Crime And Punishment In Victorian Era

“D” is for Crime and Punishment because crime during the 1800s in London led to decapitation. The Victorian period was the era of Queen Victoria’s reign in England during the 19th century. This period saw drastic changes in how citizens were arrested and charged with crimes. This period was the first to have police officers. “Prior to the Victorian Era, most areas of London only had unpaid officers policing communities. Treatment of victims and jurors in the Victorian period was very different from present-day. Trials were swift due to limited deliberation. The amount of crimes increased as well during this period, rising from roughly 5,000 per year in the late-18th century to about 25,000 per year in the mid-19th century. This was due to the

Merriam-Webster’s dictionary defines education as “the action or process of educating or of being educated; also, the knowledge and development resulting from an educational process a person of little education.” Mark K. Smith describes education as “a process of inviting truth and possibility, of encouraging and giving time to discovery. It is, as John Dewey put it, a social process – ‘a process of living and not a preparation for future living’. In this view educators look to act with people rather on them. Their task is to educate, to bring out or develop potential (Smith 1).” Smith goes on to say that “It is often said that we are learning all the time and that we may not be conscious of it happening. Learning is both a process and an outcome. As a process it is part of living in the world, part of the way our bodies work. As an outcome, it is a new understanding or appreciation of something (Smith

In the article “The Effect of Education on Crime: Evidence from Prison Inmates, Arrests, and Self-Reports,” Lance Lochner and Enrico Moretti detail the correlation between crime and education: “We estimate the effect of education on participation in criminal activity accounting for endogeneity of schooling. We first analyze the effect of schooling on incarceration using Census data and changes in state compulsory attendance laws over time as an instrument for schooling. Changes in these laws have a significant effect on educational achievement, and we reject tests for reverse causality. We find that schooling significantly reduces the probability of incarceration. Differences in educational attainment between black and white men explain 23% of the black-white gap in male incarceration rates (Lochner, Moretti