The Mill visit for Self-Programmed Groups

The Mill is a great resource for self programmed groups and many schools feel that a visit using the displays and interpreters in the mill offers them the visit that is most appropriate to them.

Important information On any given day there can be over 200 students from different schools using the site.

In order to help you get the most from your visit, and to help all groups to avoid having to wait to enter galleries or lunch rooms, you will be given

 A starting point for your tour  A fixed time for lunch  A fixed time for the Apprentice House (if applicable)

Self-programmed groups are asked to supply a copy of their Risk Assessment at least one month before the visit to comply with our Health and Safety regulations and we also ask any teachers not familiar with the site to do a free preliminary visit.

Group size and supervision is particularly important for self programmed groups - the mill has some narrow stairways and smaller display areas. We therefore require

 Supervision ratios of at least 1:8 for Primary students and 1:10 for Secondary.  Large school parties should be divided into groups of no more than twenty-five students.

Arrival and Payment  Please bring your group down into the Mill Yard where they will be met by our Schools’ Liaison Officer  The teacher in charge will be asked to confirm the number of children and adults in the group.  Payment will be by invoice after the trip. If you need to pay on the day please contact the office to arrange this.  Please ensure that you bring your booking confirmation with you and your National Trust Education Group Membership Card if applicable.  You will be escorted to our schools lunch area to store packed lunches etc.  Please also ensure that all supervising adults have a copy of the gallery information and a copy of the timetable for the day..  The Schools’ Liaison Officer will confirm the arrangements for your day with you and ensure groups are in the right place for their Mill tour.

Mill Tour Because there can be a number of groups visiting on any day, we ask for your cooperation in trying to minimise any delays. The Mill is not arranged in a chronological order and the visit around the mill can begin at different points. There are three different entry points for the Mill:

1. Introductory Gallery 2. The Greg Room 3. The Mule Room (for a demonstration/talk on working in the Mill)

From your starting point you can continue through the mill along the main visitor route.

If you started your mill tour at the GREG ROOM or MULE ROOM then you can continue through the Mill until you reach the exit. When you get to the exit you need to cross the mill yard to the Main Entrance to visit the rest of the mill.

A tour of the Mill can take up to 2 hours. You might like to visit only selected areas depending on the focus of your visit and the time available.

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Gallery Guide 10 min

Outside the Mill

A walk around the outside of the Mill, to look at the buildings themselves, as well as the local environment, is a good starting point for investigating why the Mill was built at Styal.

Background Information Quarry Bank Mill was built at Styal in 1784. The site was chosen for a number of reason; for geographical and physical reasons to do with where the site was in relation to other towns and cities, because of existing transport networks, because of reasonable rent on the land and most importantly, because of the River Bollin.

The Workforce was the one factor that was not available at Styal, but at the time people were in need of work and would be willing to travel to secure employment.

Children in this period frequently worked and work in a cotton mill was well suited to children. Children were sent to Quarry Bank Mill as Apprentices and when the Mill was first built, about half of the workers were children. Teacher Prompt Pupil responses What sort of things would Samuel A Power source – the River Greg need to build a Mill? Building materials to build the mill – the rock Materials to work with – cotton from Liverpool Transport to get the goods here- canal boat Machines in the Mill People to work on them Where might he get building materials Local environment—quarried stone from? Where would his cotton supply come Port of Liverpool—transported along the Bridgewater Canal from? Where would he send his finished Main commercial centre for cotton was Manchester product? Where did the workers come from?  Samuel Greg sourced his workforce from all over the country.  Apprentices came from Wilmslow, Heaton Norris, Pownall Fee, Newcastle Under Lyne, London, Liverpool.  He built an apprentice house for the apprentice children and cottages in Styal Village for other workers.  Sometimes whole families would move to Styal in search of work.

What was the most important feature The River—it was the main power source at the time and it had to have sufficient of the site? volume and fall to provide power for a mill. Gallery Guide 10 min

1. Main Entrance/Temporary Exhibition Gallery

The Temporary Exhibition Gallery is the first gallery space on entering the Mill form the Main Entrance. It has a changing programme of exhibitions which may be of interest to your group. 2. The Cotton Gallery

The Cotton Gallery explores the role of cotton in the history of Britain and the Industrial Revolution

Background Information In 1784, Quarry Bank Mill was built to spin cotton. The Cotton Gallery will help you find out why cotton was chosen and how it compares with other textile fibres.

Cotton used in Great Britain came at first from the Middle East, South America and the West Indies. From 1784, cotton became available from the U.S.A.

During the 1700s cotton trade was seen to threaten the established wool trade and there was a ban on cotton goods. The Cotton ban was lifted in 1774.

Cotton Plants When the flowers appear, they only last for approximately three days. As the flower dies away, it is replaced by a small seed pod called a boll. For seven to eight weeks after flowering, the cotton fibres within the boll grow. Where fully ripened, the boll bursts open to reveal a fluffy mass of cotton fibres. The cotton is picked by hand or machine. Slave Trade  Over the 1700s perhaps 11 million slaves were exported by European merchants from Africa to the slave colonies.  As many as one in five slaves died during the journey.  The Gregs had involvement Teacher Prompt Pupil responses in the slave trade. They owned a sugar plantation in Dominica and had investment Where does cotton A plant, from hot countries like China, USA, India, from family members who come from? Pakistan. made their money from slave Where did Samuel He was one of the first to use cotton from the USA ships . Greg get his cotton  Robert Hyde Greg made supply from? public speeches calling for the end of slavery – although What is the connection Cotton from the USA was picked by slaves and the he still owned slaves. between cotton and transportation of cotton formed an important part of the KING COTTON slavery? ‘triangular trade’. From the 1780s cotton growing and Why is cotton a better  Crisp, fresh, light, cool the cotton textile industry expanded fabric for clothes?  Easy to wash and dry quickly.  Doesn’t rub up Imports of raw cotton into Britain to be spun and woven into cloth rose  Can be printed with colour fast dyes from almost 3 million kg in 1780 to  Ideal for loose flowing gowns – fashionable in 924.4 million kg in 1912. 1700s

After visiting the Cotton Gallery you will go through the door to Hand Spinning & Weaving for a demonstration. Please be aware that there may already be a group in there and that you might need to wait to take your group through. Gallery Guide 10 min each Gallery Guide 10 min Cotton Processing & 5 min Finishing

3. Hand Spinning & Weaving

Two cottage settings show how cloth was spun and woven at home and in loom shops in the 1700s. All the processes from carding and hand spinning to the broadloom and spinning jenny are demonstrated by interpreters.

Please be aware that you might need to wait for a presentation if a group is already in the gallery. Please ask your group to wait quietly. The presentation will last about 10 minutes with some time for questions. Please be aware of other groups who might be waiting.

4. Industrial Revolution Gallery Some of the key elements of the industrial revolution can be explored in this gallery, as they illustrate how Quarry Bank Mill was at the heart of the Industrial Revolution.

Background Information Some of the important factors in the Industrial Revolution included the role of Teacher Prompt Pupil responses entrepreneurs, Government What factors drove E.g. Population growth policy, the development of the Industrial Consumer demand banking and agricultural Revolution? Agricultural developments and increasingly urban population development . Empire & Technological developments and innovation Trade – which drove The growth of Empire and trade in the East consumer demand and Why did this lead to  Demand for clothes from a growing population provided a provided materials and the building of mills great business opportunity. markets were also key factors and factories?  People spinning in their homes were not able to provide and these in turn were enough yarn for the weavers and so new machines were connected to a growth in the invented to produce more. population and the slave  These machines required large buildings to house them trade. and a workforce concentrated in one place.

Population Growth & How did the mill  The Mill was built for spinning Urbanization expand? (Mill model)  It expanded a number of times as the business grew  This was a time of How did the move to  Had to have a long working day (but already did) massive population mill work affect  Day was regulated by factory clock expansion in Britain people  Work was very dangerous  In 1750, the population  People were no longer able to determine their own day was estimated to be 5.75 million. By 1901, the English population was 30.5 million.  In 1801, 69% of the population lived in the countryside. By 1901, it was just 30%.

Hannah Greg. Lady of Letters Display In 1789 Hannah Lightbody married Samuel Greg and found herself at the centre of his cotton empire. A well-educated and intelligent young woman, her writings tell us about this rapidly developing industrial world as well as offering an insight into her own thoughts, feelings and beliefs. Gallery Guide 10 min Cotton Processing & 5 min Finishing

5. Cotton Processing Find out about Teacher Prompt Pupil responses life in the mill, with a What were some of the Fire—cotton was very flammable and presentation on dangers of working in the oil soaked floors working mill? conditions and Why are there so many To provide the maximum amount of some of the windows? light for the workers—they could then work without dangerous candles or hazards and lamps dangers faced Why did they have a toilet So people didn’t waste time going in the mill. inside the mill? outside.

Please be aware Where did the men go? Either outside or at their machine. that you might need What sorts of jobs would Scavenging (cleaning), carrying the to wait for a presentation if a group is already in children have been doing can, doffing bobbins, piecing there. Please ask your group to wait quietly in the Mill? and avoid waiting on the stairs if possible. How would this room There would have been more The presentation will last about 10 minutes have been different in machines and the whole floor would with some time for questions. Please be Victorian times? just have had one type of machine aware of other groups who might be The air would be thick with cotton dust waiting. Please let the demonstrator know if The smells you have any specific areas you would like There would be no safety fencing them to address.

At the far end of the room you might like to recap with students on some of the mill features. You can also look at the Privy room, which is located at the far end. It was not common to have a toilet in the Mill. This toilet was supposedly just for female workers. 6. Exhibition Space

The exhibition here provides some behind the scenes and background information to “The Mill” which was Channel 4’s first ever factually-inspired period drama.

The drama series explores a turbulent period of the Mill’s history in the 1830s; a period in which workers and apprentices began to fight for their rights against their employers.

Although the programme highlights some of the facts from the time, many aspects of the story and characters are entirely fictional. Whilst some historical events referred to in the drama took place and involved Quarry Bank personalities; others did not.

The gallery space does not contain any sensitive material and is suitable for all visitors, the programme itself has been advised as suitable for 12yrs+.

Gallery Guide 10 min Gallery Guide 15 min

7. The Greg Room & Mill Manager’s Office

This is an ENTRY POINT for the Mill tour and you can begin your tour here.

The Greg room contains portraits of Samuel Greg as a child, with his family, as well as portraits of him, his wife and his son Robert Hyde Greg. This gallery relates to the business side of the mill and contains a recreation of the Victorian Counting House & Mill Manager’s Office .

Background Information There were a range of jobs at the Mill, including working jobs in the office, looking after the business, as clerks or the Mill Manager. The running of the mill on a day to day basis was done by the Mill Manager. In the 1840s this was a man called James Henshall. He was well educated in business and had more practical knowledge of the Mill. He actually began as an apprentice at the Mill and worked his way up. The Mill Manager had a team of clerks who worked in the Counting House, keeping the ledgers and accounts and writing letters. The clerks had to be able to read and write well, in order to do their jobs. Teacher Prompt Pupil responses Why do you think the Gregs had so many children? This was much more common in the 1700s Many children also died in infancy. Samuel Greg was sent way from his family at a Understanding of apprentices young age to learn about business—how would Learned about business from early age this have affected him? Made him a determined business man How would working life be different for the clerks? Had to read and write Better pay and conditions More respect Can you see where the workers might have been Pay window in wall leading to Counting House. paid?

Teacher Pupil responses This gallery contains a resource Prompt cabinet of replica costume inspired by the Victorian period which gives How can we tell The bright colours which outfits were Trimmings e.g. lace and buttons an idea of the different types of for wealthier Quality of the fabric clothing and fabric worn by people in people? this period. Can you see how The shape of women's dresses changed over the Use this resource with your class to fashions might 1800s, from a dress held by a crinoline, to a more have changed natural ‘princess’ shape, and then a bustle. discuss the characteristics and com- over time? parisons of clothing at this time. How can we tell Type of fabric. which clothes Practical design for work and long wear. were for poorer No fancy and unnecessary features. people? Gallery Guide 15 min

8. Mill Workers’ World

This gallery is very useful for any groups studying conditions for workers at Styal. The information boards contain lots of information. Your group can look around the gallery independently but please be aware of other groups using the gallery and spaces.

Background Information Samuel Greg built Quarry Bank Mill near the hamlet of Styal in 1784. As well as water to power the machines, he needed a workforce to work in the mill. Workers came on foot from the surrounding area but Samuel Greg also needed to recruit new workers from outside the local area.

By the 19th century more factories were located in towns and cities. Manchester had become a great city, where thousands of people lived and worked. The location of Quarry Bank Mill, away from the overcrowding and pollution of Manchester, meant that in general the standard of living at Styal was better than that experienced in towns. Although wages paid in Manchester were higher than those paid in Styal, the workforce at Quarry Bank Mill was better off in a number of ways.  In an agricultural area, fresh food was cheaper  The cottage allotments meant that families could grow some of their own food  Rents were cheaper on average  There were a number of village facilities like a school, churches and leisure activities.

Styal was similar to other factory colonies like New Lanark in Scotland in that it was rural and fairly self contained. Writers like Friedrich Engels, one of the early supporters of Marxism, visited QBM and described conditions as being somewhat better than in the city. He did say however that the conditions in Styal, and places like it were a way of controlling the workers – they were ‘patriarchal servitude’.

There were a number of reformers like The Earl of Shaftesbury (Lord Ashley) who was a leading campaigner who investigated working conditions for women and children in factories and mines. He led the 1832 Parliamentary Enquiry into working conditions in Mills. This highlighted many issues in the mills but was thought to be one sided. There was then the 1833 Royal Commission (which was seen to be more independent) – this however reached a similar swift conclusion. These reports were followed by 1833 Factory Act which limited working hours for women and children. This act was followed by other more powerful acts like the one of 1847. Teacher Prompt Pupil responses What sort of facilities did the Housing Greg family provide for their A shop workers? A school Two chapels A medical society (which helped with cost of treatments if you got ill) A village club Was the housing better at Yes—fewer people in each building Styal than it was in Each house at Styal had its own privy Manchester? Each house had an allotment (not back-to-back) Rent was cheaper in Styal Were the Gregs always good In some ways they were better—compared to employers of the time employers? They did also oppose legislation designed to make the working day shorter and were fined for breaking the law several times.

Would you rather have lived in Pupil's own responses Styal or Manchester? Gallery Guide 10 min each Gallery Guide 10 to 15 min each

9. The Weaving Shed

Please be aware that you might need to wait for a presentation if a group is already in there. Please ask your group to wait quietly and avoid waiting on the stairs if possible.

The presentation will last about 10 minutes with some time for questions. Please be aware of other groups who might be waiting. Please let the demonstrator know if you have any specific areas you would like them to address.

Teacher Prompt Pupil responses

What sort of dangers can you see in Belts driving the machines—could pull out hair or limbs. this room? Machines close together – danger of clothes getting caught The shuttle—has metal tips and shoots backwards and forwards very quickly.

How would this room have been No safety fencing different in Victorian times? More machines—all looms The Smell The noise would have been much worse

10. The Mule Room This is an ENTRY POINT for the Mill tour and you can begin your tour here.

Please be aware that you might need to wait for a presentation if a group is already in there. Please ask your group to wait quietly and avoid waiting on the stairs if possible.

The presentation will last about 10 minutes with some time for questions. Please be aware of other groups who might be waiting. Please let the demonstrator know if you have any specific areas you would like them to address.

Teacher Prompt Pupil responses

Why would working on this Doffing bobbins all day would be very repetitive machine be tiring? Would have to walk in and out with the machine—could walk 8 to 12 miles a day Would be very warm in this room What sort of dangers would you Getting caught in the machinery—especially when it come back in need to be aware of? Tripping over and having the machine run over you Getting clothing or hair caught Gallery Guide 10 to 15 min each

11. Water Force Gallery This gallery contains information about the use of water power in the mill, along with a number of interactive displays.

Background Information A model of the river, weir and headrace with working sluice gates, shows how the water flows onto the wheel at Quarry Bank Mill.

The next model shows how the ‘governor’ controls the blind. When the blind is raised more water flows onto the wheel and it goes faster.

The third model shows three different types of wheel; undershot, overshot and breastshot so students can compare the efficiency of different types of wheel.

Teacher Prompt Pupil responses If you head out of the gallery and down Can you see the Governor? To the right of the wheel. the stairs you can see the Water wheel. The Water Wheel at Quarry What does the governor do? It controls the ‘blind’ so that the Bank Mill is the most powerful working (show them the large wheel model where flow of water onto the wheel is water wheel in Britain. they can ‘be’ the governor and raise/lower maintained at a regular level— the blind.) if the blind is raised then more Viewing points give you the opportunity water flows onto the wheel and to see how a high breastshot wheel it goes faster. works and the system of gears which Which type of wheel is most efficient? The Breastshot wheel—which can transmit power to the looms (show them the model of the three wheels) uses the weight of the water as upstairs. well as the height it falls from. 12. Power Gallery & Steam Engines This gallery contains information about the use of steam power in the mill, along with a number of interactive displays.

Background Information The Power Gallery has two sections. The first area contains the original 1784 wheel pit as well as several interactives which illustrate how a steam engine works. The second area includes two steam engines powered by live steam: an 1830s Boulton and Watt type beam engine and a horizontal engine from c 1880.

Teacher Pupil responses Prompt Can you find the (To the left of the chimney) boiler? Who cleaned the Children would have helped Fire Beaters, chimney - and how? whose job it was to keep the boiler going. They would climb up the chimney to clean it. Why were there The steam engines were first introduced as steam engines as ‘back up’ for times when the level of the well as a water river was too low. wheel? Later steam engines were more reliable and as the mill pool silted up they were used as a main power source.. Please note this information is designed for teachers and is not intended for independent pupil use.

For Key Stages 3 and 4 it is advised that students aim to collect evidence, by looking at the site, information boards and listening to presentations.

This evidence can be recorded through taking notes, sketching and photography.

If taking photographs please limit these to the end of demonstrations as these can be distracting for other Studying Slavery? Quarry Bank Mill has a number of links to the transatlantic slave trade, which are explored in the Cotton Gallery. If you would like to study this subject further, an education pack is available for an outside publisher. Hillsborough: a plantation in Dominica by Kathy MacLean and Karen Mears with Polly Pattullo is an Education pack exploring the story of the Greg plantation in Dominica. To enquire please contact Papillote Press at [email protected].

During the Day

Supervision It is important that you bring sufficient adults to ensure your group is adequately supervised. There is no charge for accompanying adults.

National Trust guidelines suggest a ratio of 1:10 for secondary students and 1:8 for primary students. All accompanying adults should be aware of the objective of the visit – this is particularly important in situations where a class group has been split and a specialist teacher from the school is not with a group.

School staff and accompanying adults are responsible for students’ behaviour at all times, including lunch-time.

Self programmed groups are asked to go around the mill in groups of no more than 25.

Facilities Lunch rooms are available for 30 minute slots and you will be allocated a time for each group. There is free parking for all pre-booked groups.

Gift Shop & Catering Students are very welcome in the Shop with adult supervision. The Restaurant is open every day and teachers and pupils can purchase takeaway food and drinks.

Health and Safety Please ensure that students are supervised at all times during the visit, especially during the lunch period. Quarry Bank Mill cannot be held responsible for students’ safety.

Quarry Bank Mill reserves the right to terminate a visit if behaviour of students is considered to be below its accepted standards.

Registered Charity No. 205846

Precautions

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