Mill Waters Parks and Reservoir

Education pack

Social unrest and the law in Sutton in the 1800s

SUPPORTED BY millwaters.org.uk Contents

Welcome 1

Social unrest and the law in Sutton in the 1800s 2

Key Stage 1 Task 1: Discuss whether the actions of the Luddites were right or wrong 4 Task 2: Protest songs to promote the cause 5 Task 3: I predict a riot! 6

Key Stage 2 Task 1: Was the reaction to the Chartist uprisings over the top? 7 Task 2: Role play a Radical leader giving a rousing speech 8 Task 3: Write about the Chartist movement from different perspectives 9

Worksheets Worksheet 1: The Industrial Revolution in Sutton 10 Worksheet 2: Radical thinking 11 Worksheet 3: The Luddites 12 Worksheet 4: The Chartist Movement 16 Worksheet 5: Edward Unwin 18

Curriculum links 22 Welcome

This education pack aims to help you get more out of your visit to Mill Waters Heritage Centre.

It provides a selection of different We have included Teacher’s tips tasks for you to choose from. It to give a deeper understanding aims to make learning about the of an issue. We recognise the site’s history in relation to social skill of teachers in being able to unrest in the 1800s in a fun and tailor the activities to meet the engaging way. objectives of their visit and to suit pupils and ability. The time needed for each activity is an indication only and may There are also supplementary vary depending on the size of your historical resources, such as group and how fully you explore newspaper extracts, letters and various topics. It has been designed old parliamentary records. They for pupils at Key Stages 1 and 2 but illustrate that we learn about the you can select the tasks you wish past from many different sources to do, depending on the ability of and show that different styles of your group and aspect of the writing are used for different curriculum you wish to focus on. purposes. They are intended as an additional stimulus for learning for Each task details which worksheets you to read and use as you see fit. you will need to read to your pupils to provide the necessary We hope you find the pack useful background. Older children may be and enjoy your time at Mill Waters. able to read these independently. Do let us have any feedback by emailing us on [email protected]

1 Social unrest and the law in Sutton in the 1800s

By learning about the events of the past we gain a better understanding of society and politics today.

2 Mill Waters Education pack Centuries ago most of the people in Sutton-in- Ashfield worked in the textiles industry – spinning Overview of tasks yarn or knitting material to make clothes. In the early 1800s the Industrial Revolution was sweeping Key Stage 1 across the country. Thanks to the technological Task 1: Discuss whether the advances and the creation of new mills on and actions of the Luddites were around this heritage site, business was booming right or wrong in the town. Task time: 50 mins As well as industrial progress there were changes in society, as the working man began to challenge Task 2: Protest songs to promote the cause the way in which the country was run. This was known as Radical thinking. There were riots and Task time: 50 mins demonstrations – right here in Sutton – to get the Task 3: I predict a riot! people in positions of power to listen. Task time: 1 hour

In this topic you will learn about: Key Stage 2 • how the Luddites (mainly unemployed textiles workers) Task 1: Was the reaction wreaked havoc across the county as a reaction to to the Chartist uprisings unemployment and hunger too heavy handed? Task time: 45 mins • Jeremiah Brandreth, a Luddite leader who lived in Sutton, and the speeches and protest songs which encouraged men to take arms Task 2: Role play a Radical leader giving a rousing • the Luddite’s disastrous march from Pentrich towards speech Nottingham and Jeremiah’s gruesome ending Task time: 1 hour • why the Chartist movement, which sought a fairer deal for the working man, gained such momentum in Sutton-in- Task 3: Write about the Ashfield Chartist movement from different perspectives • how law and order was maintained by the local magistrate, Edward Unwin, (who belonged to the town’s biggest mill- Task time: 1 hour owning family), and how the Chartist movement gradually influenced political reform

Social unrest and the law in Sutton in the 1800s 3 KEY STAGE 1: TASK 1 Discuss whether the actions of the Luddites were right or wrong 50 MINS

What you will need Discussion We have learnt about the cottage • Worksheet 1: The Industrial industries in Sutton-in-Ashfield, in particular Revolution in Sutton the hand-loom weavers. When bigger • Worksheet 3: machines were introduced and people The Luddites started working in workshops, many people lost their work, or were unable to make a • BBC Radio 4 iPlayer: fair wage. The Luddite Lament 1. Was industrial progress good or bad? 2. Why were the Luddites so angry? What you will need to do 3. Were the Luddites right to smash up the • Read Worksheet 1: The Industrial knitting frames? Revolution in Sutton 4. Were the Luddites brave or foolish – • Read Worksheet 2: The Luddites after all many of them ended up being transported or dead? • Teachers read the Historical Resource: Opposing Views and 5. Were the punishments for Luddites discuss with pupils, as they choose, caught smashing up knitting frames too to deepen their understanding harsh? • Listen to: Radio 4 iPlayer, The Luddite Lament from 21 minutes in, Hunting the Loaf song How long will it take: 50 minutes: 30 minutes for reading, listening to radio clip and clarifying any questions; 20 minute discussion using the prompts

4 Mill Waters Education pack KEY STAGE 1: TASK 2 Protest songs to promote the cause 50 MINS

What you will need Discussion Having read about how tough life was for • Worksheet 2: Radical thinking the working man in Sutton at the turn of the • Worksheet 3: The Luddites 19th century and in particular the hardship of unemployed textiles workers, use the • BBC Radio 4 iPlayer: following prompts to stimulate discussion: The Luddite Lament 1. Why were the punishments for anyone trying to bring about change so harsh? What you will need to do 2. Why do you think songs were written and sung in the public houses by the • Read Worksheet 2: Radical activity Luddites? • Read Worksheet 3: The Luddites 3. Was singing a song enough evidence • Listen to: BBC iPlayer, The Luddite that you were planning to take part in Lament from 21 minutes in, Hunting unlawful activity? the Loaf song How long will it take: 50 minutes: Write a protest song 35 minutes for reading time, and Write a protest song about something listening to radio clip, and clarifying any you’re angry about. Don’t worry about questions; 15 minute song-writing. You the music (unless you want to come up could make this an hour long session with a tune as well!). and get pupils to read out lyrics. Just write 2-3 verses about whatever You could have a follow up session makes you really angry, or what you would recording/performing protest songs like to change in the world.

If there is time pupils could read out their lyrics.

Social unrest and the law in Sutton in the 1800s 5 KEY STAGE 1: TASK 3 I predict a riot! 1 HOUR

What you will need Recreate a Chartist riot After reading about the Radical’s motives • Worksheet 2: Radical thinking and the Chartists, discuss the different • Worksheet 4: The Chartist movement characters you need to create a performance based on the accounts of the • Historical Resources: Two different Chartist uprisings. The action might involve accounts of Edward Unwin’s actions people plotting in a pub before taking to the streets and subsequent arrests made by the army under the direction of a local What you will need to do Justice of the Peace. Discuss the sequence of events and agree • Read Worksheet 2: Radical thinking any script you may wish to include. • Read Worksheet 4: The Chartist Once you have assigned roles pupils movement should get dressed up in the appropriate • Teachers can read Historical costumes and select the props they need Resources: Accounts of Edward from the dressing up boxes in the Unwin’s actions and discuss with Heritage Centre. pupils to deepen their understanding Now stage your performance. How long will it take: 1 hour: 25 mins Freeze frame the action when the mob reading time; 15 minutes to define roles are doing most damage and shop owners and dress up/obtain props; 20 minutes are locking up their shops. performing ‘the angry mob’ freeze frame action Now resume action and freeze-frame as the cavalry appear on the scene and the rioters disperse. You will need the following characters:

1. Edward Unwin, Justice of the Peace 2. The Chartist mob 3-6 actors 3. Yeomanry 2-5 actors 4. Cavalry / dragoons 4-10 actors (they should outnumber the mob) 5. Frightened shopkeepers and onlookers – any number

6 Mill Waters Education pack KEY STAGE 2: TASK 1 Was the reaction to the Chartist uprisings too heavy handed? 45 MINS

What you will need Discussion Read the worksheets and Historical • Worksheet 2: Radical thinking Resources as a stimulus for discussion. • Worksheet 4: The Chartist movement Here are a few prompts. • Historical Resources: Two different What were the motives for the Chartist accounts of Edward Unwin’s actions 1. riots? 2. Was the violence of the mob justified? What you will need to do 3. Did Edward Unwin overreact by entering Joseph Bryan’s house, or was he doing • Read Worksheet 2: Radical activity his duty to keep the town safe and maintaining law and order? • Read Worksheet 4: The Chartist movement 4. Discuss whether Joseph Bryan was a good person or a bad person (for • Historical Resources: Two different allegedly supporting the Chartists) accounts of Edward Unwin’s actions. 5. Was Edward Unwin a good person for How long will it take: 45 mins: 25 mins maintaining law and order or were his reading; 20 minutes discussion actions about self-preservation?

Social unrest and the law in Sutton in the 1800s 7 KEY STAGE 2: TASK 2 Role play a Radical leader giving a rousing speech 1 HOUR

What you will need Write and perform a rousing speech to get across the • Worksheet 2: Radical thinking Chartists’ aims • Worksheet 4: The Chartist movement You have read and discussed the reasons • Historical Resource: The Poor Man’s for the Chartist movement. Now ask your Guardian Front page of the Poor pupils to put themselves in the shoes of Man’s Guardian, 9 July 1831 Feargus O’Connor and write a short speech to incite the angry unemployed in Sutton to take arms. Remind them that he was passionate about the plight of the What you will need to do working man, but funny too.

• Read Worksheets 2 and 4 to your Now ask the pupils to read their speeches pupils, or ask them to read all or part in front of a baying crowd. Fellow pupils of the worksheets’ can boo and hiss, or throw their fists in the • Teachers can read the Historical air in agreement! Resource: The Poor Man’s Guardian and choose to highlight words or Use the props provided to create the sentences to pupils and discuss why scene… a soap box, items of clothing, the newspaper uses such persuasive working men’s tools and weapons. language How long will it take: 1 hour: 25 mins reading; 20 minutes writing; 15 minutes for performances

8 Mill Waters Education pack KEY STAGE 2: TASK 3 Write about the Chartist movement from different perspectives 1 HOUR

What you will need Write about the Chartist movement from different • Worksheet 2: Radical thinking perspectives • Worksheet 4: The Chartist movement After reading, pupils produce two different • Historical Resource: Front page of styles of writing – a personal letter and the Poor Man’s Guardian, 9 July 1831 a newspaper article - to show different • Historical Resources: Two different perspectives of the Chartist movement. accounts of Edward Unwin’s actions Here are the instructions: 1. Write a private letter from, Edward Unwin, Justice of the Peace, to a colleague (perhaps a fellow mill owner) about the crimes he is dealing with What you will need to do and the importance of keeping law and order. You may want to ask for • Read Worksheets 2 and 4 to your reinforcements, for example cavalry, to pupils, or ask them to read all or part maintain law and order, or to exaggerate of the worksheets’ the threat of violence to justify the • Teachers can read Historical number of people you are sending Resources: Accounts of Edward to prison, or indeed the gallows. Unwin’s actions and highlight words 2. Write an article for the Poor Man’s or sentences to pupils and discuss Guardian describing the plight of an the two different perspectives unemployed handloom weaver facing How long will it take: 1 hour: 25 mins poverty. Describe the lack of reading; 20 minutes writing; 15 minutes employment, the high cost of basic for performances provisions, and fear of being taken into a workhouse. Use language to urge your readers to support the Chartist movement and put pressure on the government to introduce laws to protect the working man.

Social unrest and the law in Sutton in the 1800s 9 WORKSHEET 1 The Industrial Revolution in Sutton

In the 1700s Sutton was a Samuel Unwin created Sutton Hall quiet farming community and the Sutton Lawn, and Teacher’s tip and people made a living created the original mill and dam in 17402. He then built the gothic The advent of water power by knitting on machines, style ‘Sutton Old Mill’ somewhere Sutton Old Mill was really spinning cotton and between 1768 and 1775 at a cost impressive to look at and the weaving in their homes. of £6000 to carry out cotton people in the town were very These were known as doubling – twisting together pleased because it created strands of cotton to create a ‘cottage industries’. lots of jobs and some of them strong yarn. Sutton Old Mill was got new houses to live in. The Industrial Revolution one of the first mills to be powered between 1750 -1850 changed the by a water wheel. He added a The new mill attracted people way in which people worked as windmill later to increase power. to Sutton. In 1700 there were new technology speeded up 95 families recorded as living production. in Sutton, but in 1793 there Until then everything had been Index of terms were over 3000 – a six-fold done by hand. increase. Cottage industries – work which Before the 1800s there were small Many more mills were built was undertaken in the home, mills in the town for grinding corn or converted along the River usually with the whole family and these were often powered by Maun in the early 1800s to involved cows pulling a wheel, or wind produce yarn for lace making powered. Industrial Revolution – the rapid and clothing. Some of them advancement of industrial also bleached fabric, tanned technology starting in the 19th leather and processed century which earned the UK the mustard. reputation of being the ‘workshop People carried on working in of the world’ their homes alongside the new Cotton doubling – a process in factories for a while, although textiles which describes several they started to get paid less sources of fibre doubled (twisted) as new machinery could do together and drawn, to remove the work more quickly. In 1840 variations in thickness in the yarn the most popular job of people in Sutton was making Stockingers – the ‘framework-­ stockings (long socks) on hand knitters’ or ‘stockingers’ who frames. These people were produced hosiery using stocking known as stockingers. frames A woman using a spinning wheel1

An image of Sutton Mill taken from 1 http://eh.net/encyclopedia/women-workers- in-the-british-industrial-revolution/ Unwin’s promissory notes (paper money they had printed). 2 A History of Sutton-in-Ashfield by George Gershom Bonser

10 Mill Waters Education pack WORKSHEET 2 Radical thinking

Before the 1800s the • England had also been at war country was run by the rich with France since 1783 and Teacher’s tip landowners, also called when all the soldiers came home there weren’t enough The harsh laws to keep the establishment. People jobs to go around. social unrest under control got important jobs in the government because they • Those with jobs, often worked As more people learnt to read in horrific conditions in the had money or somebody ideas were spread quickly in factories and mills. They worked pamphlets. The Radicals also owed them a favour, not long hours, doing physically held meetings in pubs, where because they would be demanding work and lived in they made speeches and sang good at the job. slum conditions. songs about their hardships. Only three per cent of men could They had to be very careful vote. Parliament was full of rich though, as sedition was men, voted in by rich men, making Index of terms punished very severely. If decisions on behalf of rich men. caught you could be fined, Establishment – the (landowning) jailed or transported abroad. Alongside the Industrial elite who controlled society Harsh punishments did not stop Revolution the working man before political reform started to question why social unrest and there were landowners got to run the Radical – a person who believes riots, protest and country. This was known as that a big change is needed to the demonstrations to make things Radical thinking. traditional ways of doing things fairer and improve the quality of life for the working people. The Radicals had got some ideas Sedition – disagreeing with the from the French Revolution (1789 government, or encouraging The Luddite riots (1811-1816) -1799). The poor people there others to rebel against the were the first big organised rioted to get a change in society authority of a government uprising by a group of Radicals. They were angry and killed the King. The Luddite – a working person about the new machinery government was worried that the affected by industrial progress which was now doing their same thing would happen here, campaigning for a better deal work, and had resulted in so anyone caught stirring up in society trouble was fined or jailed. them losing their jobs. Chartist movement – a political The government did make There were other reasons people movement from 1836 to 1848 some changes to the law were unhappy: whose aim was to gain political through the Reform Act in 1830, rights and influence for the • The high price of bread for example, shopkeepers and working classes. Chartism got its because the government had small landowners were name from the formal petition, or protected the price of corn for allowed to vote, but it didn’t People’s Charter, that listed the the landowners, although corn make that much difference to six main aims of the movement from abroad would have been most working families. When cheaper. the Chartist movement came • Over 200 offences could be along in 1837, most ordinary punished with hanging, working people in Sutton including writing a threatening joined them to fight for a fairer letter and stealing a rabbit. political system.

Social unrest and the law in Sutton in the 1800s 11 WORKSHEET 3 The Luddites

There were other reasons that the Luddites were angry: • Bread was very expensive as corn prices were so high • 1700 people in Sutton were so poor they had to get handouts from the Parish – the last resort Interpretation of machine breaking before going into a workhouse 3 (engraving from the Penny magazine) . where you worked for nothing but a roof over your head and very plain food. The Luddite riots were the first time poor people had • Many people were removed from the Parish if there wasn’t dared to use violence as a enough Poor Relief to go way of showing the people around. in charge that they had had enough of living a What does Luddite miserable life. The riots mean? took place across the East Midlands and Yorkshire, ‘Luddite’ has come to mean a Jeremiah Brandreth was a between 1811-16. person who doesn’t agree with local Luddite leader who moved new technology, but actually the from Devon to Wilford in The Luddites were unemployed Luddites were trying to get those Nottinghamshire and eventually tradesmen, mainly stockingers, in power to take better care of settled in Sutton, in 1811, to marry. who were angry because new people who wanted to work, but Jeremiah was a charismatic machinery had made their jobs because there weren’t enough leader – he was able to win over redundant. Not all the Luddites jobs, were unable to support supporters easily. He was known were out of work. If the hosier, or themselves. as The Nottingham Captain. middle man, didn’t like a person, he could say he had no work for A well-known judge, Justice them. The family would still have Luddite activity in Denman, described Jeremiah at to rent the frame and often didn’t Sutton his trial, as follows: “the Captain have enough money to buy food. indeed was a most extraordinary In November, 1811, three hundred character. There was a wild daring As a protest they went about Luddite rioters marched from in his look, a desperate decision in smashing up the new wide Nottingham to Sutton smashing up his manner and a furious energy in knitting frames that they blamed seventy of the new wide frames. his conduct which bespoke the for losing their jobs. Soldiers and yeomenry came onto man capable of commanding the scene and frightened most of influence over common minds.”4 the Luddites away, but some were caught and brought to a magistrate in Mansfield who sent them to jail in Nottingham.

3 Image from Book cover. 4 A History of Sutton in Ashfield, G G Bonser

12 Mill Waters Education pack He stood trial at Derby and was Index of terms The Pentrich Uprising executed for high treason on 7 November 1817. After being hung In 1817 Jeremiah Brandreth led Stockingers – the framework- his body was laid on a block and more than 500 angry workers knitters or ‘stockingers’ who his head removed with the blow from Pentrich in Derbyshire to produced hosiery using stocking of an axe. attack Nottingham Castle. They frames were mainly stockingers, Whatever the reason for joining Parish – a small area of local quarrymen and iron workers, the Luddite movement it certainly government, usually with its own armed with pikes, scythes and a was not for the faint-hearted, as church few guns. Afterwards the Luddites anyone caught breaking a frame planned to march to London to would face either transportation Yeomanry – a British volunteer overthrow the government. or death. cavalry force organised in 1761 for home defence, later incorporated Things did not go as planned as a Many of the men who stood trial into the Territorial Army government spy, William Oliver, were found to be of good found out about the plot and character, which is why they were Dragoons – a soldier that rode a armed dragoons were sent to probably transported rather horse in the British Army stop the Luddites on their way to than being given the death Treason – the crime of betraying Nottingham. Many of the Luddites penalty. They were transported in one’s country, especially by were captured, but Brandreth got dirty quarters below decks, tied attempting to kill or overthrow the away and hid at his father-in- down with handcuffs and leg irons. government or king law’s house in Sutton. Jeremiah then moved to a ‘safe house’ in Nottingham, but the owner was being paid by the authorities and Brandreth was finally caught.

Social unrest and the law in Sutton in the 1800s 13 The first that I met was Hunting the Loaf, Hunting the Loaf lyrics Sir Francis Burdett, a Luddite song Good people I pray, now hear He told me he’d been in the Tower; In 1811 -12 people were what I say, And pray do not call it sedition; I told him my mind a big loaf starving as the price of was to find, oatmeal and potatoes For these great men of late they have cracked my poor pate: He said, “You must ask them was beyond their reach. in power.” A Derbyshire ballad of I’m wounded, in a woeful condition. July 1812, “Hunting the Then I thought it was time to speak to the Prime, Loaf” describes how Chorus For Perceval would take my part; Luddism came about as And sing fal lal the diddle i do, a response to economic But a Liverpool man soon ended Sing fal the diddle i do, distress, as opposed to it the plan: Sing fal the lal day. primarily being a reaction With a pistol he shot through his heart. to the emerging new For in Derby it’s true and in technology. Nottingham too, Then I thought he’d a chance Ned Ludd was the name used Poor men to the jail they’ve on a rope for to dance, been taking; for the imaginary leader of the Some people wold think very Luddites, but probably refers They say that Ned Ludd, as I pretty; to the organising committee. understood, But he lost all his fun, through The song places blame for the A thousand wide frames has the country he’d run, been breaking. distress caused squarely on the And he found it in fair London city. government. It asks that they are Now it is not bad there’s no not accused of “sedition” which Now ending my song I’ll sit work to be had, means conduct or speech inciting down with my ale, people to rebel against the The poor to be starved in their And I’ll drink a good health to authority of a state. Instead they station; blame the shortage of bread, as the poor; And if they do steal they’re opposed to the idea of defending With a glass of good ale I have straight sent to jail, ‘their trade’. told you my tale, And they’re hanged by the And I’ll look for a big loaf no more. It also mentions the assassination laws of the nation. of the then Prime Minister in 1811 by a Liverpudlian merchant Since this time last year I’ve aggrieved by the government’s been very queer, economic policies. And I’ve had a sad national cross; I’ve been up and down from town Audio resource to town, BBC Radio 4 iPlayer, The With a shilling to buy a big loaf. Luddite Lament: listen to the Luddite lament ‘Hunting the Loaf’ from 21 minutes in.

14 Mill Waters Education pack But this should likewise be HISTORICAL RESOURCE particularly remembered that Lord Byron’s maiden Opposing views while the complainants continue speech in the House in a state of open violation to the There were two different law, even the Legislative will not of Lords views of social unrest: one, attend to their prayers. The speech challenged that law and order should And to add to their sufferings, Lord Liverpool’s Frame be maintained at all costs; partly brought about by their own Breaking Bill (which aimed and two, that the rights of misconduct, the law will be too to make frame breaking the working man should be strong for them – many of them a capital offence. considered. will fall victims to their own daring folly; for the law must and shall be Follows is the essence of his Speech given by Judge Bayley at obeyed. argument: Nottingham Assizes, 16 March 1812 The violent proceedings, if “When a proposal is made to Judge Bayley at Nottingham persevered in much longer, may emancipate or relieve, you Assizes on Monday 16th March have the effect of driving the lace hesitate, you deliberate for years, 1812 manufacture from Nottingham; you temporize and tamper with Opened proceedings by saying: for why cannot it be carried on the minds of men; but a death-bill in other places as well as this? must be passed off hand, without “Gentlemen, Nothing could give a thought of the consequences. It is true , that this appears to be me greater satisfaction, amidst Sure I am, from what I have heard the native seat of this branch of the troubled state to which this and from what I have seen, that the British lace manufacture, and important county has been to pass the bill under all the no doubt it will be grateful as long reduced, by a number of existing circumstances, without as it is treated with indulgence misguided individuals, than to see inquiry, without deliberation, and care; but when that ceases such a respectable jury assemble, would only be to add injustice to to be the case, it may leave those as a barrier between guilt and irritation, and barbarity to who have been fed by its bounty innocence and a safeguard to neglect.”6 property, to our liberties, and to in a state of deep repentance for our lives. having exercised their own folly and violence – the length of time The calendar laid before me does these outrages have been carried much credit to the moral state of on, might make it a matter of the country, with the exception inquiry whether the magistrates of of one crime, which swells the the county have done their duty: awful list. but the highly respectable It is not for me to inquire, whether assemblage of noblemen and the persons who have thus involved gentlemen this morning, renders themselves in trouble, have any just such an inquiry unnecessary; for cause of complaint; because if non can doubt but that their duty grievances do really exist, the his been done.”5 proper and indeed the only way to get them redressed is to apply to the legislature of the country.

6 The full speech can be viewed here : http://www.luddites200.org.uk/ 5 LordByronspeech.html

Social unrest and the law in Sutton in the 1800s 15 WORKSHEET 4 The Chartist Movement

Between 1837-1848 • Equal sized constituencies. The Chartists called for a general working people were still Finally introduced in 1985. strike in August 1842 until the People’s Charter became the law angry that their lives were • MPs did not have to own of the land. so hard. Lots of people property. Brought in 1858 Many better off people agreed were unemployed and • MPs re-elected each year. This with the aims of the Chartists, but wages for handloom has never been implemented. were too afraid to publicly admit weavers had fallen • Payment of MPs (so they weren’t they also wanted change. because machinery reliant on private income). This could do things quicker. was finally passed in 1911. Those unable to support What did the Chartists themselves had to go and live in a Feargus O’Connor achieve? workhouse. Husbands and wives were separated and the food was The Chartists in Nottingham were Although the Chartists did not even plainer than the working known as the Nottingham Lambs. achieve their aims at the time, man could afford. Feargus O’Connor was one of they did make a difference. By the their main spokespeople. 1850s the government accepted The government had allowed a that more change was necessary Feargus often met with the few more people to vote, through and further Reform Acts were unhappy weavers at Sutton. He an Act of Parliament in 1831, passed in 1867 and 1884. called the Reform Bill, but even was a powerful public speaker then only 813,000 out of a and encouraged people to use By 1918, five of the Chartists’ six population of 24 million could physical force to make a change. demands had been achieved – although annual elections never vote (about one in seven men). Some people thought that he became reality. There was no secret ballot so was a ‘big head’ and that many landlords would intimidate people of the things he shouted about to vote the way they wanted, or could not come true. Others saw The Free Press him as a true friend of the poor. risk losing their home. The Free Press grew in the early He was elected MP for 1800s with many newspapers What were the Nottingham in 1847. His career questioning the way the country Chartists’ aims? was cut short in 1852 when he was was run and standing up for the declared insane and he died working man. The two that were The Chartists were so called three years later. linked to the Chartist movement because of the People’s Charter were the Northern Star and The which they published in 1839, Chartist activity Poor Man’s Guardian. demanding: Feargus O’Connor established The Chartists campaigned to get • All men over 21 able to vote the Northern Star. By spring 1839 people to sign petitions which they it was selling more than 48,000 • Secret ballot – many landlords could present to Parliament to copies a week. By the end of threatened to evict their influence the way in which the 1839 it had the second largest tenants if they did not vote for government was organised. There circulation in the UK. the candidate that would act were three between 1839 -1848. in their (the landlord’s) interests Few MPs supported the People’s Charter but it did eventually make them see that changes – known as political reform – was necessary.

16 Mill Waters Education pack At Mansfield, the town was in With the flat of the sword many a HISTORICAL RESOURCE possession of the mob for some blow was given, and the flying Account of Chartist time. The Yeomanry were ordered Chartists were followed by the riot in Mansfield out, but, having no officers to soldiery. A number of the rioters, direct them, they were quickly with a view of escaping into Mansfield, Sutton-in- stoned out of the Market Place. Leeming Street, ran up the Ashfield, and other The Colonel was at Newstead, passage in Church Street, neighbouring places were not anticipating any trouble at between the shops of Mr. Andrews Mansfield. and Mr. Wyld, not for one moment much disturbed during the dreaming a mounted soldier Fortunately, however, a troop of month of August, 1839, by could follow. But here they were Cavalry, en route, came into the large assemblages of the mistaken; for one of them, who town at the time the mob were at politico-social party had been struck with some their worst. They were quickly missile, singled out his man, set his designated Chartists. marched into line in the Market steed to the steps, mounted Place; and, as the mob refused to The 12th, 13th, and 14th of the them, and caught his man before disperse, the orders “draw month had been appointed by a he reached Leeming Street. swords” and “charge” were given. so-called “National Convention” Extraordinary as the feat was, it Such a scurrying away as for the observance of a total was really well accomplished; and followed had never before been cessation of labour throughout the there are those still living who saw witnessed in the town. length and breadth of the land. it done or heard of it immediately it had occurred.7

Teacher’s tip

The Chartists’ Petitions At the time that the petitions were submitted there were outbreaks of rioting and demonstrations and the local magistrates wasted no time using the army to catch those taking part. 7 http://www.nottshistory.org.uk/monographs/ mansfield1894/riots.htm

Social unrest and the law in Sutton in the 1800s 17 WORKSHEET 5 Edward Unwin

Edward Unwin, local JP Index of terms Law and order was maintained Act of Parliament – an Act of locally by the Justices of the Parliament creates a new law or Peace (JP), appointed by the changes an existing law. An Act is wealthy landowners. JPs were a Bill that has been approved by very powerful, combining the role both the House of Commons and of judge with Chief of Police. They the House of Lords and been given could call for soldiers, read the Royal Assent by the Monarch. Riot Act and appoint special constables. Ballot – a piece of paper on which people vote, for example Edward Unwin a son of Samuel who they want to represent them and Elizabeth, who built Sutton in government (Member of Old Mill. Edward’s actions made Parliament) him very unpopular. He recruited 50 special constables and rode Petition – a request to do around with one of his special something, most commonly constables looking very addressed to a government important. official or public organisation He also ordered for 100 cavalry to Free Press – newspapers and stay at a farm near Caudwell publications that are not Wood on the outskirts of Sutton, controlled by the government but they were never really Justice of the Peace – a local needed. Most people were magistrate appointed to maintain terrified of the soldiers who would law and order search anyone even suspected of carrying weapons. Cavalry – a soldier in the British Army who fought on horseback One day Fergus O’Conner, gave a speech in Sutton from the steps of Search warrant – a search the engine house which was warrant is an order permitting a situated on Engine Green law enforcement officer to search (Portland Square). His words a particular premises and/or prompted a riot in the streets. person for certain types of Many rioters were arrested and evidence put on trial at Mansfield court. Trespass – to enter someone’s Edward Unwin dealt with many land or property without offenders in his premises at the permission Old Mill. This was acceptable in those days, as a court was not a specific building, but anywhere a magistrate could act as judge.

www.nationalarchives.gov.uk

18 Mill Waters Education pack HISTORICAL RESOURCE The Poor Man’s Guardian

Social unrest and the law in Sutton in the 1800s 19 Edward Unwin’s HISTORICAL RESOURCES The Marquis of downfall Accounts of Edward Normanby’s view of Unwin’s actions Edward’s heavy-handed Edward Unwin’s actions approach eventually led to his An extract from the from Parliamentary downfall. He searched a house, Duke of Newcastle’s records without a search warrant, to look diaries about a letter The Marquis of Normanby’s take on for arms which he believed were 8 stored there for a planned from Edward Unwin Edward Unwin’s actions show the Chartist riot. ..I this day received a letter from presiding view that he had acted outside the letter of the law: Mr Joseph Bryon, the framework- Mr Unwin a magistrate residing at Unwin was by no means justified knitter who lived there, sued Sutton in Ashfield in Notts’ who in the proceedings he chose to Edward for trespassing and the informs me that the people of the adopt. No evidence was given of case was heard in the local town have to the number of 350 the magistrate having acted under courts. In the end Edward was which is still increasing enrolled the direction of Lord John Russell… fined a farthing damages for themselves into an association trespassing. He was furious and called National association, for “The House will recollect that in the filed for bankruptcy for debts political purposes, that are year 1839, there was considerable amounting to a total of £30,000 training diligently by night & agitation throughout the country rather than pay the fine. sometimes by day, that some in consequence of the proceedings muskets & arms have arrived from of the Chartists, and great alarm Edward died in 1841 and the case Birmingham & that he believes existed in consequence of the was taken to parliament after his that at Mansfield & organisation, for mischievous death. Mr Bryon was known to all the neighbouring villages the purposes, which prevailed in several have attended some ‘meetings of same system is adopted, but districts; but in many instances the riotous persons’, but the MPs hitherto he is unacquainted with excitement was greatly increased agreed that Unwin’s actions were its extent, but he believes it to be in consequence of the prevalence based on suspicion of spreading & formidable - & so do of exaggerated reports. The Noble treasonable activity rather than I, for I believe that it will continue Duke regarded with something like evidence, and he was found to until a contest shall decide the a microscopic eye the proceedings have broken the law. issue & the present very high price at Mansfield; but I believe that the Many Chartists celebrated of bread may induce many to join reports of the accumulation of Unwin’s death. Despite his the ranks of the disaffected who arms, by the Chartists at Mansfield unpopularity with the working otherwise would refuse to mix in were more exaggerated than in man about 12,000 people went to such dangerous company – almost any other part of the his funeral to give their last country. The information regarding respects. the collection of arms… were founded upon mere hearsay, – a person saying “I should not wonder there are arms in such a place”. In the instance before your Lordships the magistrates acted 8  Nottingham University 12 Sep 1838 (Ne 2 F 5/1, p. 265) on inadequate and insufficient

9 https://books.google.co.uk/ information; a house was searched books?id=X80MAQAAIAAJ&dq=Edward%20 and no arms were found.”9 Unwin%20Justice%20of%20the%20Peace%20 Sutton&pg=PA572#v=onepage&q&f=false

20 Mill Waters Education pack Teacher’s tip Teacher’s tip

The harsh laws to keep • The Six Acts (Gagging Acts) The Chartists’ petitions were passed in December social unrest under control There were three petitions 1819 in an attempt to restrict by the Chartists to parliament The Whig government the Free Press, speed up the between 1839 and 1848. By responded to social unrest, judicial system and make May 1839 the first petition had fuelled by events in France, with large scale protest meetings received 1.2 million signatures. the introduction of a number of illegal. laws which they hoped would The government rejected the keep poor people in their place: • The introduction of the Corn petition 235 votes to 46. Law in 1815 guaranteed The Second petition in • The government suspended wheat prices for landowners 1842 contained 3.3 million Habeas Corpus in 1793 (a law competing against wheat signatures. It was rejected which prevented unfair imported from abroad, but 287 votes to 49. imprisonment) – which meant resulted in higher prices – that people could be thrown further evidence that In 1848 the final petition in jail for several days without Parliament passed legislation was submitted by Feargus good reason. to benefit large landowners. O’Connor and there was • The Combination Acts A dreadful harvest in 1816 talk of a new Republican between 1799 and 1800 resulted in a demand for constitution with O’Connor prevented meetings of higher wages and food riots. as President. workers and effectively made • The Income Tax Repeal in 1816 The final petition contained Trade Unions illegal. You reduced tax for richer people, just under 2 million signatures. could get three months in jail but was backfilled by indirect Sadly for the Chartists, only or two months hard labour for tax on popular items such as 15 MPs supported O’Connor’s trying to get an increase in beer and sugar, which hit the motion to adopt the Charter. wages or a decrease in hours. common man’s purse. • There was a tax on the press • The Game Law in 1816 made to control the Free Press. In poaching punishable by the early 1800s lots of political imprisonment for up to seven newspapers were launched years, or transportation to to promote Radical (if not, Australia. Poaching was often revolutionary) ideas and a way of supplementing many refused to pay the tax. income and feeding a family in times of economic difficulty.

Social unrest and the law in Sutton in the 1800s 21 Curriculum links

History English Social unrest and the law in Sutton in the 1800s Through reading and discussion, The exercises also link to the you will cover some of the History following areas of the English KS1/Task 1 curriculum (England) at Primary curriculum (England) at Primary Discuss whether the actions level, specifically: level, in particular: of the Luddites were right or wrong • understand the connections • improve reading and writing between local, regional, and grow vocabulary KS1/Task 2 national and international Protest songs to promote • give well-structured history; the cause descriptions, explanations • gain an insight into the links and narratives for different KS1/Task 3 between economic, political purposes, including for I predict a riot! and social history; expressing feelings KS2/Task 1 • understand historical concepts • improve spoken language Was the reaction to the such as continuity and change, by articulating and justifying Chartist uprisings too heavy cause and consequence, answers, arguments and handed? similarity, difference and opinions KS2/Task 2 significance; • participate in discussions, Role play a Radical leader • be able to make connections, presentations, performances, giving a rousing speech draw contrasts, analyse trends, role play, improvisations and KS2/Task 3 frame historically-valid debates Write about the Chartist questions and create their own • gain, maintain and monitor movement from different structured accounts, including the interest of the listener(s) perspectives written narratives and analyses; • consider and evaluate different • understand the methods of viewpoints, attending to and historical enquiry, including how building on the contributions evidence is used to make of others historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed; • gain an understanding of how our knowledge of the past is constructed from a range of sources.

22 Mill Waters Education pack • Learn about the lives of History: significant individuals in the English past who have contributed to • Address historically valid • Drawing inferences such as national and international questions about change, inferring characters’ feelings, achievements. cause, similarity and difference thoughts and motives from KS1/Task 1 and significance. their actions, and justifying KS1/Task 2 KS2/Task 1 inferences with evidence. KS1/Task 3 KS2/Task 2 KS1/Task 1 KS2/Task 1 KS2/Task 3 KS1/Task 2 KS2/Task 2 KS1/Task 3 • Construct informed responses KS2/Task 3 KS2/Task 1 that involve thoughtful • Learn about significant KS2/Task 2 selection and organisation of historical events, people and KS2/Task 3 relevant historical information. places in their own locality. KS2/Task 1 • Increasing their familiarity KS1/Task 1 KS2/Task 2 with a wide range of books, KS1/Task 2 KS2/Task 3 including fairy stories, myths KS1/Task 3 and legends, and retelling • Gain a historically grounded KS2/Task 1 some of these orally. understanding of abstract KS2/Task 2 KS1/Task 2 terms such as ‘establishment’ KS2/Task 3 and ‘treason’, and ‘radical’. • Teach pupils how to work • Understand how our KS1/Task 1 out and clarify meanings of knowledge of the past is KS1/Task 2 unknown words and words constructed from a range KS1/Task 3 with more than one meaning. of sources. KS2/Task 1 KS1/Task 1 KS1/Task 1 KS2/Task 2 KS1/Task 2 KS1/Task 2 KS2/Task 3 KS1/Task 3 KS1/Task 3 KS2/Task 1 • Learn about events beyond KS2/Task 1 KS2/Task 2 living memory that are KS2/Task 2 KS2/Task 3 significant nationally or globally. KS2/Task 3 KS1/Task 1 KS1/Task 2 KS1/Task 3 KS2/Task 1 KS2/Task 2 KS2/Task 3

Social unrest and the law in Sutton in the 1800s 23 Curriculum links

Spoken Language • Use spoken language to Reading develop understanding through • Consider and evaluate different • Discussing words and phrases speculating, hypothesising, viewpoints, attending to and that capture the reader’s imagining and exploring ideas. building on the contributions interest and imagination. KS1/Task 1 of others. KS2/Task 1 KS1/Task 2 KS1/Task 1 KS2/Task 2 KS1/Task 3 KS1/Task 2 KS2/Task 3 KS2/Task 1 KS1/Task 3 KS2/Task 2 • Drawing on what they already KS2/Task 1 KS2/Task 3 know or on background KS2/Task 2 information and vocabulary KS2/Task 3 Writing provided by the teacher, • Maintain attention and participate in discussion about • Discussing and recording participate actively in what is read to them, taking ideas. collaborative conversations, turns and listening to what KS1/Task 2 staying on topic and initiating others say. and responding to comments. • Discussing writing similar to that KS1/Task 1 KS1/Task 1 which they are planning to write KS1/Task 2 KS2/Task 1 in order to understand and learn KS1/Task 3 KS2/Task 2 from its structure, vocabulary KS2/Task 1 and grammar. KS2/Task 2 • Participate in discussions, KS1/Task 2 KS2/Task 3 presentations, performances, KS2/Task 3 role play, improvisations and • Explain and discuss their debates. • Read aloud their own writing, understanding of what they KS1/Task 1 to a group or the whole class, have read, including through KS1/Task 2 using appropriate intonation formal presentations and KS1/Task 3 and controlling the tone and debates, maintaining a focus KS2/Task 1 volume so that the meaning on the topic and using notes KS2/Task 2 is clear. where necessary. KS2/Task 3 KS2/Task 2 KS2/Task 1 KS1/Task 2 • Speak audibly and fluently with • Use sentences with different KS2/Task 1 an increasing command of forms: statement, question, KS2/Task 2 Standard English. exclamation, command. KS1/Task 1 KS2/Task 3 • Identifying how language, KS1/Task 2 structure, and presentation • Writing about real events. KS1/Task 3 contribute to meaning. KS2/Task 3 KS2/Task 1 KS2/Task 2 KS2/Task 2 • Writing for different purposes. KS2/Task 3 KS2/Task 3 KS2/Task 3 • Listening to and discussing a • Writing narratives about wide range of fiction, poetry, personal experiences and plays, non-fiction and those of others (real and reference books or textbooks. fictional). KS2/Task 1 KS2/Task 3 KS2/Task 2

24 Mill Waters Education pack

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