TextilesandTechnology,EthicsandEconomics

GradeLevel:13+HomeschoolAudience

ProgramLength:45mins.

ProgramFramework:One45minuteprogramsegment,taughtbyoneortwoeducators,
dividedintothefollowingsections.
1. Introduction(10mins.)
2. BobbinActivity(5mins.)
3. ExaminingSourcesinCharacter(25mins.)
4. TakingaStand(onlyifextratimeneedstobefilled)
5. WrapUp(5mins.)
Duringthisprogramstudentsexploretheethicsbehindchildlabor,afieldofcontentionthat
becameincreasinglyrelevantduringConnecticutsIndustrialRevolutionand
technology/manufacturingboom.Tobetterunderstandtherelationshipbetweentechnological
developmentanditslinkstolaborregulation,studentswillexamineprimarysourcesrelatedto
labor,participateinashortsimulationoffactorywork,anddeveloptheirownopinionsaround
childlabor,anissuethatremainsrelevantnationallyandinternationally.

Materials&Setup:
6,8x11imagesforthePicturesofWorkTimeline
TheHarvesters,183040
BoySweepingatCheneyMills,Likely~1909
Chapinplanefactory:womenatworkbenches,PineMeadow(New
Hartford),~1890
RoyalFactoryBoys,1923
4,LaminatedCharacterCards
FactoryWorker
FactoryOwner
SocialReformer
Politician
#ofStudentsParticipating,SourceAnalysisWorksheets
4,PrimarySourcesforEachCharacter
TestimonytoMassachusettsHouse
PaperonCheneyMills
SocialReformerDocument
PoliticianDocument
#ofStudentsParticipating,Copiesof1813ChildLabourLaws
2,PostersizedphotosforPrimarySourceExamination
PaperBoysandGirls
GirlStringingTobacco
BobbinActivityinMakingCTExhibitSpace

1,CopyAgree/Disagree(IfIncludedinWorkshop)

Activities:
Introduction(10mins.)
Studentswillcometogetherandbeaskedabouttheirexperienceworking.Whatkindsofjobs
havetheyworked,formalorinformal?Whatkindsoftoolsortechnologymighthavehelped
them?Askstudentstoconsiderhowworkhadchangedovertimeforyoungpeoplein
Connecticut.Askstudentsiftheyconsiderchildlabortobeethical?Infamilybusiness?In
farming?Inmanufacturing?Aslongastheyalsoattendschool?etc.
Asagroup,reviewpicturesandartworkofworkovertime.Askstudentshowtheythink
changesanddevelopmentsintechnologyaffectlabororthewaypeoplehaveworkedin
Connecticut.
PicturesofWorkTimeline
TheHarvesters,183040
BoySweepingatCheneyMills,Likely~1909
Chapinplanefactory:womenatworkbenches,PineMeadow(New
Hartford),~1890
RoyalFactoryBoys,1923
BobbinActivity(5mins.)
Studentswillcompletebobbinactivitywithintheexhibitintimedtrials.Studentswillbe
askedtoreflectonandshareanswerstothefollowingquestions.
Howdoesitfeeltoworkundertimepressure?
Howwoulditfeeltodothisforhours?Days?Months?Years?
ChildrenwereoftenemployedinjobslikethisinNewEnglandfactories,doyouthinkthat
isacceptable/appropriate?
ExaminingSourcesRelatedtoChildLaborinCharacter(25mins.)
Assignstudentstoworkin4equalsizedgroups.Giveeachgroupacharactercardand
askthemtocompletethefirsttwoquestionsontheSourceAnalysisWorksheet.Ifnecessary,
explaintostudentsthemeaningofbiasandtheconceptofsourcecredibility.
Afterstudentshavecompletedthefirsttwoquestions,giveeachcharactergroupthe
sourceassignedtotheirrole.HavestudentscompletethechartontheSourceAnalysis
Worksheet.Ifnecessary,remindstudentsofthedifferencebetweenprimarysources
(especiallytheideathatnotallhistoricsourcesareprimarysources,i.e.writtenin1917about
1870).
Role
MillGirl

Description

Document

Youarea17yearoldgirllivinginConnecticutinthe
mid1800s.Youvegrownuponyourparentsfarmand
spendmuchofyourtimeathomelookingafteryour
siblings.Asayoungerchildyouattendedasmallone
roomschoolhouseforthreemonthsoutoftheyear.You
arealsooccasionallycalledintoalocalmilltoworkon
textileproduction.Yourbusydaysleavelittletimefor
enjoymentandselfimprovement,althoughyoufindtimeto

MassachusettsHouse
Document,no.50,March,
l845.ReprintedinJohn
Commons,ed.,A
DocumentaryHistoryof
AmericanIndustrialSociety
(1910).

writetoyourcousinlivinginMassachusettswhoshares
manyofyourthoughtsonlearningandlabor.Youjust
receivedacopyofthetestimonyyourcousingavetothe
stategovernmentabouthertimeworking.

FactoryOwner Youareafactoryownerinyour40slivinginConnecticut

inthemid1800s.Youandyourbrothersfoundedthe
factorytogetherandareveryproudofyourindustrial
accomplishments.Youprovidehonestjobstohonest
peoplewhoarehaveastrongworkethic.Yourbusiness
hastransformedaruralConnecticutvillageintoabustling
town.Youfindyourfactorytobeaniceplacetowork,
wheremen,women,andchildrenfromthelocal
communityallhavetoopportunitytoimprovethemselves,
neverhavingtoworkmorethantheywish.

Social
Reformer

Politician

Bagley,S.G.(1846,
January).WhatWasOmitted
intheReport.Voiceof
Industry.RetrievedFebruary
17,2016,from
http://industrialrevolution.org/
originalissues/1846/184601
09.pdf

TheSilkenCheneysby
EllsworthS.Grant,Papers
19081979,88752,
ConnecticutHistorical
Society,HartfordCT

Youareamiddleclasswomaninyourlate30slivingin
Connecticutinthelate1800s.Youhaveneverworkedina
factory,youspentmostofyouryoungeryearsat
finishingschoolandnowspendmostofyourtimelooking
afteryourchildrenandrunningthehouseholdwhichyour
husbandsupports.However,youhavebecome
increasinglyconcernedaboutasocialissuestillplaguing
NewEngland.Youbelieveallchildrenshouldspenda
greateramountoftimeattendingpublicschoolssothat
theycanlearndisciplineandmorality.Youbelieve
factoriesareanimproperandunhealthyplaceforchildren
tospendtheirtime.

Addams,J.(1903).Child

YouareamemberoftheConnecticutStateLegislaturein
theearly1800s.Youreinyourearly50sandhavelivedin
Connecticutyourentirelife.Youwanttoensurethat
AmericaprospersascomparedtoEurope.Additionally,
youwantConnecticuttoleadthewayforwardwithinthe
country.Youbelievemanufacturingisthebestwayto
havethathappen.Thismeansyouwanttoensurethat
businessownershaveasmuchaccesstonecessary
resourcesandcheaplaboraspossible.Youare,of
course,concernedaboutthewelfareofConnecticuts
children,youwantthemtobesafeandhealthy.However,
ifbusinessesprosperandConnecticutbecomeswealthier
asastateyoubelievethiswillbeapositivechangeforall
citizens.

Grant,E.S.(1996).Yankee

LaborandPauperism,
NationalConferenceof
CharitiesandCorrection,
Proceedings(1903):11421.

DreamersandDoers:The
StoryofConnecticut
Manufacturing(2nded.).
TheConnecticutHistorical
Society&Fenwick
Productions.

Afterallthestudentgroupshavecompletedtheircharts,studentswillpresenttheir
characterandsourcetothefullgroup.Whileothersarepresenting,studentswhoarelistening
shouldtakebulletednotesonthe2questionsonthebackofthesheet.Afterallthestudents

havesharedtheteachershouldleadadiscussionaboutwhatkindofagreementmightallfour
charactersbeabletoreachiftheywereforcedtodecideonchildlaborlawstogether.
Afterthestudentsdiscussthatquestionaboutreachingacompromiseonchildlabor,
explainthehistoryoflawsthatAmericaattemptedtopass.
In1813,Connecticutpassedthenationsfirstcompulsoryeducationlaw.
Addressingtheneedsofchildlaborersemployedinthetextilemillsthatwere
proliferatingthroughoutNewEngland,thislawrequiredmanufacturerswithinthe
statetoprovidethechildrenontheirpayrollswithinstructionsinreading,writing,
andarithmetic.Reef,C.(2009).EducationandlearninginAmerica.NewYork:
FactsOnFile.
1813Lawnotwellenforced,nomethodofenforcement.
1839BoardofCommissionersofCommonSchoolsstartedatstatelevel.Its
chairmanpressuredthegovernortotakeaction.
Thisledto1842lawbeingenactedtoextendtheprovisionsofthe1813law.See
provisionsbelow.

Thislawwasequallyhardtoenforce.Thisledtoinvestigationsandreports
commissionedbythestate.Therewerecontinuingpushestoputtheauthorityin
thehandsoflocalschoolboards.
1869,alawtoexpandon1842togiveenforcementpowers.

AstimeprogressedthenationalCommonSchoolmovement,thestatesattempt
towinovermanufacturers,andstatepressureonchildrenledtoslowbutsteady
improvement.
1886Law

TheselawsandagentstoassistinenforcementbroughtConnecticuttobea
leaderinnationaleducationbytheearly1900showever,itwasstillnot
comparabletomodernstandards.
Ensign,F.C.(1921).Compulsoryschoolattendanceandchildlaborastudyofthe
historicaldevelopmentofregulationscompellingattendanceandlimitingthelaborof
childreninaselectedgroupofstates.IowaCity,Ia.:AthensPress.

Readimportantquotationstogether,andcomparethelegislationtothe2foamboardpictures
(PaperBoysandGirls,&GirlStringingTobacco).Promptstudentstomakemeaningfrom
corroboratingthesources:
Whatkindofagreementmightallfourcharactersbeabletoreachiftheywereforcedto
decideonchildlaborlawstogether?
WhatchallengesmightConnecticuthavefaceinenforcingthislaw?
WhatdothesepicturestellusabouttherealityofenforcingthislawinConnecticut?

WrapUp(5mins.)
Ifyouarenotdoing,TakingaStandactivity,transitionoutofquestioningaboutthe
historyandlawsfromthepreviousquestions.Transitionintowrapupbyaskingstudentsabout
therelationshipbetweentechnology,youngpeople,andlabor?Doestechnologystillaffect
labor,howso?Doyouthinkwearestilldealingwithdebatesaboutlaborrightsandwhoworks
whatjobs?

TakingaStand:Agree/Disagree(Onlytobeincludedincaseofneedingtofillextratime.)
Ifyouaredoingthisactivityincludeitbetweenthesourceanalysisandwrapup.
StudentswillstandinthemiddleofpostedsignsAgreeandDisagree.Theinstructorshould
readeachnumberedstatementandstudentsshouldpositionthemselvesoneithertheagreeor
disagreeside(theymustchooseaside).Oncestudentsarepositioned,theinstructorshould
askastudentfromeachsidetoexplaintheirposition,andusefurtherquestioningtohelp
studentsformtheirownopinions.(i.e.Whataboutfamilybusinessesmakesitacceptablefor

kidstoworkasopposedtoalargeindustrialbusiness?Ifwecantdiscriminateinemployment
byrace,whycanwediscriminatebyage?)

1.

2.

3.

4.

5.

6.

7.

8.

9.

Everyonewhoisabletoworkshouldbegivenanequalopportunitytoworkregardlessofage,gender,
class,orrace.
Businessownersshouldhavethefreedomtohirewhoevertheywish.
Ifafamilyisstrugglingfinanciallyeverymemberoftheirfamilyshouldworktohelpimprovetheirability
toaccessfood,shelter,andotherbasicnecessities.
Businessownersshoulddowhateverittakestogrowtheirbusinessandturnaprofitsothatour
economywillgrowandmorejobswillbeavailable.
Societyshouldtrytoraisechildrenwholistentoauthorityfiguresandwhohavestrongworkethics.
Ifabusinessownerfindsemployeesreadilywillingtoworkunderpoorconditions,heorsheshouldbe
abletohavethemworkunderthoseconditions.
Inthecaseofasmallfamilybusinessorfarm,familymembersofallagesshouldbeabletoworkaspart
ofthebusiness.
Inthecaseofalargeindustrialbusinessesoragricultureindustry,peopleofallagesshouldbeableto
workaspartofthebusiness.
Schoolingisthebestwayforchildrentolearn,beintroducedintosociety,andprepareforcollegeor
careers.

10. Childlaborisacceptable,providedtheemployerensuresthatchildrenalsohaveaccesstoeducation.

11. Itisacceptableforbusinessestopaylessexperiencedworkerslessmoneyascomparedtomore
experiencedworkers.

12. Childrenshouldbeencouragedtoworkhardandstayawayfromsocialvices.

TheHarvesters.
18301840
Printer:PrintedbyD.W.Kellogg&Co.,American,18301840
Publisher:PublishedbyD.W.Kellogg&Co.,American,18301840
Afteraworkby:AfteraworkbyRichardWestall,British,17651836
Lithographyprinter'sinkonwovepaper
PrimaryDimensions(imageheightxwidth):1113/16x151/4in.(30x38.7cm)Sheet(heightxwidth):14x163/4in.(35.6x42.5cm)
CreditLine:GiftofWilliamL.Warren
Description:Agroupoffourteenfarmworkersharvestgrain,apparentlywheat.Awomankneelinginthecenterforegroundtiesasheaftogether
whileayoungmanlookson.Totheleft,awomansitsbeneathatreebreastfeedinganinfant.Asmallgirlholdsherlefthand.Ajug,abarrel,a
basketwithahandle,andacloakorblanketarenearby.Twomenareatworkdirectlybehindher.Amanholdingasickleoverhisarmstandsfacing
her.Behindhimisanelderlymanonahorsewithadogbesidehim.Attheright,asmallgirlstandswithabranchinherlefthandandabarrelinher
righthand.Aseconddogstandsbesideher.Additionalmenandwomenworkinafieldinthebackground.Amanwearingasmockandholdinga
whiporgoadstandsbesidetwohorseshitchedtoatwowheeledcart.Arailfence,agate,ahouse,andlargetreesareinthedistance.Thewomen
wearcaps.Mostmenwearvests,neckties,andshirtswithveryfullsleeves.Someweartrousers,andsomewearbreeches.
Inscription:Onrecto,lithographedtitlebeneathimage,"THEHARVESTERS."Onverso,inpencil,upperright,accessionnumberand"Drawer22".
ObjectNumber:1977.67.2

OldLewisMill,SouthburyCT

Comstock,Cheney,&Co.keyboardfactory

Chapinplanefactory:womenatworkbenches,PineMeadow(NewHartford)
about1890
Photographer:PhotographedbyUnknown
Photographyalbumenprintonpaperoncardboardmount
PrimaryDimensions(overallheightxwidth):65/16x81/4in.(16x21cm)
Description:Groupofwomenseatedataworkbenchinanindustrialinterior,apparentlyoperatingmachinery.Mostwearapronsoverlongskirts.A
maninoverallsandanotherwomanstandattheright.Atfarleft,anotherbenchwithaviseonitrunsalongthewallbeneatharowofwindows.
Pipes,probablygaspipes,runalongtheceiling.
ObjectNumber:2000.177.31

CheneySilkMills(Manchester)
about1909
Photographer:PhotographedbyLouisHine
PhotographyBoysweepingflooratCheneySilkMills.Machineryandotherworkersarevisiblebehindhim.
Description:ObjectNumber:2000.53.5

RoyalFactoryBoys
1923
Photographer:PhotographedbyUnknown
Photographygelatinsilverprintonpaper
PrimaryDimensions(imageheightxwidth):101/8x123/4in.(25.7x32.4cm)Sheet(heightxwidth):103/8x13in.(26.4x33cm)
CreditLine:GiftofRuthHansenGoodale
Description:Alargegroupofboysandyoungmenareseatedinverticalrows,apparentlyonbleachers,infrontofabrickfactorybuilding.Some
wearsuitsandnecktiessomewearshirts,jackets,jerseys,orsweaters.Severalweareyeglasses.Afewwearvests.Severalwearorholdcaps.Asign
intheforegroundreads:"JUNEROYALFACTORYBOYS1923".Additionalmenarevisiblethroughtheopenwindowsofthefactoryinthe
background.
HistoricalNote:Accordingtothedonor,herfather,ArthurLouisHansen(19041993),workedforRoyalTypewriterCompanyinHartford,
Connecticut,andinFlorida.ThedonoridentifiedHansenasoneoftheboysintheleftforegroundhowever,accordingtoaninscriptionontheback
of2004.111.2,HansendidnotbeginworkingforRoyalTypewriteruntil1929.(Finlay11/30/2004)
Inscription:Onverso,inpencil:"J2869#714""10h113"lowerright,accessionnumber.
ObjectNumber:2004.111.3

TextilesandTechnology,EthicsandEconomics:SourceAnalysisSheet

Describeyourcharacter.Youmayincludetheirage,profession,informationabouttheirfamilyorhomelivesetc.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Whatbiasesmightyourcharacterhave?Wouldtheirperspectivemakethemacrediblesourceonchildlabor?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Readthesourceassignedtoyourcharacterandcompletethefollowingchart:
TitleorTypeof
Source

Isthisaprimaryor
secondarysource?

Whocreatedthis
source?

Wouldtheauthorofthissourcehaveany Whatmighttheirideasaboutchild
reasontobebiasedaboutthetopic?
laborbe?Isitharmfulorhurtful,why?

Listenasothercharacterssharetheirstoryandsummarizetheirdocuments.

Whichcharacter(s)mightyourcharacteragreewith?Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Whichcharacter(s)mightyourcharacterdisagree with?Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Youarea17yearoldgirllivinginConnecticutin
themid1800s.Youvegrownuponyourparents
farmandspendmuchofyourtimeathomelooking
afteryoursiblings.Asayoungerchildyou
attendedasmalloneroomschoolhouseforthree
monthsoutofthe
year.Youarealso
occasionallycalled
intoalocalmillto
workontextile
production.Your
busydaysleavelittle
timeforenjoyment
andself
improvement,
althoughyoufind
timetowritetoyour
cousinlivinginMassachusettswhosharesmanyof
yourthoughtsonlearningandlabor.Youjust
receivedacopyofthetestimonyyourcousingave
tothestategovernmentabouthertimeworking.

Youareafactoryownerinyour40slivingin
Connecticutinthemid1800s.Youandyour
brothersfoundedthefactorytogetherandarevery
proudofyourindustrialaccomplishments.You
providehonestjobstohonestpeoplewhohavea
strongworkethic.Yourbusinesshastransformed
aruralConnecticutvillageintoabustlingtown.
Youfindyourfactorytobeaniceplacetowork,
wheremen,women,andchildrenfromthelocal
communityallhavetheopportunitytoimprove
themselves,neverhavingtoworkmorethanthey
wish.

Youareamiddleclasswomaninyourlate30s
livinginConnecticutinthelate1800s.Youhave
neverworkedinafactory,youspentmostofyour
youngeryearsatfinishingschoolandnowspend
mostofyourtimelookingafteryourchildrenand
runningthehouseholdwhichyourhusband
supports.
However,you
havebecome
increasingly
concerned
aboutasocial
issuestill
plaguingNew
England.You
believeall
children
shouldspend
agreater
amountoftimeattendingpublicschoolssothat
theycanlearndisciplineandmorality.Youbelieve
factoriesareanimproperandunhealthyplacefor
childrentospendtheirtime.

YouareamemberoftheConnecticutState
Legislatureintheearly1800s.Youreinyourearly
50sandhavelivedinConnecticutyourentirelife.
YouwanttoensurethatAmericaprospersas
comparedtoEurope.Additionally,youwant
Connecticuttoleadthewayforwardwithinthe
country.Youbelievemanufacturingisthebestway
tohavethathappen.Thismeansyouwantto
ensurethatbusinessownershaveasmuchaccess
tonecessaryresourcesandcheaplaboras
possible.Youare,ofcourse,concernedaboutthe
welfareofConnecticutschildren,youwantthem
tobesafeandhealthy.However,ifbusinesses
prosperandConnecticutbecomeswealthierasa
stateyoubelievethiswillbeapositivechangefor
allcitizens.

Role:Youareamiddleclasswomanwhobelievesthatsocialchangeisnecessarytoensurechildrenareinschoolsandnot
factories.
Document:Anexcerptfromapaper,ChildLaborandPauperism,presentedbyJaneAddams,animportantprogressivereformer,
atthe1903annualmeetingoftheNationalConferenceofCharitiesandCorrections.
Things to Consider:WhatdoesAddamsdescribeasaproblem?Howwouldyourcharacterattempttosolvethoseproblems?
Source:
JaneAddamsdescribedwhychildlaborhadbecomeaconsequentialissueforthegeneration:

Eachagehasofcourseitsowntemptations,andaboveallitsownpeculiar
industrialtemptations.WhenweaskwhyitisthatChildLaborhasbeengiven
toustodiscussandtorectifyratherthantothepeoplewholivedbeforeus,we
needonlyrememberthatforthefirsttimeinindustrialhistorythelaborofthelittle
childhasinmanyindustriesbecomeasvaluableasthatofamanorwoman.The
oldfashionedweaverwasobligedtopossessskillandenoughstrengthtopullhis
beambackandforth.Withtheinventionofmachinerytheneedofskillhasbeen
eliminatedfrommanyprocesseswiththeapplicationofsteamandelectricity,
strengthhasalsobeenlargelyeliminated,sothatalittlechildmaymendthethread
inatextilemillalmostaswellandinsomerespectsbetterthanastrongandclumsy
manorwoman.Thisistrueofmanyotherindustries,untilithascomeaboutthatwearetemptedasnever
beforetousethelaboroflittlechildrenandthatthetemptationtoexploitprematurelaborispeculiarto
thisindustrialepoch

Addamscontinuedbyexplaininghowchildlaborledtothedevelopmentofadultstoosickandtoo
disabledtoworkforwagesandsupportthemselvesorafamily.
Weknowofcourse,howthehospitalsarebeginningtolookintothismatter
(illnesses),andhowtheytracecertaindiseasestothebreakdownoftheorgans
whichweresubjectedtoabnormaluses,beforetheywerereadytobearit.Irecallatailorforwhomthe
residentsofHullHousetriedtogetmedicalassistance.Hediedattheageof33,and
hisdeathcertificateboretherecordofprematuresenilityduetothefactthathe
hadrunasewingmachinesincehewassixyearsold.Itisnofigmentofthe
imaginationtosaythatthehumansystembreaksdownwhenitisput
tomonotonousworkbeforeitisreadytostanduptothatwork,and
thatgeneraldebilityandmanydiseasesmaybetracedtopremature
labor.

Addamslateradded:
Butthepauperizationofsocietyitselfisthemostseriouscharge...the
factoriessaytothecommunityyouhaveeducatedthechildreninthepublic
schools,nowpleasegivethemtomeformyfactory.Iwillusethemuntilthey
begintodemandanadultswagesandthenIwillturnthemoutagain.IfIhave
brokenthemdown,thecommunitywilltakecareoftheminthepoorhouse
andhospitals.

Citation: Addams,J.(1903).ChildLaborandPauperism,NationalConferenceofCharitiesandCorrection,Proceedings(1903):
11421.

Role:Youareafactoryownerwhoisveryproudofhisbusinessandthehonest,enjoyablejobsyoubelieveyouprovideto
thepublic.
Document:Excerptfromareport,TheSilkenCheneys,writtenintheearly20thcenturyby,EllsworthS.Grant,a
descendantoftheCheneybrotherswhofoundedtheCheneyBrothersSilkManufacturingCompanyinManchester,CTin
1838.ThepaperisnowheldintheCHSarchives.
Things to Consider:Whoisbeingportrayedinthissource?Howaretheybeingportrayed?Wouldtheyagreewithhowthe
authorhasdescribedtheirlives?
Source:
InthemeantimetheCheneyshadbegunusingtheirsilkgrowingexperiencetomanufacture
spoolsilkforsewingbyhand.OnJanuary1,1838,Frank,RalphandWardCheney,togetherwiththeir
closefriendEdwinH.Arnold,formedtheMt.NeboSilkMillswitha
capitalizationof$50,000.Ralphwaselectedpresident,butWard
actuallyranthebusiness,handlingallsalesandpurchases.NearthefamilyhomesteadonHopBrook,
theybuiltasmallfactory,thewaterpowercomingfromthebottomoftailraceofanoldgristmill.On
March31stArnoldrecordedinhisdiary:Raisedthesilkfactory.Hada
greatmanytohelp.Silktwistingwasnotunlikearopewalk:the
threadswerefastenedatoneendandtwistedbyturningawheel30feetaway.Theirartistbrother,
Seth,sentrawsilkfromFrance,andwiththehelpofsixyoungfarm
girlstheytwistedabout10poundsofsewingsilkaweek.Thecollapse
ofthemulberrytreeventurecausedthemilltocloseforawhile,but
SethandJohn,anotherartist,cametotherescuefinancially,andthemillreopenedin1841.
Bytheendof1843,underthenameCheneyBrothers,the
companyhadeighteenemployeeswhoworkedthestandardtwelve
hourday,sixdaysaweek.Menearnedanaverageweeklywageof
$3.35,women$2.54.Themanualoperationsweretiresome.Asthe
spinningroomfilledupwithfarmgirlswhotoiledawayskeiningthe
silk,themoreliteraterelievedthemonotonybyreadingtotheothers.
TheirfavoritematerialwastheWeeklyCourant,LittellsLivingAge
andUncleTomsCabin.Thegirlsworkedornotastheypleased,alwaysgoinghomeforholidays.
Thefactorywhistleregulatedthedailylifeofthevillage,blastingatdawn,noonanddusk.
Citation: TheSilkenCheneysbyEllsworthS.Grant,Papers19081979,88752,ConnecticutHistoricalSociety,Hartford
CT

Role:YouareamemberoftheConnecticutStateLegislatureintheearlyhalfofthe1800s.
Document:AnexcerptfromYankeeDreamersandDoers:TheStoryofConnecticutManufacturingoriginallypublishedin1974by
EllsworthS.Grant.Hiswritingincludesanexcerptofadocumentfrom1817.
Things to Consider:Whoisbeingdiscussedinthedocument?WhatbenefitwouldmanufacturingbringtoCT?Howwouldlabor
lawslimitingwhocanworkinfactoriesaffectmanufacturing?
Source:

In1817,agroupofbusinessmen,youngermerchants,and
manufacturers,gottogetherinMiddletowntoseehowthestillembryonic
industriesofthestatecouldbestbepreservedandtoseekfurtherlegislative
relieffromforeigncompetitionInFebruary,theyformedtheConnecticut
SocietyfortheEncouragementofAmericanManufacturesDenyingthat
noisyfactoryjobsandcrowdedboardinghousesp
ropagatedimmoralityor
swelledthenumberofpauperstheycontendedthatthepromotionand
protectionofindustrywereindispensabletotheprosperityofNew
England.Itsgenerallypoor,migratingpopulationandthedeclineof
commerceleftnoalternative
Theyalsocalledattentiontothefactthatmanufacturinghadgiven
Englandavastcommerce,supremacyoftheseasandcolonieseverywhere,and
theyforesawalucrativemarketformanufacturedgoodsintheSouthernstates,
wherecottonwasbecomingking.ThepreambletotheSocietysconstitutionstated:
IfNewEnglandregardshertruepolicy,shewillcultivateAmericanmanufactures.Theywill
retainandincreaseherpopulation,andherwealthWehavenonecessarydependenceupon
Europe,northeWestIndies(Manufactures)giveemploymenttothepoorandthemeansof
industrytotheidlefurnishamarketforthefarmersproduce,and
becomeanaidinsteadofarivaltoourcommerce
ThestateofConnecticutenjoyspreeminentadvantages for
manufacturingestablishments.Ithasacomparativelynumerous
populationingeniousartisansindustrioushabitssufficientcapital
excellentmillseatsTheyarethelast,besthopeofConnecticut.
TheSocietyproceededtooperateonaveryinformalbasis,conductingasurveyof
industrialconditionsbycountry,memorializingCongressforadequateprotectionand
keepinganalerteyeonstatelegislativetrends.
Citation:Grant,E.S.(1996).YankeeDreamersandDoers:TheStoryofConnecticutManufacturing(2nded.).TheConnecticut
HistoricalSociety&FenwickProductions.

Role:YouareayoungConnecticutresidentwhoworksinalocalmill.Youreinterestedintheideasofthosewhoarguethat
youngwomenshouldspendlesstimeworkingandmoretimelearning.
Document:ExcerptfromtestimonygivenbyayoungfactoryworkertothestategovernmentofMassachusetts.
Additionally,anexcerptfromtheworkerabouthowherideaswereportrayed.
Things to Consider:Whatarethechiefevilsoffactoryworkidentifiedbytheauthor?Whymightpeopleinpowertryand
taketheworkerswordsoutofcontext?
Source:
INVESTIGATIONOFLABORCONDITIONS,1845
TheSpecialCommitteetowhichwasreferredsundrypetitionsrelatingtothe
hoursoflabor,haveconsideredthesameandsubmitthefollowingReport:...
MissSarahG.BagleysaidshehadworkedintheLowellMillseightyearsanda
half,sixyearsandahalfontheHamiltonCorporation,andtwoyearsonthe
Middlesex.Sheisaweaver,andworksbythepiece.Sheworkedinthemills
threeyearsbeforeherhealthbegantofail.SheisanativeofNewHampshire,
andwenthomesixweeksduringthesummer.Lastyearshewasoutofthemilla
thirdofthetime.Shethinksthehealthoftheoperativesisnotsogoodasthe
healthoffemaleswhodohouseworkormillinerybusiness.Thechiefevil,so
farashealthisconcerned,istheshortnessoftimeallowedformeals.The
nextevilisthelengthoftimeemployednotgivingthemtimetocultivate
theirminds.Shespokeofthehighmoralandintellectualcharacterofthe
girls.ThatmanywereengagedasteachersintheSundayschools.That
manyattendedthelecturesoftheLowellInstituteandshethought,if
moretimewasallowed,thatmorelectureswouldbegivenandmoregirls
attend.Shethoughtthatthegirlsgenerallywerefavorabletothetenhour
system.Shehadpresentedapetition,sameastheonebeforethe
Committee,to132girls,mostofwhomsaidthattheywouldprefertowork
buttenhours.Inapecuniarypointofview,itwouldbebetter,astheirhealthwouldbe
improved.Theywouldhavemoretimeforsewing.Theirintellectual,moralandreligioushabitswould
alsobebenefitedbythechange.MissBagleysaid,inadditiontoherlaborinthemills,shehadkept
eveningschoolduringthewintermonths,forfouryears,andthoughtthatthisextralabormusthave
injuredherhealth.

AfterthisreportwaspublishedBagleyissuedastatement,publishedinVoiceofIndustry9January1846as"WhatWas
OmittedintheReport,"thatthecommitteemisrepresentedhertestimony.
"Whatever[information]wasgiven[tothecommittee]wassochanged
initsconnectionorremovedfromitsoriginalpositionthatitwasmade
tosaywhatweneversaid...TheChairmanoftheCommitteemanifested
agreatdesiretobringouteverythingthatwouldlookbrightand
beautifuluponthesideofmanufactories....

Sarahexplainthatthereportblamedherpoorhealthonteachingschool,asopposedtofactorywork.Shegoesonto
explainwhatshewasreallydoing.

IsaidinreplytoaquestionputbytheChairman,"wouldtheoperativesspendthetime,ifitshouldbe
giventhem,inthecultivationoftheirminds?"IstatedthatIbelievedmostofthemwould.Areason
wascalledfortowhichthereasonassignedwasthatIhadveryoftenwrittenlettersforthosewho
couldnotwrite,andhadtakensomefewgirlstomyownsleepingapartmentandinstructedthemin
thesimplestbranchesofeducation,andlearnthemveryimperfectlyhowtowrite,
withoutanycompensationexceptthatofimprovingthatunfortunateclassofwhichI
wasamember.Thiswastermedteachingschoolfouryearsandifthatbeatrue
definition,Ihavenotyethadavacation,nordoIhopeforone,untilIcandonothing
toimprovetheconditionofthosewithwhommylotiscast."

Citation: MassachusettsHouseDocument,no.50,March,l845.ReprintedinJohnCommons,ed.,ADocumentaryHistory
ofAmericanIndustrialSociety(1910).
Bagley,S.G.(1846,January).WhatWasOmittedintheReport.VoiceofIndustry.RetrievedFebruary17,2016,from
http://industrialrevolution.org/originalissues/1846/18460109.pdf