Prevention of Disease in the 18th & 19th Century (Edexcel GCSE History): Revision Note
Exam code: 1HI0
Improvements in disease prevention in the 19th century - Timeline & Summary

- The Industrial Revolution made industrial towns overcrowded, filthy, and perfect for disease to spread - Back-to-back housing for workers was dangerous and unhygienic 
- Multiple households shared one communal toilet 
- Neighbourhood water pumps increased the chance of contamination 
 
- The government slowly abandoned laissez-faire attitudes and began protecting people’s health - More people could vote after the Great Reform Act (1832) - Improving public health would win votes from the newly enfranchised 
 
- Campaigners like Edwin Chadwick presented evidence of how bad public health was 
- Public Health Acts forced local councils to improve living conditions 
 
- Vaccination became a powerful new method of prevention, thanks to Edward Jenner 
Jenner & vaccinations
Smallpox in the 18th century
What was smallpox?
- Smallpox is an illness which causes a fever and pus-filled rashes across the body 
- Smallpox killed 30% of victims 
Inoculation
- A method to prevent smallpox was inoculation - An inoculator rubbed pus from a smallpox scab into a cut or crushed a scab for the patient to snort up their nose 
 
- Inoculation was: - Expensive, so many could not pay for their services 
- Dangerous, as some patients died from the inoculation process 
 
The development of vaccinations
- Jenner noticed dairymaids who had cowpox never caught smallpox 
- In 1796, Jenner tested this theory on a young boy called James Phipps - He did not catch smallpox 
 
- He published An Enquiry into the Causes and Effects of the Variola Vaccinae (1798) - The term ‘vaccination’ comes from the Latin ‘vacca’ for cow 
 
Reactions to vaccinations

Government reaction
- The British government preferred vaccination to inoculation - It was much safer 
- It was cheaper because people did not need to go into quarantine 
 
- The government passed a series of laws - 1840: Inoculation was banned, with taxes paying for the free vaccination of children 
- 1852: Smallpox vaccination made compulsory for children up to 3 months old 
- 1871: Doctors received payment to vaccinate 
- 1872: Parents were fined if they refused vaccination 
 
Short-term impacts of the smallpox vaccine
- By 1800, 100,000 people had been vaccinated 
- The Church and inoculators opposed vaccines 
- Vaccinators made mistakes - Patients died of infection because they reused needles 
 
Long-term impacts of the smallpox vaccine
- By 1979, the World Health Organisation declared that smallpox had been eradicated 
- Jenner's work inspired other scientists like Pasteur and Koch to develop vaccines - Jenner’s method did not work for any other diseases except for smallpox 
 
- Some people hated being forced to be vaccinated 
The development of vaccines
Pasteur
- In 1879, Pasteur worked on a vaccine for chicken cholera. He: - Identified the germ causing the disease 
- Produced a weaker version of the disease 
- Treated his patient with the weaker version 
 
- Pasteur used this method to create vaccines for anthrax and rabies 
- Pasteur was unaware that a weaker version of a disease encourages the immune system to create antibodies - These antibodies then fight off the disease if the patient catches it again 
 
Koch
- Koch discovered the microbes that caused disease - Emil von Behring used Koch’s research to create vaccines for tetanus and diphtheria 
 
Worked Example
Explain one way in which methods of preventing disease in the Renaissance were different to methods of preventing disease in the 18th and 19th centuries
4 marks
Answers:
One way in which methods of preventing disease were different from the Renaissance to the 18th and 19th centuries was the use of vaccinations (1). In the Renaissance, there was no understanding that germs created disease (1). They relied on ideas about transference to avoid catching disease (1). In 1796, Edward Jenner created the smallpox vaccine. This encouraged scientists like Pasteur to develop methods of isolating bacteria and creating effective vaccines against them (1).
Examiner Tips and Tricks
In this style of question, you must either identify a similarity or a difference between the two time periods. To answer this question well, make sure that you:
- Identify a clear similarity or difference 
- Give a clear example from both time periods 
- Use words like 'similarly' or 'whereas' to compare the two time periods 
Government action to improve public health
Edwin Chadwick
- Wrote Report on the Sanitary Conditions of the Labouring Classes (1842) - Chadwick linked life expectancy to living standards - People living in cities died much younger than those living in the countryside 
 
- Chadwick proposed: - Boards of Health 
- Sewage disposal 
- Clean water supplies 
 
 
- The government ignored him at first - However, after Pasteur proved that clean water was vital for health, the government acted 
 
The Public Health Acts
Public Health Act (1848)
- This Act encouraged cities to: - Set up boards of health 
- Provide clean water 
 
- It was not compulsory for local authorities to follow the act - This limited the impact the Act had on the health of the nation 
 
Public Health Act (1875)
- This act made it compulsory for local authorities to: - Provide clean water 
- Dispose of waste properly 
- Build public toilets 
- Hire a public officer of health to monitor where epidemics of disease occurred 
- Build new houses with better ventilation and check lodging houses were safe 
- Provide parks for exercise 
 
- The government fined authorities that failed to comply 
- By the end of the 19th century, the government had abandoned their laissez faire attitude 
Worked Example
Describe one feature of the Public Health Act of 1875
2 marks
Answers:
The 1875 Public Health Act focused on creating hygienic conditions for people living in towns and cities (1). The act stated that local authorities had to dispose of sewage properly to avoid polluting drinking water (1).
Examiner Tips and Tricks
When answering ‘Describe one feature of…’ questions, the two marks are given to you for:
- Identify - write a relevant point based on the question topic (1) 
- Describe - add some specific own knowledge about the point you have made (1) 
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