Acknowledgments

The authors would like to aclmowledge the following people and institutions.
Their time, assistance, and support helped The World of Barilla Taylor come alive.

Thanks to:
Baker Library
Boston Public Library
Kevin Harkins for photographic work.
Douglas & Irene Hutchinson for graciously welcoming us to the
Swift River Valley, and directing us to the land Barilla called "home".
Richard Leach for hours spent slogging through reels of microfilm.
Lowell Historical Society
Maine State Historical Society
Maine State Library and Archives
Museum of American Textile History
Pollard Memorial Library
Registry of Deeds, South Paris, Maine
Saints Memorial Hospital, Lowell
Rumford Historical Society
Kathy Tevyaw, Education Specialist, North Atlantic Region, NPS

UMass Lowell

Special Thanks to:

Larry Metzger for serving as project advisor,
sounding board, and tireless enthusiast.

Virginia Taylor for her willingness to provide

letters and share a slice of Taylor family history.

This project was funded with a National Park

Foundation "Parks as Classrooms" grant.

1st edition
August, 1993
 The World of Barilla Taylor*
The first half of the 19th century was a time of great change. Industri-
alization brought new opportunities for employment, changing notions
of work, and economic cycles of boom and bust. During this period,
women's roles changed dramatically. Industrialization confined women
to a more narrowly defined sphere within the home, while simulta-
neously opening new opportunities for them as industrial wage earners.
The ambivalence and excitement of this time period is captured in a
series of letters and documents relating to the life and times ofBarilla
Taylor (1828-1845).

Barilla Taylor was one of the thousands of young women who left family farms beginning in 1823
to work in the factories of Lowell, Massachusetts. She left Roxbury, Maine• the only home she had
ever known• in October, 1843. She probably never returned. Barilla died in Lowell in August, 1845.
She was 17 years old.

Why did Barilla leave the farm, and how did her family view her move to Lowell? How did the
experiences ofurban life and wage earning change her world? What external factors influenced her
decisions? Some of these questions can be answered, while others will remain a mystery. What is
certain is that the coming of industrial order had deep and lasting implications for women.

Pre-Industrial America and Women's Worth

In pre-industrial America, the household was the center ofproduc-
tion. Most families lived on farms where everyone worked to
produce goods for subsistence. Within this context, the status of
men and women was relatively equal. Men were considered the
heads of households, but the role of women as caretakers and
producers of goods, such as food and clothing, was equally impor-
tant. With the first stages of industrialization, these patterns
changed.

Increasingly, men began working outside of the home. Rather than

selling goods they had produced, these workers sold their time to
entrepreneurs, who, in tum, sold goods they had not made. This
new realm of work was dominated by men. They made money. not
goods · to provide for the family. Material success became a measure of a person's worth.

Industrial Capitalism and the Changing Role of Women

Women were not paid for work in the home. With the availability ofmanufactured goods, their roles
as producers within the home were marginalized. The household and the women who made it home
took on new meaning. The new role ofwomen was to transform the home into a haven for the men
who faced daily pressures and dangers in the work place. Only the non-competitiveness, piety, and
affection of the home and its mistress could relieve the greed, uncertainty, and inhumanity of
business and politics.

• The social and economic phenomena ducribed in the following pages is meant to shed light on the peruxi in which
Baril/a Taylor liued. Concept/l such as 'True WomanhoocJ- and "Republican Motherhood• were largely the constructs
of white middle-class men, and should not be interpreted as the standards to which all 19th century women aspired.
. ~
2 TM World~{ Barilla Taylor: TeacM r 's Guide
At the same time, women were morally responsible for raising dutiful
children, preferably sons, for the good of the republic. Th.is concept, known
as Repubican Motherhood, originated with the birth of the republic in the
late 18th century. By the mid-19th century, popular media depicted the
"True Woman" as one who could efficiently manage a household, tend to the
needs of husband and children, and create a pleasant and morally pure
environment. Barilla Taylor was fifteen years old when she left her farm for
the factories of Lowell. She was neither wife, nor mother, nor breadwinner.

Farming in the Age of Factories

Even as industrialization took hold, many questioned the wisdom of moving away from the land.
Those who remained in agriculture, like Barilla Taylor's father, were forced to concentrate on
livestock or cash crops that could be sold to national markets. By the 1840s, cash crops from farms
west ofAlbany dominated the market. Small New England farms were devastated. Large families,
failed crops, and little cash income threatened family stability. Such factors may have influenced
the Taylor's decision to allow Barilla to go to Lowell. Her departure meant one fewer mouth to feed,
and a portion of her wages might well be sent home.

Lowell, Massachusetts: The Experiment on the Merrimack

Barilla Taylor arrived in Lowell in 1843, twenty years after the city's first textile mills opened. The
idea of a city like Lowell began with a wealthy Boston merchant, Francis Cabot Lowell. In 1812,
Lowell returned from England with the design for a power loom firmly etched in his mind. A year
later, he and mechanic Paul Moody built a working power loom.

Lowell envisioned an entire community involved in textile pro-

duction. With the help ofa groupofinvestors, he built a textile mill
on the Charles River in Waltham, Massachusetts. By 1817 the
factory was an economic success, and the investors began looking
to expand beyond the limited power of the Charles River. Lowell
died that year, but his colleagues forged ahead. They found the
ideal site at the Pawtucket Falls, where the Merrimack River
drops more than 30 feet. 9)
In 1821, the investors purchased farmland around the falls, and the first mills opened in 1823.
During the next 25 years additional mills and an intricate system of power canals were built. When
Barilla Taylor arrived, Lowell was the largest industrial center in the United States.

Women at Work: Lowell's Early Labor

The idea of hiring women as industrial workers was not new. Men, women, and children had
worked in English textile mills for years. However, the Lowell investors believed that the degraded
status of England's industrial workers would not be tolerated in the United States. Instead of
emulating the English, they hired corporate recruiters to enlist young women from rural New
England to work in the mills. Their reasoning was two-fold: 1) women were apt to stay in the city
only a few years before leaving to become wives and mothers, thus preventing the establishment
of a permanent working class; and 2) women were less expensive and more easily controlled than
men.

It is unlikely that Barilla was aware of, or cared about, the reasoning of the mill owners. She had
her own reasons for seeking factory work. She was one of ten children on a struggling farm in
Maine's Swift River Valley. In her fourteen short years she had lost four family members; seen
crops fail from unpredictable and heavy frosts; witnessed her sister's marriage to a neighboring
farmer; and watched young people, including one of her brothers, leave in search of a better life.
TM World of Barilla Taylor: Teacher's Gui<k J
One can only imagine how Barilla felt as she made her way into the city. In that instant, she
saw what the majority of people in the country had never seen: massive brick factories; rows of
streets lined with shops, taverns, and boardinghouses; crowds of well dressed young people;
and a mind altering hubbub of industrial activity.

Life in the City of Spindles

By the time Barilla got to Lowell, nearly 30,000 women had left farms to
work in the city's ten major textile companies. In Lowell, women could earn
money, and take advantage of the city's cultural offerings. Many women
lived in boardinghouses owned and managed by the corporations. Though
crowded, these quarters created an atmosphere in which women could share
experiences and forge bonds of solidarity. ·

Even as factory life offered new opportunities, women's lives were carefully
controlled. The ringing of bells replaced the sun and seasons as signals for
daily tasks. Company rules regulated workers' lives both at work and after-
hours: curfew was at 10 PM, church attendance was mandatory, and any
sign of improper behavior was grounds for dismissal. It is possible that such
tight restrictions influenced Barilla's decision to leave corporate housing for
a private boardinghouse.

I I In addition to long hours of factory work, women were expected to maintain

a standard of behavior dictated by popular literature, religion, and the
lifestyles of urban middle-class women. The peer pressure must have been
I 1i tremendous. Perhaps these factors prompted Barilla to buy several new ·
dresses, a cape, and over $10.00 worth of gold beads within her first year of
employment.

The End of the Golden Experiment

Though Lowell remained attractive to young women like Barilla in 1840, the city's "golden era"
was all but over. Lowell's early success spawned competition: investors saw the potential for
huge profits, and new industrial cities sprang up along the country's waterways. Textile prices
fell. To keep dividends high, mill owners cut labor costs: workers were required to tend more
machines, and the speed of the machines was increased.

The noise of machinery deafened workers. Whirring gears and rapidly spinning belts were
rarely covered by protective devices. Accidents, such as the carding accident to which Barilla
refers in her letter home, were frequent. Worst of all, weave rooms were unventilated. Many
workers were stricken with brown lung disease, a life threatening illness caused by breathing
in cotton dust. Though the reasons for Barilla's death were not recorded, it is likely that she
died from brown lung or another work-related illness.

Women's Response to Deteriorating Working Conditions

Exhausted by rigorous work schedules and disenchanted with the indifference of corporations
toward their well being, many operatives organized to improve working conditions. In 1844, ten
years after the first strike in Lowell, hundreds of women united to form the Lowell Female
Labor Reform Association. These women proclaimed themselves "daughters of freemen," and
fought for improved working conditions using revolutionary rhetoric similar to that used by
their ancestors less than a century earlier. Thousands of workers signed petitions urging the
state legislature to pass a law limiting the length of the work day to ten hours.

4 The World of Barilla Taylor: Teacher's Guick

 Obstacles to Successful Protest
Though the ground for protest was fertile in the 1840s, women lacked
the rights, recognition, and experience they needed to organize
effectively. They were not entitled to own or inherit property, keep
any wages they earned, or hold any but the lowest paying jobs. More
importantly, women were socialized to believe that their proper
place was in the home. It was not their place to question industrial
capitalism, but rather to tame its destructive power, as wives and
mothers, in the privacy of their own homes.

Following this line of reasoning, many Lowell operatives did not

consider themselves part of a working class of people. Rather, they
were working temporarily to broaden their horizons and save money
before marriage and motherhood. Those who achieved this ideal
faced marriage and divorce laws that gave all rights to men. Married
women had no legal existence.

For those who were interested in organizing for better working conditions, the high turnover rate
weakened worker solidarity and hindered their attempts. In addition, women's lack of political
voice limited their ability to influence politicians. In fact, not until 1874 did Massachusetts
legislators move to restrict the length of the work day.

Barilla's opinions on these issues is not known. In a letter home she voices some dissatisfaction with
life in Lowell, and refers to joining "the association" and going west. This "association" was probably
a group seeking to escape, not reform, industrial working conditions.

Following the Industrial Experience

Indeed, ifit was Barilla's intention to leave Lowell, she was not alone. Many women, discouraged
by the failure ofmanagers to improve working conditions and increase wages, left the factories for
new occupations, returned to the farm, moved west, or married. Other women remained in factories
where, in time, they became a recognized force of workers.

It appears that those who left the factories used their urban experiences to enhance their quality
oflife. According to Thomas Dublin*, a female operative typically married later in life than her non-
wage-earning counterpart, had fewer children, and married a man closer to her age. Women who
remained single often used skills acquired through factory life to start their own businesses. Those
who moved west often did so in search of a better life than either farm or factory offered.

A Legacy of Enduring Relevance

Even as industrialization opened new opportunities for some women,
it worked to confine others to a more narrowly defined sphere within
the home. In cities such as Lowell, women were in a unique environ-
ment in which to recognize both life's possibilities, and the social,
economic, and political forces that defined and shaped their exist-
ence. Despite their ambivalent responses, women's visibility as
industrial wage earners was precedent setting, and has enduring
relevance to our lives today.

*Dublin, Thomas. Women at Work: The Transformation of Work and Life in Lowell, 1826,1860. New
York: Columbia University Press, 1979.
The World of Barilla Taylor: Teacher's Guide 5
 What's In the Document Sets?
What follows is a list of the different types of documents and images in the student document
sets. Under each heading, you will find information and suggestions for using the items.

Family Lineage
The family lineage sheet is based on the Taylor family geneology. Each student should study
this carefully to learn about Barilla's family and the types of choices her siblings made.

Maps
Maps are a terrific resource. Current and historic maps can be found at libraries, city halls,
probate offices, and historical societies.
Farm & Family Life students use an 1807 survey map of Roxbury, Maine, to find the town's
ranges and lots. They also use an 1880 map of Roxbury that shows the contour of the land, and
the names of property holders. By using these two maps along with the written description of a
Taylor land transactions, they will be able to locate the Taylor family farm .
.
Other students use the 1845 Map of the City of Lowell. This map shows the location of streets
and corporations. In addition, a small key at the bottom shows the location of some businesses
and services. Used in conjunction with the City Directory, students will be able to find where
Barilla worked and lived, as well as some of the routes she may have taken to get places.

Letters
Letters are wonderful documents because they were never intended for public consumption,
and provide commentary on the everyday lives of literate people. One difficulty with reading
letters from another era is that terms and colloquialisms may differ from one's own. In addi-
tion, when working with original documents, it is often hard to read hand writing that may
never have been neat, and is now torn and faded.
Each document set contains at least one letter. In many cases there is both an original and a
transcript. We encourage students to read the original before the transcript. Letters such as G.
D. Austin's are delightful because the doodles and script tell stories of their own.

Farmers Almanacs
Farmers Almanacs can be found in libraries and historical societies. They provide information
on seasonal and atmospheric changes, weather, farming, business, health, and "good" living.
Farm & Family Life and City Life students use Farmers Almanacs (Maine editions) to learn
more about life in Maine, and the conditions under which Barilla travelled to Lowell.

Receipts
Receipts provide valuable information about the cost of goods and services, and the types of
transactions in which people engage. In addition, much can he inferred about the people in-
volved in the transactions.
Farm & Family Life students use three receipts describing payment for labor, and loan of
livestock. No hard cash is involved in these transactions. Boardinghouse Life and The Personal
Side students use a receipt to find out how much Barilla spent on jewelry. These receipts
should he compared and discussed.

6 T~ World of Barilla Taylor: Teacher's Guicu

Maine Register State Year Book and Legislative Manual
This book provides information on all towns and cities in the state, including a historical
overview of population, estate values, and polls.

1850 Industrial, Agricultural and Social Census

The U.S. Census has been taken every ten years since 1790. The census lists the name, age,
occupation and sex of the occupants of every house. The Industrial, Agricultural, and Social
Census provides information on industrial, agricultural, and social service activities. Farm &
Family Life students use excerpts from this census to learn about Stephen Burleigh Taylor's
agricultural holdings, and gain insight into the Taylor's lifestyle.

Newspaper Articles
Newspaper articles are written for public consumption and are often blatantly biased. City Life
students should interpret the biases of the authors whose articles appear in the 1834 Oxford
Democrat. Students reading articles from the Lowell Courier and Lowell Advertiser should
think about the tone of each article, and the impressions each gives about life in Lowell.

City Directory
Many New England towns have directories dating back to the 19th century. The city directory
lists the names, addresses, and occupations of people who were "caught" at home. In addition,
directories include paid advertisements; information on banks, services, churches, and schools;
the names of elected officials; and population statistics.
Students work with excerpts from city directories to fmd the address ofBarilla's final boarding
place, when she was paid, and the shop where she bought jewelry.

Cloth Label
Cloth labels are unique sources that provide remarkably clean and productive perspectives of
mill life. Students should be challenged to think carefully about the origins of these images,
and for whom they were generated.

Advertisements
Nineteenth century advertisements for Lowell shops and businesses were distributed through-
out the country and abroad. Such ads promoted goods, services, and the city itself. The adver-
tisements in this kit challenge students to consider how ads facilitate consumption.

Corporate Regulations
To get a job in a factory, Lowell workers were required to read the company regulations, then
sign the back to signify their willingness to abide by company rules. Workers living in company
boardinghouses went through a similar process. Students using the Hamilton Company Regu-
lations should be sure to read the back which has Barilla's signature, the date of her hiring,
and her specific place of work (UWC - Upper Weave Room C).

1853 Time Table for the Lowell Mills

Each corporation in Lowell posted a work schedule. The time table provides information on
seasonal work schedules and breaks for meals. Mill Work students use the 1853 Time Table for
the Lowell Mills to get a sense of Barilla's work schedule.

The World of Barilla Taylor: Teacher's Guide 7

Hamilton Company Payroll Records
Barilla worked at the Hamilton Manufacturing Company. The Hamilton Company Records
contain information on payroll, rent, capital, manufacturing expenses, machinery, and official
correspondence. Mill Life students use payroll information to find out when Barilla started and
left work, her absences, and how much she earned.

Corporation Hospital Records

Hospital Records are not always easy to access. Mill Life students look at an excerpt from the
Lowell Corporation Hospital Records to learn about Ann Graham, a worker to whom Barilla
refers in her letter home. They will find: 1) Ann Graham's full name; 2) the number of people
admitted to the hospital before Ann Graham; 3) her admission and release dates, 4) her place
of employ; 5) the nature of her injury; 6) the cost of her treatment; and 7) the status of her
health upon release. In addition, by looking at other entries on the page, students will get a
sense of other accidents, illnesses, and lengths of stay.

Lowell Offering
The Lowell Offering was a magazine written and edited by female factory workers, 1840-1845.
Some speculate that it was a promotional tool supported by the companies, others disagree.
Articles tend to extol the virtues of"Life on the Corporation," but also provide insight into how
women viewed the transition from farm to factory.

Bill of Mortality
The 1846 Bill of Mortality for Lowell was written by the City Physician. This document in-
cludes information on the causes of death, ages of the deceased, and number of deaths per ·
month. Students use this document to gather information to help them speculate on the cause
of Barilla's death.

Lowell VitaJ Records to 1850

Many cities in Massachusetts have bound vital records for the first half of the 19th century.
More recent birth, marriage, and death records are usually kept at City Hall. Students work
with excerpts from Lowell Vital Records to 1850 to find information on Barilla's death, and on
the couple with whom Barilla boarded.

Poetry
Barilla seems to have been a poet of sorts. A lot of the poetry from that period was highly
stylized. The Personal Side students are challenged to interpret the meaning and significance
of two of Barilla's poems.

Page from the Taylor Family Bible

Religion and family were an integral part of 19th century society and culture. According to the
Taylor family, Barilla brought her family Bible to Lowell. Students are asked to consider the
significance of Barilla's Bible, and to think about the page devoted to personal family history.

Epitaph
Students from The Personal Side read Barilla's epitaph which was enclosed with a letter sent
to Barilla's father about 6 months after her.death. Epitaphs from that period were often stock-
in-trade. This appears to be no exception.

8 The World of B<uilla Taylor: Teacher's Guide

Tips for Reading Documents and Images
These questions will help you think about the significance of documents and images. They are
only a starting point. Each document and image you look at is unique, and will raise its own
series of questions.

Documents
First Impressions
1. What are your first impressions?
2. What kind of document is it? How do you know?

Looking More Closely

3. Read the document carefully. List any unusual words, phrases, or misspellings.
4. Look for a date indicating when the document was written.
5. Who wrote the document? How do you know this?
6. What do you know, or what can you surmise, about the author?
7. For whom was the document created? What clues do you have?
8. What is the purpose of the document?

Thinking Further
9. What does it imply without stating?
10. What is the writer's point of view?
11. What do you think the writer considered the most important information to convey? Why?
12. What questions do you have about this document? How might they be answered?
13. What is one thing you will remember about this document?

Images
First Impressions
1. What are your first impressions?
2. Take a closer look: examine the whole image, then concentrate on small portions.
3. Who is in the image?
5. What is happening in the image?
6. What objects, animals, or structures are in the image?

Looking More Closely

7. Does the image have a caption? (date, location, names, description)
8. Who created the image? How was the image created? (paint, pen & ink, pencil)
9. What do you know, or what can you surmise, about the artist?
9. For whom was the image created? What clues do you have?
10. How was the image originally used? (advertisement, bank note, book illustration)
11. How widely did the image circulate?

Thinking Further
12. What does the image suggest?
13. What questions do you have about the image? How might you answer them?
14. What is the one thing you will remember about this image?

TM World of Barilla Taylor: TeacMr's Gui<k 9

Resources

Cott, Nancy. The Bonds of Womanhood. New Haven: Yale University Press, 1977.
Uses original letters, diaries, and records to examine women's experiences in New England,
1780-1835. Points to the power of woman's assigned "sphere."

Dublin, Thomas, 2nd ed. Farm to Factory: Women's Letters, 1830-1860. New York: Columbia Univer-
sity Press, 1993.
A collection of letters written by early Lowell operatives. Includes commentary. Great for
classroom use. (grades 7 +)

Dublin, Thomas. Women at Work: The Transformation of Work and Life in Lowell, 1826-1860. New
York: Columbia University Press, 1979.
Provides a nice overview of changing demographics, gender roles, and living arrangements
vis-a-vis industrialization.

Eisler, Bonnie. ed. The Lowell Offering, Writings by New England Mill Women, 1840-1845. New
York: Harper Colophon Books - Harper and Row, 1977.
Essays taken from the Lowell Offering, 1840-1845. Excellent when used in conjunction with
primary and secondary source material. (grades 7+)

Factory Life As It Is. Lowell, MA: Lowell Female Labor Reform Association, 1845. Reprint: 1982,
Lowell Publishing Company, Inc.
Factory Tracts has been dubbed the "original voice of protest for working women in
America." This booklet contains Tract #1 reprinted from the original, and excerpts of Tract
#2 from theVoice of Industry, an early publication put out by workers and devoted to work
ing class issues. (grades 7+)

Foner, Philip. The Factory Girls. Urbana: University of Illinois Press, 1977.
This book is full of primary source material, including letters, images, and excerpts from
the Voice of Industry and the Lowell Offering. Also contains extensive commentary on the life
and times of 19th century female operatives. (grades 11+)

Hearts and Hands Media Arts, vols 1&11. San Francisco, CA: Media Arts, 1988. (415) 664-9623.
Combines women's words and images of textile arts to examine the history of women.
Excellent for classroom use. (grades 6+)

Lowell: The Story of an Industrial History. Harpers Ferry, VA: Government Printing Office, 1993
This booklet uses primary sources and historical analysis to provide a thorough overview of
Lowell history from pre-industrial society to today. Highly recommended for teachers.
Portions may be suitable for classroom use. (grades 8+)

Paterson, Katherine. Lyddie. New York: Lodestar, 1991.

A story about young Lyddie who leaves her Vermont home in 1843 to work in Lowell's
textile mills. Lyddie's fictional adventures typify many of the real challenges faced by young
women of her time. An extremely effective teaching tool when used in conjunction with
primary source material. (grades 6+)

Working and Union Songs, with historical narration. Kieth &Rusty McNeil, WEM Records, 1989.
The songs and narration depict the changes in the human condition as America evolved from
an agrarian nation to an industrial nation. (grades 6+)

10 The World of Barilla Taylor: Teacher's Guide

.---
Inventory Sheet

Maintaining kits like this talces time, and replacing los t or missing items costs money. Please
take the time to 1-eview the contents of the kit and make sure that each of the items listed below
is in place. Place a check mark next to each item included, and make note in the space provided
of any missing or damaged items. Please feel free to keep the Teacher's Guide.
Sca..rp ✓
_ _ plastic mailing box _ _ archival box

--completed inventory sheet - - completed evaluation

Farm & Family LHE· Document Set / ctJv.flY

- - 2 student booklets
--magnifying lens
/ document #8 1850 A.gr. Census
document #9 JC Taylor to SB Taylor
_ _ document #1 family lineage document #10 Maine Register, 1971
_ _ document #2 Taylor land description document #11 1844 Farmer's Alm.
_ _ document #3 1807 surv. map of Roxbury _ _ document #12 JC Taylor to Barilla
_ document #4 1880 map of Roxbury document #13 GD Austin to sister (0)
_ _ document #5 3 receipts document #14 GD Austin to sister {T)
_ _ document #6 1857 agricultural report document #15 Florena to Barilla
✓ document #7 photo of Taylor farm document #16 JC Taylor to Byron
_ _ document #17 Lowell Vital Records, IV
- - document #18 Pliny Tidd to SBT

City Life Document Set

_ _ 2 student booklets
magnifying lens
--
- - document #1 family lineage
_ _ document #2 Merrimack cloth label
_ _ document #3 1839 New Eng: Gazateer
_ _ document #4 Oxford Democrat articles
_ _ document #5 Plattsburg Rep. article
_ _ document #6 1843 Farmers Almanac
-- document #7
- - document #8
1845 Farmers Almanac
Barilla to Paren~s (0)
- - document #9 Barilla to Parents {T)
_ _ document #10 Courier articles
_ _ document #11 MeITimack House ad.
_ _ document #12 Hamilton cloth label
_ _ document #13 Lowell Shopping Dist.
_ _ document #14 Lowell Vital Records, IV

Mill Life Document Set

_ _ 2 student booklets
_ _ magnifying lens
----,t. document #1 · ·
_.::f_ document 2 John Clark to J. Huse
_ _ docwnent #3 1845 Map of Lowell
_ _ document #4 1894 Bird's Eye view
_ _ document #5 Hamilton Co. Regs.
-- document #6 Lowell Offering
- - document #7 Time Table
_ _ document #8 Barilla to Parents
·Mt~ _ _ document #9 1845 City Directory
''"'\
7
document #10 Hamilton payroll
_ v........, document #11 Hospital Records
✓ document #12 Constitution
=z. document #13 daguerreotype
_ _ document #14 1846 Bill of Mortality
_ _ document #15 Lowell Vital Records, IV
_ _ document #16 Joseph to Byron
,.

. . II'" • • .. • • ... • .. •
.. •- ... •. . . ' f •
Boardinghouse Life Document Set
_ _ 2 student booklets
_ _ magnifying lens
_ _ document #1 family lineage
_ _ document #2 1845 Map of Lowell
-- document #3 1894 Bird's Eye View
- - document #4 Boardinghouse Regs.
_ _ document #5 Lowell Offering
_ _ document #6 Barilla to parents
The Personal Side Doe:ument Set
_ _ 2 student booklets
_ _ magnifying lens
_ document #1 family lineage
_ £ document #2 family Bible
_ document #3. Though I Should Leave
_ _ document #4 Hamilton Co. image (1850) _
_ document #5 M~ack House ad
document #6 Hamilton Co. Regulations ___y_
document #7 1845 Map of Lowell
_ document #8 1844 City Dir. Elstons
Additional Comments (Please make note of any damaged or missing items):
J
. - ' t
I t r •
.._ • I
...
,I
F lease return the completed inventory sheet with your kit.
_· __ document #7 Lowell Courier article
_ _ document #8 Lowell Vital Records, II
_ _ document #9 1844 City Dir. Elston
_L_ document #10 G. Tibbetts receipt
/ 1845 City Dir. Tebbets
_.::L_ document #11 Joseph to Byron (0)
_ _ document #12 Joseph to Byron (T)
_ _ document #13 Lowell Vital Records, N
_ document #9 Barilla to Parents
_ document #10 Lowell Vital Records, Il
document #11 Melinda to Barilla
· ::Z document #12 Tibbett's recpt.
1844 City Dir. Tebbets
document #13 Horace Gailey poem
-r-
__
document #14 Pliny Tidd to SB Taylor
document #15 Shed Not a Tear
epitaph
__ document #16 Lowell Vital Rec., vol I