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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
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Categories: Économie, Histoire
Creators: Thurkettle
Publisher: Pergamon Press Ltd (Oxford-New York)
Views: 2/1367
Views index: 76%
Popularity index: 19%

Maps and Illustrations
Reigning Monarchs from 1066


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


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


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
Added by: Dominique Meeùs  
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
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,
Shildon, Co. Durham.

August 1967.

  Added by: Dominique Meeùs
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)
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