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Lyddie works in a factory at Number 5, concord corporation. She sews and works at the mill to earn money to pay off her fathers depts and provide more food for her family.
Doffer is another job. Rachle does this job. Its when you take out pins of cotton

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Lowell, Massachusetts, named in honor of Francis Cabot Lowell, was founded in the early 1820s as a planned town for the manufacture of textiles. It introduced a new system of integrated manufacturing to the United States and established new patterns of employment and urban development that were soon replicated around New England and elsewhere.

By 1840, the factories in Lowell employed at some estimates more than 8,000 textile workers, commonly known as mill girls or factory girls. These "operatives"-so-called because they operated the looms and other machinery-were primarily women and children from farming backgrounds.

The Lowell mills were the first hint of the industrial revolution to come in the United States, and with their success came two different views of the factories. For many of the mill girls, employment brought a sense of freedom. Unlike most young women of that era, they were free from parental authority, were able to earn their own money, and had broader educational opportunities. Many observers saw this challenge to the traditional roles of women as a threat to the American way of life. Others criticized the entire wage-labor factory system as a form of slavery and actively condemned and campaigned against the harsh working conditions and long hours and the increasing divisions between workers and factory owners.

The Transcendentalist reformer Orestes Brownson first published "The Laboring Classes" in his journal, the Boston Quarterly Review, in July 1840. It is an attack on the entire wage system but particularly focuses on how factory jobs affect the mill girls: "'She has worked in a Factory,'" Brownson argues, "is almost enough to damn to infamy the most worthy and virtuous girl." In response, "A Factory Girl" published a defense of the mill girls in the December 1840 issue of the Lowell Offering, a journal of articles, fiction, and poetry written by and for the Lowell factory operatives. The author was probably Harriet Jane Farley, a mill girl who eventually became editor of the Lowell Offering. [1]

[1] "The Lowell Offering Index," by Judith Ranta, Center for Lowell History, University of Massachusetts Lowell Libraries, http://library.uml.edu/clh/index.Html.

Excerpts

Orestes Brownson, The Laboring Classes: An Article from the Boston Quarterly Review, Boston: Benjamin H. Greene, 1840.

The operatives are well dressed, and we are told, well paid. They are said to be healthy, contented, and happy. This is the fair side of the picture . . . There is a dark side, moral as well as physical. Of the common operatives, few, if any, by their wages, acquire a competence . . . the great mass wear out their health, spirits, and morals, without becoming one whit better off than when they commenced labor. The bills of mortality in these factory villages are not striking, we admit, for the poor girls when they can toil no longer go home to die. The average life, working life we mean, of the girls that come to Lowell, for instance, from Maine, New Hampshire, and Vermont, we have been assured, is only about three years. What becomes of them then? Few of them ever marry; fewer still ever return to their native places with reputations unimpaired. "She has worked in a Factory," is almost enough to damn to infamy the most worthy and virtuous girl.

A Factory Girl, "Factory Girls," Lowell Offering, December 1840

Whom has Mr. Brownson slandered? . . . girls who generally come from quiet country homes, where their minds and manners have been formed under the eyes of the worthy sons of the Pilgrims, and their virtuous partners, and who return again to become the wives of the free intelligent yeomanry of New England and the mothers of quite a proportion of our future republicans. Think, for a moment, how many of the next generation are to spring from mothers doomed to infamy! . . . It has been asserted that to put ourselves under the influence and restraints of corporate bodies, is contrary to the spirit of our institutions, and to that love of independence which we ought to cherish. . . . We are under restraints, but they are voluntarily assumed; and we are at liberty to withdraw from them, whenever they become galling or irksome. Neither have I ever discovered that any restraints were imposed upon us but those which were necessary for the peace and comfort of the whole, and for the promotion of the design for which we are collected, namely, to get money, as much of it and as fast as we can; and it is because our toil is so unremitting, that the wages of factory girls are higher than those of females engaged in most other occupations. It is these wages which, in spite of toil, restraint, discomfort, and prejudice, have drawn so many worthy, virtuous, intelligent, and well-educated girls to Lowell, and other factories; and it is the wages which are in great degree to decide the characters of the factory girls as a class. . . . Mr. Brownson may rail as much as he pleases against the real injustice of capitalists against operatives, and we will bid him God speed, if he will but keep truth and common sense upon his side. Still, the avails of factory labor are now greater than those of many domestics, seamstresses, and school-teachers; and strange would it be, if in money-loving New England, one of the most lucrative female employments should be rejected because it is toilsome, or because some people are prejudiced against it. Yankee girls have too much independence for that. . . . And now, if Mr. Brownson is a man, he will endeavor to retrieve the injury he has done; . . . though he will find error, ignorance, and folly among us, (and where would he find them not?) yet he would not see worthy and virtuous girls consigned to infamy, because they work in a factory.

Questions for Discussion

Read the introduction, view the images of the two original documents, and read the edited excerpts. Then apply your knowledge of American history to answer the following questions:

1. Locate the following words and attempt to define them from context clues: slander, mortality, infamy, virtuous, folly. If necessary, employ a dictionary.

2. Describe the conditions in America around 1840 that encouraged young women to seek employment outside of their home.

3. List and explain three reasons Orestes Brownson used to oppose the employment of women as factory "operatives."

4. Identify an argument from the "Lowell Offering" and explain how it countered the position of Orestes Brownson.

Extended Activity:
In 2013 the United States Postal Service issued a commemorative plate block of twelve first-class stamps titled "Made in America: Building a Nation." Honoring workers of the 1930s, the photographic images on the stamps depicted three women-two identified as working in the textile and millinery trades and the third as a typist. (The men in the images are engaged in factory work, construction of skyscrapers, and working on the railroads.) Images of the stamps are available on the USPS Stamps Facebook page.

Using the Lowell and Brownson documents and the information from the stamps, develop an essay indicating the type of employment opportunities available to women in the 1840s and almost a century later in the 1930s

A printer-friendly version is available here.

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Lowell Mill Girls and the factory system, 1840

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Lowell, Massachusetts, named in honor of Francis Cabot Lowell, was founded in the early 1820s as a planned town for the manufacture of textiles. It introduced a new system of integrated manufacturing to the United States and established new patterns of employment and urban development that were soon replicated around New England and elsewhere.

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-Lyddie= is the main character has little power because she is a 15 year old girl with no one taking care of her. she is protective like a mother for example she is protective over Rachel
-Charles= brother of Lyddie he is 12 years old and also has little power because he still young
-Stevens= the neighbors of Lyddie has power because they are wealthy and older
-Luke= one of the Stevens who kept watch on Lyddies house
-Mistress= the lady who gave Lyddie her job
-Triphena= a lady who worked with Lyddie
-Black man= the man in Lyddies house
-Dianna= is 25 and had been a factory girl since 10 year old and before that she was a doffer
-Betsy= wants to start a new life by signing the pation
-Amelia=
-Brigid= the new girl from Ireland
-Mrs.Bedlow= the mistress of her "apartment" she is kind and takes care of people
-Judah= is the uncle of Lyddie, charles, and Rachel. He has alot of power because he is an old white man
-Rachel= is the little sister of Lyddie and Charles she is eight and is going to live with Charles with a new family. she has basically no power because she is a young girl

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Our time period is the 1840s and we are in Vermont. They are in winter right now and they live on a farm. In the winter it is very cold and its very hard for them to grow crops. They are also very poor. This shows that the setting effects the character because they are poor and they don't have much food to eat because its snowing. Lyddie lives 10 miles away from her house because she works at the Tavern, so its harder for her to travel back home when she wants to see her family. It is summer now, June 25th, 1846. It gets really hot and that makes it harder to work. It also rains a lot. She works in a factory.

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Lyddie and Charlie had to leave home because their mom could not feed them anymore because they were still in their fathers debt.  They try to visit each other but can only see each other once in a while.  In this story they have to grow crops and make their own food or else they can't eat much, this area is based on natural resources in the town. Lyddie traveled to Lowell to be a factory girl and she traveled in a ton of rain and this is in Massachusetts so now she and Charlie can't see each other ever. After a while working her Uncle Judah came and gave her Rachel because her mom was in an asylum so Uncle Judah was selling the farm and Lyddie has to take in Rachel.  Later Charlie comes to take Rachel and he tells Lyddie that he has a new mom and that is the people that took him in to work.  Charlie is going to be their child and Rachel will too, but Lyddie is at the factory and keeps working. This shows how Lyddie doesn't even have to pay off debt once the farm is sold and she is still working her butt off for when she is done, she might not even live with her mom she might have to go with their new family.

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When Did Slavery Start in America?

In the 17th and 18th centuries, enslaved Africans worked mainly on the tobacco, rice and indigo plantations of the southern coast, from the Chesapeake Bay colonies of Maryland and Virginia south to Georgia.

After the American Revolution, many colonists-particularly in the North, where slavery was relatively unimportant to the agricultural economy-began to link the oppression of enslaved Africans to their own oppression by the British, and to call for slavery's abolition.

Did you know? One of the first martyrs to the cause of American patriotism was Crispus Attucks, a former enslaved man who was killed by British soldiers during the Boston Massacre of 1770. Some 5,000 Black soldiers and sailors fought on the American side during the Revolutionary War.

But after the Revolutionary War, the new U.S. Constitution tacitly acknowledged the institution of slavery, when it valued each enslaved individual as three-fifths of a person for the purposes of taxation and representation in Congress. The Constitution's drafters also guaranteed the right to repossess any "person held to service or labor" (an obvious euphemism for slavery).

Throughout the 17th and 18th centuries, people were kidnapped from the continent of Africa, forced into slavery in the American colonies and exploited to work in the production of crops such as tobacco and cotton.

By the mid-19th century, America's westward expansion and the abolition movement provoked a great debate over slavery that would tear the nation apart in the bloody Civil War. Though the Union victory freed the nation's four million enslaved people, the legacy of slavery continued to influence American history, from the Reconstruction to the civil rights movement that emerged a century after emancipation and beyond.

Cotton Gin

In the late 18th century, with the land used to grow tobacco nearly exhausted, the South faced an economic crisis, and the continued growth of slavery in America seemed in doubt.

Around the same time, the mechanization of the textile industry in England led to a huge demand for American cotton, a southern crop whose production was limited by the difficulty of removing the seeds from raw cotton fibers by hand.

But in 1793, a young Yankee schoolteacher named Eli Whitney invented the cotton gin, a simple mechanized device that efficiently removed the seeds. His device was widely copied, and within a few years, the South transitioned from the large-scale production of tobacco to that of cotton, a switch that reinforced the region's dependence on enslaved labor.

Slavery itself was never widespread in the North, though many of the region's businessmen grew rich on the slave trade and investments in southern plantations. Between 1774 and 1804, most of the northern states abolished slavery or started the process to abolish slavery, but the institution of slavery remained vital to the South.

Though the U.S. Congress outlawed the African slave trade in 1808, the domestic trade flourished, and the enslaved population in the United States nearly tripled over the next 50 years. By 1860 it had reached nearly 4 million, with more than half living in the cotton-producing states of the South.

Living Conditions of Enslaved People

Enslaved people in the antebellum South constituted about one-third of the southern population. Most lived on large plantations or small farms; many masters owned fewer than 50 enslaved people.

Landowners sought to make their enslaved completely dependent on them through a system of restrictive codes. They were usually prohibited from learning to read and write, and their behavior and movement were restricted.

Many masters raped enslaved women, and rewarded obedient behavior with favors, while rebellious enslaved people were brutally punished. A strict hierarchy among the enslaved (from privileged house workers and skilled artisans down to lowly field hands) helped keep them divided and less likely to organize against their masters.

Marriages between enslaved men and women had no legal basis, but many did marry and raise large families. Most owners of enslaved workers encouraged this practice, but nonetheless did not usually hesitate to divide families by sale or removal.

Slave Rebellions

Rebellions among enslaved people did occur-notably, ones led by Gabriel Prosser in Richmond in 1800 and by Denmark Vesey in Charleston in 1822-but few were successful.

The revolt that most terrified enslavers was that led by Nat Turner in Southampton County, Virginia, in August 1831. Turner's group, which eventually numbered around 75 Black men, murdered some 55 white people in two days before armed resistance from local white people and the arrival of state militia forces overwhelmed them.

Supporters of slavery pointed to Turner's rebellion as evidence that Black people were inherently inferior barbarians requiring an institution such as slavery to discipline them. And fears of similar insurrections led many southern states to further strengthen their slave codes in order to limit the education, movement and assembly of enslaved people.

Abolitionist Movement

In the North, the increased repression of southern Black people only fanned the flames of the growing abolitionist movement.

From the 1830s to the 1860s, the movement to abolish slavery in America gained strength, led by free Black people such as Frederick Douglass and white supporters such as William Lloyd Garrison, founder of the radical newspaper The Liberator, and Harriet Beecher Stowe, who published the bestselling antislavery novel Uncle Tom's Cabin.

While many abolitionists based their activism on the belief that slaveholding was a sin, others were more inclined to the non-religious "free-labor" argument, which held that slaveholding was regressive, inefficient and made little economic sense.

Free Black people and other antislavery northerners had begun helping enslaved people escape from southern plantations to the North via a loose network of safe houses as early as the 1780s. This practice, known as the Underground Railroad, gained real momentum in the 1830s.

Conductors like Harriet Tubmanguided escapees on their journey North, and " stationmasters" included such prominent figures as Frederick Douglass, Secretary of State William H. Seward and Pennsylvania congressman Thaddeus Stevens. Althoughestimates vary widely, it may have helped anywhere from 40,000 to 100,000 enslaved people reach freedom.

The success of the Underground Railroad helped spread abolitionist feelings in the North. It also undoubtedly increased sectional tensions, convincing pro-slavery southerners of their northern countrymen's determination to defeat the institution that sustained them.

Missouri Compromise

America's explosive growth-and its expansion westward in the first half of the 19th century-would provide a larger stage for the growing conflict over slavery in America and its future limitation or expansion.

In 1820, a bitter debate over the federal government's right to restrict slavery over Missouri's application for statehood ended in a compromise: Missouri was admitted to the Union as a slave state, Maine as a free state and all western territories north of Missouri's southern border were to be free soil.

Although the Missouri Compromise was designed to maintain an even balance between slave and free states, it was only temporarily able to help quell the forces of sectionalism.

Kansas-Nebraska Act

In 1850, another tenuous compromise was negotiated to resolve the question of slavery in territories won during the Mexican-American War.

Four years later, however, the Kansas-Nebraska Act opened all new territories to slavery by asserting the rule of popular sovereignty over congressional edict, leading pro- and anti-slavery forces to battle it out-with considerable bloodshed-in the new state of Kansas.

Outrage in the North over the Kansas-Nebraska Act spelled the downfall of the old Whig Party and the birth of a new, all-northern Republican Party. In 1857, the Dred Scott decision by the Supreme Court (involving an enslaved man who sued for his freedom on the grounds that his master had taken him into free territory) effectively repealed the Missouri Compromise by ruling that all territories were open to slavery.

John Brown's Raid on Harper's Ferry

In 1859, two years after the Dred Scott decision, an event occurred that would ignite passions nationwide over the issue of slavery.

John Brown's raid on Harper's Ferry, Virginia-in which the abolitionist and 22 men, including five Black men and three of Brown's sons raided and occupied a federal arsenal-resulted in the deaths of 10 people and Brown's hanging.

The insurrection exposed the growing national rift over slavery: Brown was hailed as a martyred hero by northern abolitionists but was vilified as a mass murderer in the South.

Civil War

The South would reach the breaking point the following year, when Republican candidate Abraham Lincoln was elected as president. Within three months, seven southern states had seceded to form the Confederate States of America; four more would follow after the Civil War began.

Though Lincoln's anti-slavery views were well established, the central Union war aim at first was not to abolish slavery, but to preserve the United States as a nation.

Abolition became a goal only later, due to military necessity, growing anti-slavery sentiment in the North and the self-emancipation of many people who fled enslavement as Union troops swept through the South.

When Did Slavery End?

On September 22, 1862, Lincoln issued a preliminary emancipation proclamation, and on January 1, 1863, he made it official that "slaves within any State, or designated part of a State...in rebellion,...shall be then, thenceforward, and forever free."

By freeing some 3 million enslaved people in the rebel states, the Emancipation Proclamation deprived the Confederacy of the bulk of its labor forces and put international public opinion strongly on the Union side.

Though the Emancipation Proclamation didn't officially end all slavery in America-that would happen with the passage of the 13th Amendment after the Civil War's end in 1865-some 186,000 Black soldiers would join the Union Army, and about 38,000 lost their lives.

The Legacy of Slavery

The 13th Amendment, adopted on December 18, 1865, officially abolished slavery, but freed Black peoples' status in the post-war South remained precarious, and significant challenges awaited during the Reconstruction period.

Previously enslaved men and women received the rights of citizenship and the "equal protection" of the Constitution in the 14th Amendment and the right to vote in the 15th Amendment, but these provisions of the Constitution were often ignored or violated, and it was difficult for Black citizens to gain a foothold in the post-war economy thanks to restrictive Black codes and regressive contractual arrangements such as sharecropping.

Despite seeing an unprecedented degree of Black participation in American political life, Reconstruction was ultimately frustrating for African Americans, and the rebirth of white supremacy-including the rise of racist organizations such as the Ku Klux Klan (KKK)-had triumphed in the South by 1877.

Almost a century later, resistance to the lingering racism and discrimination in America that began during the slavery era led to the civil rights movement of the 1960s, which achieved the greatest political and social gains for Black Americans since Reconstruction.

America's First Memorial to its 4,400 Lynching Victims

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U.S. Slavery: Timeline, Figures & Abolition | HISTORY

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Slavery in America was the legal institution of enslaving human beings, mainly Africans and African Americans. Slavery existed in the United States from its founding in 1776 and became the main cause behind the country's bloody Civil War. Slavery officially ended in America with the passage of the 13th Amendment following the Civil War's end in 1865.