5 The Journal of Technology Studies 6 - are xclu become an e v colonial America. apprentice ocational aspect. y as little interest in and there w vitude was a critical institu- vitude was ic studies that focus e , een education and indentured y ere also distinct changes in the hich a person might ha ere needed to occup related but, in fact, have slightly slightly related but, in fact, have There w indentured servant indentured y Indentured ser When researching the topic of indentured It is also important to point out that the vitude. Initiall closel relationship betw There were many changes made in the system many There were in differences of indentured servitude and many application of indentured servitudethe regional American colonies throughout the within the period. ser Introduction American of the tion in the development of number because a large colonies primarily people w servants. the education or training of indentured entering the began children When native-born the system as apprentices, the master became primary source for a basic education. Finally, the role of master as an as schools developed, educator as decreased to its v servitude in colonial America, it is easy to servitude in colonial impression of this practice. a skewed develop mention the indenture sys- historians who Many paint a simple picture of an indi- tem typically for another man worked happily vidual who become served until his term and he would was self-reliant. Specif sively on the lives of indentured servants in servants of indentured on the lives sively of situa- will describe a variety America colonial tions in w indentured servant, served indentured servant, their indenture, been treated during that period of indenture, and fared it Thus, completed. after the indenture was not be accurate to stereotype indentured would simple image. into one servants terms tion even as it exists in modern society. It pres- in modern as it exists society. tion even that of circumstances ents a general overview instruction influenced the of “technics” have a foundation and provides throughout the past education has technology for understanding how identifying by This is accomplished evolved. of a synthesis and providing numerous resources Since this review efforts. prior historiographical in unedited form,cites period sources, some spelling. appear in their original words - - - ery v sla ning in y ve been ve for the profes e v ields. Specifically, it helped shape educa recognized technology recognized moti w e y v there have been differing there have , of their f y t ms of technical lear vide a historical account of one lished and how those who were those who lished and how as emerging as a value that would that as a value as emerging ral par g garding the need for instructiongarding of Technology is a topic that should be Technology This article serves a foundation for as This article are help students who can how that varied by time periods and regions. time by varied that how the colonists and ho ws re vants and apprentices would have received have and apprentices would vants an inte eface establish a historical backgroundestablish for better ricultural labor in the early colonial period, 2) colonial period, ricultural labor in the early arious disciplines ha y By Mark R. Snyder By Mark The Education of Indentured Servants Colonial in of Indentured Education The America addressed in educating the youth of the United addressed in educating the youth States. Historicall Pr vie throughout the past, Yet, technical processes. numerous systems and methods ha this goal. More recently, to achieve devised v (primarily in the south) and an increased need in the south) and an increased (primarily in the for apprentices in skilled trades (primarily north), and 3) until the late colonial period when education w help America succeed in its independence. help employed through such means fared. Primary employed emphasis is on the education that indentured ser and that three general This manuscript reveals changes occurred: the adaptation of 1) from traditional practices from England to support ag through a transition period caused b Abstract formunderstanding the earliest technical of America. It is a synthesis instruction in colonial addresses the edu- that have of historical studies in and apprentices servants cation of indentured America. It definescolonial indentured servi- with apprenticeship—a tude and contrasts it The paper addresses form of indentured service. America indentured servitude in colonial how became estab America. It also describes the practice of inden tured technical instruction as a system utilized b of the earliest for sion of technology education. sion of technology education preparing for careers in technology to understanding the field aspire to they in which The primary purpose become teachers. of this study is to pro the broader study of technology has been the broader study of technology accepted as the primar as 6

The Journal of Technology Studies 6 (Cra “Our principall wealth .consistethinservants” P three-four seventeenth-century Virginia tobeperhaps the populationofw planters. Wesley F. Craven (1971)approximated tured servants who Britishcolonial served and Virginia priorto1700were Britishinden- g thelargeindenture. Infact, majorityofimmi- throughthedurationof ing feesaccrued e New World toacolony oftenpledged service in America. with thepromiseofeventual self-employment. ship combinedtechnicaleducationandlabor indentured. Only theinstitutionofapprentice- was boundby acontactandthusconsidered trade. Incontrast,anapprenticealsousually apprentice, perse,becausehealreadyknew his example, theindenturedservant was notan released tomake aliving themselves. Inthis wealthy planterforafew years andthenbe toanindenturethatboundthema agree acrossthe journey Atlantic. Thus, they would couldnotafford but thecostof as farming, American coloniesalreadyknew atrade,such Manysupport. ofthosewho cametothe tradeand, inaspecific formally,instruction works for foramastercraftsmaninreturn is apersonundersuchlegalthat agreement another foragiven lengthoftime. An apprentice ture isacontractthatbindspersontowork for ofcolonial to inthehistory America. An inden- different meanings—particularly when referred econom indeed nations tojour possible frommany foremigrants European madeit The practiceofindenturedservitude servants beganindenture”(p.57). tosignformal 1620. (1976)wrote,“around1624the Alderman Virginia Company hadputthissystemtouseby thatthe 1947, p.13).Galenson(1981)reported tion ofapprenticeshipw contract was notstrange,fortheancientinstitu- man shouldbecomeabondservant by legal Jamesto America notlongafterthef Servants The EarlyAr xchange forthecostoftripandboard or rants totheChesapeak y v , Those w Indentured servants probably arrived in en, 1971,p.13). a , resident of y a wn w common practicethatw and socialde ths ofthetotalpopulationand John ho couldnotaf as estab ne rival ofIndentur y V to theNe hite indenturedservants in irginia in1619,stated, lished in1607.“Thata As f v e elopment ofcolonial as known toall”(Smith, colonies ofMar ar w ford passagetothe irst Englishcolon ms andplantations World andwas, as vitaltothe ed yland y - , “usuall owed tothecolonies, forthetransportation bound was typically dependentontheamount length oftimethatvoluntaryservants were (Ballagh,1895,p.44). them fromabuse The andwerecourt provided speciallaws toprotect could trade,own property, provide testimony in or soldwithouttheirconsent.Otherwise,they law. However, theirindenturescouldbebought and hadsimilarrightstothefreemenbefore their own accordwere reasonably well treated ity. Those who becameindenturedservants of were eithervoluntaryorcoercedby legal author- later inthecolonialperiod. apprentices ratherthanindenturedservants until were morelikely tousethelaboroffreemenand Pennsylvania south. The New Englandcolonies andwas inthecoloniesfrom servitude greatest for labor. This needwas metthroughindentured grew larger, andtradeincreased, sodidtheneed ane tobacco, andothernecessitiesforthemtostart might have includedtools,livestock, corn, hardwork.very For this theindenturedfarmer through “freedom dues”thatthey hadearned the liberatedser oncetheirindenturewasservitude, completed 1960, p.198). Whatever thelengthoftheir these matters.Others w whichcountry” was amethod ofexpediency in w as “spiriting”andthosewho hadbeen“spirited” once inthecolonies. This practice was known by sellingthemintoindentures aprofit turn ping, y would alsostooptopersuading,oreven kidnap- of theirundesirables. Subagents,orrecruiters, ne Even thetradecompaniesgotintoactby orderl of theP fore “in1661.power was given toJustices was rathervolatile duetooverpopulation; there- Also, thesocialclimateinEnglandatthistime to New sent Englandandtheotherplantations.” prisoners ofDunbarandtherebels1666were to Virginia in1651.Many oftheScotch of Worcester, sixteenhundredandtenwere sent ab ofundesir- ideal forthe“assistedemigration” Assisted EmigrationandRunaways ere indenturedaccordingtothe “customofthe les. “OftheScotchprisonerstaken atthebattle gotiating withothercountriesforthetrade w Indentured servants throughoutthecolonies The system of indentured servitude wasThe systemofindenturedservitude . y oung orinto y eace to transport felons,beggarseace totransport anddis- persons” (T for fromthreetof v ants expected toreceive the alpalar, 1960,pp.299-300). xicated victimsinorderto ho becameindentured i v e y ears” (T alpalar , The Journal of Technology Studies 67 y, if y, for the acts such y of the y ation or some v vitude in order to given the benefitsgiven of a very The rate of literac y l as considered unnecessar Also, the few children that were children that were Also, the few the result of self-moti as not considered a high priority. as likely to gain through indenture. to gain as likely mers, 10 percent were textile workers, workers, textile mers, 10 percent were y These records also indicated f ere probab reed to indentured ser el ar f The practice of indentured servitudeThe practice of indentured prior to Since the majority of indentured servants ants w y v percent were laborers, and the rest were a vari- laborers, and the rest were percent were gistration process or the accurac ho ag as lik ety of other occupations (41 percent did not ety of other occupations (41 percent did indeed These records are specify an occupation). of the actual is known although little valuable, re records. Most training w colonization had been primarily utilized for the primarily colonization had been in specifictraining of youths trades. However, the America molded of the British colonizers traditional form to meet of the indenture system the was difference obvious The most their needs. skilled craftsmen in the decreased interest in To for farmers. demand system-and the large of male indentured ser- estimate the occupation Galenson (1981) used the in the colonies, vants in registered records of indentured servants 1654-1660, just before Bristol, England between What he American colonies. their journey to the regis- that of the indentured servants found was previ- 30 percent were tered in Bristol, roughly ousl 9 as the deterioration of agricultural conditions in England during this period and the destination of these particular within the Bristol registrants them American colonies—more than half of (Craven, Virginia of sent to the colony were 1971, p. 17). young laborers and primarily at this time were indentured adults, the education of these early ser Training, in fact, the highest priority. Labor was, the most education was in husbandry, usually that one w of the English farmer reconsider the example we w Any America. for his transportation to pay received education that an indentured servant w special arrangement. “German often servants be that they entered into indentures providing in English” (Smith, taught to read the Bible 1947, p. 17). Poor Provisions for Education Poor Provisions prior to in the colonies as indentured servants 1650 w minimal education. more brutal,more than it status humiliating and more success some Although (p. 53). England in was servants of indentured the majority stories exist, served out their if they even difficult lives lived and became free. indentures , vant aol ser y a w una in the county of , as a much harsher y xtended indentures, According to Wood (1992), Wood According to Ambo vitude w th, him again by applying to the applying by him again an, 2001, p. 20-21). e er g v ha as dismal. 1978, pp. 118-119). y , erall, the experience of servitudeerall, the experience in the AKEN UP and committed to the g tisement: ws aided the master of a r vner, 1978, p. 116). vner, vner Ov In many cases, the outlook for indentured cases, the In many T Many lawmen arrested suspicious charac- lawmen Many In Pennsylvania, and most other colonies, In Pennsylvania, er ho confesses he is the servant of one JOHN ho confesses he is the servant colonies w but recapture was more often the result of offer- but recapture was financial trans- ing a reward—a burden usually servant. ferred to the unsuccessful runaway number a very large rewards, Despite offered recovered never were servants of runaway (Hea in the colonies, ser servants was bleak. Morgan (2001) reported that Morgan bleak. was servants “in both during the mid seventeenth-century, forbidden were colonies servants Chesapeake without a license or pass” their homes to leave rights had fewer servants (p. 20). Involuntary and many servants than the voluntary indentured for which prone to running away, of them were of punishments prescribed a variety there were The harshest punish- colonies. the different by stated in Maryland a 1639 law where ment was to be executed. were servants that runaway Other penalties included e involuntarily included felons and debtors already and debtors felons included involuntarily Rather than colonies. American the within the Pennsylvania potential laborers, imprisoning that reasonable it “highly Council declared people fittperforming or any for Labour, should can earn they Money, which Service by Satisfaction for their Method make the same by just Debts” (Morris, 1946, p. 14). payment for lost time extracted from the free- from the for lost time extracted payment with the being branded dom dues, and literally letter “R” (Mor ters who could not prove that they were free. were that they could not prove ters who this posted Jersey in New In 1773, a “gaoler” adv of the City of P PATTERSON, of Tinicum township, Bucks township, Tinicum of PATTERSON, and left his master last month, as men- county, tioned in the paper of the 7th of June inst. His master ma Middlesex, in New-Jersey, the 1st of July, 1773, the 1st of July, in New-Jersey, Middlesex, man named JOHN RUTLEGE, an Irish servant w for taking him the reward and paying subscriber, KING, Gaoler OBADIAH up, and charges. (Hea the la 6

The Journal of Technology Studies 8 plantation economy. The arrival ofthe force requiredtomaintaintheg obtain, throughtraditionalmethods,thelabor 1700, theChesapeake Bay coloniescouldnot the laborofindenturedser Ne ing, aswas theneedforskilledlaborers. The general. (Stanard, 1917,pp.46-48) commander ofIsle Wight andmintmaster . and aleaderinpromoting Western exploration . of Militia,theg . . cary Abraham Wood was broughtto Virginia Pott tobetaughta physician andapothe- that beforelonghew to Virginia whenwe but aboy know offifteen, of herexamples follow: were afew thatbecamequitesuccessful. A few whom recordsexist (fromtheyear 1625),there that oftheindenturedservants in Virginia for Virginia: ItsPeople andCustoms(1917), (Galenson, 1981). rather lefttheir“mark”onindentures women who couldnotsigntheirnames,but evidenced by thelarge number ofmenand from Englandwas characteristically low aswas indentured servant populationthatemigrated upon thew lowest insocialrankwere entirely dependent According toPulliam,(1999p.86)“Thepersons w labor. tochangeas this incrediblyThings started from thetraditionalPuritanviews onlandand Virginia, itwas evident thattheir ideasdiffered the execution ofCharlesI. As they settledinto around 1650,following England’s Civil War and Ro p. 40). societal hierarchy ofthecolony (Stanard, 1917, in Virginia hadbroughtaboutachangeinthe Chesapeake Bay/Colonies and Change intheSouthern class distinctions allowed few for opportunities social remained uneducated. “RigidSouthern non-privilegedbirth, largely southerners was carefully forthosefavored reserved by education they received.” Butbecauseeducation . . ealth . John Upton.who becameaburgess, yalists, apoliticalpar w and inlateryears becameaMajorGeneral The populationofthecoloniesw For instance,Richard Townshend hadcome The Cavaliers were formerly known asthe NewtonMary Stanard, inherbook England coloniesbegan tocompetefor y minority gained moreandpower. ealth reatest Indiantraderofhistime, y and po as apprenticedtoDoctor ty thatleftEngland w erful forw v ants andafterabout rowth ofthe hat little as increas Cavaliers Colonial found - a would tohave try theirchildrenapprenticed to craftsman. The primarily Protestantparents through atraditionalapprenticeship toamaster to make aliving eitherfromtheirparentsor poor,perhaps thevery tohave childrenlearn Ne became commonpracticeintheMiddleand tothecolonistsin born America increased. It tion decreasedg Middle andNewEnglandColonies Growth ofApprenticeship in the with areasonab processing includedtheskillsoftanning,cur were alsoplentifulduringthistime.Leather vocations bakingorbrewing suchasbutchering, that anapprenticemightlear Dealing orretailingwas alsoconsideredatrade spinning aswell astailoringandhatmaking. includedfeltmakingandwoolprocessing industry under generaloccupationalheadings. The textile that existed duringthe later colonialerafell could becomeapprenticed.Mostofthetrades v 1946,p.14).Eventually,trade” (Morris, awider the labormarket andproviding training ina England hadthetwo-fold objective ofsupplying jobs. occupations toawidervariety oftrade-oriented began tochangefromprimarily agricultural in thesouth,roleofindenturedservant black slave tradeincreased, andslave laborgrew population was black1986,p.104). (Norton, As oftheregion’sstandstill. “By1710,one-fifth to thetobaccoplantershadvirtually cometoa colonies, thesupply ofwhite indenturedservants Due totheadvent ofFeudalism intheSouthern ceased tobeavalue (Talpalar, 1960,p.322). was“indentured servitude labor retained:but pursuits ortoimprove theirminds.” poverty-stricken freedmentoengage incultural the indenturedservants, theslaves, andthe of themany specializedtradesforanapprentice. 1956, pp.64-77). These areonly afew examples wereshipbuilding alsoquitecommon(Davies, masonry, plastering,wheelwrighting, and tradessuchascarpentry,struction joinery, smithing ofallsor ing, andsaddlemaking.Metaltradesincluded ariety oftradesemer trade thatw w While indentured servitude throughmigra- While indenturedservitude “The apprenticeshipprogram inheritedfrom oftheeighteenthcentury,At abouttheturn England coloniesforallb as stable, andwould provide them le li raduall ts, while thewood andcon- ving. ged inw y, thenumberofchildren n. F hich youngsters ut therich,and ood processing r y - The Journal of Technology Studies 69 - y, w as w , of Ne (Quimb American . y entis y y-Lane, r alb W wber ailable, evening ailable, loco par v yal Colon act that there was act that there was oor-Laws were also were oor-Laws as a P vide such education for at e v arded in eal the f g If it w v dated January 1729 that 14-21, re . , , usy ree-School in Stra b y eral successi required to pro v y ening school in the Ro Se At the F The education of apprentices enforced by The education of apprentices The master v ticularl ork, Gauging, Dialling, with some other prac ork as early as 1690, and that by 1705 several 1705 as 1690, and that by ork as early schools provided a means for educating the a means schools provided classes. “The indentures of working Apprenticeship re an e Y The 1917, p. 107). had been opened” (Seybolt, sub- demand for schools that taught technical jects for apprentices can be seen in the follow- ing advertisement from Philadelphia’s Weekly Mercury Weekly 1985, p. 68) stated: House, Philadelphia, are taught near the Market in all the Parts,Arithmetick both Writing, Decimal and Duadecimal; Merchants vulgar, Accounts after the Italian manner through all Artificersthe Part of Commerce; Measuring all W colonies enacted in the Massachusetts Bay tical Parts of the Mathematicks: Also English tical Parts of the Mathematicks: He also teaches a Night School and Latin. N.B. at the Place aforesaid. By John law was a unique approach. “The Massachusetts was law idea; had originated a brand-new colonists Bay that or custom English law nothing in there was could serve as a determining precedent for this 104). Other New 1917, p. scheme” (Seybolt, this pattern. followed England colonies quickly of of 1650 and the Duke The Connecticut code related to the directly of 1655 were Laws York’s pos- law York The New of Massachusetts. Laws tulated that children be instructed in “matters of of the Country . . . and Religion and the Lawes Calling” (Seybolt, in some honest and Lawful 1917, p. 106). and writing (Seybolt, 1917, p. 104). These These p. 104). 1917, (Seybolt, and writing as law, by regulated carefully were obligations General Bay in the Massachusetts evident was employed Court were Order of 1642. Selectmen and deter- visiting masters to serve by districts the law. following were they mining whether usuall least the first three years of a child’s indenture. least the first of a child’s three years could not provide If the master and his family the necessary instruction child the themselves, during the winter, sent to a school probably was not period the selected trade was or whatever par y ain- ning g visions tant bar ocational ould bargain entices impor ond v y y According to Quimb er Be approximately two-thirds approximately Apprenticeship in Apprenticeship . , Compt. Suits of Apparel Compt. Suits of y o the education and clothing of , him tw e ticular v ocational skills. hich to be new” (Heavner, 1978, pp. (Heavner, hich to be new” reement. Most of the special pro alued education and w to gi An apprenticeship is a process of lear As mentioned previously, the apprentice As mentioned previously, In par Because of this, highly skilled trades were trades skilled highly of this, Because The colonists of the Middle and New Daniel Hibler, indented October 13, 1773 in Daniel Hibler, m ho v er aining v Colonial Philadelphia The Education of Appr by doing and, in essence, the combination of doing and, by education and industr be required would the master training, however, to teach apprentices morality and practical reading, studies such as simple bookkeeping, of the indentures that he discovered, dated from of the indentures that he discovered, 1745-1746 and 1771-1773, indicated provisions for education. system was adopted from the English system, adopted system was Morris in studies by (1946), as shown however, that the arrange- indentures revealed existing America often ments for apprentices in colonial obliga- for different held the masters responsible tions than those in England. the apprentice became v very competitive and might come very might come and dearly. very competitive Philadelphia Rush of colonial “Doctor Benjamin on an apprentice” to take 100 pounds charged officials Oftentimes, local 1978, p. 45). (Heavner, involuntarily fatedecided the children by of into an indenture.binding them Many children at around the age become apprentices would of fourteen and serve a master craftsman for up time, the apprentice During this years. to seven learn the trade secrets that his master would of referred often to as the “mysteries” used, the trade. ing aspects of the indenture in colonial America. ing aspects of the indenture in colonial from this The majority of indentures that exist printed documents that provid- time period were spaces for fillinged blank in the price, term, a part of that were special provisions and any the ag one of w 106-107). Protestants primarily England colonies were w so that their children might learn shrewdly along with reading, writing, and cyphering g included mention of clothing—the master of included mention of clothing—the master one of the Philadelphia, promised “at the Expiration T (1985), in his study of 7

The Journal of Technology Studies 0 (Seybolt, 1917,p.105). and cyphering; females,readingandwriting” “reading,writing, that malesshouldlearn specified form education andintheirfinal fromanelementary children shouldbenefit These Poor-Laws essentially requiredthatall readingandwriting. tolearn the opportunity laws was thatpoorapprenticeshad toascertain between 1703and1771. The intentionofthese adv getting aneducation thatcouldhelpthem apprentices w becoming lesspersonal.Italso indicatedthat between themasterandhisapprenticewas master pro education fromsourcesbeyond what their Education theKeytoSuccess pp. 71-72). inadrawinginstruction school”(Quimby, 1985, and glazier, was tobegiven of threequarters that “ConradGabehard Yet anotherexample from1773documented skills orusefulsubjectsb master e same year. Indenturesalsorevealed thathis son’s evening schoolexpenses” (p.70)inthe to SamuelLoftis,chaisemaker, paidforallhis ofMichael Coats,apprentice source: the“father also” (p.69).Inanothere while hismaster.paidforfourquarters ofnightschool mother paidforfourquarters reveal thatin1773“Edward Bartholomew’s to American PhilosophicalSocietyLibrary (1985) citedrecordsofindenturesfromthe apprentice oftenpaidtuitione of e there isevidence thatmasterswere relieved & (Quimby,ing intheprintingoffice 1985,pp.iv sent toschoolby hisunclebeforeactually work- y ofNovember fewthe fifth 1740.For thefirst 10-year-old nephew Jamesashisapprenticeon hadprinted, thathisbusiness form acceptedhis- Benjamin Franklin, who signedanindenture of having theapprenticetaughtinaschool. Increasingly, mastersbegan toacceptthecost began toaffect theapprenticeshipsystem. for educationalrequirementsallchildren, the increasinggrowth ofschools,anddemands the actualeducationofapprentice.However, The Growth ofSchools ears ofhisse 70). Toward theendofcolonialperiod ance themselv v The fact thatapprenticeswereThe fact gaining Traditionally, themasterwas responsible for en thatob xpected the apprentice, to learn certain xpected theapprentice,tolearn vided indicatedthattherelationship ere becomingmoreinterested in v ligation, astheparentsof en-year indenture,Jameswas es withintheir v , apprentice toapainter y xample fromthesame attending school. xpenses. Quimb ocation, y w goal. usually notforpleasure,andrathertoward some tices. However, thereadingthatthey didwas forappren- with booksthatmightbebeneficial Library other cities,therewas an Apprentices’ tices oftenreadbooks.InBoston,andinsome receive throughtheirapprenticeship,theappren- skillsthatthey wererudimentary requiredto on theirown (Kaestle,1983,p.31).Beyond the education they were motivated enoughtopursue completed theirindentureswas dependentonthe To alarge extent, thesuccessofapprenticeswho prietors oftheirown establishments. business cessful astobecomemastercraftsmenandpro- the majorityofapprenticeswere never sosuc- Itisknownthe tradethatthey hadlearned. that hoped tomake theirway asbestthey couldwith apprentices completedtheirindenturethey and sometimesbeyond. Ofcourse,when the during theRe Nathanial Greene,both American generals Knox,ticed asasilversmith, Henry and people includedPaul Revere, who was appren- Philadelphia (Rorabaugh,1986).Othersuch preparation andeducationofy dealtothevocational agreat contributed strongly aboutindustriousness.Heeventually ful throughhardwork and grew tofeelvery was aprinterby trade.Hebecamequitesuccess- himself w people incolonialhistory. BenjaminFranklin realm oftheirtradeandbecomequiteimportant colonies atthistime. and therapidl the re diversity thatsettledthecolonies, ofthegroups These changeswere largely duemainly tothe ser in theattitudetoward the educationofindentured Conclusion ods usedb system ofapprenticeship. The traditionalmeth- colonial America originatedfromtheEnglish raining. already knew their tradesandneededlittlet Most ofthemwere notapprentices,sincethey primarily workers. laborersandparticularly farm the New World. Early indenturedservants were needs oftheearly colonistsin ordertopopulate ere kno v ants andapprenticesincolonial Some ofthosewho asapprentices served The practiceofindenturedser There were basically threegeneralchanges gional differences between thecolonies, They either enteredtheirindentured wn toimpro as onceapprenticedtohisbrotherw y the Englishw y v olutionary War.olutionary changing en v e themselv ere moldedtothe vironment withinthe outh incolonial es be vitude in America. y ond the ho The Journal of Technology Studies 71 : ork Y w ork: Ne Y w . Ne w wing influence of . ro ying the foundation ennsylvania. per & Ro hapter of Epsilon Pi Tau. hapter of Epsilon Pi York: New York University York New York: w Ne yder is a faculty member in the ork: Har Y economic analysis w R. Sn An k : Ne alued. sville University of Pennsylvania. He is a of Pennsylvania. sville University . Soon schools began to develop for the to develop Soon schools began Mar . member of Beta Chi c Department of Industry and Technology at Technology Department of Industry and Miller Dr schools. Considerable debate has surrounded debate schools. Considerable the related to the edu- laws importance of the early cation of apprentices in la benefit also offered were of all. Night schools colonies American as the Thus, for apprentices. the attitude and neared their independence, of apprentices the education approach toward change. By the mid- another yet had undergone no longer the eighteenth century the master was primary supplier of basic educational skills and skills. reduced to teaching vocational was became The education that apprentices received more centralized under the g school system. Perhaps American public for the that various the most important outcome was took a position that forms of local government something for all was of education the delivery to be v expounded by Rousseau, encouraged Rousseau, by expounded of the future and influenced ideals Democratic In his book America. including nations, many of philosophy described his Emile, Rousseau experience include the would which education, art. mechanical of learning Often, a purely the fact‘s writing reflected Rousseau of the was which forthcoming Industrial Revolution, the factory by system of producing marked goods. ed servitude in colonial P America - colonial New York: Macmillan Publishing Co. Macmillan Publishing York: New in source e ansition, 1660-1713 y Republic: Common schools and American society, 1780-1860. American society, and Common schools Republic: Baltimore: The Johns Hopkins University Press. The Johns Hopkins University Baltimore: e of th s and servitude in colonial North America. and servitude in colonial North as the primar Colonists for sale. sale. Colonists for White Servitud Economic aspects of indentur very The Enforcement of English apprenticeship: A study in applied mercantilism, of English apprenticeship: The Enforcement White servitude in the colony of Virginia: A study of the system indentured A study of the system indentured Virginia: of White servitude in the colony Pillar The colonies in tr colonies, the master Sla y (1976). (1981). The philosophy of Naturalism, The philosophy . (1978). Cambridge, MA: Harvard University Press. University Cambridge, MA: Harvard . (1986). (1968). W . . . . F C. A. tant implications for the education . R. O C. F W , , ences an, K. (2001) In colonial America, apprenticeship eventu- In colonial By the turn of the eighteenth century, slave By the turn of the eighteenth century, uction. In man unique ideas to their system such as includ en, g vner v w Cambridge University Press. Cambridge University Press. Arno Press. New York: Hill & Wang. Wang. Hill & York: New 1563-1642 labor in the American colonies. American colonies. in the labor ws created for the education of apprentices of the information and education received. became the primary method of technical ally instr basic to provide law became required by These educational skills for their apprentices. la had impor of all children. labor had developed in the Southern in the colonies, labor had developed in the North,growing and the need cities were as farmfor indentured servants laborers began indentured American system of The to decline. back to a role similar servitude to change began system of apprentice- to the traditional English in vocational to train youth ship established to the desire The major change was skills. they educate the indentured apprentices since children of the primarily the native-born were Americans did add a The Protestant colonists. fe servitude voluntarily to pay for the expense of the expense for to pay servitude voluntarily by coerced or were colonies to the travel their officials inden- and became or trade companies of the The education their wishes. tured against not of great con- was servants indentured early adult young mostly cern were they because servants rate for these the literacy laborers and quite low. usually was ing basic educational skills as an integral part of In apprentices received. the training that young this scheme, the master w Hea Kaestle Mor Cra Galenson, D Alderman, Refer Ballagh, J. C.Ballagh, J. (1895). M, G. (1956). Davies, 7

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