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1. Who were the new middle-class Progressives and what did they want?  Just how progressive and successful was the progressive era?

2. What were the pros and cons of scientific management?  Is school today influenced by its principles?

3. Were workers in the early 1900s "free?"  Explain.

4. How did supporters of industry and big business view the 1880s - 1910? How did they justify or "sell" what was positive about capitalism?

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Conclusion: The Successes and Failures of Progressivism

Although the Progressive Era brought reform to government and business and increased political power for many citizens, its benefits were limited to white Americans; African Americans and other minorities continued to experience discrimination and marginalization during this era.

Learning Objectives

Summarize the successes and failures of Progressive efforts during this era

Key Takeaways

Key Points

The Progressive Era saw many far-reaching reform movements whose goals included eliminating government corruption, granting suffrage for women, and passing antitrust legislation.

Four constitutional amendments were passed during the time that increased the democratic influence of citizens and outlawed the production and sale of alcohol.

Despite these successes, the benefits of Progressivism were mostly limited to white Americans.

African Americans continued to experience discrimination and oppression, including legal segregation, voting disenfranchisement, and economic disadvantages.

Additionally, the Progressive Era was characterized by disparate, often contradictory goals that impeded the creation of unified reform movement.

Key Terms

Plessy v. Ferguson: A landmark U.S. Supreme Court decision upholding the constitutionality of state laws requiring racial segregation in public facilities under the doctrine of "separate but equal."

Muckraking: Reform-minded American journalism that intended to raise public awareness of chronic urban poverty, unsafe working conditions, and social issues such as child labor.

suffrage: The right to vote in public, political elections.

Successes

The growing middle class's dissatisfaction with the corruption and inefficiency of politics as usual, and the failure to deal with increasingly important urban and industrial problems, led to the dynamic Progressive movement starting in the 1890s. In every major city and state, and at the national level as well, and in education, medicine, and industry, the Progressives called for the modernization and reform of decrepit institutions, the elimination of corruption in politics, and the introduction of efficiency as a criterion for change. Leading politicians from both parties-most notably Theodore Roosevelt, Charles Evans Hughes, and Robert La Follette on the Republican side and William Jennings Bryan and Woodrow Wilson on the Democratic side-took up the cause of Progressive reform.

Political corruption was a central issue, which reformers hoped to solve through civil-service reforms at the national, state, and local levels, replacing political hacks with professional technocrats. The 1883 Civil Service Reform Act (or Pendleton Act), which placed most federal employees on the merit system and marked the end of the so-called " spoils system," permitted the professionalization and rationalization of the federal administration. However, local and municipal government remained in the hands of often-corrupt politicians, political machines, and their local "bosses." As a result, the spoils system survived much longer in many states, counties, and municipalities; for example, the Tammany Hall ring, survived well into the 1930s when New York City reformed its own civil service. Illinois modernized its bureaucracy in 1917 under Frank Lowden, but Chicago held out against civil-service reform until the 1970s.

Women became especially involved in demands for woman suffrage, prohibition, and better schools; their most prominent leader was Jane Addams of Chicago. "Muckraking" journalists such as Upton Sinclair, Lincoln Steffens, and Jacob Riis exposed corruption in business and government along with rampant inner-city poverty. Progressives implemented antitrust laws and regulated industries such as meatpacking, drugs, and railroads. Four new constitutional amendments-the Sixteenth through Nineteenth-were prompted by Progressive activism, and resulted in a federal income tax, the direct election of senators, prohibition, and women's suffrage. The Progressive movement lasted through the 1920s; the most active period was 1900-1918.

Failures

Although Progressivism brought greater efficiency to government, established a more equal playing field for business, and increased the political power of ordinary citizens, the biggest failure of the Progressive Era was its exclusive nature. The Progressive Era coincided with the Jim Crow era, which saw intense segregation and discrimination of African Americans. The legitimacy of laws requiring segregation of blacks was upheld by the U.S. Supreme Court in the 1896 case of Plessy v. Ferguson. The ruling on Plessy thus allowed segregation, which became standard throughout the southern United States, and represented the institutionalization of the Jim Crow period. Everyone was supposed to receive the same public services (schools, hospitals, prisons, etc.), but with separate facilities for each race.

In practice, the services and facilities reserved for African Americans were almost always of lower quality than those reserved for whites; for example, most African-American schools received less public funding per student than nearby white schools. Segregation was never mandated by law in the northern states, but a "de facto" system grew for schools, in which nearly all black students attended schools that were nearly all black. In southern states, many laws were enacted that disenfranchise black voters. State legislatures passed restrictive laws or constitutions that made voter registration and election rules more complicated. As literacy tests and other restrictions could be applied subjectively, these changes sharply limited the vote by most blacks. These discriminatory practices were not outlawed until the 1950s and later.

Furthermore, racism often pervaded most Progressive reform efforts, as evidenced by the suffrage movement. Specifically, as women campaigned for the vote, most Progressives argued on behalf of female suffrage as a necessary reform to combat the influence of "corrupted" or "ignorant" black voters in the election booth. Civil rights and Progressive reforms were thus mostly exclusionary projects that had little real influence on each other in the early twentieth century.

The Progressive reformers of the time focused little of their effort on improving the lives of African Americans and other minorities.

Additionally, the Progressive Era was characterized by loose, multiple, and contradictory goals that impeded the efforts of reformers and often pitted political leaders against one another, most drastically in the Republican Party. For instance, national Progressive leaders such as Roosevelt argued for increased federal regulation to coordinate big business practices while others, such as Wilson, promised to legislate for open competition. At the local, municipal, and state levels, various Progressives advocated for disparate reforms whose concerns ranged as wide as prisons, education, government reorganization, urban improvement, prohibition, female suffrage, birth control, improved working conditions, labor, and child labor. Although significant advancements were made in social justice and reform on a case-by-case basis, there was little local effort to coordinate reformers on a wide platform of issues.

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Although the Progressive Era brought reform to government and business and increased political power for many citizens, its benefits were limited to white Americans; African Americans and other minorities continued to experience discrimination and marginalization during this era.

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The New Freedom was Woodrow Wilson's campaign platform in the 1912 presidential election, and also refers to the progressive programs enacted by Wilson during his first term as president from 1913 to 1916 while the Democrats controlled Congress. First expressed in his campaign speeches and promises, Wilson later wrote a 1913 book of the same name. In terms of legislation, wartime policies are generally not considered part of the New Freedom. After the 1918 midterm elections, Republicans took control of Congress and were mostly hostile to the New Freedom.[citation needed ] As president, Wilson focused on three types of reform:

1. Tariff reform: This came through the passage of the Underwood Tariff Act of 1913, which lowered tariffs for the first time since 1857 and went against the protectionist lobby.

2. Business reform: This was established through the passage of the Federal Trade Commission Act of 1914, which established the Federal Trade Commission to investigate and halt unfair and illegal business practices by issuing "cease and desist" orders, and the Clayton Antitrust Act.

3. Banking reform: This came in 1913 through the creation of the Federal Reserve System and in 1916 through the passage of the Federal Farm Loan Act, which set up Farm Loan Banks to support farmers.

Wilson's position in 1912 stood in opposition to Progressive party candidate Theodore Roosevelt's ideas of New Nationalism, particularly on the issue of antitrust modification. According to Wilson, "If America is not to have free enterprise, he can have freedom of no sort whatever." In presenting his policy, Wilson warned that New Nationalism represented collectivism, while New Freedom stood for political and economic liberty from such things as trusts (powerful monopolies).[citation needed ] Wilson was strongly influenced by his chief economic advisor Louis D. Brandeis, an enemy of big business and monopoly.

Although Wilson and Roosevelt agreed that economic power was being abused by trusts, Wilson and Roosevelt were split on how the government should handle the restraint of private power as in dismantling corporations that had too much economic power in a large society. Wilson wrote extensively on the meaning of "government" shortly after his election.

Once elected, Wilson seemed to abandon his "New Freedom" and adopted policies that were more similar to those of Roosevelt's New Nationalism. Wilson appointed Brandeis to the US Supreme Court in 1916. He worked with Congress to give federal employees worker's compensation, outlawed child labor with the Keating-Owen Act (the act was ruled unconstitutional in 1918) and passed the Adamson Act, which secured a maximum eight-hour workday for railroad employees. Most important was the Clayton Act of 1914, which largely put the trust issue to rest by spelling out the specific unfair practices that business were not allowed to engage in.

By the end of the Wilson Administration, a significant amount of progressive legislation had been passed, affecting not only economic and constitutional affairs, but farmers, labor, veterans, the environment, and conservation as well. The reform agenda actually put into legislation by Wilson, however, did not extend as far as what Roosevelt had called for but had never actually passed, such as a standard 40-hour work week, minimum wage laws, and a federal system of social insurance.

This was arguably a reflection of Wilson's own ideological convictions, who according to Elizabeth Warren and Herbert Hoover, was an adherent of Jeffersonian Democracy (although Wilson did champion reforms such as agricultural credits later in his presidency, and championed the right of Americans to earn a living wage and to live and work "in sanitary surroundings" in his 1919 State of the Union Address).

Nevertheless, Wilson identified himself with progressive politics throughout much of his life. In his work The State, Wilson had advocated a welfarist role for the state, arguing amongst its functions to be the provision of German-style insurance for workmen and care "for the poor and incapable." Wilson expressed similar views in 1913, arguing that workers had the right to a living wage and noting how

There can be no equality of opportunity, the first essential of justice in the body politic, if men and women and children be not shielded in their lives, their very vitality, from the consequences of great industrial and social processes which they can not alter, control or singly cope with. Society must see to it that it does not itself crush or weaken or damage its own constituent parts. The first duty of law is to keep sound the society it serves. Sanitary laws, pure food laws, and laws determining the conditions of labor which individuals are powerless to determine for themselves are intimate parts of the very business of justice and legal efficiency. One of the most hopeful signs of the times is the fact that we are beginning to hear and to understand this 'solemn moving undertone of our life,' and our social legislation is showing signs of an earnest desire to alleviate the dead burden of misery under which our toilers stagger and groan. The State is gradually growing, through the development of its so-called police power, into the stature and dignity of 'parens patrae,' guardian or custodian of the public welfare.

Wilson also spoke of the need to lift people out of poverty, stating in a speech he made in December 1912

"God knows that the poor suffer enough in this country already, and a man would hesitate to take a single step that would increase the number of the poor, or the burdens of the poor, but we must move for the emancipation of the poor, and that emancipation will come from our own emancipation from the errors of our minds as to what constitutes prosperity."

Although the role of government under Wilson did expand in a progressive direction, the New Freedom did not go as far as his rhetoric suggested it would. For instance, while seemingly supportive of benefits for workers such as pensions, injury compensation, and profit-sharing plans (noting in his book "The New Freedom" how various companies had introduced such benefits "in good faith" to their employees), Wilson and his administration never pushed legislation through Congress extending these benefits to the entire workforce, while a national health insurance system of the kind advocated by Roosevelt was never established, despite the fact that Wilson, according to one study, "promoted Roosevelt's policy of universal health insurance coverage when he was elected president." Despite this, the New Freedom did much to extend the power of the federal government in social and economic affairs, and arguably paved the way for future reform programs such as the New Deal and the Great Society.

Note: This listing contains reforms drawn up by the Wilson Administration as part of its New Freedom program together with wartime reforms and reforms drawn up by individual Congressmen. The latter two have been included because it is arguable that the progressive nature of these reforms was compatible with the liberalism of the New Freedom.

For farmers there was a provision in the Federal Reserve Act in which the Federal Reserve Board "was given power to define the paper which would be eligible for discount, to make agricultural paper eligible, and to give it a maturity of six months as against ninety days for ordinary commercial paper."

The Cotton Warehouse Act (1914) authorized the federal government to license warehouses. The intention of this legislation was to ensure that the better handling of crops "would make warehouse receipts more readily acceptable by banks as collateral for loans."

The Agricultural Extension Act (1914) authorized federal grants-in-aid to the state agricultural colleges for the purpose of supporting a program of extension work in farm areas.

The Smith-Hughes Vocational Education Act extended the Smith-Lever provisions of 1914 and supported teacher training and other instruction in industrial occupations, home economics, and agriculture.

The Warehouse Act of 1916.

The Stock-Raising Homestead Act of 1916.

The Grain Standards Act of 1916 mandated the grading and inspection of grains under federal license.

A senatorial investigation into industrial dispute in the West Virginia coal fields resulted in gains such as the provision of check weighmen, an 8-hour day, and the right of organization guaranteed.

In 1914, an 8-hour provision was approved "for employees under the Alaskan coal act."

The Locomotive boiler inspection act was extended to cover locomotive engines and tenders (1915).

Leave of absence with pay to employees of government printing office employees was increased from 26 to 30 days per year (1915).

In 1915, licensed officers, including pilots, mates and masters, were guaranteed the right to quit and protected "when reporting defects of their vessels to government inspectors."

The Bureau of Mines Act was extended and strengthened, with the provision of 7 new safety stations and 10 new experiment stations (1915).

Taylor system, stop-watch and speeding up methods were prohibited in United States torpedo stations, gun factories, navy yards, and arsenals (1914).

The Federal 8-hour law, which was applicable to contractors doing work for the US Government , was greatly strengthened, "particularly in reference to the basic wage for an eight - hour standard day , and minimum overtime rates for employees of such government contractors."

Post Office employees were brought into the reach of the Compensation for Injuries Act (1914).

The La Follette-Peters Act (1914) mandated an eight-hour workday for most women workers in the District of Columbia.

The Seamen's Act of 1915 aimed to protect merchant seamen. It outlawed their exploitation by officers and ship owners by practices such as indefinite hours, inadequate food, poor wages, and abandonment in overseas ports with back pay owing.

The Adamson Act gave railroad workers on interstate runs an eight-hour workday.

The Clayton Act strengthened antitrust regulation while exempting agricultural cooperatives and labor unions, thus putting an end to the court's habitual rulings that boycotts and strikes were "in restraint of trade."

A National War Labor Board was established, which improved working conditions in factories by insisting on an eight-hour workday, no child labor, and better safety conditions.

A law was passed fixing minimum wages for women and children in the District of Columbia (1918).

The Women's Bureau Act of 1920 established a Women's Bureau to "formulate standards and policies which shall promote the welfare of wage-earning women, improve their working conditions, increase their efficiency, and advance their opportunities for profitable employment."

The Workingmen's Compensation Act (Kern-McGillicuddy Act).

The Keating-Owen Act

The Kern Resolution of 1913.

The Saboth Act of 1913.

The Newlands Labor Act of 1913.

The Federal Boiler Inspection Act of 1915.

The Occupancy Permits Act of 1915.

The Fraudulent Advertising Act of 1916.

The Merchant Marine Act of 1920.

According to one study, Wilson's administration 'had laid the foundation for a "welfare state" by providing for the matching of federal funds with those of the states to equalize certain facilities through the nation; new taxes had been levied to make this possible.'

The Cutter Service Act of 1914

The Federal Aid Road Act of 1916

The Rural Post Roads Act of 1916

The Sundry Civil Appropriations Act authorized $200,000 for the newly formed Division of Scientific Research for the United States Public Health Service.

An Act was passed (1916) authorizing hospital and medical services to government employees injured at work.

An anti-narcotics law was passed (1914).

A federal bill setting minimum housing standards in the District of Columbia was passed (1914), the result of efforts by President Wilson's first wife Ellen Wilson.

Health benefits and disability insurance were introduced for lighthouse keepers (1916).

A cooperative Federal-State program of cash grants for public health services was established (1917).

The United States Housing Corporation was established (1918) to build housing projects for wartime workers.

A system of life insurance and medical care for federal employees was initiated.

The Harrison Narcotic Act (1914) required prescriptions for products exceeding the allowable limit of narcotics and mandated "increased record-keeping for physicians and pharmacists who dispense narcotics."

In 1918, the first Federal grants to States for public health services were made available.

A retirement plan for lightkeepers was introduced (1918)

In 1918, the first federal loans were offered to shipbuilding companies to house their workers.

A federal leprosy hospital was authorized (1917).

The Soldiers' and Sailors' Civil Relief Act of 1918

The Civil Service Retirement System was established (1920) to provide pensions to retired civilian federal employees.

The Civilian Vocational Rehabilitation Act of 1920 (Smith-Fess Act) authorized a joint federal-state vocational rehabilitation program for handicapped civilians.

The Death on the High Seas Act (1920) aimed at compensating the wives of sailors who had lost their lives at sea. The legislation enabled survivors "to recover pecuniary damages, or the lost wages of their relatives on whom they depended upon financially."

Under the Industry Vocational Rehabilitation Act of 1920 (Smith-Bankhead Act), Congress began providing federal funds for cooperation with the states in the vocational rehabilitation of persons disabled in industry.

Corporate welfare work was encouraged by the Wilson Administration.

On the anniversary of the United States' entry into the war (the 6th of April 1918), the Children's Bureau, funded with $150,000 from the President's Defense Appropriation, launched a national health education program called "Children's Year." This campaign, which was repeated the following year, provided information "on the feeding and care of babies for their mothers and involved the weighing and measuring of some six million infants." The effects of the campaign were not temporary, as various states set up child hygiene divisions in their public health departments, and the state of California itself established 22 permanent health centres as a result of the bureau's initiative. This program led to the postwar passage of the 1921 Sheppard-Towner Act.

The War Risk Insurance Act of 1914.

The Rehabilitation Law of 1919 provided disabled veterans with tuition, books, and a monthly subsistence allowance of between $90 and $145.

The Public Health Service was made directly responsible for the hospitalization of veterans under the War Risk Insurance Act (1919).

The Smith-Sears Vocational Rehabilitation Act (1918) supported programs to help veterans with disabilities return to civilian employment following the end of the First World War.

The Bureau of War Risk Insurance was set up to provide direct assistance to the families of soldiers. By the end of the First World War, the bureau was sending regular checks to 2.1 million families.

The Jones Act (Philippines) of 1916

The Jones-Shafroth Act 1917 bestowed US citizenship upon the people of Puerto Rico.

Mother's Day was made an official national holiday (1914).

In 1913 Woodrow Wilson's book The New Freedom was published, detailing his thoughts about the concepts and program. He had previously written two other books, Congressional Government published in 1900, followed in 1901 by When a Man Comes to Himself.

1. ^ Progressivism by Walter Nugent

2. ^ Coopers International Journal, Volumes 26-27, P.496, Coopers International Union of North America, 1916

3. ^ Wire, Daniel E. Dempster, Elinor De. Lighthouses of the South. Voyageur Press. p. 90 - via Internet Archive. woodrow wilson postwar pensions.

Chace, James. 1912: Wilson, Roosevelt, Taft and Debs--The Election that Changed the Country (2005) excerpt and text search

Flehinger, Brett, ed. The 1912 Election and the Power of Progressivism: A Brief History with Documents (2002)

Gould, Lewis L. Four Hats in the Ring: The 1912 Election and the Birth of Modern American Politics (2008) excerpt and text search

Grantham, Dewey W. "Southern congressional leaders and the new freedom, 1913-1917." The Journal of Southern History (1947) 13#4 pp: 439-459. in JSTOR

Link, Arthur S. Woodrow Wilson and the progressive era, 1910-1917 (1954)

Link, Arthur S. "The South and the" New Freedom": An Interpretation." The American Scholar (1951): 314-324. in JSTOR

Link, Arthur Stanley. Wilson: The Road to the White House (1947); Wilson: The New Freedom (1956); Wilson: Campaigns for progressivism and peace, 1916-1917 (1965)

Walworth, Arthur. Woodrow Wilson 2 Vol. (1958), Pulitzer prize winning biography.

Wilson, Woodrow. The New Freedom, A Call For the Emancipation of the Generous Energies of a People, (1913).

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The New Freedom was Woodrow Wilson's campaign platform in the 1912 presidential election, and also refers to the progressive programs enacted by Wilson during his first term as president from 1913 to 1916 while the Democrats controlled Congress. First expressed in his campaign speeches and promises, Wilson later wrote a 1913 book of the same name.

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1. The new middle-class Progressives was a group of people that wanted to reform America from what it had turned into during the Gilded Age. For example, the women wanted suffrage along with other rights that would make them equal to men, African Americans fought for civil rights, workers sought to make the workplace safer, and some wanted to keep the environment safe as cities grew. There was a lot that came out of the progressive era especially since woman finally got the right to vote with the 19th amendment towards the end of the era and antitrust laws were passed; however, African Americans still lacks freedoms they needed to truly be equal to whites and workplaces still weren't the safest nor were the wages anything great.

2. Some of the pros of scientific management is that is sped up production, increased profits, and allowed people to get get jobs without much skill; however, some of the cons of scientific management is that some skilled labors lost their jobs and became unskilled laborers, people were still making the same amount while companies grew, and people were required just do the same task over and over again. School today is influenced by it because we go for 7 hours, have a set lunch break, sit in rows, are dismissed by bells, bathroom breaks, and the classes are broken down in a specific schedule so that we can be as "productive" as possible.

3. No, workers in the early 1900s were not "free" because they often had to do whatever their employer told them to do, and if they failed to do so, they would just be replaced because there were other people waiting in line to get a job. The only real way for a worker to be "free" is for them to be self employed, so everyone in the factory had to listen to their employer, and if they tried to go on strike for change, the employer, along with the government, would try to force them back to work.

4. Supporters of industry and big business viewed the 1880s - 1910 as their time since during this time much of the big businesses started, and it led to the first millionaire. They justified and "sold" what was positive about capitalism by creating the idea that anyone had the ability to strike it rich with their lives just like many other prominent business men at the time. One other way that they justified it was through the idea of social darwinism since it was the survival of the fittest, and the people that were the the most fit would be the ones that climb the social pyramid and become wealthy and powerful.

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1. The middle class progressives were groups of people that wanted power out of the wealthy people's hands, and back into the hands of the general population.  The general population wanted their class to go back to the times prior to the massive industrial revolution.  When big businesses took over the middle class was forced into these jobs and poor working conditions.  The Jim Crow Laws in the south and the lack of women's suffrage along with the problems occuring in politics, the middle class wanted to revert back to before the Industrial Revolution.  Women received their right to vote with the 19th amendment but the idea of "separate but equal" was not true as white people establishments were clearly much better than those for African Americans.

2. Scientific management was essentially what allowed the Industrial Revolution and Gilded Age to occur.  It brought the idea that the faster and cheaper you could produce goods, the more money you would make.  Now this idea opened up tons of jobs for the middle class that they could rely on because these businesses were looking for help.  Another pro of this concept is that it was mostly unskilled labor so these jobs were not hard to acquire.  Some of the cons of this are that the workers were often put into poor working situations, skilled laborers weren't hardly as important and these workers were required to have a set schedule and work a certain amount of time.  At school us students are required to follow a certain schedule and we are also required to come to school for a certain amount of time.  In the industrial revolution this was all done to increase productivity, but nowadays it is done is school to not only increase productivity, but also just for conveniency.

3. Workers in the early 1900s were absolutely not free.  Living conditions were poor and this meant that the middle and lower class were required to work.  This need for work allowed companies to barely pay their employees much of anything, and to make their employees work lots of hours a day.  Since everybody was so desperate for work, if a worker were to not follow instructions, they could simply be replaced since somebody else would be desperate for work.  This is why the formation of unions began and the workers began to go on strikes.  These companies were forcing poor work conditions on their workers and so the working class decided to fight back.
4. Supporters of industry and big businesses really liked the period from 1880-1910 because this was a time where many businesses rose up and the owners of these businesses were making tons of money. Capitalism allowed these owners to strike rich from their mass production of goods and they had a very easy way to support capitalism. They simply said that they started out where everybody else was and anybody could get rich. This statement is true, but it takes a lot of things to go right, and it is simply not reasonable to assume that anybody can get rich from their company. As the working class, these reasons to support capitalism carried no weight since they worked hard everyday and were stuck where they were due to their poor working conditions.

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1.  The Progressives wanted social reform. Progressives mainly consisted of writers, photographers, and politicians. They were weary of capitalism and believed there needed to be a government that changed with the times. They highlighted and exploited the faults of New America. The Progressive Era was also when women began their fight for rights, like the right to vote. Although there were some laws that made that world towards equality, few people with power enforced them.
2. Scientific management analyzes ways to make things run the most efficient that they can. In this time it was for factories which benefited making more products in a shorter amount of time, but valued the workers needs very little. I do feel this has influences schools. Schools push large amounts of information at students sometimes without thinking about the student.
3. Worker in the early 1900s were captive to factories and those that owned them.
4. Supporters of industry viewed this time as the beginning of success. They justify and persuade capitalism as something positive since people are receiving work and products are being made.

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1. The Progressive Era can be almost be summed up in a word or two, "reform" or "change". The new middle class Progressives is just like to sounds, the middle class, ministers, teachers, lawyers, business people/entrepreneurs, etc... simply wanted more freedoms, rights, and better overall treatment, and not just for themselves, but also for oppressed groups like African Americans and woman who had very few to no rights. This Era was successful for some but not for others as Woman did get the right to vote via the 19th Amendment but it would still be around 40 years before African Americans would get racial equality because of the Civil Rights Movement.

2. Pros include-better production, more control over things, less inaccuracies/miscalculations, and reduced cost production. Cons include- requires higher capital, management takes control, not suitable for teams, and often has a motivational approach. I do not think scientific management affects schools today as curriculums are more often than not in the hands of the teachers and the classroom today seems a lot more student paced being the opposite of scientific management.

3. Workers in the 1900s were not really free as the conditions were horrible, no benefits, and wages were less than 30 cents an hour. But due to a variety of factors like education, poverty, and location, trying to further your education, move or change jobs was near impossible, so most workers were locked into their respective jobs for life never to be freed until death really.

4. Supports of big business and industry saw the 1880s-1910s as a time of great profit and production due to various machinery and cheap labor fueling manufacturing country wide. The idea of capitalism was "sold" to people as basically the more you spend, the more you will eventually get back which essentially lead to the Great Depression slowly but surely. The positives of capitalism though were that people were able to move up or down in social class depending upon what they did with their money, the overall freedom of deciding what to get was the major positive of capitalism.

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1. The middle class of the Progressive Era were people who wanted to reform their surroundings in order to revert it back to the Gilded Age. People wanted to be treated equally and they wanted to be considered one of the same, African Americans wanted civil rights and worker’s wanted safety. The progressive era had a lot of progressive movements, many people joined efforts to reform local government, public education, medicine, finance, insurance, industry, railroads, and churches. You could consider the progressive era successful as it did get people what they wanted as well as more, such as women getting the right to vote.

2. Some pros included production speed up and as well increased profits which encouraged people to join that scientific management. However, the cons came in when skilled laborers began to lose their jobs.

3. No, workers were not free especially in the 1900’s. They had to do as their higher ups told them or else they would be laid off. There wasn’t room for mistakes and a mistake could cost them their job.

4. The 1880-1910’s were seen as a point of big business which led to the first millionaire. It was the thought of everyone working for their own accord or for the government that sold capitalism. Working for others wasn’t that popular.

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1. The new middle-class Progressives were groups that wanted the power to be divided more fairly again. The mass population felt that the power needed to switch away from the wealthy and back to everyone else. The Progressives took on normal jobs/ roles in society such as photographers and writers. The had seen the change that happened after the Industrial Revolution and wanted to go back to those times.
2. Scientific management was what let the Industrial Revolution begin. Big factories and manufactures benefitted by making more products in a shorter amount of time, but the lower workers were not valued and their need were not met. I feel that this influences schools because schools push the required amount of information at their students. Sometimes not keeping the students feelings and backgrounds in mind.
3. Workers in the early 1900s were not free. They were constantly under the reign and rules of their employer. They also did not receive great rights or recognition for the hard work that they do.
4. Supporters pf industry viewed this time as the beginning of a great success. They explain capitalism as something that is positive because they saw it as people getting jobs and products were continuing getting made.