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Many worked in agriculture. (If a working Victorian farm museum is nearby, a

visit could be arranged. Eg Cogges Farm Museum, Witney, Oxon)

5. Show the children pictures from books or direct them to web-sites, eg

www.channel4.com/history/microsites/W/worstjobs/victorians.html

www.learningcurve.gov.uk/victorianbritain/inductrial/timeline2.htm

http://tofino.ex.ac.uk/virvic/welcome.htm

www.bbc.co.uk/schools/victorians/standard.work/index.shtml

6. Let the children read the descriptions of the selected jobs then write which
they would choose if they had to select one and why they would decline the

other three jobs.

Alternatively, they could try the BBC worksheets by referring to books or the

Internet for information.

7. End by sharing some good news! Throughout the 19th century a programme of
social reform begun by Lord Shaftesbury in 1830 gradually improved living
and working conditions. Working hours were shortened, the age at which
children could be employed was raised and factories were inspected regularly.

Elizabeth Fry fought for changes in the prisons; William Booth started the
Salvation Army to meet the needs of the destitute in London. (The lives of

these reformers could be looked at in assemblies or their stories read in
English lessons.)

8. Share with the children that there are parts of the world where boys and girls

are still used to work in dangerous conditions.

Learning for Life (Fulfilment)

1. The children will have appreciated the dangers and cruelty involved in child

labour in the Victorian age but also recognise the social reformers who were
prepared to fight for change.

2. They should have a sense of gratitude that they can enjoy their childhood and
learn to read and write rather than having to work in dangerous conditions.

(Victorians) 20