE 14 The Machine-Tool Makers ................................................................95 LECTURE 15 The Worker’s-Eye View ..................................................................102 LECTURE 16 Poets, Novelists, and Factories ......................................................109 LECTURE 17 How Industry Changed Politics.......................................................115 LECTURE 18 Dismal Science—The Economists .................................................122 LECTURE 19 American Pioneers—Whitney and Lowell ......................................129 LECTURE 20 Steamboats and Factories in America ............................................136 LECTURE 21 Why Europe Started Late ...............................................................143 LECTURE 22 Bismarck, De Lesseps, and Eiffel ...................................................150 LECTURE 23 John D. Rockefeller and Standard Oil ............................................157 v Table of Contents LECTURE 24 Andrew Carnegie and American Steel............................................164 LECTURE 25 American Industrial Labor...............................................................171 LECTURE 26 Anglo-American Contrasts..............................................................178 LECTURE 27 Electric Shocks and Surprises ........................................................186 LECTURE 28 Mass-Producing Bicycles and Cars ................................................193 LECTURE 29 Taking Flight—The Dream Becomes Reality ..................................200 LECTURE 30 Industrial Warfare, 1914–1918 .......................................................208 LECTURE 31 Expansion and the Great Depression.............................................215 LECTURE 32 Mass Production Wins World War II ...............................................223 LECTURE 33 The Information Revolution ............................................................230 LECTURE 34 Asian Tigers—The New Industrialized Nations ..............................237 LECTURE 35 Environmental Paradoxes ..............................................................245 LECTURE 36 The Benign Transformation ............................................................253 vi Table of Contents SUPPLEMENTAL MATERIAL Bibliography ....................................................................................261 vii viii The Industrial Revolution Scope: hroughout most of world history, nearly everyone has been poor, life expectancy has been short, and famine has been a frequent visitor. TToday, many parts of the world are so wealthy that they regard poverty not as normal but as a special problem that ought to be eliminated. The single great cause of this increase in wealth has been industrialization. We know now beyond question that industrial societies generate wealth, ZKLFK HYHQWXDOO\ VSUHDGV ZLGHO\ WR EHQH¿W DOO WKHLU SHRSOH HYHQ WKRXJK inequalities increase and even though the early stages of industrialization are often dirty, exploitative, and painful. No other way out of collective poverty has yet been discovered. %ULWDLQZDVWKH¿UVWFRXQWU\WRXQGHUWDNHLQGXVWULDOL]DWLRQ,WEHJDQLQWKH mid-18th century, by which time Britain had achieved political stability, acquired a colonial and commercial empire, founded banks and insurance systems, and discovered ways to increase its food output so that fewer farmers could feed more people than ever before. First in the cotton textile industry, then with improvements in coal mining, pottery manufacture, and iron