Bibliographie générale
Bibliographie générale |
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Thurkettle, J. (1968). An outline of the social and economic history of britain 1066-1956. Oxford-New York: Pergamon Press Ltd. Added by: Dominique Meeùs (2017-02-06 23:10:51) |
| Resource type: Book Languages: English BibTeX citation key: Thurkettle1968 View all bibliographic details  |
Categories: Économie, Histoire Creators: Thurkettle Publisher: Pergamon Press Ltd (Oxford-New York) |
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CONTENTS Maps and Illustrations Preface Reigning Monarchs from 1066 PART I 1. The Manorial System 2. Towns in the Middle Ages 3. Gilds 4. The Influence of the Church on Medieval Trade 5. The Growth of the Woollen Industry 6. The Growth of Trade in the Middle Ages 7. The Breakdown of the Manorial System 8. Royal Finance in the Middle Ages 9. The Beginnings of Modern History 10. Britain's Economic Development in the 16th and 17th Centuries 11. The Rise in Prices in the 16th Century 12. Mercantilism 13. The 16th-century Enclosure Movement 14. The Regulation of Industry by the State 15. Pauperism up to 1601 16. The Era of Company Trading 17. Colonization in the 17th Century 18. The Navigation System 19. Royal Finance During the Tudor and Stuart Period Sources and Suggestion for Further Reading Examination Questions PART II 20. Trade in the 18th Century 21. The 18th-century Agrarian Revolution 22. Population Movements 23. Roads 24. Canals 25. Industry before the Industrial Revolution 26. Causes and Results of the Industrial Revolution 27. The Industrial Revolution in the Textile Industries 28. Coal-mining 29. The Industrial Revolution in the Iron and Steel Industry 30. The Steam-engine 31. Laissez Faire 32. The Factory System 33. The Effect of the Napoleonic Wars on England’s Economy Sources and Suggestion for Further Reading Examination Questions PART III 34. Banking 35. Railways 36. Agriculture in the 19th and 20th Centuries 37. Free Trade 38. Working-class Movements 39. The Trade Union Movement 40. Victorian Prosperity 41. Overseas Trade, [873—1914 42. The Challenge to Free Trade 43. Trade with the Empire 44. Socialism and the Rise of the Labour Party 45. The Poor Law 46. Public Health 47. Education 40. Britain between the Wars 49. Modern Sources of Power 50. The Welfare State Sources and Suggestion for Further Reading Examination Questions Time Chart Index Added by: Dominique Meeùs |
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J’ai lu une partie des débats entre Dobb (1977) (, (Dobb, 1971)) et Sweezy, et plus tard Brenner, Meiskins Wood ( (Meiksins Wood, 1991)) et d’autres, sur la question de savoir comment est né le capitalisme et pourquoi d’abord en Angleterre. Ces discussions sont souvent abstraites, et allusives quant aux faits. Ce livre de Thurkettle, qui ne fait pas de grandes théories, est un des livres les plus précieux pour moi, dans cette question. Dobb, M., & Sweezy, P.-M. (1977). Du féodalisme au capitalisme, problèmes de la transition F. Gauthier & F. Murray, Trans. Vol. 1. Paris: Librairie François Maspero. Dobb, M. (1971). Études sur le développement du capitalisme L. Mozère, Trans. Paris: Librairie François Maspero. Meiksins Wood, E. (1991). The pristine culture of capitalism: An historical essay on old regimes and modern states. Londres: Verso Books. Added by: Dominique Meeùs Last edited by: Dominique Meeùs |
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Section preface
One of the greatest difficulties experienced by history teachers is that, quite often, history merits only two or three periods a week on the school time-table and, as a result, lessons are often merely note-taking sessions during which the unfortunate students write furiously in the hope that they miss no vital facts.
This type of lesson kills any enthusiasm for history in the hearts of even the most ardent devotees of the subject. How many times I, myself, have heard a student complain: “Oh! I don’t like history because we just sit and take notes all the lesson.” History should be a live and vital subject, full of discussion and just plain “story telling”. Characters should be made alive, events real and the imagination should be stimulated. All this is very difficult, however, when a teacher has only a limited time at his disposal—when facts must be learnt quickly in order to prepare for future examinations. To try to resolve this dilemma is the object of this book. If these notes are presented to the student it should obviate the necessity for lengthy note-taking sessions and leave teacher and class free to discuss and enjoy the subject. The book covers nearly a thousand years of Britain’s social and economic development. It is inevitable, therefore, that there are many omissions. Different teachers emphasize different topics and the need for note taking has not been completely removed. The book has been written with the aim of preparing pupils in schools, students in technical colleges and colleges of further education for examinations in economic and social history. I have attempted to maintain the standard of the notes midway between G.C.E. O- and A-levels, and students taking these examinations at either level should find the book of use. I have tried to present facts clearly and accurately, endeavouring at the same time to make the book readable and interesting although it is in note form. I can claim very little originality for my material, having relied mainly on the research of others. [Thanks to certain persons and institutions…] Headmaster, J. Thurkettle Sunnydale Secondary School, August 1967. Added by: Dominique MeeùsComments: Shildon is considered to be the "cradle of the railways", dit Wikipedia. Ce peut être une des causes de l’orientation d’esprit de Thurkettle et de son intérêt pour l’histoire économique et sociale. Added by: Dominique Meeùs (2017-02-15 23:08:07) |