Day · Robert Owen Day Organise a special day in your school to commemorate and explore the work and ideas of Robert Owen - probably the world’s first social entrepreneur

Robert Owen DayExploring social enterprise from the past to the futureA resource pack for KS2 and KS3 teachers

Robert Owen Day Organise a special day in your school to commemorate and explore the work and ideas of Robert Owen - probably the world’s first social entrepreneur.

This kit contains background information and learning activities for a classroom, year group, or whole school focus on social enterprise, viewed from the historical perspective of the work of the famous nineteenth century reformer. It also looks at how Owen’s ideas remain highly relevant in the world today.

Robert Owen, who improved conditions for mill workers, set up schools for child labourers, pioneered workplace democracy, experimented with sustainable living, and was instrumental in founding the early trade union and co-operative movements, rarely features in school history text.

Yet his vision was critical in establishing the earliest social enterprises, convincing other businessmen of their social responsibilities, and setting up the organisations that to this day protect the interests of people and planet in the world of industry and commerce. He truly deserves the title of the ‘father of social enterprise’.

The Robert Owen Day resource kit provides in-depth background information for teachers along with a wide range of cross-curricular activities suitable for KS2 and KS3 students. The activities can be used as the basis of a special Robert Owen Day event, or used within the on-going classroom programme.

ROBERT OWEN DAY INTRODUCTION

A RESOURCE PACK FOR KS2 AND KS3 TEACHERS 02

ContentsIntroduction .............................................................................................................. 04Robert Owen Day .................................................................................................... 05Robert Owen Resource Pack ................................................................................... 06

Section 1 ................................................................................................................... 07Robert Owen ............................................................................................................. 07Activities .................................................................................................................... 09

Section 2 .................................................................................................................. 12Child Labour ............................................................................................................... 12Activities ..................................................................................................................... 16

Section 3 .................................................................................................................. 20Modern Management ................................................................................................ 20Activities ..................................................................................................................... 24

Section 4 .................................................................................................................. 31Sustainable Communities ........................................................................................... 31Activities ..................................................................................................................... 32

Section 5 .................................................................................................................. 34Trade unions .............................................................................................................. 34Activities ..................................................................................................................... 35

Section 6 .................................................................................................................. 39Co-operation ............................................................................................................. 39Activities ..................................................................................................................... 41

Source Bank .............................................................................................................. 43Additional Resources .............................................................................................. 87Feedback form .......................................................................................................... 88

ROBERT OWEN DAY CONTENTS


IntroductionRobert Owen, who died in 1858, was an extraordinary man who lived in extraordinary times. Owen’s world seems very remote from our own times. When he was born, the American colonies were still ruled by Britain; there were no planes, cars, railways, computers or telephones – there was no electricity. Nearly every country in the world was ruled by an absolute monarchy.

The idea that human beings possess rights and that these rights apply to everybody, irrespective of gender, religion, race or nationality would have appeared strange in those days. Holding such an idea would have landed you in prison.

Owen was an entrepreneur. In just a few years he worked his way up from being a draper’s assistant in Manchester to become the owner of a huge complex of cotton mills. He moved in the highest circles of the establishment in early 19th century England and had the ear of prominent parliamentarians.

The latter years of the eighteenth century saw a massive shift of the population from rural areas to the cities, particularly of northern England, where there were no public services – no water, no sewerage, no paved streets, no lighting, no rubbish collection, and no health service to treat the infections diseases which spread like wildfire in such insanitary conditions. The factories where men, women, and children spent 14 hours a day were noisy and dangerous.

As the industrial revolution took its grip on Britain, Owen became increasingly concerned by the brutal impact on working people. Owen was not the only industrialist who thought that workers should be treated properly but he was the most famous. He worked hard to improve the conditions in his own factories – reducing working hours, cleaning up accommodation, and providing schools – whilst lobbying and campaigning for legislation to protect workers.

For the way Owen treated his workforce he deserves the title of “father of social enterprise”, and his ideas were so influential that he is regarded by many as the father of socialism, the co-operative movement, the trade union movement, factory legislation, infant schools, and the International Labour Organisation.

Unfortunately, the world today is in many ways all to similar to the world of the 1770s. According to the World Bank, 1.4 billion people are living in extreme poverty in the world today, defined by the Bank as earning less than $1.25 per day. This is nearly a quarter of the world’s population.

Inequality seems to be on the increase. Despite the so-called credit crunch, top bosses in the UK continue to pay themselves inflation busting increases.

The TUC’s Commission on Vulnerable Employment estimate that around two million workers in the UK find themselves in vulnerable employment – which it defined as “precarious work that places people at risk of continuing poverty and injustice resulting from an imbalance of power in the employer-worker relationship”.

The starving hand-loom weaver, the parish ‘apprentice’ sent hundreds of miles away to work 15 hours a day in a cotton mill could understand that.

There is one national minimum wage inspector for every 4,000 businesses in the sectors most likely to have minimum wage jobs, so the chances of an employer who pays less than the national minimum wage being caught are virtually nil.

Robert Owen was convinced that poverty and the evils it gave rise to were quite unnecessary:

Society may be formed so as to exist without crime, without poverty, with health greatly improved, with little, if any misery, and with intelligence and happiness increased a hundredfold.

A better world is not one with more ‘buy one get one free’ offers, or where my jeans are cheaper this year than last thanks to workers in Bangladesh having no right to organise against poverty level pay.

It is a world where the scales of justice are balanced. Where the poor and powerless have a voice and the voice is listened to.

It is a world where the small cocoa farmer in Ghana, or a coffee farmer in South America will get a fair price for their produce. It is a world where workers can join a trade union without fear of reprisals. Where children go to school and can play, not work.



Robert Owen DayIn 1928 in a debate in the House of Commons a Co-operative Party MP, A V Alexander (later First Lord of the Admiralty in the 1929 Labour Government, and again in Churchill’s wartime coalition Government), told of a visit to a school:

I asked them if they could tell me how many wives Henry VIII had and what were their names? The majority of the boys in that class could answer that question straight away, but when I asked if they could tell me who was Robert Owen and when he was born or on what date the British co-operative movement was founded, they could not give me any answer.

A V Alexander’s complaint about the invisibility of co-operatives and their history in the school curriculum has taken 80 years to address. Today, however, the

Co-operative College is working with a network of co-operative Trust schools and business and enterprise colleges to ensure that students find out about this important sector of the global economy and how and where it started.

Robert Owen Day is an opportunity for schools across the UK to explore the work of the ‘father’ of co-operation, social enterprise, and corporate social responsibility, and how his ideas are still relevant in today’s world.

Robert Owen Day will provide a national focus, during Global Entrepreneurship Week, on social and ethical enterprise. Schools across the UK will use the day to explore the impact of Robert Owen’s ideas on modern day social and ethical enterprise, 150 years after the death of this key social reformer.



Robert Owen Resource PackThe themes covered by these resources include:

•RobertOwen.

•ChildLabourandtherighttoeducation.

•SustainableCommunities.

•ModernManagement.

•TradeUnionism.

•Co-operation.

Background information is provided for each theme including a collection of useful source materials for use in the classroom. All activities can be adapted for different age groups and learning styles. An outline is provided for all suggested activities indicating any additional materials or resources the task may require.

The activities have been designed with a cross-curricular approach to encourage discussion and debate in a creative and active environment. They have been designed for KS2 and KS3 students and teachers should find it easy to select the activities most suitable for the age or ability group they are working with. Many of the ideas could easily be adapted and extended for work with KS4 students.

Source BankThe Source Bank is a collection of materials that can be used throughout the day. It includes images that can be printed and displayed around the classroom and may also be used in presentations. There is a timeline setting out key events in Robert Owen’s life, quotes from his autobiography, and selections from his writings and those of other historians writing about Owen.

Robert Owen Day in your schoolThe resource pack has been designed to introduce the life and ideas of Robert Owen to KS2 and KS3 students.

This can be done either by holding a special ‘Robert Owen Day’ or through an ongoing classroom programme.

If you choose to hold a ‘Robert Owen Day’ then you might want to join in with a national celebration being held in schools throughout the UK on 19 November 2009. This coincides with Social Enterprise Day during Global Entrepreneurship week and will be an excellent opportunity to introduce an ethical dimension into your enterprise education curriculum.

The day could be organised for a single class or a whole year/KS group. If you are running the day for a large group of students you will probably want to introduce Owen’s story in an assembly or plenary at the start of the day and follow this with a roundabout of activities on different aspects of Owen’s life and ideas. The number of activities you can run concurrently will probably be dependent on the number of staff available to facilitate these, the space you have available, and the size of groups the students will work in. An amount of preparation will be required – briefing colleagues, printing out materials from this pack, and sourcing costumes and props if you want to create and authentic, historical atmosphere.

An example of the activities which could be used in a roundabout would be:

If you decide to use the materials over a longer period they will easily provide and half-term topic for history or citizenship. The pack is divided up into 6 thematic sections, each of which would provide content and activities for a 2 to 3 hours of classroom learning.

Creating an AtmosphereIf possible try to create an historical environment in your classroom or school hall. Classrooms can easily be turned into 19th century school rooms:

•Wherepossibleturnoffallthelightsandusebatteryoperated candles.

•Childrenwillrespondwelltotheuseofperiodcostumes and replica objects these can often be borrowed from your local museum service.

•Theuseofslatesinsteadofpaperforaninitialactivitywill help set the scene.

Involving the students in transforming the space will provide an exciting introduction into the day’s activities.



Section 1Robert OwenBackground information

Robert Owen was born in Newtown, Wales in 1771. At this time the Welsh town had less than 1,000 inhabitants. Owen’s father was a leading citizen in the town. As well as running his own saddlers and ironmongers shop he was also the town postmaster.

Owen was a gifted and popular child who flourished in the classroom. At the age of seven he had learnt everything he could from the local schoolmaster William Thickens and started to use his knowledge to help teach the younger children. In his autobiography Owen recollects several events in his young life when he believed his life was in peril. At the age of six or seven he fell from his horse as it was crossing a narrow bridge and he also damaged his stomach after eating flummery – a type of porridge.

“On my hastily taking a spoonful of it I found it was quite scalding hot, the body of it retaining all its heat. The consequence was an instant fainting from the stomach being scalded. In that state I remained so long that my parents thought life was extinct.”

Robert Owen, The Life of Robert Owen, pg 3.

Owen grew up during a time of great change; the Industrial Revolution was starting to make a significant impact upon the lives of ordinary people across the country. The Industrial Revolution saw a massive population shift, people who had previously lived in small

rural towns had to move to the expanding cities for new work opportunities. Robert Owen was no exception. In 1781 at the age of ten he moved from sleepy Newtown to Stamford in Lincolnshire where he worked in Mr McGuffog’s drapers shop for three years.

Owen later moved to Manchester, a central industrial location, where he worked at Satterfield’s wholesale drapery. When he was eighteen he set up his own business manufacturing cotton-spinning machines with Ernest Jones. In 1792 Owen became manager of a mill in Manchester. As manager of Bank Top Mill he had 500 employees. Owen improved productivity and the quality of the cotton, so he was able to demand high prices for his product.

Owen joined the Manchester Literary and Philosophical Society in 1793 where he gave talks and developed his belief in the nature versus nurture debate that later had a profound effect on his reform work at New Lanark.

Owen was also a founding member of the Manchester Board of Health, which carried out inspections in the city’s mills where they discovered disturbing living and working conditions. Owen’s involvement with the Board of Health no doubt encouraged his transformation of the conditions at New Lanark.

A Scottish merchant and businessman, David Dale, established the complex of mills at New Lanark in 1784. Robert Owen, while working in the textile trade in Manchester, travelled widely and met David Dale and his family on business trips. He married Dale’s daughter Caroline in 1799 and in 1800 Owen and his business partners bought the New Lanark mills from Dale. Owen and Caroline had eight children although one died in infancy.

During his time at New Lanark Owen made real achievements, revolutionising the living and working conditions. The site gained such a positive reputation that it received over 20,000 visitors. People came from all over the world. New Lanark is now a popular visitor attraction and World Heritage Site. See Child Labour and Management Chapters for more information on New Lanark.

ROBERT OWEN DAY SECTION 1


Encouraged by his success at New Lanark, Owen began to write on the subject of sustainable communities and publicised his ideas further by giving regular lectures. To work on his theories on sustainable communities Owen sold the mills of New Lanark in 1825 and bought a settlement in Indiana, USA. With his partner William Maclure and his sons, Robert William, David and Richard, Owen wanted to create a utopian community. The settlement was renamed New Harmony but was unfortunately unsuccessful – mainly because it attracted lots of people with great ideas but few with the practical skills in construction and farming which would have been needed. See the Sustainable Communities chapter for more information on New Harmony.

Owen returned to Britain in 1828 and after his wife died he took the opportunity to travel around the country. While travelling he took his campaign for a better society with him and became a recognised leader in the working

class movement. The Industrial Revolution and the appalling conditions encouraged workers to establish a series of social movements. Owen’s ideas, support and belief in the working classes encouraged and inspired many of these. They included the trade union and co-operative movements. See the Trade Unions chapter for more information on Owen’s involvement in Trade Unions.

Owen returned to Newtown where he died on 17 November 1858, at the age of 87. He was buried in the local churchyard next to his parents; this was made into a memorial in 1902 when the co-operative movement put up ornate railings and a plaque.

There are several statues of Owen around the country,

one sits in Newtown and another at the heart of the co-operative centre in Manchester. The Robert Owen Memorial Museum was established in Newtown and New Lanark was revitalised and given UNESCO World Heritage status.

Owen’s career included great success along with some failures. He had an impact on the co-operative movement, the trade unions and socialism. He changed the direction of the education system and got businesses thinking about their social responsibilities – people and planet – as well as profit.



Owen returned to Britain in 1828 and after his wife died he took the opportunity to travel around the country. While travelling he took his campaign for a better society with him and became a recognised leader in the working class movement

Robert Owen Activities1. Human TimelineIntroduce Robert Owen’s life story using the information above.

Ask the group to use the images and timeline from the Source Bank to make cards showing each significant event in Robert Owen’s life. The photographs provided can be supplemented with student’s drawings.

Hand the picture cards out and then ask the students to organise themselves in chronological order. Several students should have the task of ensuring everyone is standing in the right place at the end and to re-order anyone standing in the wrong place.

As well as arranging the cards in chronological order students could arrange the cards in order of significance. This will require a discussion to decide which events they think were the most important before beginning to put them in an order.

2. Vacancy Mill ManagerPeter Drinkwater was hesitant to give Owen the job of mill manager at Bank Top Mill but Owen proved himself to be a very effective mill manager despite being only 21 years old. Distribute the Job Vacancy Advertisement among the students and ask them to fill in the Job Application for Robert Owen. Students should use the background information and timeline provided to fill in each section and write a supporting statement.

3. What if?What if Robert Owen had not survived those perilous events he describes in his autobiography when he was a young boy? These events and the following questions should be discussed in class and written assignments can be set. Use the Robert Owen Timeline and other items from the Source Bank.

Questions to Consider:

•WhatwouldtheworldtodaybelikeifRobertOwenhad not survived on that fateful day when he fell off his horse on the bridge?

•WouldotherMillownershavemadesimilarimprovements if Owen had not encouraged them?

•Considerthelegacyhehasleftbehind.

•WhywasRobertOwensoimportantinthe Industrial Revolution?

•HowdidRobertOwenchangethelivesofworkingpeople?

•WhatdidtheworkersthinkofRobertOwen?

4. Action Plan Owen was a gifted and popular child who flourished in the classroom. At the age of seven he had learnt everything he could from the local schoolmaster William Thickens and started to use his knowledge to help teach the younger children.

Encourage students to think of suggestions for a mentoring programme within the school.


•Whatcouldtheyteachyoungerstudents?

•Wouldthisworkintheschool?

•Whataretheadvantagesanddisadvantagesofthesystem?

•Ifamentoringsystemorfriendshipprogrammeisalreadyin place ask students to evaluate the current system.



5. Diary EntryIn 1781 when he was ten Robert Owen was given forty shillings and sent to London. He stayed with his older brother until he secured a position as a draper’s apprentice in Lincolnshire. Even today many people have to leave their homes and families behind to find work. Ask the students to consider what it would feel like to leave home at such a young age. Encourage them to write a diary entry describing either their own feelings or those of Robert Owen. Use the Robert Owen Timeline, Useful Quotes Worksheet and other items from the Source Bank.

Questions to Consider.

•Whatwouldyoudoifyouhadtoleavehomeattheage of ten?

•Howwouldyoufeelaboutleavingyourfamilybehind?

•Wouldyoufeelscaredorexcited?

•Whatsortofcircumstanceswouldleadtopeoplehaving to leave their homes and families?

If a student in the group has had to move home, perhaps from another country, for their parents to find work ask them if they would like to describe how they felt to the rest of the group. Remember, thought, that this may be an emotional issue

6. An Interview with Robert OwenThis activity can be completed in pairs or as a larger group activity. Students should use the Robert Owen Timeline, Useful Quotes Worksheet and other items from the Source Bank to think of questions they would like to ask Robert Owen if he were alive today. They should also consider possible answers to these questions. One student then takes the role of Robert Owen and another will be his interviewer. Depending on available resources costumes can really enhance the experience. If the class has access to a video camera the interview can be filmed and later used as a reference resource.

These are the sorts of questions that the interviewer might want to ask:

•Wasithardtoleaveyourfamilyatsuchayoungage?

•DidyouenjoylivinginabigcitysuchasManchester?

•WhydidyoudecidedtomovefromanIndustrialcapital to Scotland?

•AreyoudisappointedtheexperimentinAmericawasnot as successful as New Lanark?

•Whatisyourgreatestachievement?

•Whatisyourgreatestregret?

•Howwouldyouliketoberemembered?

7. Make a creative history bookCreate a book telling the story of Robert Owen’s life. Split the class into groups and assign a different section of Owen’s life.

When put together they will become a biography that can become a future classroom reference resource. Students can use the resources provided in the Source Bank. Encourage the class to include their own drawings and descriptions.

8. MemorialMany memorials have been constructed to remember and pay tribute to Robert Owen. These include statues in Newtown and Manchester and museums in Newtown and New Lanark. Ask the children to consider how they would mark the contributions Robert Owen made to society.

Students could sketch designs for a memorial or build a model of one to display in school.



If a student in the group has had to move home, perhaps from another country, for their parents to find work ask them if they would like to describe how they felt to the rest of the group

Job Vacancy

Mill ManagerNeeded

Bank Top is a complex of working

cotton mills with a large number of

employees including many pauper

children. A new manager is needed

to improve facilities and productivity

at the site. Applicants must have

a good education and relevant

experience. Applicants must be well

organised, enthusiastic with excellent

communication skills. Good references

will be required. Please complete the

Application form and return to Mr Peter

Drinkwater, Bank Top Mill.



Application FormName: .................................................................................................................................Education: ......................................................................................................................... ............................................................................................................................................ ............................................................................................................................................ ........................................................................................................................................... ...........................................................................................................................................

Relevant Work Experience: ................................................................................................................................... ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. .................................................................................................................................................................................

Reference: ............................................................................................................................................................... ................................................................................................................................................................................ ................................................................................................................................................................................

Why do you think you will be good at this job?: ............................................................................................. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................



Section 2Child LabourBackground InformationBy the start of the 19th century lots of children were working in mills all over the country. The struggle to convince workers to enter the dark and dangerous mills led to mill owners using orphaned children to make up their workforce. When the parishes placed an orphaned child at a mill the mill owner would have complete control over the child, becoming their legal guardian. These children were given food, clothing and access to basic education rather than wages. The mill owners controlled every aspect of their lives from what food they ate to their accommodation. Many mill owners took advantage of this system and some children were forced to work fifteen-hour days and live in squalid conditions. Unfortunately the living and working conditions are similar to conditions in parts of the developing world for child labourers today.

Child Labour at New LanarkThe complex of mills at New Lanark in Scotland was established by David Dale. Owen was appointed as mill manager in 1800 and he and his partners later bought the site. He described the conditions he found there in his autobiography:

“The people were surrounded by bad conditions and these bad conditions had powerfully acted upon them to misform their characters and conduct.”

Robert Owen, The Life of Robert Owen (1920) pg 78

Orphans, or parish apprentices as they were known, did work at the New Lanark site. David Dale received children from the age of five. Records show that in 1793 there were 275 apprentices at the site and this increased to almost 500 by 1800.

Owen worked hard to improve the conditions for children working at New Lanark. He refused to let children under the age of ten work in the mills. Older children were not permitted to work more than fourteen hours a day and he gave them time off for meals despite protests from his business partners. The

hours of work for children were reduced further to twelve hours a day when Owen changed business partners in 1816. At New Lanark children were provided with large spacious accommodation that was regularly cleaned, they had comfortable clothes and good quality food.

Child Labour todayUnfortunately 150 years after the death of Robert Owen, millions of young children are still working in dangerous conditions around the world. These children are denied an education and are often bought and sold like commodities rather than children. Many children are often enslaved and forced to work long hours.

There are many reasons why children have to go to work. Many children, including those in the developing world, work to raise income and support their families.

Organisations such as UNICEF are working hard to combat child labour and encourage access to education. UNICEF encourages youth employment, with appropriate training and support for children before they leave school.

For more information on child labourers in the world today visit: www.tagd.org.uk/BeInformed/TheIssues/ChildLabour.aspx and download UNICEF’s report: www.unicef.org.uk/publications/pdf/ECECHILD2_A4.pdf



“We are the world’s children. We are the

victims of exploitation and abuse. We

are street children. We are the children

of war. We are the victims and orphans

of HIV/AIDS. We are denied good quality

education and health care. We are victims

of political, economic, cultural, religious

and environmental discrimination. We are

children whose voices are not being heard,

it is time we are taken into account. We

want a world fit for children because a

world fit for us is a world fit for everyone.”

Statement from the Children’s Forum to the

United Nations May 2002. End Child Exploitation

UNICEF Report pg 3

Education before OwenIn the early 19th century, education was not seen as a priority for working class children. Many people believed working stopped children from acquiring bad habits and parents often needed their children to bring in some money to help support the family, so most children only had a very basic education. Although mill owners were obliged to provide schooling for their orphan apprentices they were often too tired after a day’s work in the mills to concentrate properly in the classroom.

“This kind of instruction when the strength of the children was exhausted only tormented them without doing any real good for I found none of them understood anything they attempted to read and many of them fell asleep during the school hours.”




Owen really believed that human character was formed by education and environment rather than the individual themselves. He believed access to education and a stable environment was essential in order to make a considerable moral and social change and to transform his workers.

Education at New LanarkOwen really believed that human character was formed by education and environment rather than the individual themselves. He believed access to education and a stable environment was essential in order to make a considerable moral and social change and to transform his workers. Despite popular contradictory opinions Owen believed all children should have access to a good education and that this should not depend on their social status.

“On the experience of a life devoted to the subject, I’d say that the members of any community may by degrees be trained to live without idleness, without poverty, without crime and without punishment, for each of these is the effect of error. They are all necessary consequences of ignorance.”

Robert Owen 1813

The Institute for the Formation of Character opened at New Lanark on 1 January 1816. In the first year this large school had eighty students aged between three to five years old and one hundred and ninety students aged between six and ten years old. There were also evening classes for those who were working in the mills during the day. The register for 1816 shows there were three hundred and forty students aged between ten and fifteen, one hundred students aged between fifteen and twenty and forty students aged from twenty to twenty-five.

Children at Owen’s school studied similar topics to those taught in schools today including history, geography, reading, writing and arithmetic. Teachers also included music, dancing and drawing into the curriculum. Lessons at the school started at 7.30am and finished at 5pm with two meal breaks during the day. There was a school uniform: children had to wear a cotton tunic. The classrooms were better equipped than before, they were covered in paintings, diagrams and maps of the world. Sometimes classes were taken outside in the open air where the study of nature was encouraged by observation on country walks.

The numerous working mothers at the site were helped when the nursery school opened in January 1816. Children were taken from their parents at the age of two and placed into an educational environment. By opening his nursery school Owen founded the first infant school in Britain.



Owen wanted to encourage learning as a pleasurable activity so there were no punishments or rewards. Owen employed twelve teachers to work at both the nursery school and the Institution. There was no charge for the educational services for adults or young children, but older children who were working were asked to pay 3d a month. The running costs of the nursery school and the Institute were paid for by the mill owners and profits from the village shop.

Adults were encouraged to use the Institute. Evening classes and lectures were held regularly and there was also a weekly concert. Owen did want to reduce the working day to ten hours for all mill workers - he believed this would encourage greater participation in the evening classes – but his business partners would not agree to this.

During his time at New Lanark Owen made real achievements, the site gained such a positive reputation that it received over 20,000 visitors. People came from all over the world. When representatives from the Leeds Guardians of the Poor visited the site they were very impressed:

“In the education of the children the thing which is most remarkable is the general spirit of kindness and affection which is shown towards them and the entire absence of anything that is likely to give them bad habits … They appear like one regulated family united together by the closest affection … The deportation of the young people in evening classes is very exemplary. In business they are regular and diligent and in their manners they are mild and engaging.”

New Lanark has now been recognised as a World Heritage Site and continues to receive visitors today. For further information visit their website: www.newlanark.org/

During his time at New Lanark Owen made

real achievements, the site gained such a

positive reputation that it received over 20,000

visitors. People came from all over the world.

Education todayOwen’s progressive ideas on education now seem ordinary. While it was unusual for children to go to school in the 18th century it is now compulsory for children in most developed world countries to attend full-time education.

The Co-operative College is now working to incorporate the co-operative principles, which Owen’s work inspired, within the UK school curriculum. The Co-operative Group sponsors several Business and Enterprise colleges and Academies. For further information about these initiatives see www.school.coop



Child Labour Activities1. Apprentice TimetableThe timetable below shows how the apprentices working at New Lanark before Robert Owen arrived spent their days. Encourage students to compare and contrast the timetable below with their own school day and then answer the following questions.

•5:30am–Wakeup

•6:00am–Startwork

•9:00–9:30am–Breakfast.

•9:30–2:00pm–Work

•2:00–3:00pm–Lunch

•3:00–7:00pm–Work

•7:00–9:00pm–TeaandSchool

•9:00pm–Bedtime


•Arethereanysimilarities?

•Arethereanydifferences?

•Whendidtheapprenticeshavetimetoplayandrelax?

•Howmanyhoursarespentworkinginthemill?

•Howwouldyoufeelafterspendingthedayasanapprentice?

•Wouldyoubeabletoconcentrateduringlessonsafterworking all day?

2. Child LabourIn the 19th century it was quite common for parents to send their children to work to help raise money to support the family. Children didn’t just work in the mills – they did a wide variety of jobs. Unfortunately 150 years after Robert Owen lived child labour is still a controversial issue today. Many children both in the UK and in developing countries around the world are working for a range of different reasons. Many of these jobs are very dangerous, just like it was working in the 19th century cotton mills. Some children have part time jobs to earn extra money or gain experience. Ask the children to fill in the Child Labour Worksheet and answer the questions. The table below contains a list of possible answers.

For more information and activities on child labour visit: www.tagd.org.uk www.un.org/works/goingon/labor/lessonplan_labor.htmlwww.stopchildlabour.net/resources.php

What jobs do they do?

Child labour in the 19th century•MillWorkers•ChimneySweeps•DomesticWorkers•MineWorkers•ErrandBoys

•ShoeBlacks

•RoadSweepers•Sellinggoodsonthestreets

Child labourers today•Recyclers–collectingrubbishfromlandfillsites•Hardlabour–building,makingbricks,

stone breaking•DomesticWork–oftenafteraparenthas

passed away

•Soldiers

•Illicitactivities–drugs,sex•Farming–pickingfruit,growingtobacco•Factorywork–sewingclothes,making

fireworks and matches•Sellinggoodstotourists

Part-time jobs today•Shopwork

•Babysitting

•Waiter/ess

•Paperround

•Cleaner

•Domestichelp•Hairdressing

•Kitchenhelp

Child Labour WorksheetFill in the table below. In the first column make a list of all the jobs children had in the 19th century when Robert Owen was alive. In the second column make a list of all the jobs children are forced to complete today and in the last column make a list of all the jobs your friends could have.




•Whichofthesejobswouldyouleastliketohave?

•Whichofthesejobswouldyouliketohave?

•Whichofthesejobswouldbethehardest?

•Whydochildrenaroundtheworldgotowork?

•Whatdoyouwanttodointhefuture?

•Whatdoyouthinktheterm‘invisibleworkers’means?

•Whataretheadvantagesofgoingtowork?

•Whatarethedisadvantagesofgoingtowork?

•Whatcanwedotopreventchildrenhavingtogotowork instead of being at school?

Child labour in the 19th century Child labourers today Part-time jobs today

What jobs do they do?



3. Play TimeRobert Owen encouraged music and dancing at the Institute for the Formation of Character. The children also played many traditional games these included Hopscotch, Marbles, Charades and Jacks. Why not play some of these games during the day? Extra resources can often be supplied by your local museum service. The Victorian Games Worksheet provides explanations.

4. New Lanark story boardCreate a simple storyboard or cartoon strip showing a day in the life of a child living at New Lanark. This could focus on a day working in the mills or the activities they had on Sundays.

5. A view from the pastAsk the students to write a story about a New Lanark apprentice and their adventures in the modern world if they were able to time travel to 2009.


•DescribetheNewLanarkapprentice.

•Whatwouldtheythinkaboutmodernschools?

•Whatwouldtheythinkaboutmoderntoys?

•Wouldtheybeabletouseacomputer?

•Whatwouldtheythinkaboutmodernhomes?

•Wouldtheylikeourclothes?

•Wouldtheyprefertolivein2009or1815?

6. Education DebateStage a debate between Robert Owen and his business partners at New Lanark. The class should be split into two groups, one representing Owen and the other the New Lanark partners. Owen’s partners were resistant to many of his improvements and management techniques. They did not want to spend their profits on improving conditions for the working class. Owen believed that by improving the conditions for the workers they would be rewarded by hard work and dedication. This activity will involve elements of role play and will be enhanced if relevant costumes can be found for the students. Students should have time to consider their arguments before the debate begins, and one student could be selected to chair the debate.


•Whyshouldthepartnersspendtheirprofitsontheworkers?

•Willtheworkersworkhardaftertheimprovementshave been made?

•Shouldn’tanyextramoneybeusedtofixthemachines inside the mill?

•Someworkersareresistant,iftheydon’twanttheimprovements why should we provide them?

•Ithasbeenthesameforyearswhychangeitnow?

•Isn’titawasteofmoneyprovidingeducationforworking people?

•Whatisthepointinimprovingthings?

Robert Owen encouraged music and dancing at the Institute for the Formation of Character. The children also played many traditional games these included Hopscotch, Marbles, Charades and Jacks.



Victorian Games WorksheetRobert Owen encouraged music and dancing at New Lanark. The children also played many traditional games these included Hopscotch, Marbles, Charades and Jacks. Why not play some of these games during the day? Extra resources can often be supplied by your local museum service.

HopscotchThis game can be played in large groups, why not have a hopscotch tournament?

Use chalk or tape to draw a hopscotch board.

Each player throws a stone into the first square, hops over it and picks it up on the way back. The players should try to complete all the numbered squares. If a player misses a square, stands on a line or puts their feet in the wrong place then they have to let another player have a turn.

Pick up Sticks15–20 wooden sticks are placed into a pile and players take turns to try and withdraw a stick without disrupting the other sticks in the pile.

MarblesMarbles were made from marble, glass and even clay. There are lots of different games to be played with marbles. Try to collect extra marbles from your opponents by pushing them out of a marked circle or have a marble race.

JacksThis is a throwing and catching game that involves a great deal of co-ordination. Try to collect jacks from your opponent by throwing the ball and catching them as they jump into the air.

Students will need a small bouncy ball and at least ten jacks. Up to ten rounds can be played in small groups.

Players should sit on the floor or around a table; one individual should throw the jacks onto the hard surface. The first player throws the ball into the air and must use the same hand to pick up one jack and then catch the ball before it hits the ground.

During the first round players should attempt to pick up one jack, during the second round they should attempt to pick up two jacks. This continues until round ten where players attempt to pick up all ten jacks before the ball falls. The winner is the player who picks up the most jacks before the ball hits the ground.

DollsDolls were very popular Victorian toys; they are not like modern day Barbie dolls but were played with in the same way – dressing them up, brushing their hair, and making up adventures for them.

Questions to Consider?

•HaveyouenjoyedplayingwiththeVictoriantoys and games?

•Howaretheydifferentfromthetoysandgamesyouhave at home?

•Wouldyouplaythesegamesagain?

•DoyouthinkaNewLanarkapprenticewouldlike your toys?

8

5

2

1

6 7

3 4



Thanks to Robert Owen’s enlightened

management techniques conditions did

improve for the Highlanders and New Lanark

soon became a model village. Unlike many mill

owners Robert Owen paid close attention to the

health and welfare of the New Lanark villagers.

Section 3Modern ManagementBackground informationWorking life changed dramatically during the Industrial Revolution. Rather than working in their own homes or outside on farms, people were forced to work in dangerous and crowded mills. The workers often had to move from small rural villages to dirty crowded cities. They had to work long hours set by the mill owners and there were fines and penalties for those not following the rules and regulations. Many workers were unhappy with the new conditions. Most of the workers at New Lanark were Highlanders and they found it hard to adjust to life in the mills. Although they earned more money working at New Lanark than they did working on the farms it was a dramatically different environment.

Thanks to Robert Owen’s enlightened management techniques conditions did improve for the Highlanders and New Lanark soon became a model village. Unlike many mill owners Robert Owen paid close attention to the health and welfare of the New Lanark villagers.

David Dale established the complex of mills in 1784. Robert Owen went to work as manager at New Lanark in 1800 and, in 1809, formed a partnership with three other local businessmen to buy the mills from Dale. Owen described the conditions he found when he arrived at New Lanark:

“The people had been collected hastily from any place from whence they could be induced to come and the great majority of them were idle, intemperate, dishonest, devoid of truth and pretenders to religion which they supposed would cover and excuse all their shortcomings and immoral proceedings.”


When Owen first came to New Lanark drunkenness and theft was common, as they were in many mills of the time. The mill workers were even blamed for the overcrowding of the local prison.

Owen believed that by improving the conditions for his workers he would be rewarded with a staff of hard working and dedicated employees. To prove his theory Owen started to improve the educational and recreational facilities for his workers as well as the practicalities of everyday working life.

ImprovementsWorking Hours

Working hours changed for all mill workers, not just child apprentices, without having a significant effect on output or wages. Owen really believed that education and environment rather than the individual formed human character. He believed in order to make a considerable moral and social change and to transform his workers, access to education and a stable environment was essential. Adults were encouraged to use the Institute for the Formation of Character, evening classes and lectures were held regularly and there was also a weekly concert. Owen improved the footpaths and encouraged the workers to take walks by the river and its beautiful waterfalls in their leisure time.

Owen wanted to introduce a ten-hour working day for all mill workers; he believed this would encourage greater participation in the evening classes. He gained great support from his workforce during the cotton embargo when even though production in the mill had stopped, he continued to pay his workers. In 1807 the cotton industry went into crisis after a trade dispute with the USA. The Americans, in an attempt to protect their interests, introduced a series of new laws that restricted American ships from engaging in foreign trade. At this time American cotton was exported to mills all over the country. The laws stopped production in British cotton mills for several months but despite this Owen continued to pay his workers. The cotton embargo was a significant factor in the lead up to the War of 1812.



Silent Monitor

Owen introduced a unique system of discipline at New Lanark. Rather than subjecting his workers to corporal punishment they were all given a four-sided piece of wood. These silent monitors were hung by each worker and would be used by the superintendents to show how each worker had behaved. Each of the four sides was painted a different colour to represent the four types of behaviour. Black was used to represent bad behaviour, blue represented indifferent, yellow was good and white was excellent.

“But that which I found to be the most efficient check upon inferior conduct, was the contrivance of a silent monitor for each one employed in the establishment, This consisted of a four-sided piece of wood, about two inches long and one broad, each side coloured – one side black, another blue, the third yellow and the fourth white, tapered at the top and finished with wire eyes to hang upon a hook with either side to the front. One of these was suspended in a conspicuous place near to each of the persons employed, and the colour at the front told the conduct of the individual during the preceding day, to four degrees of comparison. Bad denoted by black and No 4 – indifferent by blue and No 3 – good by yellow and No 2 – and excellent by white and No 1.”


As manager of the mills and worker’s village Owen introduced new rules and regulations for the workforce. With Owen’s strict regime, any theft, fraud, drunkenness or absenteeism led to dismissal.

Housing

Not many people wanted to start working in the dark and dangerous mills especially if they were used to working outside on farms, they needed encouragement to convince them to work at New Lanark. Providing housing for workers was one of the ways mill owners attracted new employees. The housing provided was often very crowded, there was usually only one room for each family and many people often shared the primitive bathroom facilities.

Owen wanted to improve these living conditions. He arranged for sewage to be removed on a daily basis and for the streets in the village to be cleaned regularly. This also helped improve the health of the villagers. Owen also increased the available living space so that each family had an extra room. There were, however, conditions attached to the new improvements.

To take advantage of the new living conditions the villagers had to stick to new rules and regulations. These rules included cleaning the houses at least once a week and keeping all public stairs clean and tidy. All villagers were banned from keeping animals indoors - something they had done regularly before Owen’s arrival at New Lanark. At first the villagers protested against the rules and regulations. The women in particular did not like having their homes investigated and monitored by the officials who became known as the bug hunters.



Community Responsibility

Owen wanted to encourage community responsibility at New Lanark. His aim was to improve the village and ensure it was a peaceful place to live. He set up a committee of residents consisting of democratically elected individuals representing each neighbourhood. The committee met each month; an individual representing the company would also attend. This was the villagers opportunity to suggest any chances and improvements.

Village Store

The credit systems that previous New Lanark stores used meant that many of the villagers were in considerable debt. Owen was also offended by the quality of goods they sold, and in particular the amount of alcohol. He worked hard to combat drunkenness at New Lanark believing it to be truly detrimental to society. Working with large heavy machinery while intoxicated would have been very dangerous to all workers.

Owen’s village store bought goods in bulk from a wholesaler so the prices were lower than the other stores in the village. Fresh produce was also available from the company owned farm and village slaughterhouse. The store was continually improved to provide better quality produce and more reasonable prices. Villagers were also taught how to budget their expenditure in an attempt to avoid relying on any credit systems. All profits from the village store were used for the benefit of the community.

Owen’s village store bought goods in bulk from

a wholesaler so the prices were lower than

the other stores in the village. Fresh produce

was also available from the company owned

farm and village slaughterhouse. The store was

continually improved to provide better quality

produce and more reasonable prices.

“The retail shops, in which spirits were sold, were great nuisances. All the articles sold were bought on credit at high prices, to cover great risk. The qualities were most inferior and they were retailed out to the workpeople at extravagant rate. I arranged superior stores and shops, from which to supply every article of food, clothing etc, which they required. I bought everything with money in the first markets and contracted for fuel, milk etc on a large scale and had the whole of these articles of the best qualities supplied to the people at cost price. The result of this change was to save them in their expenses full twenty-five per cent besides giving them the best qualities in everything instead of the most inferior articles with which they had previously been supplied.”


During the Industrial Revolution many mill owners would pay their workers in tokens or vouchers rather than coins. This was another way mill owners could control their workers as the tokens could only be used in the company’s store. This system was eventually made illegal but at New Lanark where Owen had improved the quality and price of the goods on sale there is no evidence of resentment towards this system.

The village store at New Lanark provided inspiration for the worldwide co-operative movement. See Co-operation Module.



Sickness Fund

The Sickness Fund was established so there was relief available to those workers unable to work through illness. The workers paid for the fund by contributing one sixtieth of their wage.

Owen ensured that a qualified doctor was made available to all workers when they needed one, and an accurate register of births, deaths and marriages was kept.

Resistance

At first the improvements were met with resistance as Owen himself describes:

“The workpeople were systematically opposed to every change which I proposed and did whatever they could to frustrate my object. For this, as it was natural for them to dislike new measures and all attempts to change their habits, I was prepared and I made due allowance for these obstructions.”


While Owen was successful in improving conditions and managing a profitable mill it was at least six years before he won the confidence of his work force. A major turning

point for the workers was in 1806 when Owen continued to pay his workers during the cotton embargo.

“This proceeding won the confidence and the hearts of the whole population and henceforward I had no obstructions from them in my progress of reform.”


Living and Working Conditions Today

Despite Owen’s enthusiasm and hard work not many mill owners followed his lead and improved conditions for their workers, and even today the living and working conditions for many people around the world are still very poor.

The International Labour Organisation (ILO), part of the United Nations, brings together governments, employers and workers of its member states to promote decent work throughout the world. The ILO is devoted to advancing opportunities for women and men to obtain decent and productive work in conditions of freedom, equity, security and human dignity. Its main aims are to promote rights at work, encourage decent employment opportunities, enhance social protection and strengthen dialogue in handling work-related issues.

For further information about the ILO visit: www.ilo.org



Modern Management Activities1. Rules and RegulationsAs manager of the mills and the village Robert Owen enforced regulations and rules for his workers. A few of these are included on the Rules and Regulations worksheet.

Discuss these rules, thinking about the following questions:

•Dotherulesandregulationsseemfair?

•Howwouldtheworkersreacttotheserules being introduced?

•Wouldtheybehardtostickto?

Now ask students to write a code of conduct for one of the following:

•Theirschool

•RobertOwen’smill

•Asportsclub

2. Stage a DebateThis activity will involve elements of role play. Stage a meeting of the committee of residents in your classroom. Split the students into two groups; one group will represent the New Lanark workers who are against the new rules and regulations which Owen introduced at New Lanark. They want things to be left as they were when Owen arrived in 1800. The other group will be supporting Owen and his initiatives. This activity will be enhanced if relevant costumes can be found for the students. See the Debate Worksheet and Useful quotes help sheet for suggested arguments. Items from the Source Bank can be used to emphasise arguments.

3. Advert for workersMill owners often struggled to find workers. Not many people wanted to start working in the dark and dangerous mills especially if they were used to working outside on farms, they needed encouragement to convince them to go and work at New Lanark. Ask the students to design a poster or an advert to encourage individuals to come and work at the New Lanark mills. The arguments in the Debate Worksheet and items from the Source Bank will be useful for this activity.

4. Silent MonitorsRobert Owen introduced the Silent Monitor to the New Lanark Mills because he didn’t believe in beating or whipping his workers if they made mistakes – something which was common in other mills. Prepare copies of the Silent Monitor Template, copied or printed onto heavy paper or thin card, so the students can make their own Silent Monitor. These can be used to ‘monitor’ their behaviour during the day. Towards the end of the day hold a discussion on the effectiveness of this tool.


•WhydidtheSilentMonitorworksowellatNewLanark?

•Whatcolourwouldrepresentthemajorityoftheworkers when the system was introduced?

•Wouldanythingelseaffecttheirsuccess?

•Wouldtheyworkinotherinstitutions?

•Wouldtheyworkinyourschool?



6. Let’s Go ShoppingUsing the In the Kitchen Worksheet ask the students to write a shopping list for the mill workers at New Lanark. Students should then consider what food their own families buy from the supermarket and make a modern day shopping list. Students should then compare and contrast the different shopping lists.


•Whatarethestrikingdifferences?

•Arethereanysimilarities?

•DoesthemoderndaylistcontainFairtradeitems?

•Whatarethedifferencesbetweenasmalllocalvillagestore and a large supermarket?

•Whatarethedifferencesinhowtheitemswouldbepackaged?

7. Community ResponsibilityOwen wanted to encourage community responsibility at New Lanark. His aim was to improve the village and ensure it was a peaceful place to live. Owen set up a committee of residents, a democratically elected individual represented each neighbourhood. The committee met each month and a representative of the company would also attend. This was the villagers’ opportunity to suggest any chances and improvements.

Ask the students to discuss the following questions.

•Howcanyoubecomemoreresponsibleforyourcommunity?

•Howcanyoubecomemoreresponsibleforyourschool?

•Doyouhaveclassrepresentatives?Ifso,whatsaydothey have in the running of the school?

5. In the KitchenShopping at the village store would have been a very different experience to going to your local co-operative store today. The villagers would have purchased basic ingredients and made the majority of their meals at home. There were no ready meals or pre-packed items. While the 19th century saw the introduction of many new and exotic foods for rich people, the working classes had an unvarying, plain diet. Gruel, flummery and barley broth with either beef or cheese were all common dishes. The workers at New Lanark would have eaten lots of porridge, potatoes and bread. By using the In the Kitchen Worksheet encourage pupils to guess the ingredients for each meal and answer the attached questions.

Gruel – A liquid meal of oatmeal boiled in water or milk.

Flummery – A traditional Welsh dish of flour and milk.

Oatmeal Porridge – Traditional breakfast meal of oatmeal cooked in water or milk.

Barley Broth – Soup containing vegetables often served with bread, potatoes, cheese or meat.

This activity can be adapted into a physical activity with the use of activity cards. The classroom can be split into five areas; one for each dish (Gruel, Flummery, Oatmeal Porridge, Barley Broth) and a separate area “The Store Cupboard” for unused ingredients. Each child is then given an ingredient card (oatmeal, water, milk, flour, bread, potatoes, cheese or meat) and they must decide which of the four meals contains their ingredient and move to stand in the correct area. Duplicate ingredient cards will be required. This activity can be repeated several times, allocating a time period and the use of music will also enhance the experience.



Rules and Regulations

Reddish Vale Technology College Out-of-Class Discipline Plan

•Wewillfollowinstructions.

•Wewillwalkontheleft.

•Wewillkeepnoisetothelowestlevelpossible.

•Wewillkeepmovingonnarrowcorridors.

•Wewillkeepstairwaysandtheareasatthetopandbottomofstairsclear.

•WewillNOTeatorthrowfoodinthecorridors.

•WewillNOTbringchewinggumontocollegepremises.

The Football Association - Code of Conduct: Young PlayersIt is important everyone behaves themselves when playing football. As a player, you have a big part to play. That’s why The FA is asking every player to follow a Respect Code of Conduct. When playing football, I will:

•Alwaysdomybest,evenifwe’relosingortheotherteamisstronger

•Playfairly-Iwon’tcheat,complainorwastetime

•Neverberudetomyteam-mates,theotherteam,thereferee,spectatorsormycoach/teammanager

•Dowhattherefereetellsme

•Shakehandswiththeotherteamandrefereeattheendofthegame

•Listentomycoach/teammanagerandrespectwhathe/shesays

•TalktosomeoneItrust,forexamplemyparentsortheclubwelfareofficerifI’munhappyaboutanythingatmyclub.

•IunderstandthatifIdonotfollowthecode,actionmaybetaken.

Extract from: Rules and Regulations

for the Inhabitants of New Lanark, 1800“Parents shall be answerable for the conduct of their children, and householde

rs for their lodgers”.

“None of the inhabitants of same village shall injure any of the fences about it, or upon the farm, whether

stone, dyke, railings, or hedges; nor any of the houses, ground, or plantings, nor any of the company’s

property, of whatever nature it may be; but, on the contrary, when they see children or others committing

such damage, they shall immediately cause them to desist from it, or if that shat on in their power, give

notice at the principal counting-house of the offences, and who are the offenders”.

“As there are a very great variety of religious sects in the world (and which are probably adapted to different

constitutions under different circumstances, seeing there are many good and conscientious characters in

each), it is particularly recommended, as a means of uniting the inhabitants of the village into one family,

that while each faithfully adheres to the principles which he most approves, at the same time all shall think

charitably of their neighbours respecting their religious opinions, and not presumptuously suppose that

theirs alone are right”.



Debate WorksheetStage a DebateThis activity will involve elements of role play. Stage a meeting of the committee of residents. Split the students into two groups:

•OnegroupwillrepresenttheNewLanarkworkerswho are against the new rules and regulations which Owen introduced at New Lanark. They want things to be left as they were when Owen arrived in 1800.

•TheothergroupwillbesupportingOwenand his initiatives.

This activity will be enhanced if relevant costumes can be found for the students. Students should be given time to discuss and prepare their arguments before the debate begins. One student could be selected to chair the debate.

Arguments to be considered

Against Robert Owen and his initiatives

•Thenewrulesandregulationsforallworkersandvillagers.(Bughuntersetc)

•Dismissalsofmillworkersfornotfollowingtherules.

•Closureofshopsinthevillage.

•Unfavourablewageswhencomparedtoothermills.

For Robert Owen and his initiatives

•Morehousingspaceforfamilies.

•Cleanstreets.

•Nocorporalpunishmentforworkersorchildrenintheschool.

•Betterfoodforsaleinthevillagestore.

•Lowerpricesinthevillagestore.

•Shorterworkinghoursforadultsandchildren.

•Freemedicalcare.

•Freenurseryeducation.

•AdulteducationattheInstitutefortheFormationofCharacter.

•Weeklyconcerts.

•Millprofitsincreased.



In the KitchenShopping at the village store would have been a very different experience to going to your local supermarket today. The villagers would have purchased basic ingredients and made the majority of their meals at home. There were no ready meals or pre-packaged items.

Ingredients:HINT: Some ingredients would have been used to make several things.

•Whichingredientsareusedthemost?

•Wouldyouliketoeatthisfood?

•Wouldyouliketoeatthesamefoodeveryday?

•Areyourfavouritefoodsincludedinthislist?

•Whatelsecanbemadewiththeingredientsfromthelist?

Gruel:

Flummery:

Oatmeal Porridge:

Barley Broth:

Flour Oatmeal Barley Butter Eggs

Cabbage Carrots Milk Water Bread

Sugar Salt Potatoes Cheese Turnips

While the 19th century saw the introduction of many new and exotic foods the working classes had a unvarying, plain diet. Gruel, flummery, oatmeal porridge and barley broth with either beef or cheese were all common dishes. The workers at New Lanark would have eaten lots of porridge, potatoes and bread.

Can you guess which of the basic ingredients were used to make the following dishes?



Ingredient cards

Flour Oatmeal Barley Butter Eggs

Cabbage Carrots Milk Water Bread

Sugar Salt Potatoes Cheese Turnips



Fold and Glue

New Lanark Kidswww.newlanark.org/kids© New Lanark Conservation Trust 2000

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lue

Fold

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lue

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Section 4Sustainable CommunitiesBackground information

Sustainable Communities are ones which are capable of being internally maintained, managed and supported.

Encouraged by his success at New Lanark, Owen began to write articles and pamphlets on the subject of sustainable communities. He believed society could be improved and social evils could be overcome if people lived in small communities like New Lanark, in stark contrast to the smoke and dirt of towns such as industrial Manchester. He began to develop a plan in 1817 in which communities would be arranged in large squares where they would have agricultural land, schools, workshops, communal kitchens and places of worship.

Owen was captivated by the idea of the New World and saw it as an opportunity to further develop his theories on sustainable communities. He sold the mills in New Lanark in 1825 and bought a settlement in Indiana, USA. The town, which included 180 buildings and 20,000 acres of land cost Owen $125,000. With his partner William Maclure and his sons, Robert William, David and Richard, Owen wanted to create a utopian community. The settlement was renamed New Harmony.

Owen had enthusiastic and ambitious plans for the New Harmony community. These included building a 100 square foot rectangular enclosure with dramatic towers, social rooms and living quarters. Although the bricks were made the building was never constructed.

Unlike at New Lanark the New Harmony experiment was unsuccessful and the experiment ended in 1827. There were many reasons for this failure including personal conflicts. Membership of the community was open to all and the population grew quickly. This expansion led to many problems; the large number of people ate more food than they were able to produce - so much so that there were real shortages of food. Housing also became overcrowded.

The housing shortage was not helped by the fact that there were not many people who were able to maintain the buildings. Many critics refer to the “Boatload of Knowledge” as a main reason for the failure of the experiment. Unlike New Lanark where the population had many practical skills that contributed to the success of the community, New Harmony attracted a population of internationally known intellectuals. These included such prominent thinkers as Thomas Say, an American naturalist, Charles Alexandre Lesueur, a French naturalist and Frances Wright, a Scottish feminist. While the society had good intentions they lacked the practical skills needed to support it.

The settlers of New Harmony did make some important contributions to American society. As at New Lanark they established the first nursery and infant school. They also formed the first free library, the first dramatic club and the first free public school system. The Minerva Society was also created; this was one of the first organised women’s clubs. Owen’s sons decided to stay in the US where Robert Dale Owen became a US Congressman and Bill and David Owen worked on the founding of the Smithsonian Institution. The Smithsonian Institute is now a leading educational facility. It includes nineteen museums and nine research centres and works alongside museums all over the world. The Institute covers a range of disciplines from ranging from science to history and has a collection that contains over 136 million items.

Owen left New Harmony on June 1827 still convinced model sustainable communities were the best way to improve society. He even tried to establish a similar community in Texas.

Just like at New Lanark, New Harmony has undergone an extensive renovation. Many of the historic buildings have been saved from destruction and there is now a memorial exhibition centre on the site.



Sustainable Communities Activities1. Word Association: SustainabilityAfter introducing the New Harmony experiment the class should have a discussion about the concept of sustainability. Encourage them to think about a wide range of aspects including, but not limited to, the environmental ones which feature highly in the modern day understanding of sustainability. A quick word association game should encourage the student’s involvement. This can be a quick fire game where students take turns to shout out the associated words or they can write them on a pieces of paper which can be collected and discussed. The activity can be enhanced by asking the students to design a poster or think of a quote that represents sustainability.

2. If I Moved to New Harmony…In this activity students create a collective story about their dream community. One student begins the story with the sentence “If I Moved to New Harmony” and continues using their own imagination, the background information, and items from the source bank. At an apropriate moment the next student should be asked to take over the story, this should continue until each group member has spoken. This activity will work best in small groups of ten students but can be completed as a class activity.

3. Sustainable Schools: Waste WatchersRobert Owen wanted the settlement at New Harmony to be a sustainable community. After holding a discussion about the concept of sustainability ask the students how they can make their school, home and community more sustainable. Students should become Waste Watchers, a modern day equivalent to Owen’s Bug hunters.

As a long-term project provide the students with a Waste Watcher Worksheet. Encourage students to observe and participate in energy saving initiatives

using the points system below. The more energy saving measures they take the more points they will be rewarded with. Those students with the most points at the end of the week or month can be rewarded. The worksheet has been designed for one week but can be adapted for a long-term project. Teachers may want to set targets for the class. The points system below is a guideline and can be adapted.

Waste Watchers Suggested Points Scale.

Energy Efficiency.

Turning off lights when leaving a room – 1 point.Turning off computers – 1 point.Replacing ordinary light bulbs with energy saving light bulbs – 2 points.Walking to school – 5 points.Cycle to school – 5 points.Reduce, Reuse and Recycle.Recycling newspapers and magazines – 2 points.Recycling glass, plastic and tins – 2 points.Recycling batteries – 3 points.Reuse water bottles and plastic bags – 2 points.Reduce plastic bags by using cotton bags – 2 points.Reduce food waste – 2 points.

4. Good Citizen AwardsThe citizens of New Harmony would need to learn to co-operate in order to make the community successful. Initiate a discussion about what it means to be a good citizen using New Harmony, New Lanark, and your own school and community as examples.


•Whatcharacteristicsdogoodcitizenshave?

•Whowouldyoudescribeasagoodcitizen?

•Wouldyoudescribeyourselfasagoodcitizen?

Ask the students to consider who they would like to give a Good Citizen Award to. This could be a student or a member of staff at the school or even a famous person. If the students pick somebody from the local community they can design a certificate and present it at an assembly. This activity should encourage awareness of behaviour and promote social responsibility.



Energy Saving/Reduce, Reuse, Recycle Activity Points

Totals

I have enjoyed being a Waste Watcher because .................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

Waste WatchersName: .....................................................................................................

Teacher: ..................................................................................................

Class: ......................................................................................................

Draw a picture of yourself or insert a photograph.



Section 5Trade UnionsBackground information

A trade union is an organisation of workers who have come together with common goals to try and improve conditions.

When Owen returned to Britain he was no longer a mill owner and he took the opportunity to travel around the country. While travelling Owen took his campaign for a better society with him and became a recognised leader of the working class movement. Owen always believed in the potential of working class people to create a more fair and just society and he continued to support them after his career as a mill manager was over.

He believed that if working people came together and formed trade unions they would have a better chance of protecting themselves from the evils of industry. Competition in the manufacturing industry was arguably the worst problem as employers competed with each other it was often the employee’s wages that suffered. By offering their goods for sale at a cheaper price they had to reduce their expenditure in order to make a decent profit.

Trade unions had started to grow in 1824 when the Combination Acts were repealed but these were usually on a small scale. The Combination Acts (1799) had made it illegal for workers to join together to press their employers for shorter hours or may pay. This made the existence of Trade Unions very difficult. Owen believed that for the trade unions to be truly beneficial they would need to join together. So in 1833 Owen helped set up the Grand National Consolidated Trades Union. Membership grew quickly, at its height, the union had over a million members.

The Grand National Consolidated Trades Union had work to do almost immediately as the country experienced a trade slump. Business slowed down and employers reacted by cutting wages. The members of the Union protested by holding strikes and lockouts but they soon fell into financial difficulty. The Grand National Consolidated Trades Union provided strike pay for the workers who were protesting as without this they could not afford to miss a day at work.

Tolpuddle MartyrsAlthough membership was growing many employers resented trade unions and tried to convince their employees not to become involved. In Dorset six farm labourers were sentenced to transportation to Australia after swearing a secret oath to the Grand National Consolidated Trades Union. The Union worked tirelessly to try and save the six men; who became known as the Tolpuddle Martyrs. In 1834 Owen helped lead a procession of over 30,000 people to see the Prime Minister in protest at the sentences. Despite all the time and money the Union invested trying to help the labourers they were unsuccessful and the men were sent to Australia (although the campaign did result in them being pardoned later). After this crushing defeat the Government was able to disband the Grand National Consolidated Trades Union leaving the original smaller trade unions to continue their work.

National Equitable Labour ExchangeOwen continued to support the workers movements by encouraging the establishment of the National Equitable Labour Exchange in London in 1832. This exchange was set up to help tradesmen sell their products in a more profitable manner. Owen encouraged the members of the exchange to use labour notes as an alternative to money in all their transactions. The introduction of labour notes initially worked well. The system allowed tradesmen to buy and sell their goods for prices determined on the manufacturing time and the cost of the materials. Eventually the system lapsed as pricing disputes grew. The use of labour notes often led to disputes over the value of products and the time taken to make them. The system didn’t work well alongside the standard commercial systems. Cash was exchanged for labour notes which saw the value of the notes decrease.



Trade Union Activities1. Noughts and CrossesThe group should be split into two teams, the noughts and the crosses. A traditional game of noughts and crosses will follow but before a team can put their mark into one of the nine boxes they are required to answer a topic based question. This is a short game that can be adapted for a variety of topics.

Suggested Trade Union Questions

1) What is a Trade Union?

2) What does GNCTU stand for?

3) In what year was the GNCTU established?

4) At its height how many members did the GNCTU have?

5) What is a trade slump?

6) Which essential service did the GNCTU provide while its members were on strike?

7) How many people joined Owen in the procession to save the Tolpuddle Martyrs?

8) How many Tolpuddle Martyrs were there?

9) Where were the Tolpuddle Martyrs sent?

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4 5 6

7 8 9


A RESOURCE PACK FOR KS2 AND KS3 TEA

Documents

Day · Robert Owen Day Organise a special day in your school to commemorate and explore the work and ideas of Robert Owen - probably the world’s first social entrepreneur