California Standards History-Social Sciences 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Analysis Skills Hl1 Students explain the central issues and problems from the past. Hl2 Students understand and distinguish cause, effect, sequence, and correlation in historical events. English-Language Arts Writing 8.2.4.b Present detailed evidence, examples, and reasoning to support arguments. Reading 8.2.0 Students read and understand grade-level appropriate material.

Newspaper Advertisement The Industrial Revolution was a time when a great many new inventions were introduced. You work for an advertising agency, and your job is to design an advertisement for one of the inventions mentioned in this chapter. As you read, take notes on the inventions, their inventors, and how they changed life in the United States. Then choose one invention and design a newspaper adver­ Robert Fulton's tisement to persuade readers to buy or use the invention. UNITED Clermont becomes STATES the first commer­ cially successful steamboat.

1790 The first steam­ powered mill opens WOIIl!LD in Great Britain. 1830 1840 1845 1856 The Tom Thumb Federal Sarah Bagley is Gail Borden becomes the first government appointed secretary patents a method of locomotive in the employees of the New England condensing milk so United States to receive a 10- Working Men's that it can be safely hour workday. Association. stored in cans.

1838 1846 1851 The Sirius becomes the first German astronomer London's Great Exhibition ship to cross the Atlantic Ocean Johann Galle observes that displays inventions from around entirely under steam power. Neptune is a planet. the world in the Crystal Palace. Focus on Themes As you read this chapter, patterns changed. Next, you will read about how you will learn about how increased science and family life changed as more and more people went to technology brought about what is called the work in factories. Finally, you will see how new methods Industrial Revolution. As a result of the Industrial of transportation changed where people lived and Revolution, you will see how American economic how new inventions affected daily life and work.

Causes and Effects in History

Focus on Reading Have you heard the saying, : Cause and Effect Chains You might say that all of "We have to understand ttie past to avoid repeating : history is one long chain of causes and effects. It may it."? That is one reason we look for causes and effects : help you to understand the course of history better if in history. : you draw out such a chain as you read.

Since the 1790s, wars between European powers had interfered with U.S. trade. American customers were no longer able to get all the manufactured goods they were used to buying from British and European manufacturers . . . Americans began to buy the items they needed from American manufacturers instead of from foreign suppliers. As profits for American facto­ ries grew, manufacturers began to spend more money expanding their factories ... At the same time, many Americans began to realize that the United States had been relying too heavily on foreign goods. (p. 351)

• .,.. "acth,e .....1 er,J~ Additional reading : ~,. support can be : ~ tound in the • Reader and · Study Guide

344 CHAPTER 11 You Try It! Chapter 11 Section 1 The following passage is from the chapter you are about to read. As Industrial Revolution (p. 341) you read each paragraph, ask yourself what is the cause and what is textiles (p. 341) the effect of what is being discussed. Richard Arkwright (p. 347) Samuel Slater (p. 348) technology (p. 349) Eli Whitney (p. 349) Workers Organize interchangeable parts (p. 349) mass production (p. 349) Factories continued to spread in the From Chapter 11, 1800s. Craftspeople, who made goods by p.356 Section 2 hand, felt threatened. Factories quickly pro­ Rhode Island system (p. 353) duced low-priced goods. To compete with Francis Cabot Lowell (p. 354) Lowell system (p. 354) factories, shop owners had to hire more trade unions (p. 356) workers and pay them less ... strikes (p. 356) The wages of factory workers also went Sarah G. Bagley (p. 357) down as people competed for jobs. A wave Section 3 of immigration in the 1840s brought people Transportation Revolution (p. 358) from other, poorer countries. They were will­ Robert Fulton (p. 359) ing to work for low pay. More immigrants Clermont (p. 359) came to the Northeast, where the mills were Gibbons v. Ogden (p. 359) located, than to the South. Competition for Peter Cooper (p. 360) jobs also came from people unemployed dur­ Section 4 ing the Panic of 1837. Samuel F. B. Morse (p. 364) telegraph (p. 364) Morse code (p. 365) John Deere (p. 366) After you have read the passage, answer the following questions. Cyrus McCormick (p. 366) 1. What cause is being discussed in the first paragraph? What were Isaac Singer (p. 367) its effects? Academic Vocabulary 2. Draw a cause and effect chain that shows the events described in Success in school is related to the first paragraph. knowing academic vocabulary­ the words that are frequently used 3. What main effect is discussed in the second paragraph? How in school assignments and discus­ many causes are given for it? sions. In this chapter, you will learn the following academic words: 4. Draw a cause and effect chain that shows the events described in efficient (p. 347) the second paragraph. concrete (p. 357)

As you read Chapter 11, look for words that signal causes or effects. Picture these causes and effects as the links in a cause and effect chain.

THE NORTH 345 Main Ideas 1. The invention of new machines in Great Britain If YOU were there ... led to the beginning of the You live in a small Pennsylvania town in the 1780s. Your father is Industrial Revolution. 2. The development of new a blacksmith, but you earn money for the family, too. You raise machines and processes sheep and spin their wool into yarn. Your sisters knit the yarn brought the Industrial Revolu­ tion to the United States. into warm wool gloves and mittens. You sell your products 3. Despite a slow start in manu­ to merchants in the city. But now you hear that someone has facturing, the United States made rapid improvements invented machines that can spin thread and make cloth. during the War of 1812. Would you still be able to earn the same amount '' + of money for your family'! Why? The Big Idea The Industrial Revolution trans­ formed the way goods were BUILDING BACKGROUND In the early 1700s making goods produced in the United States. depended on the hard work of humans and animals. It had been that way for hundreds of years. Then new technology brought a change Key Terms and People so radical that it is called a revolution. It began in Great Britain and Industrial Revolution, p. 347 soon spread to the United States. ~ textiles, p. 347 Richard Arkwright, p. 347 Samuel Slater, p. 348 technology, p. 349 Beginning of the Industrial Revolution Eli Whitney, p. 349 At the beginning of the 1700s, the majority of people in Europe interchangeable parts, p. 349 and the United States were farmers. They made most of what they mass production, p. 349 needed by hand. For example, female family members usually made clothing. First, they used a spinning wheel to spin raw materials, such as cotton or wool, into thread. Then they used a hand loom to weave the thread into cloth. Some families produced extra cloth to sell to merchants, who sold ~ it for a profit. In towns, a few skilled workers made goods by hand in lim 8.6.1 Discuss the influence their own shops. These workers included blacksmiths, carpenters, and of industrialization and technological developments on the region, including shoemakers. Their ways of life had stayed the same for generations. human modification of the landscape and how physical geography shaped A Need for Change human actions (e.g., growth of cit- ies, deforestation, farming, mineral By the mid-1700s, however, changes in Great Britain led to a extraction). greater demand for manufactured goods. As agriculture and roads

346 CHAPTER 11 0 After the thread was spun, it moved to the loom to be woven into A water frame adapts the power of cloth. Workers called flowing water into energy that moves spoolers watched the wheels and gears through a system looms and made sure that the spools of thread of belts. These wheels and gears then were kept straight. move parts of machines such as looms and spinning wheels. 0 Then the raw cotton was spun into thread on a spinning frame.

0 Flowing water from a river turned C) A machine for the waterwheel. The giant wheel cleaning the raw cotton turned smaller gears connected to was the first step. belts. f) These belts moved parts of the machinery in the mill.

What provided the power for the machines in the mill?

improved, cities and populations grew. Over­ In 17 69 Englishman Richard Arkwright seas trade also expanded. Traditional manu­ invented a large spinning machine called a facturing methods did not produce enough water frame. The water frame could produce goods to meet everyone's needs. dozens of cotton threads at the same time. It People began creating ways to use lowered the cost of cotton cloth and increased ACADEMIC machines to make things more efficient. the speed of textile production. VOCABULARY These changes led to the Industrial The water frame used flowing water as its efficient productive and Revolution, a period of rapid growth in using source of power. Merchants began to build not wasteful machines for manufacturing and production large textile mills, or factories, near rivers and that began in the mid-1700s. streams. The mills were filled with spinning machines. Merchants began hiring people to Textile Industry work in the mills. The first important breakthrough of the Additional improvements also speeded Industrial Revolution took place in how up the spinning process. Britain soon had textiles, or cloth items, were made. Before the the world's most productive textile manufac­ Industrial Revolution, spinning thread took turing industry. much more time than making cloth. Several workers were needed to spin enough thread ··nw,···a"v·· Drawing Conclusions to supply a single weaver. How did machines speed up textile manufacturing?

THE NORTH 347 New Machines and Processes first mill in Pawtucket, Rhode Island. The production of cotton thread by American New machines encouraged the rise of new machines had begun. Slater ran the mill and processes in business and manufacturing. the machinery. He was confident that his As the machines used to make products new machines would work well. became more efficient, the processes involved 11 c~anged dramatically. If I do not make as good yarn as theydo in England, I will have nothing for my services, but Slater and His Secrets will throw the whole of what I have attempted The new textile machines allowed Great over the bridge. 11 Britain to produce cloth faster and cheap­ -Samuel Slater, quoted in The Ingenious Yankees, er than other countries could. To protect by Joseph and Francis Gies British industry, the British Parliament Slater's machines worked, and the had made it illegal for skilled mechan­ Pawtucket mill became a success. Slater's wife ics or machine plans to leave the country. also invented a new cotton thread for sewing. Disguised as a farmer, Samuel Slater, a In 1798 Slater formed his own company to skilled British mechanic, immigrated to the build a mill. By the time he died in 1835, he United States after carefully memorizing the owned all or part of 13 textile mills. designs of textile mill machines. Soon after Other Americans began building textile arriving, he sent a letter to Moses Brown, mills. Most were located in the Northeast. who owned a textile business in New In New England in particular, merchants England. Slater claimed he could improve had the money to invest in new mills. More the way textiles were manufactured in the importantly, this region had many rivers United States. and streams that provided a reliable supply Brown had one of his workers test of power. Fewer mills were built in the Slater's knowledge of machinery. Slater South, partly because investors in the South passed. Brown's son, Smith Brown, and concentrated on expanding agriculture. son-in-law, William Almy, formed a partner­ There, agriculture was seen as an easier way ship with Slater. In 1793 they opened their to make money.

Mass-production techniques allow manu­ facturers to efficiently create more goods for the marketplace. Mass production requires the use of interchangeable parts, machine tools, and the division of labor. What are the three .elements of mass

Eli Whitney developed the idea Machine tools like this of using interchangeable parts. one make parts that are Interchangeable, or identical, parts identical and therefore are needed so each part does not interchangeable. have to be custom-made by hand.

348 CHAPTER 11 Yale University Art Gallery, Trumbull Collection A Manufacturing Breakthrough Whitney also came up with the idea Despite these great changes, most manu­ of using interchangeable parts -parts of facturing was still done by hand. In the late a machine that are identical. Using inter­ 1790s the U.S. government worried about a changeable parts made machines easier to possible war with France, so it wanted more assemble and broken parts easier to replace. muskets for the army. Skilled workers made Whitney promised to build 10,000 muskets the parts for each weapon by hand. No two in two years. The federal government gave parts were exactly alike, and carefully fitting him money to build his factory, and in 1801 all the pieces together took much time and Whitney was called to Washington, D.C., to skill. As a result, American gun makers could give a demonstration. not produce the muskets quickly enough to Whitney stood before President John satisfy the government's demand. Factories Adams and his secretary of war. He had an needed better technology, the tools used to assortment of parts for 10 guns. He then ran­ produce items or to do work. domly chose parts and quickly assembled In 1798 inventor Eli Whitney tried to them into muskets. To the audience's amaze­ address some of these problems. Whitney ment, he repeated the process several times. gave officials a proposal for mass-producing Whitney's Influence guns for the U.S. government using water­ Whitney had proven that American powered machinery. Whitney explained inventors could improve upon the new the benefits of his ideas. British technology. Machines that produced matching parts soon became standard in 11 I am persuaded that machinery moved by water [and] adapted to this business would industry. Interchangeable parts sped up greatly reduce the labor and facilitate [ease] mass production, the efficient production the manufacture of this article. 11 of large numbers of identical goods.

- Eli Whitney, quoted in Technology in America, edited by Carroll W. Pursell Summarizi ng How did Eli Whitney influence American manufacturing?

Mass-Produced Goods Mass production uses a division of The end result are goods that have labor in which the work is divided been mass-produced. Eli Whitney among several people, each doing used mass-production techniques a specific task, like the worker to manufacture firearms. shown here.

THE NORTH 349 Modern Manufacturing The word manufacture comes from Latin words that mean "to make by hand:' Yet in modern manufacturing, machines-not human hands-do most of the work. A key feature of modern manu­ facturing is the assembly line. An assembly line is a long conveyer belt. As the product moves along the belt, or "down the line;' workers assemble it. Often, the workers use machines to help them. On a growing number of assembly lines, there are no workers at all: the product is assembled by computer-controlled robots. Although a far cry from Eli Whitney's factory, modern factories use the same elements of mass pro­ duction that Whitney did more than 200 years ago. How do interchangeable parts help the modern ...... _ ...... _ ...._ ...... _____ ~ assembly line work?

Slow Start in Manufacturing the United States. As a result, fewer people were able to own farms. British factory work­ Despite the hard work of people such as Sam­ ers generally were willing to work for lower uel Slater and Eli Whitney, manufacturing in wages than factory workers in the United the United States grew slowly. In 1810 Secre­ States were. tary of the Treasury Albert Gallatin suggested Because British manufacturers had plenty some reasons why there were so few factories of factory workers with technical skills, they in the United States. could produce large amounts of goods less 11 [The reasons include] ... the superior attractions expensively than most American businesses of agricultural pursuits [farming], ... the abun­ could. Consequently, they could charge low­ dance of land compared with the population, er prices for the goods. Lower British prices the high price of labor, and the want [lack] of made it difficult for many American manu­ 11 sufficient capital [investment]. facturers to compete with British companies. -Albert Gallatin, quoted in Who Built America? This situation in turn discouraged American edited by Bruce Levine et al. investors from spending the money needed Gallatin and others believed that few to build new factories and machinery. As a people would choose to work in a factory if result, only a few industries had found a place they could own their own farm instead. In in the American economy. These included Great Britain, on the other hand, land was cotton goods, flour milling, weapons, and more scarce and more expensive than in iron production.

3 50 CHAPTER 11 These circumstances began to change 11 To be independent for the comforts of life we around the time of the War of 1812. Since the must fabricate [make] them ourselves. We must 1790s, wars between European powers had now place the manufacturer by the side of the interfered with U.S. trade. American custom­ agriculturalist [farmer]. 11 ers were no longer able to get all the manu­ -Thomas Jefferson, from The Writings ofThomas factured goods they were used to buying from Jefferson, edited by P. L. Ford British and European manufacturers. Then, In February 1815, New Yorkers celebrated during the War of 1812, British ships block­ the end of the War of 1812 and the return of aded eastern seaports, preventing foreign free trade. The streets were decorated and filled ships from delivering goods. Americans began with merchants whose ships were loaded with to buy the items they needed from American goods. "With Peace and Commerce, America manufacturers instead of from foreign sup­ Prospers," declared one display. Eager busi­ pliers. As profits for American factories grew, nesspeople prepared to lead the United States manufacturers began to spend more money into a period of industrial growth. They urged expanding their factories. State banks and pri­ northern politicians to pass higher tariffs on vate investors began to lend money to manu­ foreign goods to protect American companies. facturers for their businesses. Analyzing How did the War At the same time, many Americans began ] of 1812 aid the growth of American manufacturing? to realize that the United States had been relying too heavily on foreign goods. If the American SUrii'IARY AND PREVIEW The Industrial dependence on United States could not meet its own needs, some foreign it might be weak and open to attack. Former Revolution started with the textile industry goods, such as president Thomas Jefferson, who had once in England but soon spread to the United oil, is still being opposed manufacturing, changed his mind. States. In the next section you will learn debated today. He realized that manufacturing had to be an about how the spread of factories changed important part of America's economy, but he the working lives__ of many Americans. opposed protective tariffs, which he thought gave industry special privileges.

Section 1 Assessment

Reviewing Ideas, Terms, and People lim 8.6.1 Critical Thinking 1. a. Identify What was the first industry to begin to 4. Drawing Conclusions Copy the chart below. Use use machines to manufacture goods? it to identify contributions that led to the growth of b. Predict In what ways might life for workers manufacturing in the United States and what effect change as a result of the Industrial Revolution? each contribution had. 2. a. Recall In what part of the United States were Contribution Effect on Manufacturing most mills located? Why? b. Draw Conclusions How did the ideas of Samuel Slater and Eli Whitney affect manufactur­ ing in the United States? c. Evaluate Whose contributions do you think were more important-Slater's textile machines or Whitney's interchangeable parts? Why? 3. a. Identify What event encouraged the growth of 5. Noting Inventions In your notebook, create a American manufacturing? Why? three-column chart. In the first column, list any b. Contrast Why was manufacturing in Great Brit­ inventions mentioned in this seqion. In the second ain in the early years more successful than that in column, identify the inventor. In the third column, the United States? describe the invention and its benefits.

THE NORTH 351 If YOU were there ... Main Ideas You live on a dairy farm in Massachusetts in about 1820. On the 1. The spread of mills in the farm, you get up at dawn to milk the cows, and your work goes on Northeast changed workers' lives. until night. But now you have a chance at a different life. A nearby 2. The Lowell System revolution­ textile mill is hiring young people. You would leave the farm and ized the textile industry in the Northeast. live with other workers. You could go to classes. Most important, 3. Workers organized to reform you could earn money of your own. working conditions. l Would you go to work in the textile mill? Why? The Big Idea The introduction of factories changed working life for many ~l Americans. BUILDING BACKGROUND As factories and mills were estab- 'l lished, the way people worked changed drastically. One dramatic Key Terms and People change was the opportunity that factory work gave to young women. Rhode Island system, p. 353 For young women in farm families, it was almost the only chance Francis Cabot Lowell, p. 354 they had to earn their own money and a measure of independence. Lowell system, p. 354 trade unions, p. 356 strikes, p. 356 Sarah G. Bagley, p. 357 Mills Change Workers' Lives Workers no longer needed the specific skills of craftspeople to run the machines of the new mills. The lives of workers changed along with their jobs. Resistance to these changes sometimes sparked protests. Many mill owners in the United States could not find enough people to work in factories because other jobs were available. At first, Samuel Slater and his two partners used apprentices-young men who worked for several years to learn the trade. However, they often were given only simple work. For example, their jobs includ­ ed feeding cotton into the machines and cleaning the mill equip­ ~ ment. They grew tired of this work and frequently left. Apprentice lim 8.6.1 Discuss the influence James Horton, for example, ran away from Slater's mill. "Mr. Slater. of industrialization and technological .. keep me always at one thing ... , " Horton complained. "I might developments on the region, including human modification of the landscape have stayed there until this time and never knew nothing." and how physical geography shaped Eventually, Slater began to hire entire families who moved to Paw­ human actions (e.g., growth of cit­ tucket to work in the mills. This practice allowed Slater to fill his labor ies, deforestation, farming, mineral extraction). needs at a low cost. Children as well as adults worked in the mills.

352 CHAPTER 11 Primary Source The advertisement requests 1 _ ~"''"'··-""' f Why do you think Blackstone more than one family. wants large families? NEWSPAPER ADVERTISEMENT Family Wanted This advertisement appeared in a ~ -FAMILIES WAN'l'ED- Mendon, Massachusetts, newspaper in 1823. In it, a company requests HR~E . or four Families of large size,· · that families come to work at a T and good characters, may fin-d em­ factory. The practice of hiring entire families was common at the time, ployment at Blackstone Manufactory. especially in Britain. In America, TRIPP, it became known as the Rhode STEPHEN Island system. Agent Blacks.tone Manufacturittg Co. ~1endrJn~ 'NQ'V·. 2.1. . t-ffl ... - ...... ~ ANALYZING PRIMARY SOURCES Drawing Conclusions Do you think advertisements like this one had the effect the companies wanted?

On most farms children worked to help ·Mill owners throughout the Northeast copied their families. Therefore, few people com­ Slater's methods. Owners advertised with "Men plained about the hiring of children to work with growing families wanted." They also sent in factories. H. Humphrey, an author of books recruiters to poor communities to find new on raising children, told parents that children workers. For many people, the chance to work needed to be useful. Humphrey wrote, "If he in a factory was a welcome opportunity to [a child] will not study, put him on to a farm, earn money and to learn a new skill. or send him into the shop, or in some other One of the earliest of the mill towns, way provide regular employment for him." Slatersville, was named after Samuel Slater. The machines made many tasks in the mill The town was built by Slater and his brother simple enough for children to do. Mill own­ John. It included two houses for workers and ers profited because they paid children low their families, the owner's house, the com­ wages. Adults usually earned as much in a day pany store, and the Slatersville Mill. The mill as most children did in a week. was the largest and most modern industrial To attract families to his mill, Slater built build~ng of its time. housing for the workers. He also provided The mills employed not only the textile them with a company store where they workers who operated the machinery but could buy necessities. In addition, he started also machine part makers and dam build­ the practice of paying workers with credit at ers. Although the company store sold food the company store. Instead of paying the full and necessary items to workers, mill towns price for an item all at once, small payments supported the same variety of businesses any could be made over a period of time. This other town needed to thrive. These included practice allowed Slater to reinvest his money tailors and dressmakers, butchers, and other in his business. small workshops. Slater's strategy of hiring families and

dividing factory work into simple tasks ··nw11 "·aau 33 ·r Summarizing Whatproblem became known as the Rhode Island system. did Slater have in his mills, and how did he solve it? ·

THE NORTH 353 The Lowell System Not all mill owners followed this system. Francis Cabot Lowell, a businessman from New England, developed a very different approach. His ideas completely changed the textile industry in the Northeast. The Lowell system was based on water­ powered textile mills that employed young, unmarried women from local farms. The sys­ tem included a loom that could both spin thread and weave cloth in the same mill. Lowell constructed boardinghouses for the women. Boardinghouse residents were given a room and meals along with their jobs. With financial support from investors of the Boston Manufacturing Company, Lowell's first textile mill opened in Waltham, Massachusetts, in 1814. "From the first start­ ing of the first power loom there was not ... doubt about the success," wrote one inves­ tor. In 1822, the company built a larger mill in a Massachusetts town later named Lowell. No record exists today of the name of Visitors to Lowell were amazed by the clean this girl, who worked in a mill around 1850. Judging from the photograph, if factories and neatly kept boardinghouses as she were in school today, she would well as the new machinery. probably be in the seventh or eighth The young millworkers soon became grade. Although hard to see in this known as Lowell girls. The mills paid them photograph, her hands and arms are scratched and swollen-telltale signs of between $2 and $4 each week. The workers the hard labor required of young girls paid $1.25 for room and board. These wages who worked up to 14 hours per day. were much better than those women could earn per week in other available jobs, such as TIME TABLE OF THE LoWELL MILLS domestic work. Morning Bells Many young women came to Lowell First bell ...... 4:3 o AM from across New England. They wanted the Second bell ...... 5=30 AM chance to earn money instead of working on Third bell ...... 6 : 20AM

the family farm. "I must of course have some­ Dinner {Lunch} Bells

thing of my own before many more years Ring out ...... 12:00 PM

have passed over my head," wrote one young Ring in ...... 12:35 PM woman. The typical Lowell girl worked at the mills for about four years. Evening Bells Unlike other factory workers, the Lowell Ring out ...... 6:30PM Except on Saturday Evenings girls were encouraged to use their free time to take classes and form women's clubs. They even -lhe Table ofthe Lowell Mills, October 21, 1851 wrote their own magazine, the Lowell Offering. Lucy Larcom, who started working at Lowell at age 11, later praised her fellow workers.

354 CHAPTER 11 Girls had to keep their hair pulled back so it did not get caught in the machines, resulting in serious injury- or death. Windows were rarely opened, to prevent air from blowing the threads. The result is a hot, stuffy room.

The air is dirty and causes breathing problems. One visitor remarked , "The atmosphere .. . is charged with cotton filaments and dust, which . . . are very This girl is injurious to the lungs:' straightening threads as they enter the power loom, a job that cut her hands.

Girls must shout to be heard above the noise of the power looms. Visitors to the mill routinely re­ ferred to the sound of the machines as Primary Source Bagley believes that most mill girls

.. ... ~ would leave their jobs if they could . MAGAZINE ARTICLE Sarah C. Bagley Ills anyone such a fool as to suppose that out of six thousand and Workers' Rights factory girls in Lowell, sixty would be there if they could help it? Whenever I raise the point that it is immoral to shut us up in a Lowell girl Sarah G. Bagley wrote magazine close room twelve hours a day in the most monotonous and articles and made speeches about working tedious of employment I am told that we have come to the in the mills. She organized workers to help mills voluntarily and we can leave when we will. Voluntarily! . .. change conditions. the whip which brings us to Lowell is necessity. We must have money; a father's debts are to be paid, an aged mother to be Bagley says that mill ~ supported, a brother's ambition to be aided and so the factories girls work to help are supplied. Is this to act from free will? .. . Is this freedom? To [their family members. my mind it is slavery. II - Sarah G. Bagley, quoted in The Belles of New England: The Women of the Textile Mills and the Families e :·;m•MJSV!IIiiAJWJ4WIJ3iW Whose Wealth They Wove, by William Moran How did Bagley view the idea that workers must endure poor conditions?

11 I regard it as one of the privileges [advantages] . The wages of factory workers also went of my youth that I ... [grew] up among those down as people competed for jobs. A wave active, interesting girls, whose lives ... had prin­ of immigration in the 1840s brought people 11 ciple [ideals] and purpose distinctly their own. from other, poorer countries. They were will­ -Lucy Larcom, from A New England Girlhood ing to work for low pay. More immigrants Mill life was hard, however. The work­ came to the Northeast, where the mills were day was between 12 and 14 hours long, and located, than to the South. Competition for daily life was carefully controlled. Ringing jobs also came from people unemployed dur­ bells ordered workers to breakfast or lunch. ing the financial Panic of 183 7. For example, Employees had to work harder and faster to about 50,000 workers in New York City alone keep up with new equipment. Cotton dust had lost their jobs. also began to cause health problems, such as chronic cough, for workers. The Beginning of Trade Unions •.,,;,·wv''""'' Contrasting How was the Facing low wages and the fear of losing Lowell system different from the Rhode Island their jobs, skilled workers formed trade In the 1950s, labor union member­ system? [ unions, groups that tried to improve pay and ship reached its working conditions. Eventually, unskilled peak; about 40 Workers Organize factory workers also formed trade unions. percent of the workforce Factories continued to spread in the 1800s. Most employers did not want to hire union belonged to Craftspeople, who made goods by hand, workers. Employers believed that the higher unions. Today felt threatened. Factories quickly produced cost of union employees prevented competi­ only about 14 percent of the low-priced goods. To compete with facto­ tion with other manufacturers. working popula­ ries, shop owners had to hire more work­ Sometimes labor unions staged protests tion belongs to a ers and pay them less. Shoemaker William called strikes. Workers on strike refuse to work labor union. Frazier complained about the situation in until employers meet their demands. Most the mid-1840s. "We have to sit on our seats early strikes were not successful, however. from twelve to sixteen hours per day, to earn Courts and police usually supported compa­ one dollar." nies, not striking union members.

356 CHAPTER 11 Labor Reform Efforts Over time, the unions achieved some ACADEMIC VOCABULARY A strong voice in the union movement was concrete legal victories. Connecticut, Maine, New Hampshire, Ohio, Pennsylvania, and a concrete that of millworker Sarah G. Bagley. She specific, real founded the Lowell Female Labor Reform few other states passed 10-hour-workday laws. Association in 1844 and publicized the strug­ For factory workers in other states, long gles of factory laborers. The association's two hours remained common. One witness main goals were to influence an investiga­ described how children were "summoned by tion of working conditions by the Massachu­ the factory bell before daylight" and worked setts state legislature and to obtain a 10-hour until eight o'clock at night "with nothing but workday. Members of the association passed [a] recess of forty-five minutes to get their din­ out pamphlets and circulated petitions. ner." Union supporters continued to fight for President Martin Van Buren had granted work reforms such as an end to child labor in a 10-hour workday in 1840 for many federal factories during the 1800s. employees. Bagley wanted this rule to apply "bJ1nl""''"''""'' Finding Main Ideas to employees of private businesses. These men Why did workers form unions, and what were the and women often worked 12 to 14 hours per main goals of union reformers? day, six days per week. Many working men and women sup­ ported the 10-hour-workday campaign, despite the opposition of business owners. SUI11'1ARY AND PREV~EW With the growth In 1845 Sarah Bagley was elected vice presi­ of factories, workers faced new opportuni­ dent of the New England Working Men's ties and challenges. In the next section you Association. She was the first woman to will learn about how the Transportation hold such a high-ranking position in the Revolution brought changes to commerce American labor movement. and the daily lives of Americans.

Section 2 Assessment

Reviewing Ideas, Terms, and People lim 8.6.1 Effect on 1. a. Identify What problems did many mill owners Workers have in finding workers? b. Analyze How did Samuel Slater's Rhode Island system change employment practices in mills? 2. a. Describe What was life like for mill workers in the Lowell system? b. Make Inferences Why would young women have wanted to go to work in the Lowell mills? 3. a. Recall Why did workers form trade unions? b. Predid What are some possible problems FOCUS ON WRITING that might arise between factory owners and trade l unions? 5. Examining Working Conditions This section tells about mill life and conditions for workers. In Critical Thinking the chart you started for the first section, list the 4. Drawing Conclusions Copy the graphic organizer two labor systems used by mills, the person who shown. Use it to identify the ways in which each developed each, and the benefits of each system. leader affected the lives of workers.

THE NORTH 357 If YOU were there... Main Ideas You live in a small town in Iowa in the 1860s. You've never been 1. The Transportation Revolu­ tion affected trade and daily more than 30 miles from home and have always traveled by life. wagon or on horseback. Now there are plans to build a railroad 2. The steamboat was one of the first developments of the westward from Chicago, 200 miles to the east. The tracks will Transportation Revolution. come through your town! Twice a week, trains will bring goods 3. Railroads were a vital part of the Transportation Revolution. from the city and take people farther west. 4. The Transportation Revolu­ tion brought many changes to How would the coming of the railroad American life and industry. change your life'?

The Big• Idea New forms of transportation improved business, travel, and communication in the United BUILDING BACKGROUND The Industrial Revolution changed how States. goods were made. It brought great changes in the ways that many Americans lived. But changes in technology led to major changes in Key Terms and People other areas of life, too. Changes in transportation would bring remote Transportation Revolution, p. 358 L parts of America closer together. It Robert Fulton, p. 359 Clermont, p. 359 , Gibbons v. Ogden, p. 359 Trade and Daily Life Peter Cooper, p. 360 During the 1800s the United States experienced a Transportation Revolution ·-a period of rapid growth in the speed and conve­ nience of travel because of new methods of transportation. The I Transportation Revolution created a boom in business across the country, particularly by reducing shipping time and costs. As one foreign observer declared in 1835, "The Americans .. . have joined the Hudson to the Mississippi, and made the Atlantic Ocean communicate with the Gulf of Mexico." ~ These improvements were made possible largely by the inv~n­ lim 8.6.1 Discuss the influence tion of two new forms of transportation: the steamboat and steam­ of industrialization and technological powered trains. They enabled goods, people, and information to developments on the region, including human modification of the landscape travel rapidly and efficiently across the United States. and how physical geography shaped human actions (e.g., growth of cit­ Finding Main Ideas What benefits did the Transporta ­ ies, deforestation, farming, mineral tion Revolution bring to trade and daily life? extraction).

358 CHAPTER 11 10

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Steamboats 2 American and European inventors had devel­ 0 oped steam-powered boats in the late 1700s. 1800 1810 1820 1830 However, they were not in wide use until the Year early 1800s. Gibbons v. Ogden Steamboat Era Increased steamboat shipping led to conflict In 1803 American Robert Fulton tested his over waterway rights. In 1819 Aaron Ogden first steamboat design in France. Several years sued Thomas Gibbons for operating steam­ later, he tested the first full-sized commercial boats in New York waters that Ogden said steamboat, called the Clermont, in the United he owned. Gibbons did not have a license States. On August 9, 1807, the Clermont trav­ to operate in New York, but argued that his eled against the current up the Hudson River federal license gave him the right to use New without trouble. Demand for steamboat ferry York waterways. service soon arose. In the case of Gibbons v. Ogden, which The steamboat was well suited for river reached the Supreme Court in 1824, the Court travel. It could move upriver and did not rely reinforced the federal government's author­ on wind power. Steamboats increased trade ity to regulate trade between the states by and profits because goods could be moved ending monopolistic control over waterways quickly and thus more cheaply. More than in several states. The ruling freed up waters to 500 steamboats were in use in the United even greater trade and shipping. States by 1840. By the 1850s, steamboats were also being used to carry people and goods Summarizing Explain the across the Atlantic Ocean. effects of the Gibbons v. Ogden ruling.

THE NORTH 359 American Railroads Europe. French economist Michel Chevalier What the steamboat did for water travel, the described Americans as having "a perfect train did for overland travel. Steam-powered passion for railroads. 11 trains had first been developed in Great Brit­ As more railroads were built, engineers ain in the early 1800s. However, they did not and mechanics overcame many tough chal­ become popular in the United States until the lenges. Most British railroads, for example, 1830s. In 1830 Peter Cooper built a small but ran on straight tracks across flat ground. In powerful locomotive called the Tom Thumb. the United States, however, many railroads He raced the locomotive against a horse­ had to run up and down steep mountains, drawn railcar. Eyewitness John Latrobe later around tight curves, and over swift rivers. described the race, in which Tom Thumb had Railroad companies also built the tracks a slow start and fell behind. Latrobe wrote, quickly and often with the least expensive "The pace increased, the passengers shouted, materials available. As time went on, engi­ the engine gained on the horse .. . then the neers and mechanics built heavier, faster, engine passes the horse, and a great hurrah and more powerful steam locomotives. hailed the victory. 11 Unfortunately for Coo­ By 1860 about 30,000 miles of railroad per, victory was spoiled when Tom Thumb linked almost every major city in the east­ broke down and lost the race near the end. ern United States. As a result, the economy Despite the defeat, the contest showed surged forward. For example, American loco­ the power and speed of even a small loco­ motives hauled more freight than those in motive. Railroad fever soon spread. By 1840 any other country. The railroad companies railroad companies had laid about 2,800 quickly became some of the most powerful miles of track-more than existed in all of businesses in the nation. As the railroad sys-

The Steam Train ~ ...._ ~- ~ ~~-~--~-----~~ -~------

SCIENCE AND TECHNOLOGY Boili ng water produces steam, which pushes pistons back and forth in a steam engine. These pistons are connected to rods that rotate the wheels of the locomotive. Why does the train have a firebox?

0 1 As steam follows the path of the white arrows in to the cylinder, the pressure pushes the piston in the direction of the large blue arrow. Connecting rods tum the wheel half a turn . .... E)1 When the small valve rod moves, the other valve is blocked, pushing steam into the other side of the cylinder. lhe pressure moves the piston in the direction of the large blue arrow and the wheel completes a tum.

360 CHAPTER 11 tern grew, manufacturers and farmers were Riding on the early trains was often an able to send their goods to distant markets. adventure, but it could also be quite danger­ In addition to their tremendous eco­ ous. Engineers trying to stay on time some­ nomic impact, the railroads made a power­ times traveled too fast. English citizen Charles ful impression on the senses of passengers Richard Weld was on a railroad car that flew In 1883 four standard time and observers. Trains were the fastest form of off the tracks. To his amazement, the other zones were transportation most people had ever experi­ passengers did not complain about the acci- introduced in the enced. While wagons often traveled less than dent. Instead, they praised the engineer for United States to help railroads 2 miles per hour, locomotives averaged about [ trying to keep on schedule! offer uniform 20 miles per hour. Writer George Templeton Passengers accepted such risks because the train schedules. Strong of New York City described .the thrill railroads reduced travel time dramatically. Rail­ Today travelers might cross one of a steam train passing by in the night: roads also helped tie communities together. In or more time 1847 Senator Daniel Webster spoke for many 11 zones in a single Whizzing and rattling and panting, with its fiery people in the United States when he declared airplane flight. furnace gleaming in front, its chimney vomit­ that the railroad "towers above all other inven­ ing fiery smoke above, and its long train of cars tions of this or the preceding age." rushing along behind like the body and tail of a gigantic dragon- ... and all darting forward at Drawing Inferences the rate of twenty miles an hour. Whew! 11 -George Templeton Strong, quoted in In what ways did railroads affect the economy The Market Revolution by Charles Sellers of the United States?

THE NORTH 361 By 1850 the United States already had about 9,000 miles of railroad track. Timber was needed for railroad ties, cars, and bridges and as fuel for steam locomotives.

ATLANTIC OCEAN

Coal ~ Timber

150 300 Miles

TX

1. Region Where were most railroads located in 1850? 2. Human-Environment Interaction How does this map suggest that people modified the landscape?

Transportation Revolution ANew Fuel Brings Changes The Transportation Revolution also increased The Transportation Revolution brought many the use of certain natural resources that had changes to America. Steamboats and railroads not been important until then. Throughout made getting goods to distant markets much the early Transportation Revolution, wood easier and less costly. People in all areas of the was the primary source of fuel for trains and nation now had access to products made and steamboats, as well as for cooking, light, and grown far away. More than ever before, there heat. As faster locomotives were built, coal was a national economy. The wealth, how­ replaced wood as the main source of power. ever, was centered in the North. A half ton of coal produces as much energy Railroads contributed to the expansion as two tons of wood but at half the cost. Coal of the borders of the nation and guided also became popular for heating homes. population growth. Towns sprang up at rail­ Railroads transported the coal from mines to road junctions. Those towns that did not towns and cities. have railroads nearby suffered. Cities grew as As the demand for coal increased, a coal­ trains brought new residents and raw materi­ mining industry developed in many states, als for industry and construction. The grow­ including Pennsylvania, western Virginia, ing prosperity of the nation, especially in the and Illinois. Coal mining changed the land­ North, encouraged Americans to take pride scape in a number of ways. New towns, such in their country. as Coal City and Carbondale in Illinois,

362 CHAPTER 11 sprang up in places where coal deposits exist­ try expanded as people in the growing towns Focus oN ed. Miners made deep gashes in the earth and cities needed wood for houses and fur­ READING What causes and removing the coal. niture. As newspaper publishing increased, effects do you Later, in the 1870s, the demand for coal demand for paper grew. Lumber items see in this increased as the demand for steel grew. Steel became the primary product of New Eng­ section? is made through a smelting process-heating land. Settlers spreading out across the Mid­ iron ore to very high temperatures. Coal was west cut down trees and plowed up prairies used to fire the furnaces. Steel, which is much to make farmland. Deforestation, or cutting stronger than iron, was increasingly used to down and removing trees, took place on a build factories and the machines they pro­ large scale. duced. Steel was also used to make the rails Railroads also caused cities to grow. Some that trains ride on. cities became transportation hubs. Chicago The growing market for steel helped fuel was one such city. Its location on Lake Michi­ the need for more railroads. Railroads trans­ gan made it an ideal transportation hub, link­ ported steel to places where new factories ing the Midwest to the East and South. were being built. Railroads also brought new steel farming tools and machines to farmers Analyzing Information in the Midwest. Using the new equipment, What role did railroads play in the growth of the farmers produced more crops. Railroads then coal industry? transported their harvests to markets. SUMMARY AND PREVIEW The Transpor­ Effects of Railroads tation Revolution changed the way busi­ The railroads played a role in the growth of ness was done. In the next section you will other businesses as well. The logging indus- learn about more technological advances.

Section 3 Assessment

Reviewing Ideas, Terms, and People lim 8.6.1 Critical Thinking 1. a. Identify What forms of transportation were 5. Sequencing Copy the time line on your own improved or invented at this time? paper. Use it to list the key events that led to the b. Explain What effect did the Transportation emergence of the steamboat and the locomotive Revolution have on the United States? in the United States. 2. a. Describe What were the benefits of steamboat travel? b. Analyze What effect did the ruling in the Emergence of the Steamboat and Locomotive Gibbons v. Ogden case have on federal government? 11824 11840 3. a. Describe What event showed the power and speed of locomotives? Late 1700s 1 1807 fi0-l1860 b. Draw Conclusions How did railroads affect trade and business in the United States? c. Elaborate Why do you think Americans were fascinated by railroads? 4. a. Describe What physical obstacles did railroad construction in the United States face? 6. Describing Travel Inventions Add the steamboat b. Analyze What effects did the Transportation and locomotive to your list. Note the individu- Revolution have on the U.S. economy? als involved in their development as well as how c. Elaborate Do you think the Transportation these new methods of travel changed life for Revolution played a role in deforestation? Explain. people in the United States.

THE NORTH 363 If.YOU were there ... ( Main Ideas You own a small shop in Chicago, Illinois, in the 1850s. You sell 1. The telegraph made swift communication possible from ladies' hats and gowns. When you need more hats, you send a coast to coast. letter to the manufacturer in New York. Sometimes it takes weeks 2. With the shift to steam power, businesses built new fac­ for the letter to get there. One day, the owner of the shop next tories closer to cities and door tells you about a wonderful new machine. It can send orders transportation centers. 3. Improved farm equipment a-nd from Chicago to New York in just minutes! other labor-saving devices made life easier for many How would a machine like this change yom business'? Americans. 4. New inventions changed lives in American homes. .., ~ l ~ BUILDING BACKGROUND The Industrial and Transportation The Big Idea revolutions had far-reaching effects on Americans' lives. They led to Advances in technology led to new inventions that continued still more innovations in technology. Some of the new machines and to change daily life and work. devices speeded up processes for business owners. Others made life easier for people at home. Key Terms and People Samuel F. B. Morse, p. 364 telegraph, p. 364 Telegraph Speeds Communication Morse code, p. 365 In 1832 Samuel F. B. Morse perfected the telegraph -a device John Deere, p. 366 that could send information over wires across great distances. To Cyrus McCormick, p. 366 develop the telegraph, Morse studied electricity and magnetism. Isaac Singer, p. 367

American Inventions 1831 Cyrus McCormick invents the mechanical reaper. Harvesting grain becomes ~ eight times more efficient. G:m 8.6.1 Discuss the influence of industrialization and technological developments on the region, including 1798 Eli Whitney proposed human modification of the landscape the idea of mass producing and how physical geography shaped guns. Machines like this one human actions (e.g., growth of cit­ made it possible for work­ ies, deforestation, farming, mineral ers to make interchangeable extraction). parts efficiently.

364 CHAPTER 11 Morse put the work of other scientists togeth­ er in a practical machine. The telegraph sent pulses, or surges, of Samuel F. B. Morse electric current through a wire. The tele­ ( 1791-1872 ) graph operator tapped a bar, called a tele­ Like steamboat creator Robert Fulton, graph key, that controlled the length of each Samuel F. B. Morse began his career as pulse. At the other end of the wire, these a painter rather than as an inventor. In pulses were changed into clicking sounds. A 1832 Morse was a widower struggling short click was called a dot. A long click was to raise his three children alone. He called a dash. Morse's partner, Alfred Lewis became interested in the idea of sending messages electrically. Morse hoped he Vail, developed a system known as Morse could invent a device that would earn him code-different combinations of dots and enough money to support his family. Even­ dashes that represent each letter of the alpha­ tually, earnings from the telegraph made bet. For example, dot dot dot, dash dash dash, Morse extremely wealthy. dot dot dot is the distress signal called SOS. Skilled telegraph operators could send and Drawing Conclusions What motivated receive many words per minute. Morse to invent the telegraph? Several years passed before Morse was able to connect two locations with telegraph wires. Despite that achievement, people The telegraph grew with the railroad. doubted his machine. Some people did not Telegraph companies strung their wires qn think that he was reading messages sent poles along railroads across the country. They from miles away. They claimed that he was established telegraph offices in many train making lucky guesses. stations. Thousands of miles of telegraph Morse's break came during the 1844 line were added every year in the 1850s. Democratic National Convention in Balti­ The first transcontinental line was finished more, Maryland. A telegraph wired news . of in 1861. By the time he died in 1872, Morse the presidential candidate's nomination to poli­ was famous across the United States. tidans in Washington. The waiting politidans responded, "Three cheers for the telegraph!" "tJ1nl"fll'··a'1??'' Identifying Cause and Effect Telegraphs were soon sending and receiving What event led to the widespread use of the tele­ information for businesses, the government, graph, and what effect did the telegraph have on newspapers, and private citizens. cross-country communications?

1837 John Deere invents the steel plow. The tough prairie sod can be cut and the thick soil ploughed without having to constantly clean the plow. I

1832 Samuel F. B. Morse invents the telegraph. Long-distance communication becomes almost instantaneous. Steam Power and Improved Farm Equipment New Factories During the 1830s, technology began trans­ At the start of the Industrial Revolution, most forming the farm as well as the factory. In factories ran on waterpower. In time, however, 183 7 blacksmith John Deere saw that friends factory owners began using steam power. This in Illinois had difficulty plowing thick soil shift brought major changes to the nation's with iron plows. He thought a steel blade industries. Water-powered factories had to be might work better. His design for a steel plow built near streams or waterfalls. In contrast, was a success. By 1846 Deere was selling 1,000 steam power allowed business owners to build plows per year. factories almost anywhere. Yet the Northeast In 1831 Cyrus McCormick developed was still home to most of the nation's indus­ a new harvesting machine, the mechani­ try. By 1860 New England alone had as many cal reaper, which quickly and efficiently cut factories as the entire South did. down wheat. He began mass producing his Some companies decided to build their reapers in a Chicago factory. McCormick factories closer to cities and transportation used new methods to encourage sales. His centers. This provided easier access to work­ company advertised, gave demonstrations, ers, allowing businesses to lower wages. Being and provided a repair and spare parts depart­ closer to cities also reduced shipping costs. ment. He also let customers buy on credit. Cities soon became the center of industrial The combination of Deere's plow and growth. People from rural areas as well as McCormick's reaper allowed Midwestern foreign countries flocked to the cities for fac­ farmers to plant and harvest huge crop fields. tory jobs. By 1860, U.S. farmers were producing more Factory workers improved the designs of than 170 million bushels of wheat and more many kinds of machines. Mechanics invented than 800 million bushels of corn per year. tools that could cut and shape metal, stone, 'b'1')"m•·t,rl1''' Summarizing What and wood with great precision. By the 1840s marketing methods did McCormick use to this new machinery was able to produce help sell his farm equipment? interchangeable parts. Within a short period of time, the growing machine-tool industry was even making customized equipment.

Finding Main Ideas What changes resulted from the shift to steam power?

American Inventions (continued) 1849 Walter Hunt invents the safety pin. ff.JfunL Pizz. JY.fo:ts;_ . .?a.ten.tedAfl~/oJB~t;. L£: - ~ . :: . '" . · , - F 1 ~. I. fig. 2 . ~? 1851 Isaac Singer improves the sewing machine. The production UNITED STATES------and repair of clothing becomes w~R RUNT, OF NEW YORK, N.Y., ASSIGNOR '1'0 WM. RIORARDSON ,UID J NO. RICHARDSON. . much easier.

Dli.ESS-l'IN. Spec:iACAtion of Lettora·Po.tent- No. 6,!381, cl.t.ted April 10, 1849. To aU whbm i t m4Y 1)01'1Cem: - \ro the bar C, (see Figs. 6, 7 and 8,) which Be it known that I, WJo.LTE& Hmrr of. the combined with the advantages of the spring city, county, and State of New Yor~ ha.ve and catch, renders it equally ornamental, and 366 invented a new and useful Im}>rovement. in at the same time more secure a~d durable 35 5 the Make or Form of Dress-Pins, of which than any other plnn of 11 dasp pm, hereto­ , ,__ ~nllnwinl!' is a faithful and accurate fQreoivot in to use, wear there or get being loose no asjoint in otherro break plans· or . , ---·--- nnlmown in oth~ .: include matches introduced in the 1830s, . ' Changing Life at Home t .• and the safety pin, invented in 1849. All of Many inventions of the Industrial Revolu- ] these inventions helped make life at home New inventions, tion simply made life easier. When Alexis more convenient for an increasing number such as cell phones, laptop de Tocqueville of France visited the United of Americans. States in the early 1830s, he identified what computers, and microwave ovens, he called a very American quality. Analyzing How did labor­ continue to make life easier and 11 saving inventions affect daily life? [Americans want] to be always making life more more convenient comfortable and convenient, to avoid trouble, for people today. and to satisfy the smallest wants [desires] with­ 11 out effort and almost without cost. SUI1MARY AND PREVIEW New machines -Alexis de Tocqueville, from Democracy in America and inventions changed the way Americans The sewing machine was one of these lived and did business in the early 1800s. conveniences. Elias Howe, a factory appren- In the next section you will learn how agri­ \ tice in Lowel[, Massachusetts, first invented cultural changes affected the South. it. Isaac Singer then made improvements to Howe's design. Like McCormick, Singer allowed customers to buy his machines on credit and provided service. By 1860 Singer's company was the world's largest maker of Reviewing Ideas, Terms, and People lim 8.6.1 sewing machines. 1. a. Describe How did the telegraph work? Other advances improved on every­ b. Predict What impact might the telegraph have on the day items. In the 1830s, iceboxes cooled by future of the United States? large blocks of ice became available. Iceboxes 2. a. Describe How did waterpowered factories differ from I stored fresh food safely for longer periods. steam-powered factories? Iron cookstoves began replacing cooking fires b. Explain How did the shift to steam power lead to the and stone hearths. growth of cities? 3. a. Identify What contributions did Cyrus McCormick and Companies also began to mass produce John Deere make to farming? earlier inventions. This allowed many fami­ b. Analyze What effect did new inventions have on agri­ lies to buy household items, such as clocks, culture in the United States? that they could not afford in the past. For 4. a. Identify What inventions improved life at home? example, a clock that cost $50 in 1800 was b. Evaluate Which invention do you think had the great­ selling for only $1.50 by the 1850s. Addi­ est effect on the daily lives of Americans? Why? tional useful items created during this period Critical Thinking 5. Identifying Cause and Effed Copy the diagram below. Use it to show the effects that new advances had on the United States. 1859 Manufactured goods become more valuable than agricultural goods in the country's economy for the first time. The United States is becoming a modern industrial nation. Effects Effects

6. Describing Technological Advances Add notes about the inventions mentioned in this section to your chart. Think Which two inventions improved about which invention you will use for your newspaper American agriculture? advertisement.

THE NORTH 367 Personal Conviction and Bias

or opinion. One of the most damaging effects of bias, and a good reason for trying to avoid it, is that Everyone has convictions, or firmly-held beliefs. it can prevent us from learning new things. However, when we let our beliefs automatically slant The following precautions can help you to or shape our point of view on topics, we may be reduce the amount of bias you hold and express. showing bias. Bias is a fixed idea or opinion about 0 When discussing a topic, keep in mind beliefs someone or something. Some bias is based on a set and experiences in your own background that of ideas about a group to which the person or thing might affect how you feel about the topic. belongs. This type of bias is called a stereotype. If the group is defined by race, religion, age, gender, or E) Try to not mix statements of fact with state­ similar characteristics, the bias is known as prejudice. ments of opinion. Clearly separate and indicate Bias, stereotypes, and prejudice are not always what you know to be true from what you believe negative in nature. They include favorable opinions to be true. too. For example, the belief that a student is good C) Avoid using emotional, positive, or negative at math because that person is male is a bias that words when communicating factual information. shows both stereotyping and prejudice. We should always be on guard for the pres­ ence of personal bias. Eliminating stereotyping and prejudice is particularly important. However, even "good" biases can slant how we view, judge, and In 1834 Tennessee congressman Davy Crockett vis­ communicate information. Honest and accurate ited the textile mills at Lowell, Massachusetts. Read communication requires that the information and his account of the "Lowell girls" who worked in the ideas we express be as free of bias as possible. factory and complete the activity below.

11 Here are thousands [of young women], useful to others, ... with the prospect before them of future comfort and respectability ... There are more than five thousand Not all beliefs are biases, even if those beliefs are females employed in Lowell; and when you come to see strongly held. Biases are beliefs that have little or no the amount of labour performed by them, in superin­ evidence to support them. The more unreasonable tending [operating] the different machinery, you will be a person's view is in light of facts and evidence, the astonished. 11 more likely it is that the belief is a bias. Another characteristic of bias is the person's Suppose that you were a "Lowell girl" who has reluctance to question his or her belief if it is chal­ just read this account of Crockett's visit. Write a lenged by evidence. Sometimes people stubbornly letter to the editor·of the Lowell Offering reacting cling to views that overwhelming evidence proves to the biases and stereotypes about women that wrong. This is why bias is defined as a "fixed" idea Crockett shows in his account.

368 CHAPTER 11 Standards Review

Visual Use the visual summary below to help you review Summary the main ideas of the chapter.

INDUSTRIAL REVOLUTION • Mass production • Interchangeable parts • The Lowell and Rhode Island systems

Reviewing Vocabulary, Comprehension and Terms; and People Critical Thinking

Complete each sentence below by filling in the blank SECTION 1 (Pages 346-351) ~ 8.6.1 with the correct term or person from the chapter. 7. a. Identify What ideas did Eli Whitney want to 1. The system of was developed to apply to the manufacture of guns? represent letters of the alphabet when sending b. Analyze How did the War of 1812lead to a telegraph messages. boom in manufacturing in the United States? 2. The first American woman to hold a high­ c. Elaborate Why do you think the Industrial ranking position in the labor movement was Revolution began in Great Britain rather than in the United States? 3. The was a period of rapid growth in the use of machines and manufacturing. SECTION 2 (Pages 352-357) ~ 8.6.1 4. The first locomotive in the United States was 8. a. Describe What was mill life like? built by ______. b. Draw Conclusions How did the Rhode Island 5. Workers would sometimes go on to system and the Lowell system change the lives force factory owners to meet their demands for of American workers? better pay and working conditions. c. Evaluate Were reformers such as Sarah G. 6. The industry, which produced Bagley effective in improving labor conditions? cloth items, was the first to use machines for Why? manufacturing.

THE NORTH 369 SECTION 3 (Pages 358-363) em 8.6.1 Reading Skills 9. a. Describe How were Americans affected by Understanding Cause and Effect Structure Use the the introduction of steamboats? Reading Skills taught in this chapter to answer the ques­ b. Make Inferences How did railroad compa­ tion about the reading selection below. nies become some of the most powerful busi­ nesses in the country? Many young women came to Lowell from c. Elaborate In your opinion, what was the across New England. They wanted the chance most important result of the Transportation to earn money instead of working on the Revolution? family farm. (p. 354)

SECTION 4 (Pages 364-367) em 8.6.1 14. According to the passage above, what was a 10. a. Recall What important change took place in cause for moving to Lowell? how factories were powered? a. working long hours b. Draw Conclusions How did the telegraph affect communication in the United States? b. earning money c. Evaluate Do you think moving factories close c. meeting people to cities helped or hurt working life? Explain. d. working on a farm

Reviewing Themes Social Studies Skills 11. Science and Technology Rank what you think Personal Conviction and Bias Use the Social Studies are the three most important inventions of the Skills taught in this chapter to answer the question about Industrial Revolution. Explain your choices. the reading selection below. 12. Economics What was the overall effect of the Industrial Revolution on the U.S. economy? "Is anyone such a fool as to suppose that out of six thousand factory girls in Lowell, sixty would be there if they could help it?" -Sarah G. Bagley, quoted in TheBe/lesofNewEngland Using the Internet by William Moran 13. Activity: Advertisement The Industrial Revolu­ 15. Do you think that Bagley's opposition to the tion changed the way goods were produced. Lowell system was unfairly biased? Why or New inventions created easier, faster, or com­ why not? pletely new ways of doing things. Enter the activity keyword and research inventions made between 1790 and 1860. Then create an adver­ tisement for one of the inventions that might have appeared in a magazine during that time 16. Writing Your Newspaper Advertisement Look in history. over your chart, and choose one invention for your advertisement. Then answer these ques­ tions to help you plan your advertisement: Who is your audience? Who will buy this invention? How will the invention benefit this audience? What words or phrases will best persuade this audience? Once you have answered these ques­ tions, design your advertisement. To draw read­ ers' attention to your ad, include an illustration, a catchy heading, and a few lines of text. Standards Assessment t

DIRECTIONS: Read each question and write the D The Transportation Revolution of the mid- letter of the best response. 1800s had all of the following effects except A reducing the time and cost of shipping products. D 8 helping to create a boom in business and 11The little money I could earn-one dollar agriculture across the nation. a week, besides the price of my board­ C making travel upstream on rivers faster and was needed in the family, and I must return easier. [from home] to the mill ... I began to reflect D limiting the federal government's ability to on life rather seriously for a girl of twelve or control trade among states. thirteen. What was I here for? What would I make of myself? ... We did not forget that D What change in technology allowed busi­ we were working girls ... clearing away ness owners to sell their goods in markets a few weeds from the overgrown track of across the country? independent labor for other women ... [so A the Lowell system that] no real odium [disrespect] could be 8 the growth of railroads attached to any honest toil that any self­ C the invention of the telegraph 11 respecting woman might undertake. D the Arkwright system

-from A New England Girlhood by Lucy Larcom (1824-1893) Connecting with Past Learning

0 Which inventor's contribution that you From the content of this passage, you can learned about in Grade 7 changed the world determine that the writer was commenting in much the same way that Samuel F. B. about Morse's invention changed it during the A the mass-production system. Industrial Revolution? 8 the Lowell system. A Marco Polo C the Rhode Island system. 8 Archimedes D the trade union system. C Johannes Gutenberg D Sir Isaac Newton D The first machines of the Industrial Revolu­ tion were powered by D The economic growth and change that the A electricity. Industrial and Transportation revolutions 8 water. brought to America were most like earlier economic changes that occurred in C animals. A Japan. D coal. B India. D The earliest important evidence of the Indus­ C Africa. trial Revolution in America was found in D England and Holland. A the way cotton was processed for market. 8 the production of tobacco products. C the manufacture of cloth and thread. D the construction of the first steam railroads.

THE NORTH 371