Frank J. Cummings's Visit To The Olyphant School District

I used to work for Fort Wayne Community Schools as an assistant teacher for an elementary school. I know there are several Human Services Professionals who are riddled throughout the various facilities in our area. I was able to secure an interview with the school counselor at Towles Montessori/New Tech Middle School. The school counselor’s name is Joyce Paige. She has been in the school system for the past 20 years and seen many different changes within the Family and Marriage therapy. I was interested in the many things we discussed and a few of the suggested questions led me to ask some questions of my own.

I filed an application with Chesapeake Public School systems, so that I could become a part of an organization that values teamwork, dedication, and academic success. Chesapeake Public Schools exhibits a positive, collaborative, and cooperative learning environment not only for the students but for their employees as well. Being committed to the academic development and success with the help and support of students, parents, teachers, and other staff members is a plus to any working environment. These are great attributes for any organization to possess, which is why I chose to become a part of the Chesapeake Public School.

The provision of resources to handicapped children is subject to a wide variety of federal and state laws and statutes. However, due the varied and spectacular range of disabilities and combination of disabilities it is often difficult to easily decide who should receive benefits and who should not. Often debated both within the court system, and without, is the subject of whether the child with a severe disability can actually benefit from the services and resources being allocated to that student. Timothy W. V. Rochester School District addresses just that issue referred to as “Zero Reject.”

During the industrial revolution in Britain, the usage of child labourers dramatically increased as it became a cheap and easy form of labour. This lead to the continued abuse of many children in textile factories. In 1833, the Factory Act of 1833 was put forth which dictated that no children under the age of nine would work. Children ages nine to thirteen wouldn’t work more than nine hours a day and children ages thirteen to eighteen wouldn’t work more than twelve hours a day. In addition it introduced the circulation of four factory inspectors who were to enforce the new legislation. They were to certify whether children had received their compulsory education of two hours each day and report conditions to the government. This act brought forth attention and sparked debates from the public which made stronger note of the working conditions for children.

Despite the major setback of being part of the youth population in the late 1800’s, the Newsboys fought the authorities for the sole purpose of understanding what they deserved, as well as any child within the labor force. On July 20th, 1899, the start of one of the most powerful strikes in history began. By protesting and striking against two of the largest newspaper companies in New York at the time, the Newsies proved they weren’t budging in their stance. Through holding their ground and unmasking their will and determination, the companies gave into their requests and even left a withstanding impact on the changing child labor laws.

A new superintendent in an urban school district believes educators are trained to run schools and should do so with the least amount of interference possible. For this reason, an ethical crisis arises when the district decides whether or not to close a local high school. While public relations officers want district administration to be as transparent as possible to remain honest and open, the superintendent and other schoolboard members want to hold meetings with no media present. This facts of this case will become clear through explication.

Adolescents worked for long hours in textile mills, enduring physical mistreatment. At the age of ten, Cooper, a child laborer, worked for sixteen hours a day, starting at five o’clock in the morning and ending at nine o’clock at night (Document 1). During these sixteen hours, a single period of forty minutes was allowed for meals (Document 1). Higher officials often strapped Cooper in order to keep him awake and attentive during work hours (Document 1). Due to his long shifts, Cooper was unable to attend school, leaving him unable to write (Document 1).

This was a little bit on the extreme, children who operated in factories work 12-14 hours with 1 hour break. Not only were these children subject to long hours, but also, they were in horrible conditions. Large, heavy, and dangerous equipment was very common for children to be using or working near. Many accidents occurred injuring or killing children on the job. Not until Florence Kelly helped win the passage of the Illinois Factory Act in 1893. The law prohibited child labor and limited women’s working hours. The law became a model for other

A regular shift for any factory worker was 12-16 hours a day, six days a week. The poem “My Boy” written by a working mother during the Industrial Revolution says that her “labor drives [her] forth…” (Document 2) until “…night when [she is] free.” (Document 2) She is “a stranger… to [her] child and [her child] one to [her].” (Document 2). This was not unheard of during this time. Parents and their children being driven away from each other to provide for the family. However, the mother working at the factory provided better financial opportunities for her family and in turn a higher standard of living. Elizabeth Bentley, a woman who testified on the child labor in Britain, when asked “what time [she] began work at the factory” (Documents 7) responded “when I was six years old” (Document 7). She worked in the mill “for about a year” (Document 7). Long hours and separation of family weren’t the only problem when it came to the Industrial Revolution. The use of child labor was also a significant

In 1815, the British Parliament sent out researchers to interview child workers and learn more about factory conditions. Factory owners often preferred to hire women and children because men expected higher wages. Children were hire to work in Great Britain’s coalmines. There was soon some reforms for child workers and a proposed law to limit their workday to 10 hours. In the end, there were connections among child labor, factory conditions, and attitudes about capitalism, reactions to capitalism and the rise of labor movements.

By 1910, there were just about two million working children in America. They were required to work incredibly long days, somewhere from 18 to 20 hours a day, from dusk ‘til dawn. These kids worked to help their families, for their livelihoods, and often lived in places owned by the factories they worked for. Oftentimes, they were paid with overpriced and inflated goods from the company, which made them increasingly more dependent on their employers.1 Many physical difficulties were the norm.

In the Victorian era, countries such as Britain, increased the employment of children working in factories, textile mills, and mines, and as this occurred, America was influenced to do the same. In 1842, John Saville claimed that, “[he] has worked in the pit for two weeks; stood and opened the door… [he] never sees daylight now… [he] doesn’t know [his] letters; [he] has never been to school at all…” (“Children in the Mines”).

Children would work eight to ten hour shifts in the mills for ten cents a day cleaning dangerous machinery, repairing snapped threads only they could reach, and replacing spindles all day and night. They would work barefooted and be yelled at by managers for them not doing their jobs. The long shifts caused the children to be tired all the time causing them to be asleep during lunch and getting cold water splashed on their face. For only ten cents a day, a child should not be going through this at such a young age. 2.

On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.

It didn't have to be this way. Not long ago, I was a normal twelve-year-old girl: going to school, playing sports, and eating dinner with my family. However, one day everything changed. It was spring and I assumed it was just allergies. Week by week, my symptoms got worse and worse, until I began coughing blood. I was taken to the hospital to get my lungs examined. The tests came back and showed I had stage three lung cancer due to air pollution. We found out too late; treatment can only keep me here longer, not save my life. Cancer is spreading throughout my body and day by day will slowly kill me until there's nothing left . Now I'm just waiting. If pollution didn’t