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Lesson Plan

The Struggles of Women Industrial Workers to Improve Work Conditions in the Progressive Era

Nancy J. Barrett

Background Reading

At the beginning of the Progressive Era, one in every five females over the age of ten was employed, and over a million of these females worked in factories. By 1920, the number of working women increased to one in every four, with a significant number joining the ranks of industrial workers. These factory women were young and single, or women who had become widows, divorced, or abandoned. Seventy-five percent of them were foreign born or daughters of foreign-born parents (1). With their jobs varying as widely as their national origins, the only constant was their meager wages and poor working conditions. Paid less than men, women industrial workers were condemned to work long hours under sweatshop conditions, subjected to treatment that spoke of their inferior status in the workplace. In response to these hardships many industrial women acted collectively to challenge the conditions of their working lives.

Women toiled in many industries, the breadth of their bread-winning opportunities determined by their location and the availability of resources. They worked among the sickly sweet smells of the candy factory. They rolled cigars, suffering nicotine poisoning when their hands became stained. In the artificial flower-making industry they created flowers for homes and hats while receiving one of the lowest wages of all, in 1905 less than $6 a week. Other women worked within the hot and humid climate of the laundries, starching men’s collars and cuffs.

The ethnic backgrounds of women industrial workers varied. In the Northeast, factories were filled with immigrants. In Lawrence, Massachusetts, for example, over forty languages were spoken in the mills. In the New York City garment industry, Russian Jewish women helped organize thousands of workers and spearheaded many strikes for better working conditions. Cuban women dominated the Tampa cigar-making industry, while African-American women toiled in all seven laundries of Little Rock, Arkansas. Their distinctive experiences reflected their ethnic heritages and the particular nature of their factory jobs.

Most factory experiences did not begin to offer the workers a sustaining wage. In 1905, an annual salary of $800 was considered the minimum necessary for survival for a family of four. The average factory salary, however, amounted to $400 a year (2). Since women earned from 25 to 67 percent less than men because of their sex, their incomes could hardly be considered a living wage. In addition, deductions for factory supplies such as needles or for seconds (those items determined imperfect by the foreman or manager) further reduced the pittances received.

Over 40 percent of women industrial workers toiled in textile mills and the garment trade. Employer policies in this industry remained notorious throughout the Progressive Era. The practices of the Triangle Shirtwaist Factory epitomized the frightening lack of conscience of many factory and building owners. Joseph J. Asch, owner of the Asch building in which the Triangle Factory was located, insisted that his building was fireproof and complied with all fire regulations. Yet on 25 March 1911, 146 workers, most of them young women, died when fire flew through the locked work space at Triangle. Those who managed to find the one rusted fire escape tumbled to their deaths when it collapsed beneath their weight. In the trial that followed this tragedy, an all-male jury acquitted the Triangle owners. The cavalier attitude about the loss of life was summed up by one juror who said, “I think that the girls, who undoubtedly have not as much intelligence as others might have in other walks of life, were inclined to fly into a panic” (3).

Death found women industrial workers in ways less dramatic than at Triangle. Women at the mills in Lawrence, Massachusetts, suffered a variety of occupational illnesses, including tuberculosis and pneumonia. By 1911, one-third of Lawrence’s spinners died before they had worked ten years. One-half of these never reached the age of twenty-five (4). Dampness and poor ventilation contributed to their deaths, but the constant strain of production demands, together with sheer fatigue, also caused accidents and illnesses. The fact that the Lawrence mills produced more cloth per employee than any other textile town in the nation attests to the level of stress from meeting production quotas (5).

By the end of 1911, rumors spread of intended wage reductions at the Lawrence mills. The reductions, coupled with shorter working hours for women and children legislated by the State of Massachusetts, created fear among the already impoverished and exploited workers. As the new year began, the wage reductions became a reality, and women marched noisily from mill to mill shouting, “All Out. Short Pay.” This “Bread and Roses” strike, as it was called, was unique because of the twenty-four nationalities and over forty languages and dialects spoken by the strikers. To prevent worker organization, employers initially tried to capitalize on the cultural and language differences of their employees, mostly recent immigrants from southern and eastern Europe. In the end, the divisive tactics failed.

Labeled as foreign extremists and members of the radical left, strikers counteracted this image by linking their struggle in the mills with basic American ideals of justice and patriotism. Children draped in red, white, and blue marched alongside mothers carrying huge American flags. The workers’ struggle now assumed a respectable appearance of law-abiding American citizens fighting for their rights.

The impressive sight of red, white, and blue colors trooping down streets and alleys was joined with a poignant image, the children’s exodus. Winter gripped the city, and there was little food. Anguished mothers chose to send their children by train to well-to-do sympathizers outside of town. These working mothers refused to allow the hunger of their children to determine the future of the strike.

Though certainly not the only exploited workers, nor the only ones who picked up the strike banner, women garment and mill workers are significant because of their ability to organize and create networks within their female communities. They accomplished this despite their lack of common language, union experience, female role models, or education. Frequently, wealthy, educated women provided financial assistance and backing, but it was the workers themselves who jeopardized jobs and incomes when they took to the streets.

Differing greatly from mill and garment work, cigar-making had its own set of difficulties. “What manufacturers require,” noted a 1902 issue of Tobacco Leaf, a cigar industry trade journal, “is female labor—cheap hire, which responds so favorably to the cost of production in modern competition.” In 1900, 33 to 36 percent of cigar makers were women, while by 1920 that number had increased to 58 percent (6). Along with suppressed wages, more women workers meant less influence for the Cigar Makers International Union of America, a male-only union.

Cigar-making was dirty, dusty, and gritty work. The odor of the tobacco leaves lingered on bodies and clothing. The pressure of the piece work, the rigid schedule and system of fines for failing to meet quotas and quality standards, intensified the work environment. Women workers produced the inexpensive five-cent cigars, which earned them a low piece-rate wage. They had to work longer hours in order to earn adequate incomes. Their male counterparts manufactured the more expensive and higher quality cigars and, through union negotiation, earned a higher wage while working shorter hours.

In Tampa, Florida, one of the premier production areas for cigars, the factories were filled with Cuban workers. Unable to penetrate the Cigar Makers International Union of America, Cuban women in Tampa’s cigar-making industry embraced La Resistencia, a powerful, turn-of-the-century industrial union with a membership of two to three thousand males and females. Latin women continued to organize and, in 1910 and 1911, attempted to establish a Woman’s Union Label League. The league would insure that their products were labeled and advertised as union manufactured, thus set apart from non-union goods. During a wildcat strike five years later, female cigar workers taunted their male counterparts, who refused to walk out. Through continued organizing efforts, women asserted their importance in the Latin cigar-making community.

The influence of race and gender on working conditions is exemplified in the case of the black laundresses of Little Rock, Arkansas. Despite their being considered the least valued employees, these women belonged to their own union, Local #36 of the Laundry Workers Union. As early as 1913, the local government of Little Rock expressed concern about the laundresses’ salaries, which at that time was $4 a week for a ten-hour working day. By 1917, the union successfully negotiated a $7.50 per week minimum wage. A year later, when the union demanded $9 per week, the seven Little Rock laundries refused. The union prepared for a strike. Six National Army camps and thirteen National Guard camps depended on the laundries. As these were war years, everyone from the commanding officers of the camps to local city officials appealed to the patriotism of both workers and owners, but sympathies appeared to favor the laundry workers when army officials accused owners of unpatriotic behavior.

The workers’ demands included union recognition, an increased minimum wage, and better sanitary conditions. The cost of food in Little Rock had soared 64 percent, clothing 50 percent, and shelter 25 percent (7). Even the prices charged to customers of the laundries had increased 30 percent. In 1918, the National War Labor Board (NWLB) stated that all workers were entitled to a “living wage...to insure the subsistence of the worker and his family in health and reasonable comfort” (8).

Laundresses earned an average of $5 to $10 less than men laundry workers. Black women fared even worse. While a few white women might be paid up to $12 a week for special jobs, no black laundresses received more than $7.50 a week, even though they completed the more strenuous jobs at the steam presses, where the temperature ranged from 95 to 115 degrees Fahrenheit. According to one employer, white girls were not able to handle those jobs because of the physical exertion needed. When asked why blacks were paid less than whites, another owner rationalized the discrimination by responding, “Because they can live on a whole lot less than a white girl. They live in a little old shack house and they don’t care what they eat, anyhow” (9).

Though the NWLB increased minimum wages to $11 and declared that wage differentials were not to be based on race or sex, the laundry owners ignored the rulings. One laundry even used the union label while refusing to recognize Local #36. After years of failed negotiation and unfulfilled agreements, Local #36 took the unusual step of opening the Citizens Co-Operative Laundry. Operated primarily by black women, the co-op advertised itself as the only laundry which was strictly union from “top to bottom.” Its creation meant better wages and improved working conditions for a group of people who were traditionally undervalued and clearly exploited because of their gender and race.

In 1906, a New York Times editorial stated, “A nice girl...is not thinking about spending her life in commercial employment” (10). Yet the fact was that millions of “nice girls” spent their lives in industries. Whether it was in textile mills, cigar factories, laundries, or other industries, “nice girls” endured poverty and the hardship of long hours and dangerous conditions at their workplaces. Many of these women also chose to risk what little income they had in the struggle to establish women’s rights in the workplace.

Endnotes

1. Dorothy Schneider and Carl J. Schneider, American Women in the Progressive Era, 1900-1920 (New York: Facts on File, 1993), 49-56.

2. Ibid., 59.

3. Doris Weatherford, Foreign and Female: Immigrant Women in America, 1840-1930 (New York: Facts on File, 1995), 235.

4. Ardis Cameron, Radicals of the Worst Sort: Laboring Women in Lawrence, Massachusetts, 1860-1912 (Urbana: University of Illinois Press, 1993), 99.

5. Ibid., 118.

6. Patricia A. Cooper, “Women Workers, Work Culture and Collective Action in the American Cigar Factories, 1900-1919,” in Life and Labor: Dimensions of American Working-Class History, ed. Charles Stephenson and Robert Asher (New York: State University of New York Press, 1986), 190.

7. Elizabeth Haiken, “The Lord Helps Those Who Help Themselves: Black Laundresses in Little Rock, Arkansas, 1917-1921,” Arkansas Historical Quarterly 49 (1990): 29.

8. Ibid., 30.

9. Ibid., 33.

10. Schneider and Schneider, American Women in the Progressive Era.

Bibliography

Cameron, Ardis. Radicals of the Worst Sort: Laboring Women in Lawrence, Massachusetts, 1860-1912. Urbana: University of Illinois Press, 1993.

Cooper, Patricia A. Once a Cigar Maker: Men, Women and Work Culture in American Cigar Factories, 1900-1919. Urbana: University of Illinois Press, 1987.

———. “Women Workers, Work Culture, and Collective Action in the American Cigar Industry, 1900-1919.” In Life and Labor: Dimensions of American Working-Class History, edited by Charles Stephenson and Robert Asher. New York: State University of New York Press, 1986.

Haiken, Elizabeth. “The Lord Helps Those Who Help Themselves: Black Laundresses in Little Rock, Arkansas, 1917-1921.” Arkansas Historical Quarterly 49 (1990): 20-50.

Hewitt, Nancy A. “Politicizing Domesticity: Anglo, Black and Latin Women in Tampa’s Progressive Movements.” In Gender, Class, Race and Reform in the Progressive Era, edited by Noralee Frankel and Nancy S. Dye. Lexington: The University Press of Kentucky, 1991.

Ross, Andrew, ed. No Sweat: Fashion, Free Trade, and the Rights of Garment Workers. New York: Verso, 1997.

Schneider, Dorothy and Carl J. Schneider. American Women in the Progressive Era, 1900-1920. New York: Facts On File, 1993.

Stein, Leon. The Triangle Fire. Philadelphia: J. B. Lippincott Company, 1962.

Weatherford, Doris. Foreign and Female: Immigrant Women in America, 1840-1930. New York: Facts on File, 1995.

Objectives

  1. To analyze primary source documents relating to women industrial workers of the Progressive Era.
  2. To understand the impact of gender and ethnicity on the condition of working women during the Progressive Era.
  3. To compare the lives of women workers of the Progressive Era with those of women workers of the 1990s.
  4. To use technological resources to broaden students’ knowledge and understanding of women’s work during the Progressive Era and the 1990s.
  5. To investigate issues surrounding modern sweatshops and compare them to those of the Progressive Era.

Please note that all printed material needed for these lessons is included with this article.

Lesson #1
Materials Needed

  1. Photograph: “A White Goods Striker”
  2. Editorial: Mary E. Dreier, “To Trade Union Women,” Life and Labor, February 1913
  3. Background reading

Procedure

  1. Have students brainstorm reasons immigrants came to this country at the turn of the century.
  2. Use the following discussion questions with the class:
    1. How did the lived reality of most immigrants differ from the immigrant vision of the American Dream?
    2. In particular, how did the circumstances of life in Lawrence, Massachusetts contradict this vision?
    3. How do the photograph and Mary Dreier’s editorial use patriotic images to promote the goals of women workers?
    4. Why did the women workers in the Lawrence mills use patriotic images in their strike?
    5. Why was patriotism called into question when the black laundresses of Little Rock threatened to strike?
    6. In all of these cases how is patriotism used as an emotional trigger point?
  3. Have students prepare a news report regarding the validity of the belief that women workers are being influenced by foreign extremists and are disrupting lawful business operations. Students should assume the following roles: female mill workers, cigar makers, laundry workers; American-born, white workers; news anchors. Students are to use the materials in this lesson to support or dispute these charges. In addition, students should refer to their history textbook to gather information regarding anti-immigrant sentiment at the turn of the century. News anchors are to prepare interview questions and plan the broadcast.

Lesson #2
Materials Needed

  1. Table: “Wages Paid Foreign-Born Adult Operatives by Lawrence Worsted Mills, 1909”
  2. Internet access
  3. Background reading

Procedure

  1. Use “Wages Paid Foreign-Born Adult Operatives...” to discuss the impact of ethnicity on wages. Refer also to the black laundresses of Little Rock.
  2. Use the same table to discuss the impact of gender on wages. Refer to statistics provided in the background reading.
  3. Use the Internet to access the Women’s Bureau at the Department of Labor, <http://www.dol.gov/dol/wb>.
    1. Access “Women’s Earnings as Percent of Men’s,” <http://www.dol.gov/dol/wb/public/wb_pubs/7996.htm>.
    2. Have students study this chart and discuss today’s wage differential between males and females. What might contribute to the differences? What changes have occurred since the Progressive Era?
  4. Use the Internet to access the “Labor Force Quiz” found at the Women’s Bureau, <http://www.dol.gov/dol/wb/public/edu/quiz.htm>. Once students have completed the quiz, use their responses as a springboard for a discussion of women’s position in today’s work force.

Lesson #3
Materials Needed

  1. Cartoon: “Then Who Is Guilty?”
  2. Photograph: Triangle Shirtwaist Fire
  3. Internet access
  4. Background reading

Procedure

  1. Have students investigate the Triangle Shirtwaist Fire by accessing Cornell’s Triangle Fire site, <http://www.ilr.cornell.edu/trianglefire/>. Divide the class into four groups. Assign each group a set of original documents found at the site—political cartoons, photographs, oral histories, or reports of the New York State Factory Investigating Commission. Groups should analyze their set of documents and prepare to share them with the class.
  2. Analyze the cartoon “Then Who Is Guilty?” Discuss in what ways justice has been blindfolded to the cause of women workers.
  3. Analyze the photograph of the Triangle Shirtwaist Fire. The police officer and one bystander look up toward the Asch building. Another bystander looks at the bodies. Consider the emotions they might be experiencing. What might they be thinking? How would these witnesses respond to the juror’s assessment: “I think that the girls, who undoubtedly have not as much intelligence as others...were inclined to fly into a panic.”
  4. Have students design their own cartoons, choosing one of the following topics: the Lawrence mills, the cigar-making industry, or the Little Rock laundries. Each student should create two cartoons, one representing the views of the workers, the other the view of the owners.

Remind students that political cartoons are editorials meant to be read at a glance. Each cartoon should use symbols, caricature, and possibly a few well chosen words to provide a definite message.

Lesson #4
Materials Needed

  1. Internet access
  2. Background reading

Procedure

  1. Divide the class in half.
  2. Half of the class should access the Department of Labor’s Getta Clue Campaign site, <http://www.dol.gov/dol/esa/public/nosweat/nosweat.htm>.
  3. The other half should access UNITE’s No Sweat site, <http://www.uniteunion.org/sweatshops/teach/teach.html>.
  4. Each group should learn about today’s sweatshop system and be prepared to share the information with the class.
  5. After a general discussion, use some of the questions found at the Getta Clue site to stimulate student thinking. For example,
    1. When you shop for clothes, do you ever look for the best deal, the lowest price? If you knew that the lowest-priced t-shirt was made in a sweatshop would you still buy it?
    2. How much are you willing to pay for a sweatshirt? Would you be willing to add to that price to be sure that the people who made it are paid fairly? If so, how much extra would you pay?
    3. Are there any differences between today’s sweatshops and the working environment of women industrial workers of the Progressive Era?
  6. Have students complete some of the activities listed at each Internet site. Three suggestions from the Getta Clue site are 1) to devise an advertising campaign to enlist the public’s help in ending sweatshop conditions, 2) to create a consumer guide for No Sweat shopping, or 3) to write a book to teach elementary school kids about sweatshops.

Wages Paid Foreign-Born Adult Operatives in Lawrence Worsted Mills, 1909

Nationality Number
Average Weekly Wage
Percentage Earning More than $7.50 per Week
Males:
English 1,563 $11.39 95.8%
German 538 11.17 95.0
French 234 11.07 96.6
Irish 551 10.21 94.9
Russian 170 8.59 77.1
Polish 375 8.01 50.7
Lithuanian 550 7.82 58.2
Syrian 334 7.33 31.1
Southern Italian 1,371 6.84 27.9
Females:
German 211 $9.53 82.0%
French 165 9.32 67.9
Scottish 115 9.06 90.4
Canadian 523 8.64 72.5
English 687 8.39 57.1
Irish 495 8.24 52.7
Russian 123 7.24 25.2
Lithuanian 263 7.14 31.6
Polish 182 7.10 29.1
Southern Italian 902 6.39 6.9

Nancy J. Barrett has received two National Endowment for the Humanities grants, one of them in United States women’s history. She is currently the Social Studies Department Chair at Holy Names High School in Oakland, California, where she teaches U.S. history.