By: Megan Luca, Trevor Reese, and Inhyeok Hwang
 John Kay- invented the flying shuttle*
 James Hargreaves- invented the spinning ”jenny”
 Arkwright- opened the spinning mill to bring together workers *
 Samual Crompton- combined the spinning jenny and the water frame to make
pinning mule
 Edmund Cartwright- created a loom powered by water *
 Eli Whitney- created the cotton gin
 Thomas Newcomen- produced the first successful steam engine *
 James Watt- invented several improvements to steam engines in 1769
 Flying shuttle- cord mechanism that moved the woof thread quickly across the
bottom
 Warp- set up with series of threads *
 Spinning jenny- produced eight times as many as single thread spinning wheels *
 Water frame- powered by water
 Factory system- brought workers together
 Cotton gin- equivalent to fifty people working *
 Steam engine- pump water from mines *
 Children as young as six years old during the industrial revolution worked hard hours for little or
no pay.
 children sometimes worked up to 19 hours a day, with a one-hour total break. This was a little bit
on the extreme, but it was not common for children who worked in factories to work 12-14 hours
with the same minimal breaks
 common for children to be using or working near. Many accidents occurred injuring or killing
children on the job. Not until the Factory Act of 1833 did things improve.
 Not until the Factory Act of 1833 did things improve. Children were paid only a fraction of what an
adult would get, and sometimes factory owners would get away with paying them nothing.
 Orphans were the ones subject to this slave-like labor. The factory owners justified their absence
of payroll by saying that they gave the orphans food, shelter, and clothing, all of which were far
below par.
 "They [boys of eight years] used to get 3d [d is the abbreviation for pence] or 4d a day. Now a
man's wages is divided into eight eighths; at eleven, two eighths; at thirteen, three eighths; at
fifteen, four eighths; at twenty, a man's wages About 15s [shillings]."
 The treatment of children in factories was often cruel and unusual, and the
children's safety was generally neglected.
 The youngest children … were commonly sent to be assistants to textile workers.
The people who the children served would beat them, verbally abuse them, and
take no consideration for their safety.
 "weighted." An overseer would tie a heavy weight to worker's neck, and have them
walk up and down the factory aisles so the other children could see them and "take
example." This could last up to an hour. Weighting could lead to serious injuries in
the back and/or neck.
 Increased production meant that industrialized nations, such as Britain, produced more than
could be consumed.
 A small town called Manchester, England grew rapidly and industrialized the textile
production. In 1771, the town had the population of 22,000. 50 years later the population of
Manchester reached 180,000 (A History of Manchester).
 Steam engines were basically derived from the technological development of textiles
making.
 But all in all the sales of textiles brought wealth and more traders to Britain.
 Henry Mayhew, an English social researcher, studied the London poor in 1823, and
he observed and said, “there is barely sufficient work for the regular employment
of half of our labourers, so that only 1,500,000 are fully and constantly employed,
while 1,500,000 more are employed only half their time, and the remaining
1,500,000 wholly unemployed” (Thompson 250).
 Since population was increasing in Great Britain at the same time that landowners
were enclosing common village lands, people from the countryside flocked into
the towns and the new factories just to get work. This resulted in a very high
unemployment rate for workers in the Industrial Revolution.
 Some of the early inventors were attacked, because the workers lost their jobs,
finally leaving their inventions destroyed.
 Textiles was spread by transportation and things like joint stock companies.
 First when creating textiles, they needed cottons. Some were traded, by the Indians (from
India), and the Americans, with a low cost. Then after purchasing these items, people
would sell the finished textiles with the means of transportation, like trains, cars, and
ships.
 Secondly, they were spread by the help of joint stock companies. Those companies could
finance bigger trade missions and spread the risk of international trade.
 A negative thing about international trade is that sometimes boats sink, or be taken by pirates. Its
bad that sailors loses their lives but its really bad that for the mercantile capitalist because they
lost all of their money
 It was spread every where of course to Britain's colonies, such as India, South Africa,
Canada, Australia, and more.
 The development of the cotton gin help the Southern United States to collect and remove the
cotton faster than regular humans.
 But the bad thing of cotton gins were that it would take only one day to create one pound,
when it takes a woman about two months.
 This was true to all the inventions, people lost their jobs because of these simple machines
that, in the end, made textiles.
 The British bought the raw materials from the foreign markets so in a way the other
Countries’ economy was raised but not by a lot.
 For example, they imported cottons from India then increased production by the use of
machines. They did that because now they can compete with Indian handmade textiles and
everything else.
Textile production was greatly needed because with out it we would not
have had the steam engine, good labor laws, and international trade.
 Jones, Gareth Stedman. Languages of Class: Studies in English Working Class
History 1832-1982. Cambridge ; New York: Cambridge UP, 1983. Print.
 Kidd, Alan J. Manchester: a history. Carnegie Publishing, 2008.
 Kisch, Herbert (1989). "From Domestic Manufacture to Industrial Revolution The
Case of the Rhineland Textile Districts". Oxford University Press.
 http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/IndustrialRevol
ution/IREffects.html#wealth
 http://www2.needham.k12.ma.us/nhs/cur/Baker_00/2002_p7/ak_p7/childlabor.ht
ml
 http://www.galenet.com/servlet/SRC/
 http://www.britannica.com/EBchecked/topic/313657/John-Kay
 http://www.bbc.co.uk/history/historic_figures/arkwright_richard.shtml
 http://todayinsci.com/C/Cartwright_Edmund/CartwrightEdmund-
SelfMadeMen(1858).htm
 http://deskarati.com/2012/09/02/thomas-newcomen/
 http://theweaveco.com/blogs/news/15578800-ikat-fabric-a-simple-introduction-
to-a-complex-art
 http://spartacus-educational.com/TEXjenny.htm
 http://etc.usf.edu/clipart/49800/49824/49824_cotton_gin.htm
 http://www.farmcollector.com/company-history/george-frick-
zmlz12marzbea.aspx