1896: The Presidential Campaign

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The election of 1896 was one of the most contentious in U.S. history. When Republican William McKinley defeated William Jennings Bryan on November 3rd, there were no fewer than six candidates on the ballot and the country was in the throes of an economic depression. This website provides close to 100 political cartoons surrounding the election campaigns.

The website acts like a virtual web of knowledge, with linked words in almost every sentence leading to helpful chunks of information on key themes, political parties and their leaders, print culture, and popular culture. Together, this information sheds light not only on the political situation in the 1890s, but also on the social, economic, and cultural contexts of the era. Special sections are devoted to, among many other topics, the bicycle craze, antisemitism, popular amusements, the Supreme Court, and women's suffrage. An extensive bibliography and a section devoted to teaching suggestions are also included.

History of Presidential Elections Site

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Logo, HistoryCentral.com, United States Presidential Elections
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Provides statistics on all U.S. presidential elections. For each election year, the site presents graphs showing popular and electoral votes, maps of states won by each candidate, vote count and voter turnout statistics, and a sketchy essay of approximately 100 words in length on campaign issues. Offers more extensive information on the 2000 election: official certified results; polling data by five organizations from August through October 2000; biographical statements of 300-600 words each on candidates George W. Bush,Al Gore, and Ralph Nader (the Bush bio, almost twice the length of the others, reads as if it was written by his campaign organization); a chronology of events following the election until Gore's concession; and the Bush v. Gore Supreme Court decision, concurrence by Chief Justice Rehnquist, dissents by Justices Breyer, Souter, and Stevens, and oral arguments. Also includes an essay of 900 words on close and disputed elections, with links to "quick facts" about the candidates involved; an essay of 600 words about the reasons that the electoral college was created, with a link to Federalist Paper No. 68 by Alexander Hamilton, which offers a rationale for the institution; and a 15-minute multimedia history of the Supreme Court. MultiEducators of New Rochelle, NY produces multimedia software on historical subjects; graphs and texts in this site have been taken from their American History CD-Rom. A useful source for statistics on presidential elections, but marred by intrusive flashing ads.

Presidential Death During the Election Process

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Vice-President James Schoolcraft Sherman
Question

What happens to a U.S. presidential candidate if he/she dies after their respective political party grants them the nomination, and before they are elected? Are there bylaws set up by each individual party that provide procedures for this? Also, is there a historical precedent in U.S. history where this may have happened in the past?

Answer

No presidential candidate of a major party has ever died or withdrawn before a presidential election and no President-elect has ever died or withdrawn after winning the general election, but before taking office.

However, one vice-presidential candidate died after he was nominated, but before the general election, and another dropped off his party's ticket.

The procedures for finding replacements for candidate vacancies are guided by federal and state laws and party regulations. They are not exactly a patchwork, but they have evolved in response to practical problems that have arisen during the presidential elections, and in response to the growth of political parties as integral players in the election process.

In this respect, the procedures for filling vacancies in the parties' nominated tickets are like those that have evolved for the succession of the presidency when the person holding that office vacates it for one reason or another: When William Henry Harrison contracted pneumonia after giving a three-hour-long speech in the snow at his 1841 inauguration and died barely a month later, he was succeeded in office by John Tyler. It was not until confronting the issues raised in the transition of power from Harrison to Tyler that Congress thought through the rules for the succession of the President when the office is vacated during mid-term.

Election Process

The popular vote in the general election actually elects the states' electors who form the Electoral College, which, in turn, elects the president and vice-president of the United States. These electors, chosen nowadays by state party organizations, meet in each state in the middle of December to cast their votes. No Constitutional provision or federal law requires electors to vote in accordance with the popular vote in their states, but the electors are made eligible to vote by being on the slate provided by the party that won the state's popular vote.

They are generally committed to cast their votes for the winner of that popular vote although some states do not require them by law to do so. These votes are sent to Congress. The Congress meets in joint session in the House of Representatives to tally electoral votes on a date close to inauguration day. The President of the Senate certifies the outcome, and when that is done, the President and Vice-President can be sworn in soon thereafter.

The procedures for conducting the Electoral College voting were changed substantially by the 12th Amendment, adopted in 1804, so that each elector would vote twice—once for President and once for Vice-President. Before that, the Vice-President was whoever received the next highest number of electoral votes after the person who won the presidency. The earlier arrangement had created unnecessary confusion and political intrigue in the preceding elections. The new arrangement did not meet every difficulty: When no candidate receives a majority of the electoral votes, Congress has to decide the winner.

Filling a Vacancy: From the Nomination to the Electoral College Vote

Since the time of Andrew Jackson's run for the presidency in 1828, individual political parties have had the job of filling any vacancy on their national ticket, either that of their presidential or vice-presidential candidate. If one of their candidates vacates the ticket after they are nominated, either because of death or withdrawal, the party selects a replacement.

Both the Republican and the Democratic parties have rules in their bylaws governing how to fill the vacancy. The Party Chair calls a meeting of the National Committee, and the Committee members at the meeting vote to fill the vacancy on the ticket. A candidate must receive a majority of the votes to win the party's nod.

The same process would happen if the vacancy were to occur after the general election but before the Electoral College voting. If a vacancy should occur on the winning ticket, it would then be the party's responsibility to fill it and provide a candidate for whom their electors could vote.

Vacancies of Presidential Candidates

A vacancy could occur at the top of a winning ticket during the period after the electoral votes had been cast but before the President-elect had been sworn in. Perhaps the closest the country has come to confronting this was during the widespread anxiety as the 1861 inauguration of Abraham Lincoln approached, that he would be assassinated before he could take office, or that the counting of the electoral votes (at that time occurring on the morning of the inauguration, which, in those days, occurred on March 5) would be disrupted by Southern pro-slavery sympathizers, neither of which happened.

No President-elect has in fact failed to be sworn in. Nevertheless, the rules for what would happen if a President-elect were to be unavailable to be sworn in actually became a part of our law with the adoption of the 20th Amendment in 1933. This amendment was passed primarily to shorten the length of time between the general election and the beginning of the new administration (inauguration day was moved from March to January). But it also specified that if, at the time of the inauguration, the President-elect has died, then the Vice-President-elect becomes President, and if a President has not yet been qualified by that time, then the Vice-President-elect acts as President until a President has been so qualified. The concern was that, since inauguration day was moved earlier, provision had to be made to cover cases in which the Electoral College vote did not prove decisive and the winner had to be chosen through a possibly lengthy series of votes in Congress.

In the election of 1872, Horace Greeley was the Democratic nominee for President, but the Democrats lost the general election to the Republican ticket, headed by Ulysses Grant. After the popular vote, but before the Electoral College vote, Greeley died. Because the Democrats had no chance of winning the election, given the outcome of the popular vote and the number of electoral votes already secured by Grant, the party did not bother to stipulate to their electors who an official replacement candidate would be, and most of the Democratic electors in the states that the Democrats had won cast their votes for people other than whom their party had nominated.

Vacancies of Vice-Presidential Candidates

In 1912, James Sherman, the Republican candidate for Vice-President (and the incumbent Vice-President under William Howard Taft) died on October 30 of kidney disease, a few days before the general election on November 5. The Republican National Committee scheduled a meeting to be held after the general election, on November 12, to select a successor, and Sherman's name remained on the ticket for the general election. The Republicans lost, however (the Democratic ticket of Woodrow Wilson and Thomas Marshall won), and decided on November 8 not to meet as they had planned because voters only chose eight Republican electors, in Vermont and Utah. These electors did meet later, however, and, acting without instructions from the RNC, voted to replace Sherman's name on the ticket with that of Columbia University President Nicholas Butler of New York. This was a purely formal act with no practical consequences for the election.

During the 1972 presidential campaign, Democrat Thomas Eagleton was Senator George McGovern's vice-presidential running mate for only 18 days. Eagleton dropped out of the race acknowledging that he had been hospitalized three times in the 1960s for depression and stress, and that he had undergone electric shock therapy. McGovern selected the Peace Corps Director, Sargent Shriver, to replace Eagleton, but to actually place Shriver on the ticket, the Democratic National Committee met and chose him in the first week of August. The Democrats lost the general election in November to the Republican candidates, Richard Nixon and Spiro Agnew.

Bibliography

Republican Party Rules, as adopted by the 2004 Republican National Convention August 30, 2004, Rule 9. as amended by the Democratic National Committee, February 3, 2007: Charter, Article 3, Section 1; Bylaws, Article 2, Section 1; Bylaws, Article 2, section 7(c); Bylaws, Article 2, section 8(d); Bylaws, Article 2, section 8(f); Bylaws, Article 2, section 8(g).

http://electoralcollegehistory.com/electoral/crs-congress.asp Thomas H. Neale, Library of Congress, Congressional Research Service, "Election of the President and Vice President by Congress: Contingent Election."

http://www.archives.gov/federal-register/electoral-college/faq.html#popular National Archives, Frequently Asked Questions about the Electoral College.

Television News of the Civil Rights Era

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Image for Television News of the Civil Rights Era
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In the 1950s and 1960s, the Civil Rights Movement was covered on news stations around the country. This website provides 230 of these video clips from two local television stations in Roanoke, Virginia. Clips feature both national events, such as the speeches of Martin Luther King, Jr. and John F. Kennedy, as well as footage of local school desegregation, protests, and interviews on the street.

Accompanying this footage are 14 oral histories (several from Virginians with firsthand knowledge of the Prince Edward Public Schools closing), and 23 documents that chronicle the official development of Massive Resistance in Virginia, in particularly the involvement of Senator Harry F. Byrd. "Essays and Interpretation" provides important historical context and analysis, with detailed pieces on "Virginia's Massive Resistance to School Desegregation" and the development of television news coverage of the Civil Rights Movement in Virginia and Mississippi.

The Supreme Court

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Logo, Supreme Court, PBS
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The Supreme Court is a companion website to a 2008 Parents' Choice gold-award-winning PBS series on the same topic. Under About the Series, episodes can be previewed online, or you can read full transcripts. Another option is to download the discussion guide, intended for use in 9th- through 12th-grade classrooms.

For Educators includes lesson plans, interactives and games, a link to the aforementioned discussion guide, and a list of external resources. Interactives include a timeline, which requires you to put 10 landmark Supreme Court cases in order; a game of memory which requires matching historical figures to facts (ex: Oliver Wendell Holmes to being known as "the Great Dissenter"); and a quiz where you match daily activities such as listening to music or saying the Pledge to relevant case names. The four available lesson plans cover federal v. state power, the 14th Amendment, civil liberties, and the legal importance of precedent.

Note the links to games and a timeline at the top of the home page will take you to a different timeline and set of games. This timeline shows you major Supreme Court and historical events which took place in the year of your choosing. The games include six additional interactives—an explanation of design and architectural decisions as they relate to the Supreme Court; how various types of texts have served as inspiration in Supreme Court decisions; an opportunity to decide which way you think majority rule fell in four cases; matching justices, cases, or issues to quotes; examples of reversal of precedent; and an opportunity to register and predict the outcome of current cases.

Other features available on the website include pages on Supreme Court history (in the top menu of the home page) and additional interviews with Sandra Day O'Connor and John Roberts (in a menu near the bottom of the home page).

"Join or Die"

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woodcut, 1754, Benjamin Franklin, Join or Die, org. pub. in Pennsylvania Gazette
Question
Why aren't Delaware and Georgia included on the body of Ben Franklin's famous "Join or Die" snake? And why did the artist combine the four northeastern colonies as one?
Answer

The "Join, or Die" snake, a cartoon image printed in numerous newspapers as the conflict between England and France over the Ohio Valley was expanding into war—"the first global war fought on every continent," as Thomas Bender recently has written—first appeared in the May 9, 1754 edition of Benjamin Franklin’s Pennsylvania Gazette. The image displayed a snake cut up into eight pieces. The snake’s detached head was labeled "N.E." for “New England,” while the trailing seven sections were tagged with letters representing the colonies of New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The exhortation "JOIN, or DIE" appeared underneath the image.

Lester C. Olson points out that Franklin might have seen images of snakes divided into two segments that had been published in Paris in 1685, 1696, and 1724 with the similar caption "Se rejoinder ou mourir." The image in the Pennsylvania Gazette followed an article reporting the recent surrender of a British frontier fort to the French army and purported plans of the French, with their Indian allies, to establish a massive frontier presence with which to terrify British settlers and traders. The article ended with the surmise that the French were confident they would be able to "take an easy Possession of such Parts of the British Territory as they find most convenient for them" due to the "present disunited State of the British Colonies" and warned that the French success "must end in the Destruction of the British interest; Trade and Plantations in America."

Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies

A longtime advocate of intercolonial union in dealings with Indians, Franklin helped make such a union an important agenda item for the Albany Congress, convened shortly after the snake image was published, on earlier orders from the Board of Trade, the British advisory council on colonial policy, with the goal of establishing one treaty between all the colonies and the Six Nations of Iroquois. As a commissioner to the congress appointed by the governor of Pennsylvania, Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies intent on maintaining control over their own affairs.

Robert C. Newbold has speculated that Georgia was probably excluded from the snake image, "because, as a defenseless frontier area, it could contribute nothing to common security." Only three laws had been passed in Georgia since its founding as a colony in 1732, prompting a historian of the colony and state to conclude, "The hope that Georgia might become a self-reliant province of soldier-farmers had not succeeded, and even the early debtor-haven dream had not come to pass." Delaware, Newbold added, "shared the same governor, albeit a different legislature, as Pennsylvania; hence the Gazette probably considered it as included with Pennsylvania."

As with the snake image, the Albany Plan, drafted during the congress, did not include Georgia and Delaware in its proposed colonial union for mutual defense and security, specifying only Massachusetts Bay, New Hampshire, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The segmented snake image was revived in a number of newspapers during the 1765 Stamp Act conflict, again without reference to Georgia and Delaware. In 1774, when the segmented snake image, along with the "Join or Die" slogan, was employed as a masthead for newspapers in York, Massachusetts, and Pennsylvania, a pointed tail labeled "G" for Georgia had been added.

Bibliography

Thomas Bender, A Nation Among Nations: America’s Place in World History . New York: Hill and Wang, 2006.

Lester C. Olson, Emblems of American Community in the Revolutionary Era: A Study in Rhetorical Iconology Washington: Smithsonian Institution Press, 1991.

Albert Matthews, "The Snake Devices, 1754-1776, and the Constitutional Courant, 1765," Publications of The Colonial Society of Massachusetts, Volume XI: Transactions, 1906-1907.

Library of Congress. "Join or Die". Accessed February 25, 2011.

Colonial Williamsburg

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Photo, Asynchronous Fashion Photography Interactive, Colonial Williamsburg.
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Intended to promote tourism to Colonial Williamsburg, this website is also rich in educational resources. Visitors may "Experience the Life" by selecting one of 12 categories, ranging from animals to food to the African-American Experience; and will find information and resources about each topic. For example, visitors can learn about colonial clothing for men, women, and children. There is a paper doll game where players must assemble the various layers of colonial clothing in the proper order. Selecting the link "See the Places" allows users to virtually visit 27 buildings, including the prison (Public Gaol), the Capitol, and eight colonial sites, including Market Square and Duke of Gloucester Street. "Meet the People" allows visitors to learn about prominent Williamsburg natives, such as the Randolph family, Thomas Jefferson, and Patrick Henry; or meet more diverse groups, like African Americans or colonial children.

The "Teacher Resource" section allows educators to virtually tour Colonial Williamsburg or learn about the science of mapping colonial America. It also provides 18 lesson plans for exploring such topics as the colonial reaction to the Stamp Act or the murder trial of Abigail Briggs. Listen to the audio review:.

Defining Dred Scott bhiggs Mon, 10/01/2012 - 11:49
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Engraving, Dred Scott, 1887, LOC
Question

Who was Dred Scott, and what was the significance of his case?

Answer

Dred Scott was one of the most famous slaves in American history. By filing for freedom in St. Louis Circuit Court on April 6, 1846, this husband and father of two girls set in motion a chain of events that helped bring about the coming of the Civil War and the destruction of slavery.

Scott was born about 1800 in Virginia, and grew up as the property of Peter Blow. The Blow family moved westward and eventually settled in St. Louis, MO, by 1830. A few years later, U.S. Army surgeon John Emerson purchased Scott and brought him to Illinois and then the Wisconsin Territory. At Fort Snelling (in what is now Minnesota), Dred Scott married Harriet Robinson, who was owned by another white man living in the fort. Dred and Harriet Scott then raised two girls, Eliza and Lizzie.

The Scotts had a strong legal claim, derived from the principle known as "once free, always free."

After returning to St. Louis. John Emerson died in 1843, and his widow Irene Emerson, with the help of her brother, John Sanford, began hiring out Dred and Harriet to other slaveholders. However, because the Scotts had been held as slaves in free states and territories–not just during transit or “sojourn,” but for extended periods of time—they were eligible to sue in Missouri courts for freedom. Many historians now believe that Harriet Scott discovered this information from her pastor and was behind their freedom suits in April 1846.

The Scotts brought suit against Mrs. Emerson in 1846, which was decided against them, but in a subsequent action in 1850 the court sided with the Scotts. The Scotts had a strong legal claim, derived from the principle known as “once free, always free” and protected within the federal system by the doctrine of comity, meaning that the states had to honor each other’s laws. The startling reversal by the Missouri Supreme Court in 1852 of an earlier legal victory by the Scotts signaled a dramatic breakdown in comity and the rising threat of disunion. Both pro- and anti-slavery forces quickly realized the national implications of the state verdict and re-filed arguments in federal courts as Dred Scott v. Sandford.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery.

The legal battle continued until March 6, 1857, when Chief Justice Roger Taney read a sweeping majority opinion from the Supreme Court that denied blacks federal citizenship rights, swept aside comity concerns, and invalidated the 1820 Missouri Compromise legislation, declaring that Congress had no power to prohibit slavery in the territories. The furious backlash against the decision by Northern Republicans essentially guaranteed that the election of 1860 would be one of the most significant in American history.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery. He had died in 1858, a free man and head of a free household. Taylor Blow, the son of Dred Scott’s first owner, had made the remarkable decision in May 1857 to purchase the entire Scott family and set them free. There are still descendants of the Scotts alive today.

For more information

Arenson, Adam. “Freeing Dred Scott.” Common-Place 8:3 (April 2008)

Ehrlich, Walter. They Have No Rights: Dred Scott’s Struggle for Freedom. Westport, CT: Greenwood Press, 1979.

Fehrenbacher, Don E. The Dred Scott Case: Its Significance in American Law and Politics. New York: Oxford University Press, 1978.

Konig, David Thomas, Paul Finkelman, and Christopher Alan Bracey, eds. The Dred Scott Case: Historical and Contemporary Perspectives on Race and Law. Athens: Ohio University Press, 2010.

Pinsker, Matthew. “Dred and Harriet Scott: A Family Story of Slavery and Freedom.” Video presentation. Gilder Lehrman Institute for American History.

Washington University in St. Louis. “The Revised Dred Scott Case Collection.”

VanderVelde, Lea. Mrs. Dred Scott: A Life on Slavery’s Frontier. New York: Oxford University Press, 2009.

Joe Hill

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Photo, Joe Hill, Utah History to Go
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Joe Hill was created as a companion to PBS channel KUED's documentary on the c. 1900 labor movement figure of the same name. Born in Sweden, Joe Hill's life is largely an enigma. Over time, he became involved in the Industrial Workers of the World, and was known as a writer of labor movement songs. Eventually, Hill was tried for murder, resulting in an outcry from sources as varied as the Swedish ambassador to the American Federation of Labor.

This website provides a brief biography of Joe Hill (also known as Joel Hagglund), introductions to major protestors against his sentence, an overview of the impact of his songwriting, audio recordings and lyrics of several of Hill's songs, lengthy sections of the formal appeal against Hill's sentence, and an interview with a lawyer and professor concerning the case and its legal and social context. Low-resolution images of Joe Hill, his cartoons, labor propaganda, and correspondence related to his trial and sentence are located throughout the site. In some cases, transcriptions are available of historical documents.

Joe Hill also contains information on various labor professions in the early 20th century. You can read about mining, immigration, the Scofield Mine Disaster, and more. Included are five interviews with professors and authors who contributed to the documentary film.

A final section on labor today offers readers an opportunity to submit their own labor stories, as well as a list of publications related to the life and death of Joe Hill.

Site navigation is not as intuitive as it could be. The best way to peruse the "Story" section, for example, may be to use the timeline, rather than to move through the pages in the order the "next" arrows would have you do. Using the timeline, however, will link you to sections in both the "Story" and "Legal Battle" section of the site. Expect to use your browser's back button frequently.

Laboring to Bring Forth Child Labor Statistics

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boy laborer in cranberry bog 1938
Question

How many children under 16 were employed in 1940?

Answer

The short answer is this: If you mean full-time work (with certain exceptions) ―none were employed, at least legally.

This was the result of the signing into law in 1938 (two years before) of the Fair Labor Standards Act. Wake Forest University Economics Professor Robert Whaples puts it succinctly: "the Fair Labor Standards Act of 1938 prohibited the full-time employment of those 16 and under (with a few exemptions) and enacted a national minimum wage which made employing most children uneconomical." Whaples describes the various reasons, apart from the enactment of federal, state, and local laws, why the numbers of children working in industry and on the farm had already declined dramatically over the first few decades of the 20th century before the passage of the Act.

The provision of the Fair Labor Standards Act (FLSA) that dealt with child labor stated: "No employer shall employ any oppressive child labor in commerce or in the production of goods for commerce or in any enterprise engaged in commerce or in the production of goods for commerce."

The FLSA, as further defined by statute, prohibited children under 16 from any kind of employment in certain hazardous kinds of work. The Secretary of Labor has periodically revised such categories of hazardous work. For agricultural work, for example, those under 16 should not be employed in operating a tractor of over 20 horsepower, or a hay baler, a forklift, a power post-hold digger, or a chain saw. Nor should they work in a yard or stall in which there is a bull, boar, or stud horse, a sow with suckling pigs, or a cow with newborn calf.

The FLSA also prohibits those under 18 from certain kinds of occupations altogether. These include occupations that require working with explosives or radioactive materials, operating most power-driven woodworking, baking, or meat processing machines, as well as most jobs in mining, meatpacking, logging, and brick-making.

Some Did Work

The FLSA exempts certain kinds of work, including employment of children by their parents, and church work. Boys and girls also worked (as they do today) at jobs not covered by FLSA regulations, such as office or clerical work, retail sales positions, food preparation, caring for younger children, and so on.

Given these exemptions, what was the actual number working in 1940?

Gertrude Folks Zimand, General Secretary of the National Child Labor Committee, in "The Changing Picture of Child Labor," published in 1944 in the Journal of the American Academy of Political and Social Science (pages 83-91), reported that the 1940 census showed, among 14- to 15-year-olds, a total of 4,347,665 attending school, and a total of 209,347 gainfully employed (no number was reported for children ages 7-14 who were not in school but were gainfully employed, but the number of these children attending school was 15,034,695; the numbers for 16- to 17-year-olds were 3,361,206 in school and 662,967 gainfully employed). The term "Gainfully employed" included full- and part-time work, either in industry or agriculture. There was some overlap in these numbers because some children were in school but were also working, at least part-time. But according to Zimand, 64 percent of the 14- to 15-year-olds and 83 percent of the 16- to 17-year-olds who were working were out of school and were therefore presumably working full time.

For more information

Robert Whaples. "Child Labor in the United States." EH.Net Encyclopedia, edited by Robert Whaples. October 7, 2005.

The text of the Fair Labor Standards Act of 1938, as amended.

The National Child Labor Committee website.
Child Labor Statistics at the United States Department of Labor.

Donald M. Fisk. "American Labor in the 20th Century" at the Bureau of Labor Statistics.

"Child Labor Laws and Enforcement," chapter 2 of the Report on the Youth Labor Force (revised 2000) at the Bureau of Labor Statistics. This includes a brief history of child labor in the U.S. and the legislative restrictions governing it, as well as a discussion comparing aspects of youth employment in the U.S., such as temporary or part-time teen employment, with youth employment elsewhere in the world.

The Child Labor Public Education Project's website on Child Labor in U.S. History provides links to a variety of documents on child labor.

Bibliography

Children watching a Labor Day Parade, Silverton Colorado, September 1940. Prints and Photographs Division, Library of Congress.

Detail of photo of boy laborer in cranberry bog, Burlington County, New Jersey, 1938. Prints and Photographs Division, Library of Congress.