An Atlantic Industrial Revolution

1. An Atlantic Industrial Revolution

2. Lesson Themes & Goals • Goals: • Critical analysis of Industrial Revolution • Different theories of American social and economic development • Jefferson vs. Hamilton • Experience of women at Lowell mills • Connections between industrial and slave labor systems • Connections to World History, Atlantic World • Connections to U.S. and North Carolina

3. Founders’ Ideas on Early American Society & Economy Jefferson Hamilton Pro-manufacturing Federalist Supports strong federal govt. Defense Pro-national bank Commercial republican Commerce, port cities Roads manufacturing • Agricultural society is best • Farmers more pure and moral • “Labourers in the earth are chosen people of god” • Keep manufacturing in Europe • Industrial workers are dependent, bad manners • Strong republic based on independent farmers • Anti-urban philosophy • Anti-Federalist • republican • Democratic-Republican

4. Part I: Industrial Revolution in Britain, 1760-1850 • What shape did industrial development take in Britain? • What advantages did Britain have that made it the center of I.R.? • Water, coal for power • Artisans to build machines • Available labor – why? • Raw materials – from where? • Markets for sales – where?

5. What was new about the Factory?: Working outside of home Traveling to work Working with strangers Different way of life Different gender roles Rules of dress, time Attitude of coldness Work hours Enclosed space Accidents Time was controlled, monitored Child labor Bad conditions, health Mass production

6. What was new about the Factory?: Machines, Technology, Water Power Work Bell, Work Time – Regimentation, outside control of workers’ time

7. Factory Images More than one part of manufacturing process in the same building or place Supervision; Supervisors

8. Factory Images Child labor Women workers

9. Making the Factory Definition: “The term factory, in technology, designates the combined operation of many orders of workpeople, adult and young, in tending with assiduous skill a system of productive machines continuously impelled by a central power.” Andrew Ure, Philosophy of Manufactures (1835), 13

10. machinery power factory materials market transport transport workers finance What was new about the Factory?: • Power machinery, introduced process-by-process over about 100 years • Capital costs • Location • Structure • Continuous operation • (with people around) • Need for new skills, esp. machine builders and repairmen

11. Factory Discipline • Emphasis on Profit • Higher profits = discipline • long workday of continuous labor by all hands • regular attendance • punctuality and sobriety • attentiveness to task • continual industry by schedule (eat, relieve self, work when you don't feel well) • no rowdiness, distracting conversation, wandering away from machine • no rebellion against authority or conditions

12. Focus on Time: The Mill Clock Clocks became much more common after Industrial Revolution Clock at an industrial mill Victorian clock from Pyemore Mill, near Bridport, Dorset J.M. Richards, The Functional Tradition in Early Industrial Buildings, 109

13. What Came before Industrial Revolution?: Previous Forms of Production • Medieval Guilds: secret knowledge of arts and crafts • Household production: production of cloth and textiles, shoes, and other goods within household • System of master, apprentice, family labor • Had control over pace of work, seasonal, took on as much work as necessary at a time

14. From Household to Factory Household production: Why do people like to work from home in today’s society? Spinning wheel; making yarn at home

15. Hand loom; making cloth at home

16. The U.S. Experience • Textiles first • New England, NY, PA • Merchant capital • Stole British technology • Women from farm families – “mill girls” • Cotton from southern slave plantations • Made cheap clothing for middle, working classes, and slaves

18. Textiles in North Carolina • Many companies moved from north for cheaper labor • Closer to cotton grown by slaves, then farmers & sharecroppers • Textile labor: typically white women, children, and families • Racially segregated • Agreement between white owners and white workers to exclude black workers from factory work and relatively better pay

19. Atherton Cotton Mills, Charlotte

20. Atherton Workers

21. Problems of Industrial Society • Based on readings: • Hopes and promises dashed • Wage complaints • Comparisons to slavery • Living conditions • Women’s place in society, how they are viewed • Issues of freedom and control • Working hours and conditions • Women resisted: journals, paper, letters

22. Opposition to Factory System • British Luddites

23. British Opposition to Factory System • Popular fight for social change and political representation • Correspondence Committees • Parliamentary Reforms • Anti-monarchical ideas • Whig, then Labor Party in Britain • Labor Movement • Fabians • Revolutionaries

24. Summary of British Industrial Rev. • A new type of manufacturing based on control and supervision of workforce within new factory worksite. • Higher profit margins based on control of work pace, wages per hour, and separation of workers from other alternatives of support • Use of new machine technologies, organization, finances (capital) • Different forms of opposition to industrial work by early generations of workers

25. Part 2: Atlantic Industrial Connections Can a slave be considered an industrial worker? Why? or Why not?

26. Slavery and industrial society overlapped. How were they connected? What effects did slave systems have on American industrial society and working class?

28. Close-up of Painting Comments?:

29. Possible Student Selection Student Comments:

30. Which of these aspects of industrial production have connections to the wider Atlantic world? machinery power materials factory market transport transport workers finance

32. Slave trade transported slaves throughout Atlantic World – majority of slaves outside U.S.

33. Connections • How was the Atlantic plantation system connected to I.R. in Europe and U.S.? • Was the sugar plantation “industrial”? • Were slaves “workers”? • Was the trade in slaves “industrial” in nature? • What, besides technology and wages, defined the Industrial Revolution?

34. African Slave Factory: Industrial?

35. Slave Ship: Industrial?

36. Cuban Sugar Mill: Industrial?

37. Sugar Plantation Industrial?

38. Sugar Mill Industrial?

39. The Ship: Industrial? • A factory at sea • Discipline • Control • Hierarchy • Economic profit • Engaged in Atlantic trade

40. Consumption, Production, Finance • Relationship between new forms of industry and new forms of consumption • New forms of popular consumption fueled and reinforced the development of industrial production – slave and free • New forms of banking, finance, insurance to fund and secure Atlantic trade • Examples: sugar plantations, rum, coffee, tea, tobacco, cotton

41. The Coffee House:meeting place, banking, dealing, consumption

42. New Forms of Consumption • Cheap sugar, textiles, guns, rum • Not just for royalty anymore • Growing middle-class conspicuous consumption • But also working-class consumption • Coffee houses – places to talk politics • Sugar – cheap calories for factory workers • Cheap goods for Atlantic Trade • New consumption patterns tightened relationships, both positive and negative

43. Pirates • What do pirates represent? Link to National Geographic article on Blackbeard’s ship, recent archaeological work on the underwater wreck Blackbeard the Pirate

44. Blackbeard and North Carolina • Blackbeard hijacked French slave ship La Concorde off Caribbean island of Martinique; set slaves free • Ship had been used for at least 3 slaving voyages, around 500 slaves each • 61 died on Middle Passage on last voyage • 16 crew members also died • Blackbeard plundered ships in triangle and Atlantic/Caribbean trade

45. Atlantic Resistance to Power? • Pirates represent rare form of interracial lower-class solidarity who fought Atlantic industrial system • Problem of racism - usually divided white working-class from slaves and free blacks in Atlantic world • White workers defined as not slaves • Whites gained prestige, small level of comfort & consumption, wages for not being slaves

46. Popular Resistance • There were a variety of popular responses by people around the Atlantic in times of economic change • During feudalism • Reused during transition to industrial economy • Used to attack or undermine authority of masters (of different kinds – slave masters, industrial owners, middle class)

47. Mumming and Masquerade Mumming was tradition of masquerade in feudal and modern Europe Usually around harvest or Xmas time A night when it was ok to challenge lord’s or master’s authority Lord or master expected to share wealth or abun-dance, “the treat”

48. Luddites in England Luddites reused tradition of popular local protest and masquerade to protest new industrial system Luddites smashed new industrial factories and machines to protest control and power of new industrial system Often worked at night, in masks, costumes, under cover of darkness Signed protest letters as “Ned Ludd”

49. Modern Mumming in Philly Modern Mummers Day Parade in Philadelphia every New Year’s Day

50. History of Public Resistance and Performance • Context of owner surveillance and control – attempts to limit gatherings in groups, fear of slave revolt • Slaves, free blacks, post-slavery black Americans celebrated Emancipation Day as reminder of continued fight for racial, social, and economic equality • Claiming public sites or spaces when they did not have any formal power or rights • Examples • John Canoe or Jonkonnu • Pinkster and Negro Election Day • Public religious, political, musical expression • Often poked fun at whites through dress and mimicry