Artifact 13 (Timeline)

You can visit my Prezi site by click on this link: http://prezi.com/j4_zjbsp1nuq/timeline/

Also you can find that TimeLine video on the bottom of my blogger page.

Artifact 16 (Prezi Photo Story)

My photo story Prezi link: http://prezi.com/ydvhlic4_1um/photo-story-prezi/

Also you can try my video on my Blogger wall's bottom.

Artifact 17

Benjamin Disraeli (conservative guy) and William Gladstone (liberal party guy)  were famous politics in Britain in 19th century. Two statements heated each other. They had very different social origins though. Disraeli was educated in "not surely good school" and he never went to university. His younger brothers attended the superior Winchester College.  Gladstone's youth was respectfull. Sir Robert Peel,( British Statesman and Prime Minister) decided to complete his policy of free trade by repealing the Corn Laws as a result of Irish famine in late 1840s. He thought that it will protect britain from cheap foreign grain. It was an opportunity for Disraeli, and he attacked Peel with ready for action, Peel's answers were poor and soon he was forsed to turn down his decicion. Anyway Disraeli became a prime minister and than Benjamin and William "met face to face". In 1874 the tide turned, and Disraeli - to his own surprise - won the first clear Conservative victory since Sir Robert Peel in 1841. Benjamin was afraid of foreign and imperial policy. Disraeli's love affair with the Queen began, she lost a part of her power.   

      For me it's hard to compare these two persons, Benjamin Disraeli and William Gladstone, they are too different and their political views are too differing too, but actually, I don't like Conservatism, because the world should move on, have new ideas, but don't look at past and think only about thinks that are gone.

1.
a) Which main topic does the artifact relate to? In what ways?

     A: The main topic is about Benjamin Disraeli and William Gladstone.

 
b) Which other main topics does it also relate to?
     A: Just one Topic.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it? 
      A: I choose it because it was the last one, i don't know why i choose it. I spent 45 minutes on it.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
      A: I saw how different people can be.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

      A:No, i think it's just information.

 
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning
    d) Level of creativity and originality

A: a) 2

     b) -2

     c) 3

             d) 0


6. Any additional comments.

A: No

Artifact 10 (Urbanization essay)

Why a lot of people moved from countrysides to cities in 19th century? Let's try to find out what was going on in Britain in 19th century. When industrialization and urbanization were born in Britain machines were introduced. Before that all workers worked by themselves, all clothes and things were handmade. Machinery also destroyed the hand-lace making which once flourished in the South Midlands. Anyway all local handcrafts also suffered. Soon Machines replaced workers. That's why The Luddities were attacking machines in factories. Usually women and children were working on the machines, it was hard work because machines were dirty, hard to use and not safe. Children's and women's had a full workday with short breaks for food. But why people moved to cities? The answer is because they tryed to find a better places to live and work, they tryed to find a better life. In cities they found jobs with higher paying. Lower wages for agrucaltural labors came because of enclosure of farmland. Mass moving to cities cased an overpopulation in cities. The most important city in the time of industrialization and urbanization was London, but Lancashire, Yorkshire and Manchester were very important centers of industry in Britain too.

1. a) Which main topic does the artifact relate to? In what ways?

A: The main idea of this topic is: Industrialization and urbanization in Britain in 19th century.

    b) Which other main topics does it also relate to?

A: This artifact relates to all another artifacts.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?

A: i choose it because it's number 10 it comes after artifact 9. I spent a lot of time to understand what this topic about.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

A: I understand that industrialization in Britain was not only a good time but also bad things too.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: I think it's good artifact.

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your Portfolio

    b) Impact on your level of happiness/enjoyment

    c) Impact on your learning

    d) Level of creativity and originality

A: a) 4

    b) 4

    c) 5

    d) 2

6. Any additional comments.

A: I have no idea..

Artifact 8 (free choise) Trains in 19th century!

It was in 1804 that Great Britain,industrial leader of the world got a 25 year jump on railroads over the United States. It was in 1829 that the first locomotive appeared on American rails. On this locomotive driven vehicle people were put on the train which was coupled together with chains. There would be over thirty cars pulling passengers, coal and flour etc. A sharp jerk wrestled the passengers as thick black smoke filled the train. Women in their fancy dresses raised their umbrellas to fend off the odorous stench. It was just years later in the 1830's that the converted stagecoach gave way to railroad cars. It's appearance, of course, was much like what it is known today.

The first steam engine locomotive to ever run on rails was built by Richard Trevithick in 1804. This engine could haul 20 tons at a speed of 5 miles per hour. But this precise engine hauled a load of 9 tons. The picture to the right shows its humble beginnings.

Colonel John Stevens "fathered" American railroads. It was in 1811 that he set out to build a railroad in New Jersey. However, he was unable to get funds to follow through with his plans. It wasn't until 1825 that Colonel Stevens decided to prove, on his own, that the locomotive and railroad was a true possibility for American transportation. 

1. a) Which main topic does the artifact relate to? In what ways?

A: The main idea of the topic is to tell about when, where and how trains were inveted into the society.

    b) Which other main topics does it also relate to?
A: This topic is not related to others.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I chose it because i like trains! I'm not sure how much time i spent working on it.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understood that invention of the first locomotive was a really important event in 19th century.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: I don't think it's my best work or idea, because it's just an information about trains in 19th century.

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio 
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning 
    d) Level of creativity and originality

A: a) 0

    b) 2

    c)2

    d) -1

6. Any additional comments.
A: Be cool! XD

artifact 7. John Keats.

 

John Keats (31 October 1795 – 23 February 1821) was the last born of the English Romantic poets and, at 25, the youngest to die. Along with Lord Byron and Percy Bysshe Shelley, he was one of the key figures in the second generation of the Romantic movement, despite the fact that his work had been in publication for only four years before his death. During his life, his poems were not generally well received by critics; however, his reputation grew and he held significant posthumous influence on many later poets, including Alfred Tennyson and Wilfred Owen.
The poetry of Keats is characterised by sensual imagery, most notably in the series of odes. Today his poems and letters are considered as among the most popular and analysed in English literature.
John Keats was born on 31 October 1795 to Thomas and Frances Jennings Keats. He was the eldest of their four surviving children—George (1797–1841), Thomas (1799–1818), and Frances Mary "Fanny" (1803–89). A son was lost in infancy. John was born in central London, although there is no clear evidence of the exact location. His father was working as a barman at the Hoop and Swan pub when Keats was born, an establishment Thomas later managed and where the growing family would live for some years.
His first surviving poem—An Imitation of Spenser—comes in 1814, when Keats was nineteen. In 1815, Keats registered as a medical student at Guy's Hospital (now part of King's College London). Within a month of starting, he was accepted for a dressership position within the hospital — a significant promotion with increased responsibility and workload, taking up precious writing time and increasing his ambivalence to working in medicine. Strongly drawn by an ambition inspired by fellow poets such as Leigh Hunt and Byron, but beleaguered by family financial crises that continued to the end of his life, he suffered periods of deep depression. His brother George wrote that John "feared that he should never be a poet, & if he was not he would destroy himself". In 1816, Keats received his apothecary's license but before the end of the year he announced to his guardian that he had resolved to be a poet, not a surgeon.
When Keats died at the age of 25, he had been seriously writing poetry for barely six years — from 1814 until the summer of 1820 – and publishing for four. His first poem, the sonnet O Solitude appeared in the Examiner in May 1816, while his collection Lamia, Isabella, The Eve of St Agnes and other poems came in July 1820 before his final voyage to Rome. The compression of his poetic apprenticeship and maturity into so short a time is just one remarkable aspect of Keats's work. Although he was prolific during his short writing life, and is now one of the most studied and admired of British poets, his reputation rests on a fairly small body of work, centered on the Odes.
Poetry did not come easy to Keats. Throughout his life he maintained a strong sense of the particular and fantastic, yet his early work was unremarkable and roundly dismissed by some critics who saw his position as only afforded by his influential friends. Keats's most successful verse came as a result of a deliberate and prolonged self-education in classical literature. Although he said "if poetry comes not as naturally as the Leaves to a tree it had better not come at all", and he may have possessed an innate poetic sensibility, his early works were of a poet learning his craft. According to literary historian William Walsh it was often vague – "infatuated by the...languorously narcotic which often dimmed his clear eye for the objective". It was only in the creative outpouring in the last years of his short life that he was able to express in craft the inner intensity for which he is has been lauded since his death. Keats felt he had made no mark in his lifetime. Knowing he was dying, he had written to Fanny Brawne in February 1820, "I have left no immortal work behind me — nothing to make my friends proud of my memory — but I have lov'd the principle of beauty in all things, and if I had had time I would have made myself remember'd."
Here his firs surviving poem:

                                                    An Imitation of Spencer.

NOW Morning from her orient chamber came,
And her first footsteps touch’d a verdant hill;
Crowning its lawny crest with amber flame,
Silv’ring the untainted gushes of its rill;
Which, pure from mossy beds, did down distill,	5
And after parting beds of simple flowers,
By many streams a little lake did fill,
Which round its marge reflected woven bowers,
And, in its middle space, a sky that never lowers.
There the king-fisher saw his plumage bright	10
Vieing with fish of brilliant dye below;
Whose silken fins, and golden scales’ light
Cast upward, through the waves, a ruby glow:
There saw the swan his neck of arched snow,
And oar’d himself along with majesty;	15
Sparkled his jetty eyes; his feet did show
Beneath the waves like Afric’s ebony,
And on his back a fay reclined voluptuously.
Ah! could I tell the wonders of an isle
That in that fairest lake had placed been,	20
I could e’en Dido of her grief beguile;
Or rob from aged Lear his bitter teen:
For sure so fair a place was never seen,
Of all that ever charm’d romantic eye:
It seem’d an emerald in the silver sheen	25
Of the bright waters; or as when on high,
Through clouds of fleecy white, laughs the coerulean sky.
And all around it dipp’d luxuriously
Slopings of verdure through the glossy tide,
Which, as it were in gentle amity,	30
Rippled delighted up the flowery side;
As if to glean the ruddy tears, it tried,
Which fell profusely from the rose-tree stem!
Haply it was the workings of its pride,
In strife to throw upon the shore a gem	35
Outvieing all the buds in Flora’s diadem. http://www.youtube.com/watch?v=asGolDPXMoo 1.  a) This topic tells us some information about John Keats  b) It is related to his life and poems, and to his firs surviving poem. 2. I choose it because I like his name (John Keats) sounds cool. I spent enough time on it. I was trying to find only most important information and good picture. 3. I understood that John Keats was a talent man, good poet, also now i know that he died in the age of 25  years. 4. I don't think so.. I don't like poetry at all. So I don't think these are my best ideas about this artifact. 5. I need to scale my artifact from -5 to 5. 0 is neutral. I think it's 2. 6. Ha ha. no comments.

Child Labor in Cotton Factories

Child Labor in Cotton Factories

• Who created it?

Robert Southey

       • Who is the author?

Robert Southey

       • When was it created?

In 1807.

       • When was it published?

In 1807.

       • Where was it published?

In England.

       • Who is publishing it?

Robert Southey published it.

       • Is there anything we know about the author that is pertinent to our evaluation?

No. There are only his opinions and nothing about author in this letter.

       • Why does this document exist?

Robert Southey is concerned about the employment of children in factories and the long hours they work.

       • Why did the author create this piece of work? What is the intent?

His intent was to show how it's hard to work on factory for children, and how they have no good childhood or education.

       • Why did the author choose this particular format?

It helps the reader to feel like they are at the factory seeing the things for themselves.

       • Who is the intended audience? Who was the author thinking would receive this?

It could be anyone, but mostly it is for the people live in England.

       • What does the document “say”?

He is showing how bad it is working in factories for children, and he is saying that it should not be like this.

       • Can it tell you more than is on the surface?

It can give us a good  at the author’s negative opinion of these factories.

       • What can we tell about the author from the piece?

He is a kind person that cares a lot about children.

       • What can we tell about the time period from the piece?

There are a lot of poor people in London in 19th century

       • Under what circumstances was the piece created and how does the piece reflect those circumstances?

It was created at a time when not only adults were warking in factories.

      • What can we tell about any controversies from the piece?

There is a controversy between two people. First is who cares about kids and this man who want to use the kids to make money.

      • Does the author represent a particular ‘side’ of a controversy or event?

The author cares about the kids.

      • What can we tell about the author’s perspectives from the piece?

The author had a first-hand perspective.

      • What was going on in history at the time the piece was created and how does this piece accurately reflect it?

This article tells how the parish and parents send children to work in the factories.

• What part of the story can we NOT tell from this document?

We can't say that factory's owner says truth or not and we can't say how many children worked on factories in England in 19th century.

      • How could we verify the content of the piece?

We can take a look on other articles from that time period.

      • Does this piece inaccurately reflect anything about the time period?

We need more information about the time period.

      • What does the author leave out and why does he/she leave it out (if you know)?

The author left out how much children were paid, did they slept enough and were they healthy.

      • What is purposely not addressed?

He didn’t tell about the poor children that did not go to factories.

1. a) Which main topic does the artifact relate to? In what ways?

Child labour in Cotton Factories.

    b) Which other main topics does it also relate to?
A: This topic is not related to others.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: it was interesting to read about Child Labour and Cotton Factories in Britain in 19th century!

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understand who was a creator of "Child Labour in Cotton Factories".

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: Not the best one, just good one :P

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio 
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning 
    d) Level of creativity and originality

A: a) 4

    b) 3

    c) 3

    d) 2

6. Any additional comments.
A: Too cool to give comments.

Artifact 5 (google earth)

1. London is capital of England, capital of industrial revolution in 19th century!
2. Manchester, another big city in England, also Emmeline Pankhrust was born here.
3. Luddities attacked William Cartwright's mill in Huddersfield.
4.Tregajorran is a place where Richard Trevithick was born (he built first full-scale working railway steam locomotive)
5. Nottingham is a place where Luddites movement began.

Artifact 4 (Emmeline Pankhurst)

Emmeline Pankhurst, the daughter of Robert Goulden and Sophia Crane, was born in Manchester in 1858. Her father came from a family with radical political beliefs and his father had been at the Peterloo Massacre in 1819. Goulden took part in the campaigns against slavery and the Corn Laws. Emmeline's mother was a passionate feminist and started taking her daughter to women's suffrage meetings in the early 1870s. 

By the time Emmeline was born, Gouldon was the successful owner of a cotton-printing company at Seedley. Over the next few years Sophia had nine more children. Goulden had conventional ideas about education. Emmeline, who was an extremely intelligent child, later recalled that when she was young she overheard him saying, "What a pity she wasn't born a lad."

After a short spell at a local school, Emmeline was sent to École Normale Supérieure, a finishing school in Paris in 1873. "The school was under the direction of Marchef Girard a woman who believed that girls' education should be quite as thorough as the education of boys. She included chemistry and other sciences in the course, and in addition to embroidery she had her girls taught bookkeeping. When I was nineteen I finally returned from school in Paris and took my place in my father's home as a finished young lady."

Soon after her returned to Manchester, she met the lawyer, Richard Pankhurst. A committed socialist, Richard was also a strong advocate of women's suffrage. Richard had been responsible for drafting an amendment to the Municipal Franchise Act of 1869 that had resulted in unmarried women householders being allowed to vote in local elections. Richard had served on the Married Women's Property Committee (1868-1870) and was the main person responsible for the drafting of the women's property bill that was passed by Parliament in 1870.

Richard and Emmeline were immediately attracted to each other and although there was a significant age difference, he was forty-four and she was only twenty, Richard Goulden gave permission for the marriage to take place. Emmeline had four children in the first six years of marriage: Christabel Pankhurst (1880), Sylvia Pankhurst (1882), Frank (1884) and Adela Pankhurst (1885).

In 1886 the family moved to London where their home in Russell Square became a centre for gatherings of socialists and suffragists. They were also both members of the Fabian Society. At a young age, their children were encouraged to attend these meetings. This had a major impact on their political views. As June Purvis has pointed out: "Such experiences had a decisive effect on Christabel. Nothing she learned from the inadequate education offered by governesses or, when the family moved back to the north in 1893, at the high schools she attended - first in Southport and then in Manchester - compared with the political education she received at home."

In 1886 Emmeline became involved in the Matchgirls Strike. She later recalled in her autobiography: "I threw myself into this strike with enthusiasm, working with the girls and with some women of prominence... It was a time of tremendous unrest, of labour agitations, of strikes and lockouts." She became friendly with Annie Besant, the union leader in this dispute and she became a regular visitor to the Pankhurst home. Other visitors included Keir Hardie, William Morris and Eleanor Marx

Emmeline continued her involvement in politics but she grew gradually disillusioned with the existing women's political organizations and in 1903 she joined forces with her three daughters, Christabel Pankhurst, Sylvia Pankhurst and Adela Pankhurst to establish the Women's Social and Political Union (WSPU). At first Emmeline intended that the main aim of the organisation was to recruit working class women into the struggle for the vote.

1. a) Which main topic does the artifact relate to? In what ways?

 A: Emmeline Pankhurst and her life.

    b) Which other main topics does it also relate to?
A: This topic is not related to others.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I just liked her last name, sounds funny:)

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understand who she was and what she did.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: Just artifact..

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio 
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning 
    d) Level of creativity and originality

A: a)3

    b)2

    c)2

    d)-1

Artifact 3

In April 1812, the Luddites attacked William Cartwright's mill at Rawfolds near Huddersfield. The event was described by Charlotte Brönte in her novel Shirley.  Cartwright and a few soldiers held the mill against about 150 attackers, two of whom were killed.  The following week an attempt was made on Cartwright's life and on 28 April William Horsfall, another manufacturer, was killed.

Luddites were angry and attacked William's mill because they lost their jobs. Machines do more work than mans.

Spies from goverment helped to stop the Luddites. Ludittes were sent to Australia as convicts or killed.

Artifact 2 (idea pages)

> 1801. No factories in Britain yet.
   -people works at home.
> 1812. Factories replaced people working by hand
  -almost all work machines were doing.
  -no talking on factories, just working.
  -workers are not happy.
  -some of workers created a group of people called "Luddites!"
  -Luddites were breaking machines in the factories.
  -factories owners get army to protect their machines.
  -government sent spies to factories.
  -Luddities were found and sent to Australia as convicts or killed.

The Luddites

After the end of the French Wars, it became increasingly clear that England was suffering from great social, economic and political upheavals. These problems collectively became known as the 'Condition of England Question'. Many of these problems would have occurred eventually but had been speeded up by the effects of the French Wars on the country. Most of the major  changes were the direct result of the French Wars.  Others came from natural growth and change.  The distress and discontent caused by these enormous changes were manifested in a series of events in the period 1811-19. One of these was the upsurge in Luddism.

Luddites were men who took the name of a (perhaps) mythical individual, Ned Ludd who was reputed to live in Sherwood Forest.  The Luddites were  trying to save their livelihoods by smashing industrial machines developed for use in the textile industries of the West Riding of Yorkshire, Nottinghamshire, Leicestershire and Derbyshire.  Some Luddites were active in Lancashire also. They smashed stocking-frames and cropping frames among others. There does not seem to have been any political motivation behind the Luddite riots; equally, there was no national organisation.  The men merely were attacking what they saw as the reason for the decline in their livelihoods.
However, early outbreaks of Luddism occurred during the French Wars and were seen by the government as clear evidence of disaffection.  In 1812 the government probably had reason to be fearful:

• a large part of the army was overseas, mainly in the Peninsular with Wellington;
• the country was fighting not only the French but also the Americans
• England was experiencing the worst trade depression since the 1760s and people were suffering great hardship. as evidenced by the Sheffield riots of 1812

The only person who seems to have appreciated the problems faced by ordinary people was the Earl Fitzwilliam, Lord Lieutenant of the West Riding of Yorkshire.  He said, 'outrage and conspiracy ... are the offspring of distress and want of employment ... fostered and rendered formidable by nothing but the want of trade'.
This period was not the first time that England had experienced occurrences of machine-breaking.  In 1779 the failure of a Bill to regulate the frame-knitting industry had resulted in 300 frames being smashed and thrown into the streets. However, by 1810 the Orders in Council and a change in fashion had led to a deterioration in the standard of craftsmanship required in stocking making and a consequent cheapening of the trade.  It was the attempt to intimidate some masters who brought in the new machines that caused Nottingham stocking knitters to smash the machines.
Stocking knitting was predominantly a domestic industry, the stockinger renting his frame from the master and working in his own 'shop' using thread given to him by the master; the finished items were handed back to the master to sell.  The frames were therefore scattered round the villages; it was easy for the Luddites to smash a frame and then disappear. Between March 1811 and February 1812 they smashed about a thousand machines at the cost of between £6,000 and £10,000. In April 1812 the Luddites burned the West Houghton mill in Lancashire. Samuel Whitbread, an MP, said of the event

As to the persons who had blackened their faces, and disfigured themselves for the purposes of concealment, and had attended the meeting on Deanmoor, near Manchester, it turned out that ten of them were spies sent out by the magistrates... These spies were the very ringleaders of the mischief, and incited the people to acts which they would not otherwise have thought of. [Parliamentary Debates, lst Series, Vol. 23, Col.1000, (l8l2)]

The authorities were incapable of stopping the attacks so the government felt obliged to put in place special legislation.  Machine-breaking had been made a capital offence in 1721; in 1811 a special Act was passed to secure the peace of Nottingham.  At the Nottingham Assizes in March 1812, seven Luddites were sentenced to transportation for life; two others were acquitted.
In April 1812, the Luddites attacked William Cartwright's mill at Rawfolds near Huddersfield. The event was described by Charlotte Brönte in her novel Shirley.  Cartwright and a few soldiers held the mill against about 150 attackers, two of whom were killed.  The following week an attempt was made on Cartwright's life and on 28 April William Horsfall, another manufacturer, was killed.
In June 1812 Lord Sidmouth became Home Secretary, by which time the outbreaks of Luddism had begun to diminish.  However in July, parliament set up Secret Committees for the examination of evidence from the 'disturbed areas'. Information had been given to Major Searle, the commander of the South Devon Militia, which was stationed in Sheffield.  The informant was not identified.  Part of the Report said

It is the opinion of persons, both in civil and military stations, well acquainted with the state of the country, an opinion grounded upon various information from various quarters now before your committee, but which, for obvious reasons, they do not think proper to detail, that the views of some of the persons engaged in these proceedings have extended to revolutionary measures of the most dangerous description.

Their proceedings manifest a degree of caution and organisation which appears to flow from the direction of some persons under whose influence they act... [Parliamentary Debates, 1st Series, Vol.23, Col.1036. (1812)]

On the strength of the evidence, the Secret Committees in parliament approved a Bill to preserve the public peace of the 'disturbed districts' and to give additional powers to the magistrates.  It passed through parliament and remained in force until 25 March 1813.  This was the only way that the government could compensate for the inefficient methods of crime prevention at the time. However, despite the government's fears, there is no evidence whatsoever that the activities of the Luddites wer politically motivated.

Another parliamentary committee heard petitions for relief from the cotton workers and reported to parliament in 1812: it is clear from this section of the report that the government would do nothing to move from the economic ideas of laissez faire:

While the Committee fully acknowledge and most deeply lament the great distress of numbers of persons engaged in the cotton manufacture, they are of opinion that no interference of the legislature with the freedom of trade, or with the perfect liberty of every individual to dispose of his time and of his labour in the way and on the terms which he may judge most conducive to his own interest, can take place without violating general principles of the first importance to the prosperity and happiness of the community, without establishing the most pernicious precedent, or without aggravating, after a very short time, the pressure of the general distress, and imposing obstacles against that distress ever being removed. [Parliamentary Debates, 1st Series, Vol. 20, (1811) Col.609].

Lord Liverpool, the PM endorsed the view of the committee when he said:

In these cases the Legislature ought not to interfere, but should leave everything to find its own level... I am satisfied that government or parliament never meddle in these matters at all but they do harm, more or less... The evils inseparable from the state of things should not be charged on any government; and, on enquiry, it would be found that by far the greater part of the miseries of which human nature complained were at all times and in all countries beyond the control of human legislation.

In January 1813 three men were charged at York for the murder of Horsfall, were found guilty and were hanged.  Fourteen others involved in the attack on Cartwright's mill or related activities were hanged a week later.  Sidmouth and Lord Ellenborough expected the executions to have the 'happiest effects in various parts of the kingdom'.
Direct action in the shape of strikes or machine breaking continued despite the special legislation and severe measures.  A Bill was introduced to parliament to regulate the stocking knitting trade and especially to prohibit the cheap, nasty 'cut-ups' that were being sold ['Cut-ups' were tubes of stocking fabric that were cut to appropriate lengths and one end was then stitched to form the toe part of the stocking]. The legislation was rejected by the House of Lords.  The textile workers then attempted to form a Trade Society to promote their demands but it was deemed to be illegal under the Combination Acts and it collapsed.
In 1816 there was a revival of violence and machine breaking following a bad harvest and a downturn in trade.  On 28 June the Luddites attacked Heathcote and Boden's mill in Loughborough, smashing 53 frames at a cost of £6,000. Troops were used to end the riots and for their crimes, six men were executed and another three were transported.  William Cobbett's view of events was that

Society ought not to exist, if not for the benefit of the whole. It is and must be against the law of nature, if it exists for the benefit of the few and for the misery of the many. I say, then, distinctly, that a society, in which the common labourer . . . cannot secure a sufficiency of food and raiment, is a society which ought not to exist; a society contrary to the law of nature; a society whose compact is dissolved. [Political Register, 11 September 1819]

After the trials, Luddism subsided in Nottinghamshire and Leicestershire.  Concurrently, 'Swing' riots erupted in the countryside as a protest against low wages, unemployment and the Game Laws.
The Tory periodical, the Quarterly Review, attacked the government's "do-nothing" policies:

Of distresses, such as now pervade the mass of the community, small indeed is the part which parliaments or governments either create or cure... But what little might have been in our power ... has unhappily, perhaps inadvertently, been thrown away. In passing from a state of war to a state of peace, the shock of the revulsion might not improbably have been lessened to all orders of society by somewhat graduating the transition... If stagnant manufactures, and languishing agriculture, and a population suddenly turned loose from the military or naval services of the country, produce a supply of hands for which there is no work, a partial and temporary remedy might perhaps have been found in undertakings of public utility and magnificence - in the improvement of roads, the completion of canals, the erection of our National Monuments for Waterloo and Trafalgar - undertakings which government might have supplied, if the means had been available. [Vol. 16, 1816, pp. 276-277]