In American society today, childhood is considered a time for learning, exploration, and a chance for a child to make his or her mark on the world. Leading up to the Great Depression, however, childhood for working class children was seen in a different light. Working class children felt pressure to provide for their family, which inhibited them from getting an education and branching out on their own, while middle class children had a greater prospect for education because of the difference in wealth. The Great Depression brought hard times for all Americans and expanded the working class while shrinking the middle class. Because the working class children held close ties and responsibilities to their families and faced more poverty than the middle class, they had a lesser chance to move out of the working class as they had a commitment to work to support their families, or children without families had to support themselves, and had dimmer opportunities for education. In the Child Labor in the Carolinas, photos and depictions of children working in mills show how working class children did not have the opportunities to branch out and have a childhood as defined by today’s standards. Though the pamphlet creators may have been fighting for better standards for child labor in textile mills of the Carolinas, they simultaneously show how working class families depended on multiple members to support the family: in “Chester, South Carolina, an overseer told me frankly that manufacturers [in] all the South evaded the child labor law by letting youngsters who are under age help older brothers and sisters” (McElway, 11). Children were used because they were inexpensive labor and were taken advantage of in many ways because they were so... ... middle of paper ... ...d by a difference in wealth. The difficulty to provide for a family, much less make more money to rise above the working class, caused children born into working class families to feel like they were “stuck” because they did not have the extra time or money to devote to an education. Instead of being able to learn and grow during childhood, children in the working class focused on the survival of themselves and their family. This contrasts the middle class where children had the possibility to earn an education before working in the future. Horatio Alger argued that anyone can change their situation by a little extra work and by improving their behavior, but Ragged Dick was an unrealistic character. Children born into poverty often faced a cycle, where guidance and luck could not even help the escape the working class because they were committed to their families.
What would one expect to be the sentiment of a young women who worked in the Lowell textile mills? It is just such a depressing story; and the sad heroines are the young women of Lowell - Lucy Larcom- who Stephen Yafa portrays in his excerpt “Camelot on the Merrimack.” A perception through the eyes of a thirteen-year-old Lucy Larcom reveals that, “For her and the other young girls, the long and tedious hours they spent tending to demanding machines robbed them of their childhood.” The imagery in “Camelot on the Merrimack,” from Big Cotton by Stephen H. Yafa disclose the working conditions in those sordid mills.
In Florence Kelley’s 1905 speech to the Philadelphia convention of the National American Women Suffrage Association, she accentuates the obligatory need to reform the working conditions for young children.
Compared to people in the twenty-first century, with all their modern conveniences and technological advances, the life of any early-American seems difficult. However, the lives of children were among the most arduous. Linda Pollock states in her book Forgotten Children that between 1660 and 1800 families -and society in general- became more affectionate, child-oriented, and permissive of uniqueness and unstructured time (67). Although this may be true, many other sources depict the lives of children as taxing and oppressive at best. Children of the time were either forced to abandon education for their family contributions, or had to balance school with a full day's work ("Education"). Even when they were not in school or doing manual labor, their day-to-day lives were uncomfortable and harsh (Kids). Social status, as is expected, was a key factor in determining how hard a child's life would be (Murray 9). Although many children at the time had it easier than others they were all asked at an early age to take on adult responsibilities. The lives of all children in 1800 were mundane and difficult due to family and societal expectations for labor, schooling, and maturity.
In a country like the United States of America, with a history of every individual having an equal opportunity to reach their dreams, it becomes harder and harder to grasp the reality that equal opportunity is diminishing as the years go on. The book Our Kids by Robert Putnam illustrates this reality and compares life during the 1950’s and today’s society and how it has gradually gotten to a point of inequality. In particular, he goes into two touching stories, one that shows the changes in the communities we live in and another that illustrates the change of family structure. In the end he shows how both stories contribute to the American dream slipping away from our hands.
Besides race, the scholar also reveals how childhoods are unequal based on social class. Drawing from the American society, there are several social classes. For each class, there are unique pathways of lives followed and these usually influence both the educational and work outcomes. To ...
For many people in the 1930’s living conditions were not as adequate as they needed to be. The stock market had just crashed in 1928, and the US was in the midst of the Great Depression. Many people suffered from lack of money, and many others suffered from lack of food. One group of people who suffered greatly during this time period were the southern share croppers. Factors that caused the substandard living conditions of the southern share croppers in the 1930’s include lack of education, poor health care, and inadequate living facilities. The first factor that caused the substandard living conditions of the southern share croppers was their lack of education. There were several reasons the share croppers didn’t get the education they needed. One main reason was because many children didn’t go to school. Harold Walker writes that Southern cotton states ranked lower in rate of attendance for each student enrolled than any of the other states in the nation (4). A factor that contributed to this was their excessive mobility, which inhibited many children from going to school (Corder 27). It is common knowledge that any child who constantly moves around will not be able to attend school on a regular basis, and even if they go to a school when they get a chance they will be so far behind they would have a difficult time catching up. Another factor that impeded on a child’s attendance at school was the fact that they never went to school when there was cotton to be picked (Walker 8). This may not seem like a large task, but some times it could take weeks to pick all the cotton. These few weeks that a child spent picking cotton was valuable learning time, and missing it could put a child too far behind to catch up. Another reason share croppers didn’t get the education they needed was because many southern rural schools had short terms (Gentry 21). Because of this teachers would not be able to cover all of the material that they needed to cover, or they would have to rush through the material they did cover. A final reason the education of the southern cotton states was not as good as other states was because their teachers were not as good. This was reflected in the fact that the salaries of Southern teachers were not as high as the salaries of other teachers (Mckeon 98).
Class Separation lowers a person’s opportunity to achieve the American dream. As the separation between class increases, there is less possibility of achieving the American dream. Class separation has been around for a while. The higher class has higher prospect of achieving the American dream whereas the lower class does not. The separation between the class and its affect on achieving the American dream is demonstrated in the novel Great Gatsby by Fitzgerald, a political cartoon, The Great GAPsby society, an article by David Cay Johnson, Richest Are Leaving even the Rich Far Behind and Shadowy Lines That Still Divide by Janny Scott. Even though some argue that the class separation does not affect the ability of achieving the American Dream, these articles clearly explain how it does.
Family pressure during the great depression was unlike any the U.S. has ever seen. Everything about families changed in the 1930s. Couples during the depression delayed marriage, and at the same time the divorce rates dropped because people could not afford to pay for two households. Birthrates also dropped and for the first time in American history below the replacement level. Income was closed to none in all families; regular income had dropped by 35% just in the years Hoover was in office. Families had a lot of stress; some pulled together and made do with what they had others pushed away. People turned to who ever they had, family, friends, and after all else the government. Although there were rich people in the depression as well that the depression did not effect at all who were oblivious to the people suffering around them. By Franklin Roosevelt’s inauguration the unemployment rate was up to 25% only increasing till the 1940s. Within families the role played changed as well. Women and children were now working to put bread on the table. Fathers would despise sons for becoming the main source of income for a family. Unemployed men had a deep lack of self respect. That often led them to running away from there families forever. Because many men ran out or stopped caring the women’s role was enhanced and became working women. Black women found it easier to find work a servants, clerks, textiles, workers, ect. Work made all women’s status go up in their homes. Most mi...
The period immediately following the American Civil War is a period often associated with industrialization and sweeping reforms. It is also a period where millions of immigrants made their way to the United States in search for a better life. However, after being pushed to accept poor living conditions and low wages, some families, both domestic and immigrant, were forced to send their children into the workforce just to be able to have enough income to survive. With the presence of children becoming increasingly common in the workforce during this time, things began to decline as far as the conditions they were forced to work in, as well as the rights that they were allowed as workers. Children during the Gilded Age and the Progressive Era
Students are always taught about slavery, segregation, war, and immigration, but one of the least common topics is farm women in the 1930’s. Lou Ann Jones, author of Mama Learned Us to Work, portrayed a very clear and clean image to her readers as to what the forgotten farm-women during the 1930’s looked like. This book was very personal to me, as I have long listened to stories from my grandmother who vividly remembers times like these mentioned by Jones. In her book Mama Learned Us to Work, author Lou Ann Jones proves that farm women were a major part of Southern economy throughout the content by the ideology and existence of peddlers, the chicken business, and linen production.
In the late 1800s, the years following the Civil War particularly, there was an era of industrial growth which led to a growth in the working class. This growth gave rural families a dream of a better life, so many moved to cities for steady and reliable jobs just to be disappointed. They were met with jobs that required long hours, little pay, and unsafe working conditions. Due to the awful pay even children as young as three sometimes had to work and often met injuries and death. (Childhood Lost: Child Labor During the Industrial Revolution) Even those families who did not live or move to the city were required to work long hard hours on the farms, and it was not uncommon for young children to have many chores to help the family. Mornings usually started around 5:00am with the mother starting breakfast and the father doing whatever hard labor he needed for the rest of the day to go smoothly. The chores for the children were split up based on gender; while the girls worked on preparing meals, and doing basic chores around the house the boys helped their fathers out on the field. (B) This made a vast difference in how children developed as compared to today. Due to how much work children had to do to help their families many of them didn’t have much time to play or go to school, in fact it was not uncommon for children to drop out
In preparation for this reflection paper, I read the texts, reflected on my life experiences, and then identified the following key theme. David Shipler’s “The Working Poor,” The fact that people in the social welfare system do work at menial jobs and not necessarily because they are required by welfare to do so, shows that most people do want to contribute and be a part of working society. While reading the about the families in New Hampshire, I was reminded of the classism that occurred between the two worlds of rich and poor. In stark contrast to rural New Hampshire, southern New Hampshire where I grew up is an hour outside of Boston, the area I lived in was filled with pilots and executives. Besides being rich everyone had the expectation that their child would go to college. My town looked like a Norman Rockwell painting and for its size boasted two country clubs. Upon turning sixteen teenagers would receive the newest sports car. This in contrast to the rural New Hampshire people in Shipler’s book, who are a captive audience to the mill’s opening and closing or downsizing and ultimately the victims to the corporate bottom line. Likewise what struck me was how people in my town used to refer to the northerners, making fun of them (and this was the adults), Now, I can see that a firm link between making money and being good was established for me growing up where I did and with the class of people I associated with. Furthermore, when I read “Glass Castles” by Jeannette Walls, the family had moved to Welch one boy in particular was determined to put Jeannette and her siblings in their place by shouting “ Garbage! You live in garbage ‘cause you are garbage!” How does this relate to “The Working Poo...
This impactful photograph is the result of an emphasis placed upon the appearance, situation, and story of a young girl. The Carolina Cotton Mill tells the tale of hardships faced by child laborers. Sadie Pfeiffer became a representative for all children who were forced to mature sooner than should have been expected of them. In the final analysis, Hine provided the world with an illustration that spoke of the challenges faced by America’s children and prompted awareness of the inhumanity that was child
While we, as Americans, are currently living in the most advanced civilization up to this time, we tend to disregard problems of exploitation and injustice to nations of lesser caliber. Luckily, we don't have to worry about the exploitation of ourchildren in factories and sweet shops laboring over machines for countless hours. We, in the United States, would never tolerate such conditions. For us, child labor is a practice that climaxed and phased away during and then after the industrial revolution. In 1998 as we approach the new millenium, child labor cannot still bea reality, or can it? Unfortunately, the employment and exploitation of children inthe work force is still alive and thriving. While this phenomenon is generally confined to third world developing nations, much of the responsibility for its existence falls to economicsuper powers, such as the United States, which supply demand for the cheaply produced goods. While our children are nestled away safely in their beds, other children half way around the world are working away to the hum of machinery well into the night.
What comes to mind when hearing the words child labor? Is it simply of children doing work in a 1920’s factory? Is it an image of Malaysian children in a sweatshop making sneakers for less than a quarter a day? When many people think of child labor, they always connect it with negative meanings. Child labor has become a global issue; many of the countries whom employ child workers are developing ones. According to the International Labor Organization, the number of child laborers has decreased from a stifling 246 million, to 168 million. It’s also well known that child labor was a major part of the United States, and many other industrial countries in the late 1800’s and for the US, mainly in the early 1900’s. While child labor is constantly viewed in the negative, many do not take a look at the possible benefits of having children work at an earlier age. Trying to refrain from looking more into the hazardous conditions that many children have to work with, looking at the idea of having children work at an earlier age and the benefits it brings in terms of developing a better work ethic, and aiding children into stepping into the adult world.