Syllabus Edition
First teaching 2024
First exams 2026
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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