Balloon-frame houses illustrated four of the factors cited then and later to explain the emergence of the American system of manufactures. The first was what economists call demand and what social historians might call a democracy of consumption: the need or desire of a growing and mobile population for a variety of ready-made consumer goods at reasonable prices. Considering themselves members of the "middling classes," most Americans in the 1850s were willing and able to buy ready-made shoes, furniture, men's clothing, watches, rifles, even houses. If these products lacked the quality, finish, distinction, and durability of fine items made by craftsmen, they were nevertheless functional and affordable. A new institution, the "department store," sprang up to market the wares of mass production to a mass public. European visitors who commented (not always favorably) on the relationship between a political system of universal (white) manhood suffrage and a socioeconomic system of standardized consumption were right on the mark. Grinding poverty and luxurious wealth were by no means absent from the United States, but what impressed most observers was the broad middle.
Another factor that gave rise to the American system was the shortage and consequent high cost of labor. A deficiency of skilled carpenters, for example, spawned the balloon-frame house. "The labouring classes are comparatively few," reported a British industrial commission that visited the United States in 1854, "and to this very want . . . may be attributed the extraordinary ingenuity displayed in many of these labour-saving machines, whose automatic action so completely supplies the place of the more abundant hand labour of the older manufacturing
13. Daniel J. Boorstin, The Americans: The National Experience (New York, 1965), 148–52.
countries." Europeans found surprisingly little opposition to mechanization among American workers. With labor scarce in the first place, new machines instead of displacing workers, as they often did elsewhere, tended rather to multiply each worker's productivity. American "workmen hail with satisfaction all mechanical improvements," reported a British industrialist (with exaggeration), "the importance and value of which, as releasing them from the drudgery of unskilled labour, they are enabled by education to understand and appreciate."14
While not rejecting this labor-scarcity thesis, some historians emphasize a third reason for the capital-intensive nature of the American system—the high resource endowment of the United States. Resources are a form of capital; three outstanding examples in this period were land, wood, and abundant water-power sites especially in New England. The high ratio of land to people encouraged a form of agriculture that would have been wasteful elsewhere but made economic sense in the United States, where the use of machinery achieved a modest yield per acre but a high yield per man-hour of labor. Wood was as plentiful in America as it was scarce in Europe; consequently it had a myriad uses in the new world—fuel for steamboats and locomotives, lumber for houses, frames and parts for machines, and so on. American machine tools were developed first in woodworking industries, where they shaped almost anything made of wood: furniture, musket stocks, axe handles, wheel spokes, doors, and hundreds of other items. Machined products were far more wasteful of wood than handcrafted items, but economically rational where wood was cheap and labor expensive. The American lead in woodworking machines laid the groundwork for an emerging superiority in metalworking machines after 1850. Fast-flowing streams provided a cheap source of energy for American mills that enabled water to retain its status as the principal source of industrial power in the United States until 1870.15
A fourth reason offered by British observers to explain American economic efficiency was an educational system that had produced widespread
14. Quotations from H. J. Habbakuk, American and British Technology in the Nineteenth Century (Cambridge, 1967), 6–7, and Douglass C. North, The Economic Growth of the United States 1790–1860 (Englewood Cliffs, 1961), 173.
15. Paul A. David, Technical Choice, Innovation and Economic Growth: Essays on American and British Experience in the Nineteenth Century (Cambridge, 1975), 87–90; Rosenbereg, ed., American System, 58–59; Dolores Greenberg, "Reassessing the Power Patterns of the Industrial Revolution: An Anglo-American Comparison," AHR, 87(1982), 1237—61.
literacy and "adaptative versatility" among American workers. By contrast a British workman trained by long apprenticeship "in the trade" rather than in schools lacked "the ductility of mind and the readiness of apprehension for a new thing" and was "unwilling to change the methods which he has been used to," according to an English manufacturer. The craft apprenticeship system was breaking down in the United States, where most children in the Northeast went to school until age fourteen or fifteen. "Educated up to a far higher standard than those of a much superior social grade in the Old World . . . every [American] workman seems to be continually devising some new thing to assist him in his work, and there is a strong desire . . . to be 'posted up' in every new improvement."16
This was perhaps putting it a bit strongly. But many American technological innovations were indeed contributed by workers themselves. Elias Howe, a journeyman machinist in Boston who invented a sewing machine, was one of many examples. This was what contemporaries meant when they spoke of Yankee ingenuity. They used "Yankee" in all three senses of the word: Americans; residents of northern states in particular; and New Englanders especially. Of 143 important inventions patented in the United States from 1790 to 1860, 93 percent came out of the free states and nearly half from New England alone—more than twice that region's proportion of the free population. Much of the machine-tool industry and most of the factories with the most advanced forms of the American system of manufactures were located in New England. An Argentine visitor to the United States in 1847 reported that New England migrants to other regions had carried "to the rest of the Union the . . . moral and intellectual aptitude [and] . . . manual aptitude which makes an American a walking workshop. . . . The great colonial and railroad enterprises, the banks, and the corporations are founded and developed by them."17
The connection made by British observers between Yankee "adaptative versatility" and education was accurate. New England led the world in educational facilities and literacy at midcentury. More than 95 percent
16. Rosenberg, ed., American System, 203; John E. Sawyer, "The Social Basis of the American System of Manufacturing," Journal of Economic History, 14 (1954), 377–78.
17. Roger Burlingame, March of the Iron Men: A Social History of Union Through Invention (New York, 1938), 469–76; Domingo Faustino Sarmiento, Sarmiento's Travels in the United States in 1847, trans. Michael A. Rockland (Princeton, 1970), 198.
of its adults could read and write; three-fourths of the children aged five to nineteen were enrolled in school, which they attended for an average of six months a year. The rest of the North was not far behind. The South lagged with only 80 percent of its white population literate and one-third of the white children enrolled in school for an average of three months a year. The slaves, of course, did not attend school and only about one-tenth of them could read and write. Even counting the slaves, nearly four-fifths of the American population was literate in the 1850s, compared with two-thirds in Britain and northwest Europe and one-fourth in southern and eastern Europe. Counting only the free population, the literacy rate of 90 percent in the United States was equaled only by Sweden and Denmark.18
The rise of schooling in these countries since the seventeenth century had grown out of the Protestant Reformation. The priesthood of all believers needed to know how to read and understand God's word. In the nineteenth century, religion continued to play an important role in American education. Most colleges and many secondary schools were supported by church denominations. Even the public schools still reflected their Protestant auspices. Since 1830 a rapid expansion and rationalization of the public school system had spread westward and southward from New England—though it had not yet penetrated very far below the Ohio. As secretary of the Massachusetts State Board of Education and a tireless publicist,
Horace Mann presided over reforms which included the establishment of normal schools to train teachers, the introduction of standardized graded curricula, the evolution of various kinds of rural district schools and urban charity schools into a public school system, and extension of public education to the secondary level.
An important purpose of these schools remained the inculcation of Protestant ethic values "of regularity, punctuality, constancy and industry" by "moral and religious instruction daily given," according to the Massachusetts superintendent of schools in 1857. These values, along
18. Albert Fishlow, "The Common School Revival: Fact or Fancy?" in Henry Rosov-sky, ed., Industrialization in Two Systems (New York, 1966), 40–67; A Compendium of the Seventh Census of the United States (Washington, 1854), 141–51; Carlo M. Cippolla, Literacy and Development in the West (Harmondsworth, Eng., 1969); Carl F. Kaestle, Pillars of the Republic: Common Schooling and American Society, 1780–1860 (New York, 1983), 13–74; Lee Soltow and Edward Stevens, The Rise of Literacy and the Common School in the United States: A Socioeconomic Analysis to 1870 (Chicago, 1981), 89–142.
with cognitive skills and knowledge, also served the needs of a growing capitalist economy. Schools were "the grand agent for the development or augmentation of national resources," wrote Horace Mann in 1848, "more powerful in the production and gainful employment of the total wealth of a country than all the other things mentioned in the books of the political economists."19 Textile magnate Abbott Lawrence advised a Virginia friend who wanted his state to emulate New England's industrial progress that "you cannot expect to develop your resources without a general system of popular education; it is the lever to all permanent improvement." "Intelligent laborers," added another Yankee businessman in 1853 as if in echo of British visitors, "can add much more to the capital employed in a business than those who are ignorant."20
III
Recent scholarship has challenged the observations quoted earlier that American workers readily embraced the new industrial order.21 Skilled artisans in particular appear to have resisted certain features of capitalist development. They formed trade unions and workingmen's parties which attained considerable strength in the 1830s, when tensions caused by the transition from a localized craft economy to an expanding capitalism were most acute. Disputes about wages and control of the work process
19. Michael B. Katz, The Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts (Cambridge, Mass., 1968), 43; Horace Mann, "Annual Report of 1848," in The Life and Works of Horace Mann, 5 vols. (Boston, 1891), IV, 245–51.
20. Abbott Lawrence, Letters to William C. Rives of Virginia (Boston, 1846), 6; Arthur A. Ekirch, The Idea of Progress in America, 1815–1860 (New York, 1944), 197.
21. This and the following paragraphs have drawn on some of the numerous studies of the antebellum working class that have appeared in recent years, including Alan Dawley, Class and Community: The Industrial Revolution in Lynn (Cambridge, Mass., 1976); Anthony F. C. Wallace, Rockdale: The Growth of an American Village in the Early Industrial Revolution (New York, 1978); Thomas Dublin, Women at Work: The Transformation of Work and Community in Lowell, Massachusetts, 1826–1860 (New York, 1979); Jonathan Prude, The Coming of Industrial Order: Town and Factory Life in Rural Massachusetts, 1810–1860 (Cambridge, 1983); Sean Wilentz, Chants Democratic: New York City and the Rise of the American Working Class, 1788–1850 (New York, 1984); Walter Licht, Working for the Railroad: The Organization of Work in the Nineteenth Century (Princeton, 1983); Steven J. Ross, Workers on the Edge: Work, Leisure, and Politics in Industrializing Cincinnati, 1788–1890 (New York, 1985); Christine Stansell, City of Women: Sex and Class in New York, 1789–1860 (New York, 1986).
provoked strikes and other forms of conflict. Worker activism declined after 1837 as the depression generated unemployment which drew the fangs of militancy. After recovery from the depression, vastly increased immigration intensified ethnic and religious divisions within the working class. Nativism, temperance, and the growing sectional conflict took precedence over the economic issues that had prevailed in the 1830s. Nevertheless, frictions persisted in the workplace and occasionally erupted, as in the Massachusetts shoemakers' strike of 1860.
Technological innovation was not the main cause of worker unrest. To be sure, machines displaced some craftsmen or downgraded their skills. But most machines during this era executed simple repetitive motions previously performed by unskilled or semiskilled workers. And even when more complex machine tools replaced some artisans, they expanded other categories of highly skilled workers—machinists, tool-and-die makers, millwrights, civil and mechanical engineers—whose numbers doubled during the 1850s.22 The transportation and communications revolutions created whole new occupations, some of them skilled and well paid—steamboat pilots, railroad men, telegraphers. The latter two categories increased fivefold in the 1850s. The rapid westward expansion of the urban frontier, the extraordinary mobility of the American population, and regional differentials in the pace of technological development meant that skilled workers who were displaced by new technology in one part of the country could go west and find a job. European observers who contrasted workers' resistance to innovation in their own countries with workers' receptivity toward change in the United States were not off the mark.
Nor was declining income the principal cause of worker unrest in the United States. Despite bursts of inflation in the mid-1830s and mid-1850s, and periods of unemployment caused by depressions, the long-term trend of real wages was upward. Of course people live in the short run, and the average worker trying to make ends meet during economic downturns in, say, 1841 or 1857 lacked the mollifying perspective of an historian. Moreover, the wages of male artisans in certain occupations suffered erosion when the introduction of new methods or new machines enabled employers to hire "green hands" or "slop workers," often women and children, to perform separate parts of a sequential process previously done entirely by skilled workers. It was no coincidence that
22. Calculated from the occupational lists in the 1850 and 1860 censuses.
much of the unrest occurred in specific trades experiencing this de-skilling process: shoemakers, tailors, weavers, cabinetmakers, printers.
Then, too, despite the generally rising trend of real wages, workers at the bottom of the scale, especially women, children, and recent immigrants, labored long hours in sweatshops or airless factories for a pittance. They could make a living only if other members of their families also worked. For some of these laborers, however, the pennies they earned as domestic servants or factory hands or stevedores or seamstresses or hod-carriers or construction workers represented an improvement over the famine conditions they had left in Ireland. Nevertheless, poverty was widespread and becoming more so among laborers in large cities with a substantial immigrant population. New York packed an immense populace of the poor into noisome tenements, giving the city a death rate nearly twice as high as London.23
Although the working poor of New York would explode into the worst riot of American history in 1863, these people did not provide the cutting edge of labor protest in the antebellum era. It was not so much the level of wages as the very concept of wages itself that fueled much of this protest. Wage labor was a form of dependency that seemed to contradict the republican principles on which the country had been founded. The core of republicanism was liberty, a precious but precarious birthright constantly threatened by corrupt manipulations of power. The philosopher of republicanism, Thomas Jefferson, had defined the essence of liberty as independence, which required the ownership of productive property. A man dependent on others for a living could never be truly free, nor could a dependent class constitute the basis of a republican government. Women, children, and slaves were dependent; that defined them out of the polity of republican freemen. Wage laborers were also dependent; that was why Jefferson feared the development of industrial capitalism with its need for wage laborers. Jefferson envisaged an ideal
America of farmers and artisan producers who owned their means of production and depended on no man for a living.
But the American economy did not develop that way. Instead, skilled craftsmen who owned their tools and sold the products of their labor for a "just price" found themselves gradually drawn into a relationship where they sold their labor. Instead of working for themselves, they worked for someone else. Instead of earning a just price for their skill, they earned
23. Martin, Standard of living in 1860, 174.
wages whose amount was determined not by the intrinsic value of their labor but by what an increasingly distant "market" would bear. No longer were "master" and "journeyman" bound together by the commonality of their trade and by the journeyman's expectation of becoming a master himself. More and more they were separated into "employer" and "employee," with different and sometimes conflicting interests. The employer wanted to maximize profits, which meant improving the efficiency and controlling the costs of production, including wages. The employee became dependent on the "boss" not only for wages but also for the means of production—machines that the worker himself could no longer hope to own. The emergence of industrial capitalism from 1815 to 1860 thus began to forge a new system of class relations between capitalists who owned the means of production and workers who owned only their labor power. Journeymen artisans who experienced this process did not like it. They and their spokesmen offered a sharp critique of emerging capitalism.
Capitalism was incompatible with republicanism, they insisted. Dependence on wages robbed a man of his independence and therefore of his liberty. Wage labor was no better than slave labor—hence "wage slavery." The boss was like a slaveowner. He determined the hours of toil, the pace of work, the division of labor, the level of wages; he could hire and fire at will. The pre-industrial artisan had been accustomed to laboring as much or as little as he pleased. He worked by the job, not by the clock. If he felt like taking time off for a drink or two with friends, he did so. But in the new regimen all laborers worked in lock-step; the system turned them into machines; they became slaves to the clock. Manufacturers encouraged the temperance movement that gathered force after 1830 because its Protestant ethic virtues of sobriety, punctuality, reliability, and thrift were precisely the values needed by disciplined workers in the new order. Some employers banned drinking on the job and tried even to forbid their workers to drink off the job. For men who considered their thrice-daily tipple a right, this was another mark of slavery.
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