mass+society+presentation+notes+2013

Mass Society Presentation Notes, as provided by you and your peers:


 * ** Education & Leisure **
 * Education **


 * ** School had been available for all families but lower classes didn’t go because they had to work in fields or factories while the middle and upper classes did with some from the middle class continuing into secondary school  **


 * ** After 1870 states began to develop public education ran by the government  **
 * ** Most countries countries made it free and compulsory  **
 * ** In France all children between six and thirteen had to go to school beginning in 1882  **
 * ** After 1900 most schools were state financed, with trained teachers and were free and compulsory in most of western Europe  **
 * ** There were many reasons around this time for more education  **
 * ** need more skilled workers for factories  **
 * ** voters need to be educated  **
 * ** inprove military recruits  **
 * ** social discipline  **
 * ** most teachers were female  **
 * ** major increase in literacy  **
 * ** illiteracy almost eliminated in counties with education systems  **
 * ** lead to new newspapers for the common person  **


 *  Leisure **


 * ** Industrial system had created new leisure hours  **
 * ** New technology added activities and ways to get to them  **
 * ** One common place was a music and dance hall  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** In London in the 1880’s there was five hundred of the music halls  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** Workers now had paid vacations leading to more tourism  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** As prices for travel became lower even the factory workers could go on trips  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** Sports now became more organized  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** Athletic groups organized the teams and rules  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** Sports also as part of curriculum at some schools  **
 * <span style="background-color: transparent; font-family: Arial; font-size: 16px; vertical-align: baseline;">** Stadiums were constructed and public transportation took people there to watch the events  ** ||

**Outline: New Patterns in an Industrial Economy**


 * After 1871: an age of material prosperity, but recessions and crises were still prevalent
 * Prices, especially those of agricultural products, fell dramatically


 * Germany replaced GB as Europe’s industrial leader
 * Organic chemicals
 * Electrical equipment
 * Increasing world-wide trade
 * Large cartels, banks could provide big sums for investment
 * Companies began to invest capital in lab equipment for their own research or hired scientific consultants for advice
 * 1879: German technical schools allowed to award doctorate degrees
 * Brits not willing to encourage formal scientific and technical education


 * By 1900, Europe is divided into two economic zones
 * GB, Belgium, France, the Netherlands, Germany, western part of the Austro-Hungarian Empire, and northern Italy = advanced industrialized core
 * High standard of living
 * Decent systems of transportation
 * Relatively healthy and educated populations
 * Most of Austria-Hungary, Spain, Portugal, Balkan kingdoms, Russia = little industrialization to the south and east
 * Still largely agricultural and relegated by the industrial countries to the function of providing food and raw materials


 * New patterns in European agriculture
 * Abundance of grain and lower transportation costs
 * Prices of farm commodities plummet
 * Tariff barriers against cheap foods
 * Slump in grain products led to specialization of other foods
 * Landowners introduced machines for threshing and harvesting
 * Chemical fertilizers
 * Small farmers could not afford them so they formed cooperatives that provided capital for making improvements and purchasing equipment and fertilizer


 * After 1870, industrialization began to spread beyond western and central Europe and North America
 * Rapid development in Russia and Japan
 * Japan: imperial government took the lead in promoting industry
 * Tea, silk, armaments, and shipbuilding, railroads


 * True world economy
 * Specialized imports from all continents
 * European capital invested abroad to develop railways, mines, electrical power plants, and banks
 * High rates of return
 * Foreign countries provided markets for the surplus of Europe’s manufactured goods

__**The Role of Women**__
 * A woman in the 19th century was legally inferior, economically dependent, and largely defined by household and family roles.

__Middle Class Women__
 * Although marriage was viewed as the only honorable and available career for most women and the middle class glorified the ideal of domesticity, marriage was a matter of economic necessity for most women.


 * Women were expected to take care of the household and their children, keep their outward appearance presentable, and also maintain a feeling of togetherness in the household by keeping up with traditions, and learning other entertaining skills, like the piano. This was especially true for middle-class women, who attended many social gatherings and had to look elegant, and like they never did any hard work.


 * The work women did was hard, and in lower class families especially, women resorted to working in sweatshops for minimum or no pay. Since they worked a lot at home, **the inside of the cupcake** represents them, because it’s a mix of chocolate and crushed Oreos, which portray dirt and the grunt work.


 * “Family planning” by using birth control spread quickly among the propertied class, but not so much amongst the impoverished.

__Working-Class Women__
 * Daughters of working-class women were expected to work until they married. After marriage, they often did piecework at home to help support the family.


 * Between 1890 and 1914 women could start to depend on their husband’s and their grown children’s income. Soon, some working-class mothers could afford to stay at home and follow patterns of middle-class women


 * By the early 20th century, working class families followed the middle-class trend of limiting the size of their families as well. Children began to be viewed as dependents rather than potential wage earners.


 * Social Structure of Mass Society

Thesis: In nineteenth century europe there was a large rise in the living conditions of the middle and lower classes, along with a fall in the power of the aristocrats.

Upper Class: - only 5% of population - controlling between 30-40% of wealth of society - elite made up of successful industrialist, bankers, and merchants - great fortunes moved to upper middle class - landed elite invested in railways, public utilities, and businesses - lived in the country, some had part time urban life and bought town houses - assumed leadership roles in government bureaucracies and military hierarchies  - marriages kept families wealth - made up of upper middle class and aristocrats

Middle Class: - professionals in law medicine and civil service, industrialists, and merchants - business managers and new professionals, engineers, architects, and chemists were new jobs that came from the second industrial revolution - lower middle class small shop keepers traders manufacturers and prosperous peasants - provided goods and services for classes above them white collar workers in between middle and lower class (new after second industrial revolution) - white collar workers were determined, and didn’t get payed much but strived for more, - largely property-less - active in preaching world view to children and those lower than them - importance of progress and science - believed in hard work (primary human good), regular churchgoers and christian morality

Lower Class: - almost 80% of europeans - landholding peasants, agricultural laborers, and sharecropper - many prosperous peasants shared values of middle class - military conscription brought peasants in contact with other classes  - included skilled artisans - wages were about two thirds of highly skilled workers - bottom of working class was largest group of workers called unskilled laborers - unskilled laborers worked irregularly for low wages - lots of domestic servants - most domestic servants were women - urban workers experienced a better condition of life. Better living conditions, real wages, and urban improvements - workers could buy more food and housing because of decline in consumer costs - workers budgets provided money for clothes and leisurely time permitting shorter work days and days off ||