Syllabus Edition

First teaching 2016

Last exams 2025

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Punishments in Eighteenth & Nineteenth-Century Britain (Edexcel GCSE History)

Revision Note

Rosanna Killick

Written by: Rosanna Killick

Reviewed by: Bridgette Barrett

Punishments in Eighteenth- and Nineteenth-Century Britain - Timeline

A timeline of prison and capital punishment history from 1774 to 1868, noting reforms, transportation to Australia, and the reduction of capital offences.

Punishments in Eighteenth- and Nineteenth-Century Britain - Summary

In the 18th and 19th centuries, crime increased dramatically. In an attempt to deter crime, the government expanded the ‘Bloody Code. This backfired. Fewer people believed that the aims of punishment should be deterrence and retribution. More people thought that punishment should aim for rehabilitation.

After transportation to America ended, the government began sending convicts to Australia. This stopped when it became clear that crime was still increasing. Imprisonment then became a much more common form of punishment. Reformers like John Howard and Elizabeth Fry heavily criticised the poor conditions of prisons. Their work was highly influential, ultimately leading to further reforms under Robert Peel.

Why did People's Opinion About Punishment Change in Eighteenth- and Nineteenth-Century Britain?

  • In the 18th and 19th centuries, people’s opinions on punishments were changing

  • This was largely due to the failure of the ‘Bloody Code

  • The public felt that the government was not fulfilling the aims of punishment

Why did People’s Attitudes Changed to the Aims of Punishment?

Deterrence

Retribution

Rehabilitation

Public executions no longer put people off committing crimes. Many started to see them as cheap entertainment and a chance to get drunk. Others feared attending them because the large crowds created opportunities for more crimes, especially pickpocketing

The punishment no longer fits the crime. People began to think that corporal and capital punishments were inhumane for anything apart from very serious crimes, like murder. Juries were unwilling to convict people, so some guilty criminals were found innocent and escaped justice

More and more people began to believe that punishment should aim to reform criminals. Corporal punishment was seen as a form of painful revenge, rather than a chance for criminals to reflect on their crimes. Capital punishment made rehabilitation impossible

  • The public’s changing opinions had an impact on government policy

    • Robert Peel’s reforms abolished the ‘Bloody Code

    • Public executions ended

    • Use of the death penalty significantly decreased

    • Other forms of punishment increased

      • First, transportation

      • Second, imprisonment

Australia and the End of Transportation as Punishment

Transportation to Australia

  • By the late 18th century, transportation was the most frequently used punishment in Britain

  • Overall, around 160,000 people were transported to Australia

    • One in six were women

    • Most were thieves (especially reoffenders)

    • A small number were political protesters

A diagram describing the journey of convicts sentenced to seven years of transportation to Australia, involving stages of labour, behaviour, and potential punishment or early release.
A diagram outlining what happened to convicts who were transported to Australia

The end of transportation

  • In the 1840s, transportation began to decline

A diagram detailing reasons for the end of transportation. Reasons include ineffectiveness as a deterrent, settler opposition, high costs by the 1830s, and failure to reduce crime.
A diagram outlining the main reasons why transportation ended

Increase in Imprisonments and Prison Reform

  • Early modern prisons were mainly used to hold criminals awaiting trial

  • This changed in the 18th and 19th centuries

  • Imprisonment was increasingly used as a form of punishment

    • It became even more common after transportation ended

  • Prison conditions remained very poor

  • Many thought that criminals in prison deserved these poor conditions

  • Others thought that improving prison conditions would increase criminals’ chances of rehabilitation

  • Two key reformers who shared this view were

    • John Howard

      • Visited many prisons throughout Britain

      • Published a report detailing problems in prisons and how to address them

      • His work led to the 1774 Gaol Act

An illustration summarising John Howard's book "The State of Prisons in England and Wales," covering prisoner separation, health, gaoler wages, and immediate prisoner release.
An illustration featuring some of the key suggestions made in Howard’s report. It also explains why they were made
  • Elizabeth Fry

    • Visited women in Newgate Prison

    • Worked on making female prisoners’ lives better

    • Her work influenced the 1823 Gaols Act 

An illustrated portrait of Elizabeth Fry with text elements detailing her Quaker influence, efforts to improve prison conditions, change in warder employment, and help for child prisoners.
An illustration featuring some of Elizabeth Fry’s key ideas about and contributions to prison reform

Worked Example

Explain one way in which opinions about punishment changed in eighteenth- and nineteenth-century Britain

4 marks

Answers:

In 18th- and 19th-century Britain, fewer people thought that the aims of punishment should only be deterrence and retribution. (1) More people started to believe that punishments should aim to rehabilitate criminals (1). Juries became unwilling to convict criminals in cases of capital offences. (1) They recognised that the death penalty gave criminals no opportunity to reform (1)

Examiner Tips and Tricks

Remember that the aims of punishment – deterrence and retribution – essentially stayed the same from the medieval era up until this period. It was largely the work of reformers that made people care more about reform and rehabilitation.

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Rosanna Killick

Author: Rosanna Killick

Expertise: History Content Creator

After graduating from Oxford University with a BA in History, Rosanna became a full-time, qualified tutor. She has since amassed thousands of hours of tutoring experience, and has also spent the last few years creating content in the EdTech space. She believes that a nuanced understanding of the past can help to contextualise the present. She is passionate about creating clear, accessible content that helps students to identify and select the most relevant facts and concepts for writing focused, persuasive exam answers.

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.