Examples of mill girls in the following topics:
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- Children aged 7 to 12 were among the first employees of the mill.
- Slater provided company-owned housing and stores, creating mill villages.
- The mill owners recruited young New England farm girls from the surrounding area to come work the machines at Waltham.
- The mill girls, as they came to be known, lived in boarding houses provided by the company, where they were kept under supervision and subject to a strict routine.
- The Lowell mill girls lived in collective housing, under strict supervision.
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- In 1793, he established a cotton-spinning mill with a fully mechanized water-power system at the Slater Mill in Pawtucket, Rhode Island.
- At its peak, more than 1,000 mills operated in this valley.
- In this model, mill villages employed all members of a family.
- As the decades passed, working conditions deteriorated in many mills.
- In the 1830s, female mill operatives in Lowell formed the Lowell Factory Girls Association to organize strike activities in the face of wage cuts and, later, established the Lowell Female Labor Reform Association to protest the twelve-hour workday.
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- The development of machine tools greatly increased the efficiency and productivity of factories and mills in the early 19th century.
- In the 1780s, Oliver Evans developed an automated flour mill which relied on pulleys, elevators, and conveyor belts, improving upon traditional gristmills.
- In 1814, Francis Cabot Lowell's Boston Manufacturing Company developed a system of labor known as the Waltham-Lowell system, in which "mill girls," as they came to be known, lived under supervision in boarding houses provided by the company and conformed to a strict schedule, working eighty hours per week.
- This photo depicts children employed in a textile mill in the early 20th century.
- Evans' automated flour mill featured labor-saving elevators, pulleys and belts, an improvement on traditional gristmills.
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- In 1901, the workers who were employed in the Pennsylvania silk mills went on strike, many of them being young female workers who were demanding they be paid adult wages.
- She made claim that the young girls working in the mills were being robbed and demoralized.
- In 1903, Jones organized children working in mills and mines at the time to participate in the "Children's Crusade", a march from Kensington, Philadelphia, Pennsylvania to Oyster Bay , New York , the home of President Theodore Roosevelt , with banners demanding "We want to go to School and not the mines!
- However, the mill owners held stock in essentially all of the newspapers.
- When the newspaper men informed her that they could not advertise the facts about child labor because of the mill owners stacks in the newspapers, she remarked "Well, I've got stock in these little children and I'll arrange a little publicity. " Although the President refused to meet with the marchers, the incident brought the issue of child labor to the forefront of the public agenda.
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- Girls running warping machines in Loray Mill, Gastonia, N.C. by Lewis Hine, 1908.
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- A girl weaver in a non-union mill would receive $4.20 a week, versus $12.00 for the same work in a union mill.
- In 1845, the trade union of the Lowell mills sent representatives to speak to the Massachusetts legislature about conditions in the factories, leading to the first governmental investigation into working conditions.
- The mill strikes of 1834 and 1836, while largely unsuccessful, involved upwards of 2,000 workers and represented a substantial organizational effort.
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- Similar strikes occurred at Lowell and in other mill towns such as Dover, New Hampshire, where the women employed by the Cocheco Manufacturing Company ceased working in December 1828 after their wages were reduced.
- In the 1830s, female mill operatives in Lowell formed the Lowell Factory Girls Association to organize strike activities in the face of wage cuts, and later established the Lowell Female Labor Reform Association to protest the 12-hour workday.
- In 1835, children employed in the silk mills in Paterson, New Jersey, initiated an unsuccessful strike for an 11-hour day.
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- Especially in textile mills, children were often hired together with their parents.
- Many families in mill towns depended on the children's labor to make enough money for necessities.
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- In the early and mid-19th century, mills proliferated in New England.
- Beginning with technological information smuggled out of England by Francis Cabot Lowell, large mills were established in New England in the early- to mid-19th century.
- Mill towns, sometimes planned, built, and owned as a company town, grew in the shadow of the industries.
- The regions around mill towns became manufacturing powerhouses along rivers like the Housatonic River, Quinebaug River, Shetucket River, Blackstone River, Merrimack River, Nashua River, Cochecho River, Saco River, Androscoggin River, Kennebec River, and Winooski River.
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- Teachers may reinforce gender bias simply by drawing distinctions between boys and girls.
- Teachers may reinforce gender bias simply by drawing distinctions between boys and girls.
- Although girls tend to stay in school longer, have better attendance records, and earn better report card grades, boys outscore girls on most high-stakes tests, including both the math and verbal sections of the SAT.
- Teachers may interact with boys and girls in ways that reinforce gender roles and gender inequality.
- Further, though most research and debate about gender bias in the classroom focuses on bias against girls, recent evidence suggests that boys may be falling behind girls, especially in literacy.