Historical Question:
Should the United States government regulate child labor?
Author: Pamela Tompkins
School: Savin Rock Community School
District: West Haven, CT
Overview: Child labor has existed in America from the beginning. America saw its start with a mostly
agricultural society, with much of the work being done on a family farm, or in the case of slaves, on
plantations. With the arrival of industrialization, that began to change. Children were found working in
coal mines, stores, mills, canneries and many other manufacturing companies. In the early part of the
20th century, when the numbers of child laborers peaked, state laws varied, but there was a growing
resistance to children being employed in the often hazardous work. Reform movements grew and
labor standards were improved. It also didn’t hurt that child labor reforms were related to the
increasing prominence of labor unions. Eventually organizations like the National Consumers Union
(est.1899) and the National Child Labor Committee (est. 1904) were established to reform child labor
laws. The first child labor bill, the Keating-Owen bill of 1916, was based on Senator Albert J.
Beveridge's proposal from 1906 and used the government's ability to regulate interstate commerce to
regulate child labor. The act banned the sale of products from any factory, shop, or cannery that
employed children under the age of 14, from any mine that employed children under the age of 16,
and from any facility that had children under the age of 16 working at night or for more than 8 hours
during the day. Although the Keating-Owen Act was passed by Congress and signed into law by
President Woodrow Wilson, the Supreme Court ruled that it was unconstitutional in 1918 because it
overstepped the purpose of the government’s powers to regulate interstate commerce.
Document Summary:
Document 1 shows a letter written and signed by the management of Cherokee Falls Manufacturing
Company to U.S. Senator E.D. Smith. Cherokee Falls is a cotton mill located in Cherokee Falls, SC.
The letter opposes the passing of the proposed 1st child labor law, the Keating-Owen Child Labor Bill.
The managers based their opinion on State’s rights and family hardship. 01/18/1916
Document 2 shows a letter from George S. Cox & Brothers, Inc., a Hair Cloth manufacturer, to
George S. Graham the chairman of the Judiciary Committee of the House. The letter commends
Graham on his stand regarding child labor and opposition to changing the Constitution. The writer
lists his ideas of child labor.
Document 3 shows a letter written by Marshall Dilling from Buck Creek Cotton Mills in Siluria, AL to
Senator Joseph Robinson in regards to the Keating-Owen Child Labor Bill. He believes the passing
of this bill will hurt the livelihood of the people that depend on the cotton mills. He also believes
individual states should have their own laws.
Document 4 shows a letter written by Suzanne Heber in support of the Keating-Owen bill of 1916.
She describes children she has seen “trying to play” after working in the cotton mills.
Document 5 is a petition addressed to Senator Laurence Sherman. Students from the Civics class
at Lyons Township High school in La Grange, Illinois had studied the Keating-Owens Child Labor Bill
and want to help pass the law.
Document 6 is a letter to Senator Thomas L. Reilly from the National Child Labor Committee
regarding a bill to prevent interstate commerce in the products of child labor (Keating-Owen). The
National Child Labor Committee was formed for the welfare of children.
Document 7 is a political cartoon entitled Happy Childhood Days. Progressive reformers faced off
against factory owners and industrial magnates. More than two million children under the age of 16
worked ten or more hours a day in mines, canneries, textile mills, and on the streets as newsboys or
delivery boys. They faced on-the-job hazards and chronic health problems, forfeited their education,
and were introduced to delinquencies such as smoking and drinking. By 1913 several states had
passed child labor laws, but they were weak and provided no means of enforcement. The first federal
child labor law, the Owen-Keating Act, was not passed until 1917.
Documents 8-11 Photographs from Hines collection. The 1900 census revealed that
approximately 2 million children were working in mills, mines, fields, factories, stores, and on city
streets across the United States. The census report helped spark a national movement to end child
labor in the United States. In 1908, the National Child Labor Committee hired Lewis Hine as its staff
photographer and sent him across the country to photograph and report on child labor (see Hine
photo). Social reformers began to condemn child labor because of its detrimental effect on the health
and welfare of children.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
5. Closing the lesson (15 minutes)
a. Whole-group Discussion
b. Make connection to unit
c. Assessment (suggested writing activity addressing the question)
DOCUMENT PACKET
Document 1
Manufacturers’ were against the passing of child labor laws. This letter to Senator E.D. Smith
from the management of Cherokee Falls Manufacturing Company, a cotton mill, speaks out in
opposition to the Keating-Owen Child Labor Bill. Twenty-two managers of the mill signed
this letter dated 01/18/1916.
Dear Sirs:
We the undersigned operatives of the Cotton Mills of the Cherokee Falls Mfg. Co.,
Cherokee Falls, S.C. most earnestly protest against the passage of the Keating-Owens
Child Labor Bill now before Congress, or any other similar bill, for the following
reasons:
1st. It would bring hardship on a large number of people, such as widows and infirm
parents who are wholly dependent on such labor for a living.
2nd. We have state laws in South Carolina that give us all the protection we need
along this line.
We trust that you will see your way clear to do what you can to defeat this bill. Your
efforts in that direction we most humbly pray.
Vocabulary
operative-one that produces something
earnestly- grave, important
infirm- feeble from age
hardship- something that causes suffering
Source:
http://media.nara.gov/nwl/gal/SEN64AJ38_Cherokee_Falls_Manufacturing_Co_18_Jan_1916.pdf
Document 2
The following letter to U. S. Senator George S. Graham, Chairman of the Judiciary
Committee of the House, dated April 7, 1924 was from the Geo. S. Cox & Bro.
Manufacturing Co. from Philadelphia, PA. The company manufactured Hair Cloth and
employed children. The writer commends Graham on his stand regarding child labor
and his opposition to the proposed amendment to change the Constitution.
Dear Sir:
Having read your writing in reference to the tinkering mania on the Constitution and
the several references to child labor, I would especially commend you for your stand in
this matter. It is certainly a menace to the country that the freedom of the people is
entirely encroached by Congress especially in a matter of this kind; it should be left to
the states.
My idea of child labor is as follows:
Where the parents cannot keep the child in school from 14 to 16, they should be
allowed to work the full week in factories or other places under the supervision of the
school board and be compelled to go to school three nights a week. The vicious law
pertaining to the employment of children between 14 and 16 should be wiped off the
Statute Books.
The Laborites admit this law is loaded with dynamite and has been purposely so
loaded to cause trouble to the people in business that employ this class of labor.
If the children do not get to work until after they are 16 years of age, our experience
has taught us that they will not work at all, and that the nation will be raising an
inordinate quantity of loafers.
Vocabulary
encroached- to take advantage of the rights of others
inordinate- going beyond reasonable limits
loafers- someone you is idle; doesn’t do anything
Source:
http://digitalvaults.org/images/assets/000/013/326/13326_dt_detail.jpg
Document 3
Marshall Dilling from Buck Creek Cotton Mills in Siluria, AL wrote a letter on March 20,
1916, to Senator Joseph Robinson, sharing his opinion on the Keating-Owen Child
Labor Bill and States’ rights. Many owners of mills tried to prevent the Keating-Owen
Child Labor Bill from passing.
Dear Sir:
I notice that the Keating-Owen Child Labor Bill now pending before the U.S. Senate
has been referred to a sub-committee of which you are a member. I would like to enter
a protest against the passing of this bill because I think it will be an injury instead of a
benefit to the people in the Southern States who will be affected by it. The cotton mills
of the South will be able to overcome the affect it may have on them, but the real
sufferers will be the people who depend upon the cotton mills and other industries for a
livelihood. My opinion is based on experience of 23 years in the cotton mills of the
Carolinas and other southern states and I feel that I am in position and have studied
the question sufficiently to know something of the condition of the people in the South
and the affect this bill will have on them.
My father put me to work in a cotton mill when I was 11 years old because he found
that to be the easiest way we could make a living for a large family. The older I get the
higher regard I have for his judgment in doing so. I feel that the laws we have in the
different states are sufficient to protect the citizens of those states and think these
matters should be left entirely with the states to handle themselves.
Hoping you will be able to prevent the passage of this bill.
Very Truly Yours, Marshall Dilling
Vocabulary
Sufficiently-enough to meet the needs
or understanding of a subject
Source:
http://docsteach.org/documents/5685999/detail?menu=closed&mode=search&sortBy
Document 4
The following is a letter written by Suzanne Heber, a Public Stenographer, to a
Senator. She wrote this letter on February 25, 1916, in favor of the Keating-Owen
Child Labor Bill. Some proponents of the bill cited the importance of children’s health
and well-being. They pushed for passage of this bill to protect children.
Sir,
In case you are one of those who are supporting the Keating-Owen Bill to
protect children who work, I apologize for writing you on the subject, for I cannot
seem to believe that any men want to see the lives ground out of mere babies by
hard labor. I was haunted for days by the horror of it when I first saw some of
these children who work in the cotton mills, trying to play after hours. I say
“trying to play” because they seemed hardly to have the strength to play and the
people said, “Oh they are not so bad; you ought to see some of the others.” As
these little ones looked to me like corpses, I am glad to say I never saw “the
others”.
Surely the children’s health is more important than additional luxuries for the
stockholders.
Respectfully yours,
Suzann Heber
A handwritten note after Suzanne’s signature:
The woman who wants this ballot for the purpose of helping these helpless little ones.
Vocabulary
Haunted-to have a harmful effect on
Luxuries-something for pleasure and comfort, not needed
Source:
http://docsteach.org/documents/5685996/detail?menu=closed&mode=search&sortBy=relevance&q=child+labor
Document 5
The following is a petition dated March 7, 1916. The petition was signed by 29 students
of a Civics Class from Lyons Township High School requesting that Senator Laurence
Sherman vote “yes” to pass the Keating-Owen Child Labor Bill.
Dear Sir,
We the undersigned, students of the Civics classes in Lyons Township
High School, having studied the merits of the Keating-Owen Child Labor bill,
feel that we should like to aid in some small measure such a worthy cause.
We therefore respectfully petition that you use your influence and vote in favor
of the bill; as such action on your part would give us great satisfaction and also
greatly endear you to this community.
Source:
http://docsteach.org/documents/5685998/detail?menu=closed&mode=search&sortBy=relevance
Document 6
The National Labor Committee was established to reform child labor laws. The
committee advocated for this bill to prevent interstate commerce in the products of
child labor (Keating-Owen). The National Child Labor Committee was in favor of Child
labor reforms. The following is a letter to Senator Reilly dated August 21, 1914.
Dear Sir:
I take the liberty of calling your attention to H. R. 12292, House Calendar No. 188, a
bill to prevent interstate commerce in the products of child labor. The arguments for
the constitutionality of this bill, if we are to put a stop to the evils of child labor in this
country, are to be found in the hearing before the committee on labor. The friends and
opponents of the bill were represented. After wide advertising of the hearings and
letters sent by the Committee to manufacturers’ associations throughout the country,
the only opponents of the bill to appear were three cotton manufacturers from South
Carolina, who, while resisting affective legislation in that state, contend that this was a
matter for the state and not the Federal Government to control.
The subject of the Federal regulation of child labor will be made an issue in the
Congressional campaign this fall, and the cause of child labor reform is of course very
near to the hearts of the American people. I hope that you may find yourself able to
take the side which has been supported by the friends of child labor reform.
Connecticut already has the standards recognized in the Palmer Bill, except that it has
not yet reached the 8 hour day for the employment of children less than 16 years of
age.
Cordially yours,
Secretary for Southern states.
Vocabulary
interstate- existing between two or more states
opponents- someone who takes an opposite position
Source:
http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=5685990&jScript=true
Document 7
At the turn of the century child labor became a hotly contested issue as Progressive
reformers faced off against factory owners and industrial magnates. More than two
million children under the age of 16 toiled ten or more hours a day in mines, canneries,
textile mills, and on the streets as newsboys or delivery boys. They faced on-the-job
hazards and chronic health problems, forfeited their education, and were introduced to
delinquencies such as smoking and drinking.
Source: "Cartoons Criticizing Child Labor." American History Online. Facts On File,
Inc. http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=AHI1880&SingleRecord=True (accessed May 16, 2012).
Source: “Cartoons Criticizing Child Labor." Library of Congress. Prints and
Photographs Division. American History Online. Facts On File,
Inc. http://www.fofweb.com/activelink2.asp?
ItemID=WE52&iPin=AHI1880&SingleRecord=True (accessed May 16, 2012).
Document 8
Max Schwartz, 8 years old, and Jacob Schwartz, Newark, N.J. Young
children often worked until 10:00 PM.
Source:
http://docsteach.org/documents/523244/detail?menu=closed&mode=search&sortBy=relevance&q=chil
d+labor&commit=Go&page=3
Document 9
Bibb Mill No. 1, Macon, Ga. Many children work here. Some boys and
girls were so small they had to climb up on to the spinning frame to
mend broken threads and to put back the empty bobbins.
Source:
http://docsteach.org/documents/523148/detail?menu=closed&mode=search&sortBy=relevance&q=ch
ild+labor&commit=Go&page=4
Document 10
Spinners and doffers in Lancaster Cotton Mills, Lancaster, SC.
Dozens of them in this mill.
Source:
http://docsteach.org/documents/523121/detail?menu=closed&mode=search&sortBy=relevance&q=ch
ild+labor&commit=Go&page=3
Document 11
Breaker boys from the coal mines. Smallest is Angelo Ross.
Hughestown Borough Coal Co. Pittston, Pa.
Source:
http://docsteach.org/documents/523384/detail?menu=closed&mode=search&sortBy=relevance&q=ch
ild+labor&commit=Go&page=3
Some of the language and phrasing in these documents have been
modified from the originals.
CAPTURE SHEET
Should the United States government
regulate child labor?
Preparation:
1. Highlight your assigned position.
Don’t forget the rules of a successful
academic controversy!
1. Practice active listening.
2. Challenge ideas, not each other
3. Try your best to understand the other
positions
4. Share the floor: each person in a pair
MUST have an opportunity to speak
5. No disagreeing until consensusbuilding as a group of four
Yes: The United States government should regulate child labor.
No: The United States government should not regulate child labor
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document
#
What is the main idea of this document?
What details support your position?
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: