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Contents

Preface xvii

1. The Maltreatment of Children from a Historical Perspective 1

Children as Property 1
Issues of Life and Death 1
Issues of Dependence 2
Issues of Discipline 3
Child Labor 4
Sexual Values, Attitudes, and Exploitation 5
Early History 5
The Nineteenth Century 6
The Twentieth Century 7
The Incest Taboo 7
History 7
Reasons for Taboo 8
Legal and Social Prohibition 9
Recent History of Helping the Abused and Neglected Child 10
Further Efforts on Behalf of Children 12
Professional Awareness and Response to the Movement to Protect
Children and Families 14
Child Protection Today 15
Current Framework 15
The Role of Child Protective Services 16
Child Rearing, Maltreatment, and Public Opinion 19
Summary 20

2. The Family: Roles, Responsibilities, and Rights 21

The Definition and Function of the Family 21
The Family as a System 22
Subsystems and Boundaries 23
Roles 23
Communication 24

vii
viii Contents

Bonding and Attachment 25

Rituals 26
Minority Family Systems 26
African American Families 27
Hispanic American Families 29
Asian and Pacific Islander Families 31
Native American Families 34
The Challenges of Developing Cultural Awareness 35
Changing Families 35
Family Problems and Dysfunction 36
The Family and Child Maltreatment 37
Parents’ Rights 37
Children’s Rights 38
Impact on the Child Protection Movement 40
Summary 40

3. Maltreatment and the Developing Child 42

Developmental Stages 43
Pregnancy and Birth 43
Birth to One Year 46
One to Four Years 50
Four to Eight Years 53
Eight to Twelve Years 54
Adolescence 55
Development, Maltreatment, and Resiliency 57
Summary 58

4. The Neglect of Children 60

The Neglect of the Concept of Neglect 60
Definition and Measurement of Neglect 61
Causes of Neglect 66
Economic Causes 66
Ecological Causes 67
Personalistic Individual Causes 68
Problems in Intervention 69
Neglected Children 69
Symptoms and Effects of Neglect 70
Contents ix

Neglectful Parents 73
Efforts to Explain the Behavior of Neglectful Parents 74
Substance-Abusing Families 82
Domestic Violence and Neglect 84
Plight of the Parent and the Social Worker 85
Summary 85

5. The Physical Abuse of Children 86

Causes of Physical Abuse 87
Interactional Variables 88
Environmental/Life Stress Variables 89
Social/Cultural/Economic Variables 89
Risk Assessment and Physical Abuse 90
Child Risk and Protective Factors 90
Parental Risk and Protective Factors 91
Family System Risk and Protective Factors 92
Symptoms of Physical Abuse 92
Physical Symptoms 92
Behavioral Indicators of Abuse 95
Abusive Parents 99
Parents’ Unlearned Tasks from Childhood 100
Munchausen Syndrome by Proxy 102
Abusive Parents and Adolescents 103
The Impact of War on Family Violence 105
Domestic Violence and Other Abuse Within the Family 106
Inter-partner Domestic Violence 106
Abuse by Siblings 107
Abuse by Peers 108
Bullying and Peer Violence 109
Summary 110

6. The Sexual Abuse of Children 111

Two Groups’ Approaches to Child Sexual Abuse 111
Child Protection Movement 112
Feminist Movement 112
Definition of Child Sexual Abuse 113
Types of Sexual Abuse 114
Intrafamilial Abuse 114
Extrafamilial Abuse 114
x Contents

Progression of Sexual Abuse 115

Engagement Phase 116
Sexual Interaction and Secrecy Phases 117
Disclosure Phase 117
Suppression Phase 117
Incidence of Sexual Abuse 118
Studies of Abuse 118
Influence of Reporting on Statistics 120
False Allegations Movement 121
Profile of the Abused Child 122
Children at Risk 123
Female Victims 124
Male Victims 125
Degree of Trauma 125
Profile of the Perpetrator 126
Multifactor Theories 127
Single-Factor Theories 132
Process Models 132
Which People Become Perpetrators? 133
Female Abusers 134
Juvenile Sexual Offenders 135
Summary 137

7. Intrafamilial Abuse 139

Intrafamilial Abuse as a Problem Today 139
Societal Contributions to Incest 140
Father–Daughter Incest 141
Family Patterns 141
Profiles of the Family 142
Father–Son Incest 150
Family Dynamics 150
Effects of Father-Son Incest 151
Mother–Daughter Incest 151
Family Dynamics 152
Effects of Mother–Daughter Incest 153
Mother–Son Incest 154
Family Dynamics 154
Effects of Mother-Son Incest 156
Contents xi

Brother–Sister Incest 156

Family Dynamics 158
Effects of Brother-Sister Incest 159
Homosexual Sibling Incest 160
Incest with Uncles, Grandfathers, and Cousins 160
Why Incest Stops 163
Summary 164

8. Extrafamilial Sexual Abuse, Misuse, and Exploitation 166

Dynamics and Characteristics of Sexual Abuse Outside
the Family 166
Pedophilia 169
Pederasty 172
Sexual Abuse by Clergy 173
Motivation of Perpetrators 174
Crisis in the Catholic Church 175
Impact on Victims 177
Addressing Clerical Perpetrators 177
Sexual Abuse in Day Care Settings 179
Types of Day Care Abuse 180
Reactions and Resulting Changes 180
Sex Rings 180
Child Pornography, Sexual Deviance, and the Internet 181
Child Pornography 182
Possessors of Child Pornography 183
Children at Risk 184
Sexting 187
Child Prostitution 187
Profile of Prostitutes 189
Lifestyle 191
The Impact of the Victims of Trafficking and Violence
Protection Act 193
Missing Children 193
Summary 193
xii Contents

9. Psychological Maltreatment of Children 196

Psychological Maltreatment Defined 196
The Roots of Psychological Maltreatment 199
Characteristics of the Psychologically Maltreated Child 200
Family Dynamics 201
Difficulty in Detecting and Treating Psychological Abuse 202
Ritualistic Abuse 203
Summary 203

10. Intervention: Reporting, Investigation, and Case

Management 205
Culturally Sensitive Intervention 205
Understanding the Intervention Process 207
Reporting 207
Investigation and Assessment 211
Family Reactions 211
Home Visiting 213
Assessing Risk and Protective Factors 215
Children 220
Caregivers 220
Perpetrators 220
Incidence and Environment 220
Exploring Causes and Services 221
Handling Emergencies 222
Assessment Interviewing 222
Interviewing Adults 222
Interviewing Children 227
Custody of the Children 233
Other Professionals Involved in the Intervention Process 235
The Medical Team 235
The Legal Team 239
The Educational Team 242
The Mental Health Team 245
Clergy and Church Staff 246
The Community 246
Toward a Total Team Approach 246
Summary 246
Contents xiii

11. The Legal Response to Child Abuse and Neglect 248

The Legal Rights of Parents and Children 249
Types of Court Intervention 250
Juvenile Court 251
Criminal Court 261
The Impact of Court on Children 263
Sex Offender Registration 264
The Media and the Court 264
Summary 265

12. Treatment: Physical Abuse and Neglect 267

Preparing to Provide Treatment 267
Providing Treatment 268
Client Resistance 268
Client Response 269
Eligibility Criteria 270
Limited Community Resources 271
Treatment Methods 271
Who Provides Treatment? 271
Duration of Treatment 272
Family-Centered Services 273
Shared Family Care 274
Treatment of Physically Abusive Families 275
Treatment of the Abused Child 276
Treatment of the Parents 281
Treatment of the Siblings 285
Treatment of Neglectful Families 286
Equilibrium Maintenance 287
Disequilibrium Techniques 289
Summary 290

13. Treatment: Sexual Abuse 292

Issues Surrounding Treatment 292
Assumptions About the Treatment of the Sexually
Abusive Family 293
xiv Contents

Treatment Models 294

Child Sexual Abuse Treatment Programs 294
Treatment Methods 295
Issues Addressed in Family Treatment 295
Phases of Treatment 296
Treatment of Specific Family Members 298
The Child and Adolescent 298
The Mother or Nonabusing Parent 303
The Perpetrator 305
Treatment of Juvenile Offenders 312
Is Treatment Effective? 312
Preservation of Incestuous Families 313
Parents of Children Abused Outside the Home 313
Summary 314

14. Foster Care as a Therapeutic Tool 316

Problems with Foster Care 316
Alternatives to Foster Care 317
Therapeutic Potential in Foster Care 317
The Role and Importance of the Biological Parents 319
The Role of Foster Parents 320
Other Placement for Abused or Neglected Children 321
Residential Treatment 322
Adoptive Placement 323
Summary 323

15. Adults Abused as Children 324

Society’s Misconceptions 324
Myth #1 324
Myth #2 324
Myth #3 325
Reasons for Adults’ Disclosure 325
Relationships 326
Pressures of Adulthood 326
Loss, Depression, or Trauma 327
Residual Effects of Child Abuse and Neglect 328
Contents xv

Effects from the Neglecting Family 328

Trust 328
Anger 330
Relational Imbalances 331
Low Self-Esteem 331
Impaired Social Skills 332
Substance Abuse 332
Physical Problems 333
Effects from the Physically Abusing Family 333
Trust 333
Anger 334
Relational Imbalances 334
Low Self-Esteem 335
Coping Skills 335
Long-Term Effects of Domestic Violence 336
Effects from a Sexually Abusing Family 336
Betrayal 337
Traumatic Sexualization 337
Stigmatization and Self-Esteem 338
Powerlessness 341
Anger 342
Relational Imbalances 343
Multiple Victimization 344
Effects from Extrafamilial Abuse 345
A Word About Resiliency 347
Treatment of Adults Who Were Abused as Children 347
Repressed Memories 348
Individual Therapy 348
Group Therapy 350
Self-Help Groups 351
Writers Groups 351
Legal Actions 352
Therapists’ Responses to Working with Survivors 352
Summary 352

16. Working in Child Protection 354

A Day in the Life of Today’s Protective Worker 354
Skills and Qualifications Needed for Child Protection 357
Knowledge 357
Authority and Sanction 358
xvi Contents

Ethics 358
Professionalism 359
Ethnic Competence 359
Personal Traits 360
Effectively Juggling Tasks and Responsibilities 360
Dealing with Frustrations and Pressures 361
Facing the Challenges of Working in Child Protection 364
An Eye Toward Prevention 365
Prevention Efforts in Schools 366
Life Skills Training 366
Preparation for Parenthood 367
Self-Protection Training 368
Educational Services for the Community 369
Schools Helping At-Risk Families 370
Prevention Efforts with Families 370
Evaluating Home Visitation Programs 371
Parent/Child Screening and Prevention 372
Culturally Sensitive Prevention 374
Effective Prevention 374
Working Toward a Better Tomorrow 376
Rethinking Child Protection 378
Creating a Unified Response 379
Looking Within, Between, and Beyond Agencies 380
Beyond Child Protection: The Need for Societal Changes 382
Reversing the Trend Toward Socially Impoverished Families 382
Supporting Parenting 383
Realigning Societal Values 384
What Does the Future Hold? 385
Research Needs 386
Summary 386

References 389
Index 433
Preface
For Chay, Andrew, Becky, and Ruby

We live in a culture that values comfort and a sense of well-being. Even in today’s difficult
economy, the expectation is that, despite having to make some sacrifices, each citizen has
the opportunity to achieve this sense of well-being. Yet many members of our culture—our
children—are being beaten, neglected, and sexually exploited in alarming numbers. Every
10 seconds, a child is being abused or neglected.
Granted, child abuse and neglect have existed for centuries. And although some
sources suggest that the incidence of child maltreatment has actually decreased slightly in
the last few years, the fact remains that children are still being abused—in some cases more
seriously than ever. Why has child maltreatment become such a serious issue? The answer
may lie in several areas. We live in a more violent society than ever before. We are barraged
with violent images, both in the news and in our entertainment. Crime statistics attest to
the impact of this desensitization. The intensity and seriousness of the abuse perpetrated
against children does, as well.
Does the answer also lie in the fact that the child protection system, set up to safeguard
the lives of the children at risk for maltreatment, is not achieving its goal? As a former pro-
tective services worker, I recognize that individual professionals within protective services
are often dedicated and well meaning, but the system as a whole is still not adequately pro-
tecting children, nor are these services often our fiscal priority.
What can be done to reverse the disturbing fact of child maltreatment? And how
can society, and more specifically the child welfare system, better protect the children
at risk?
These questions can be addressed from several vantage points. We look not only to
raise societal awareness and increase research into causes of abuse and neglect, but we must
also change social policy, triage the child welfare system, and provide better training for
protective workers, not only in the skills important to do their job but in culturally sensitive
ways to approach a variety of people from many different backgrounds.
After over 30 years of teaching courses on child abuse and neglect, many years in the
child protection system, and over 40 years in the field of social services, I have written this
book, now in the nineth edition, to prepare future and even current professionals to bet-
ter intervene and treat the children and families at risk. This book draws on my years of
practice to present an all-encompassing view of maltreatment, in its various guises, from
symptoms of abuse and neglect to motivations of those who abuse and neglect children, as
well as how the social services system intervenes. The questions asked of me by students,

xvii
xviii Preface

social service workers, and trainees have helped to shape the direction of the book. My
experiences not only as a protective social worker but also as a therapist treating victims,
families, and perpetrators and now a clergywoman have helped to provide ideas for the
illustrations and examples.

New to This Edition

There are many new and updated materials throughout the text. Below are a few of the
most exciting changes:
1. The text has been reorganized into 16 chapters to correspond with the typical a­ cademic
semester.
2. CSWE’s Core Competencies and Practice Behavior Examples grid added to front
­matter
3. Chapter 8 features the new topics of sexting and sexual trafficking.
4. Chapter 10 now covers the full range of intervention from reporting through case man-
agement.
5. Chapter 16 outlines what it is like to work in the child protection system from the ev-
eryday experiences of a social worker through the need for workers to use their knowl-
edge to address effective prevention as well as planning for the future.
6. Additional pedagogical materials and specially correlated multimedia available in the
eText included with the purchase of MySearchLab.
• New learning objectives, self-study assessment including key topic quizzes and
chapter reviews
• Multimedia including videos, readings, weblinks, and more

Plan for the Text

Chapter 1 lays a framework for the discussion of abuse and neglect by tracing the history
of child maltreatment from biblical times to the present. Chapter 2 considers the respon-
sibilities of families and what rights society accords families and children. Maltreatment
and the developing child are the focus of Chapter 3, which examines the effects of abusive
and neglectful behavior on children’s progress, or lack of progress, through developmental
stages.
Chapters 4 through 9 outline the symptoms of neglect, physical abuse, sexual abuse,
and emotional/psychological abuse, and they examine the needs and motivations of
abusive and neglectful parents. Chapter 7 looks more closely at the incidence of incest,
or sexual abuse within the family setting. Since sexual abuse can also be perpetrated by
strangers, Chapter 8 considers abuse outside the family, including a discussion of child
pornography, abuse on the Internet, prostitution, and sex rings. Chapter 9 considers the
psychological abuse of children.
Chapters 10 and 11 focus on how to combat the problem of abuse. Chapter 10 discusses
the intervention process—from the report through the investigation and case manage-
ment—and highlights such important elements of protective work as home visiting, in-
vestigative interviewing, case management issues, and the roles of other professionals. The
court system and how it might be called on to address abuse, neglect, and sexual abuse are
Preface xix

considered in Chapter 11, distinguishing between intervention through the juvenile court
process and prosecution through the criminal court system.
Chapters 12 and 13 outline the models of treatment available for abused and neglected
children and their families. Therapy approaches for each type of maltreatment are consid-
ered separately. Chapter 14 discusses foster care as a therapeutic tool.
Following this examination of intervention, Chapter 15 provides a view of the experi-
ences of adults who, as children, never reported abuse. The treatment available for these
survivors is discussed.
The experience of working in child protection is the subject of Chapter 16—from a
typical day in the life of a protective social worker and the challenges the work to the part
that workers must play in prevention and in planning for the future.
In this ninth edition, I have continued to search more current research. Majority
of the most recent research is now coming from Britain, Australia, and Europe as these
countries meet the challenges of responding to child abuse and neglect. I have used
these sources when the information appeared to be applicable to the United States.
I have also continued to use classic writings in the field as well as a few more recent,
albeit smaller, studies.
In response to reviewer requests, this edition has been reorganized into 16 chapters to
correspond with the typical academic semester. The information on intervention as well
as case management is now contained in Chapter 10. A new Chapter 16 focuses on the im-
portant aspects of child protection work including the need for social workers to not only
pay attention to prevention but also to use their expertise to anticipate the best solutions
for the future.
There continues to be the attention to military families reflected in the eighth edition.
Additional topics such as sexting, and sexual trafficking have also been added.
Understanding Child Abuse and Neglect can be used as a text for undergraduate as well
as graduate courses in social work, human services, psychology, and sociology or in coun-
seling, family studies, and education programs.

Acknowledgments
Many people have contributed directly or indirectly to the writing of this book. My
thanks go first to my family—especially to my husband, Jim; my sons, Chay and An-
drew; and my daughter in-law, Becky. They continue to encourage me. In addition, my
granddaughter, Ruby Louise has reminded me of the promise of childhood and how it
must be protected.
I have learned a great deal from my students, both those in the behavioral sci-
ences and those in theology, whose interest, enthusiasm, and inquiries have done much
to stimulate this endeavor. As graduates, they have continued their support, often as
close friends. My special thanks also go to Stephanie Flynn for her encouragement and
willingness to chat about the frustrations of writing. I thank my able research assistant,
Peggy Prasinos, who knows more about computers and how to find information than
I ever hope to. Her support, as well as her computer-generated cartoons, was essential
in keeping me on task. And she is always ready to tackle a new task with an enthusiasm
that is contagious.
xx Preface

I thank the following reviewers for their helpful comments: Pam Reid, U­ niversity
of Akron; Rachel ­Happel, Missouri State University; Beth Walker, Western New ­Mexico
­University; Melody Loya, West Texas A&M ­University; and Brian Flynn, Binghamton
­University.
I also thank Carly Czech, my Pearson editor, and Mary Stone and Doug Bell of
­PreMediaGlobal, Inc., and all the dedicated and hard-working folks who worked to make
this edition possible.

Cynthia Crosson-Tower
Harvest Counseling and Consultation

This text is available in a variety of formats—digital and print.

To learn more about our programs, pricing options, and customization,
visit www.pearsonhighered.com.
 Chapter 1

The Maltreatment of Children

from a Historical Perspective

M
altreatment of children is deeply entwined with historical values and per-
spectives. The concept of child maltreatment has been defined and rede-
fined throughout history. Society is slowly evolving from viewing children
as property, subject to the whims of the family and society, to at least recognizing that
children may have rights of their own. Each period in history—as well as each cul-
ture—has a concept of how children should be treated.

Children as Property

Early in history, children were seen as the property of their families—usually headed
and ruled by fathers. Children looked to their fathers for their very existence. Fathers
had the right to determine not only the manner in which their child was cared for but
also if the child were to live or die.

Issues of Life and Death

Infanticide, or the killing of infants and young children, has occurred since early times.
The Bible cites Abraham’s intention to sacrifice his son, Isaac, to God. In early Rome,
the father was given complete power to kill, abandon, or even sell his child. In Greek
legend, Oedipus was doomed to death until he was rescued by a family retainer. In
Hawaii, China, and Japan, many female and disabled children were killed to maintain
a strong race without overpopulation.
Infanticide was practiced for many reasons. Like the Hawaiians, Chinese, and
Japanese, some cultures saw the practice of infanticide as a means of controlling and
regulating the population so that society’s resources could be expended on the stron-
gest and most valued. As in the case of Abraham, babies were offered to appease gods,
and infanticide was in some ways associated with religious beliefs. Attempts to limit
family size or ensure financial security were also used as rationales for killing children
(deMause, 1998).
In early England, as in many other cultures, infanticide was an unwed mother’s so-
lution to her act of shame. A well-known ballad tells of Mary Hamilton, lady-in-waiting

1
2 Chapter 1

to the queen, who had the misfortune to become pregnant by the “highest Stewart of all,”
ostensibly the queen’s consort. As she bemoans her disgrace, the balladeer sings:
She tyed it in her apron
And she’s thrown it in the sea;
Says, “Sink ye, swim ye, bonny wee babe
You’ll ne’er get m’air o’ me.” (Friedman, 1956)
In Germany, newborns were sometimes plunged into frigid water to test their ability
to survive. A similar ritual was practiced by some tribes of Native Americans. The child
was fit to live only if he or she surfaced and cried. Records in England in the 1620s attest to
the burial of infants murdered by drowning, burning, and scalding.

Issues of Dependence
Children were dependent on their families not only for their early existence but also for
their later survival. The feudal system in Europe established a concept of ownership and
articulated a hierarchy of rights and privileges. Children were at the bottom, and the chil-
dren of poor families fared the worst. If parents were unable to support themselves and
their children, the fate of the family was often the poorhouse. Poorhouses offered a mea-
ger subsistence, which often ended in death for the weaker members of the family.
In 1601, the Elizabethan Poor Law sought to give some help to families and children
by dictating that relief must be offered to the destitute. The poor were separated into three
categories:
1. The able-bodied poor—those who were considered capable and were, therefore,
forced to work
2. The impotent poor—those who were old, disabled, or mothers, who were ex-
cused from work and for whom aid was provided by the state
3. Dependent children—those who were orphaned or abandoned and for whom aid
was provided
The fate of children still depended largely on their family constellation. Able-bodied
people were sent to work. In some cases, mothers and their children were provided for at
home by contributions of food and clothing but never money. Education was not viewed
as a right or privilege of such families (Popple and Leighninger, 2010).
For those who were not poor, children fared as their families saw fit. Still seen as
property, some children were slaves to their guardians, performing whatever tasks were
expected of them. Certainly, the family life of a farming culture required that each mem-
ber take part. For most children, this arrangement was satisfactory, but some children
were assigned jobs far beyond their abilities or were beaten or neglected.
The early United States saw the arrival of immigrants other than Europeans. African
slaves contributed greatly to the economic development of the new country, not only in
the South but also in New England. The children of southern plantation slaves owed their
allegiance to their parents as well as the masters who owned them. They were thought
of as property and had little control over whether they worked, were sold (often without
parents or siblings), or were used sexually by those more powerful. In the North, black
children were not exempt from almshouses until 1822, when the Quakers in Philadelphia
The Maltreatment of Children from a Historical Perspective 3

established the first orphanage for such children (Ambrosino et al., 2011; Popple and
Leighninger, 2010; ten Bensel, Rheinberg, and Radbill, 1997).
Asian and Pacific Island immigrants came to the United States with their own values
about dependent children. One significant value was that the family was involved with
the care of the individual from the time of birth until death (Mass and Yap, 2000), which
meant that dependent children were often absorbed into the ethnic community. Native
American children were also generally regarded as the responsibility of the community. In
addition, Hispanic children relied on extended family members or friends to supplement
or substitute for parental nurturance.

Issues of Discipline
The subject of discipline has always been controversial. Many methods used in early
Western culture would certainly be open to censure today. The philosophies of our fore-
bears, however, differ from those of most modern-day societies. Not only in the home but in
the classroom, corporal punishment was a means to mold children into moral, God-fearing,
respectful human beings. Parents were expected to raise religious, dedicated, morally
sound, and industrious contributors to the community. Obedience was the primary virtue
to develop in children. Disobedience often carried significant fines; even older children
were subject to such rules. An 1854 Massachusetts law stated,
If any children above sixteen years old and of sufficient understanding shall curse
or smite their natural father or mother, they shall be put to death, unless it can be
sufficiently testified that the parents have been unchristianly negligent in the edu-
cation of such children or so provoked them by extreme and cruel correction that
they have been forced thereunto to preserve themselves from death or maiming.
(Bremner, 1970, p. 68)
The schoolmaster or mistress was accorded the same right to use corporal
punishment:
School masters in colonial Boston were conscious of the need to maintain the great
English tradition of “education through pain” and, if anything added refinements
to the flagellant tools they had inherited from the old country. One Bostonian
invented an instrument called a “flapper”—a heavy piece of leather six inches in
diameter with a hole in the middle which was fixed to a wooden handle. Every
stroke on a bare bit of flesh raised an instant blister. (Inglis, 1978, p. 29)
Theologian John Calvin was of no help to children in the treatment accorded them
by their elders. Calvin spoke of breaking a child’s will in the hope of saving the spirit from
evil. Discipline was severe in the hope that children could be transformed into God-fear-
ing individuals.
For a short period during the eighteenth century, the treatment of children improved.
Philosopher Jean-Jacques Rousseau spoke of children as inherently good and encour-
aged educational methods that would enhance their positive development, not break their
spirit (Lenoir-Degoumois, 1983).
Other cultures had their own interpretations about discipline. Many (e.g., Asian/
Pacific, Hispanic) stressed the dominance of elders or males who had the right to determine
4 Chapter 1

how to deal with children. The strong kinship relationships of African Americans and the
community responsibility inherent in Native American cultures indicated that the care
and discipline of children were shared by parent figures.

Child Labor

One of the earliest forms of child labor was indenture—a system in which parents appren-
ticed their children to masters who taught them a trade but who were free to use them as
virtual slaves in exchange for room and board. Indenture began at a very young age and
continued until 14 or 16 years of age for boys and 21 years for girls. Writings by historians,
novelists, and social reformers show that apprentice masters could be cruel—concerned
more for the work they could extract than for the development or abilities of their juvenile
charges. Charles Dickens wrote of Oliver Twist’s days as an apprentice to an undertaker.
Exposed to death in its basic forms, fed very little, and chided and belittled by his master’s
older apprentice, Oliver thought he had little recourse. In fact, English society assumed he
had inherited a good lot and one for which he should be most thankful.
Indenture and child labor were also issues in early United States. As the Industrial
Revolution progressed, the practice of prematurely bringing children into the labor mar-
ket began to be a concern. Children were brought to the colonies to work until they were
24 years old. Child labor was seen as an inexpensive boon to the labor market, since a
child could be hired for less wages than an adult. Some jobs, such as chimney sweeping
and mining, were suited to children’s small bodies (Hindman, 2002; Mintz, 2006; Rose
and Fatout, 2003; ten Bensel et al., 1997).
As the 1800s dawned in the United States, the role of children remained little changed.
They continued to be the property of their parents, who could choose to beat them, ne-
glect them, or send them out to work. As the population increased and society became
more impersonal, assaults on children were more easily hidden.
In the late 1880s, the settlement house movement evolved. It contributed much to the
future of children and their families and had a substantial impact on the reduction of child
labor. The settlement houses became known through the establishment of Toynbee Hall, as
a result of the influence of Arnold Toynbee in London. Inspired by the dedication of such
an act, Jane Addams established Hull House in the Chicago slums. Hull House not only
bridged the gap between new and more established immigrants, but it was the impetus
for later reforms of benefit to children. One of Addams’s special concerns was child labor:
Our very first Christmas at Hull House, when we as yet knew nothing of child la-
bor, a number of little girls refused the candy which was offered them as part of
the Christmas good cheer, saying simply that they “worked in a candy factory and
could not bear the sight of it.” We discovered that for six weeks they had worked
from seven in the morning until nine at night and they were exhausted as well as
satiated. The sharp consciousness of stern economic conditions was thrust upon us
in the midst of the season of good will. (Addams, 1910, p. 148)
Addams also described the dangerous conditions:
During the same winter three boys from the Hull House club were injured at one
machine in a neighborhood factory for lack of a guard which would have cost but
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6 0 58 8.9 32 8 33 e vF, R, 25″d, *9 1′nf.
7 22.3 31 33 12 e eF st.
8 41.8 31 45 33 f pF, R, S, Δ2 faint*, bM.
9 42.7 31 17 58 f pF, st. 2*13, 14 1.5′p.
10 54.7 31 16 30 g F, cE0°, 30″l.
11 58.0 31 43 5 g F, cE130°, 30″l, bM.
12 59.7 32 5 33 e vF, R, 30″d.
13 0 59 13.9 31 56 21 f vF, st. *16m40″sf.
14 28.2 31 31 43 f vF, st. *15m 1.5′f.
15 51.6 32 33 48 g vF, E140°, 45″l.
16 58.2 32 1 58 f vF, E60°, 20″l 3f*.
17 58.8 31 41 27 f eF, eS.
18 1 0 0.7 31 54 35 e F, st.
19 3.6 31 18 39 e vF, st. d. nuc.
20 6.4 31 29 19 e vF, 1E, 20″l.
21 8.2 31 42 16 e vF, st.
22 10.9 31 43 12 h vF, E90°, 1′l.
23 15.0 32 24 1 e eF, eS 2*10, 11m1′nf.
24 18.9 31 30 22 g vF, cE, S, *15m40″s.
25 22.0 31 1 42 e vF, st.
26 22.1 32 22 51 e eF, R, 30″d, *12m1.5′nf.
27 22.9 31 31 29 f FcE60°1′l, *16m40″np.
28 25.0 31 45 17 f eF, E, eS.
29 29.0 31 54 48 h₀ Fv, mE160°, 40″l*13m1′s.
30 33.3 31 54 41 e eF, E, eS.
 (1875.0)
No. Class Description
α δ
31 39.3 31 25 23 h F, mE130°, 1′l.
32 43.2 32 17 18 e vF, R, 40″d, *14m30″s.
33 59.1 31 35 14 g eF, eS, st.
34 1 1 3.5 32 38 9 e vF, cE40°*11m1′nf.
35 11.3 31 13 16 h₀ vF, 310°, 1′l.
36 19.6 31 47 9 f F, S, E60°, *14m1′s.
37 24.5 31 25 17 f F, st. *14m1′np.
38 27.8 31 52 56 f eF, vS, *15m20″p.
39 32.7 31 45 48 e eF, st. in line with 2f*.
40 50.3 31 45 57 e eF, iR, *14m1′s.
41 58.8 31 25 54 e pF, R, 25″d. no nuc.
42 1 2 5.5 31 34 21 e vF, st. *10m20″s.
43 20.4 31 29 4 e vF, R, 45″d. no nuc.
44 22.3 31 18 42 f F, st. and sev f*.
45 26.4 32 3 22 e vF, st. *11m20″s.
46 32.0 32 6 19 e eF, iR*14m30″sf.
47 39.7 31 30 21 g vF, cE80°, S.
48 48.5 31 47 5 f F, st. *15m1′nf.
49 49.0 31 41 39 f eF, vS, *15m30″f.
50 49.8 31 57 3 f eF, st. *14m1′np.
51 1 3 5.3 31 42 7 f vF, st. 2*14m1′f.
52 8.0 32 14 51 e eF, st.
53 26.4 31 43 18 f vF, st. Δ2vF*.
54 37.6 31 30 51 f eF, st. bet. 2*.
55 57.6 31 55 41 f eF, st. *12m15″p.
56 1 4 16.4 32 2 9 f vF, st. bet. 2*.
57 1 5 1.6 31 48 22 e eF, st. *12m1′s.

Nebulae Previously Known in Field I

N.G.C.
370 0ᴴ 59ᵐ 51.6ˢ +31°44′55″ g vF, S, cE20°* 14m30″s.
N.G.C.
374 1 0 12.5 32 7 35 g₀ pB, mE10°bet. 2*13m.
376 14.3 31 40 43 f vF.
379 22.5 31 51 8 g₀ pB, cE 0°, 60″×30″.
380 24.5 31 48 53 e pB, R, 40″d.
382 30.9 31 44 8 f pB, R, 20″d.
383 32.0 31 44 38 e pB, R, 1'd bM.
384 32.2 31 37 26 g₀ pB, cE135°, 30″l.
385 34.3 31 39 4 f pB, R, 40″d.
386 38.3 31 41 35 f pF, st.
388 54.2 31 38 28 f F, st.
392 1 1 29.1 32 27 59 f pF, R, 30″d bM, *11m1′ sp.
394 31.6 32 28 50 f F, st.
397 36.4 32 26 32 f vF, st.
398 1 2 0.0 31 50 50 f F, st.
399 5.2 31 58 1 g₀ F E50° 40″l.
403 20.0 32 5 9 k pB, mE90°, 60″×20″.

387 1 0 40.1 31 43 23 f vF, eS, st.

I.C.
1618 0 59 3.4 31 44 31 g₀ pF, cE, 150° 25″l, bM.
1619 1 0 28.6 32 23 57 f pF, st. bet. 2*11, 12m.
N.G.C. 379 and 372 are probably the same object, with α of 370,
and δ the mean of the two N.G.C. positions. There is no other
object in the immediate vicinity.
400
401 Faint stars in these positions; no nebulae near.
402
390, Faint star, 16m. in this position. No trace of a nebula.

TABLE X
Field II of Nebulae
(1875.0)
No. Class Description
α δ
1 1ᴴ 39ᵐ 32.1ˢ +31°52′58″ f F, S.
2 41.7 32 46 3 e eF, pS.
 (1875.0)
No. Class Description
α δ
3 43.4 32 4 25 d eeF, S.
4 46.7 31 29 2 f vF, S.
5 50.4 32 7 35 e eF, pS.
6 55.6 31 24 29 e eF, eS.
7 59.0 32 10 21 f vF, vS.
8 1 40 27.5 31 24 17 h₀ eeF, S.
9 48.3 31 30 29 e eeF, vS.
10 50.4 31 37 46 e eeF, vS.
11 1 41 5.6 31 44 9 e eF, S.
12 8.9 31 55 48 e vF, vS.
13 9.4 31 59 34 f vF, pS.
14 20.2 31 53 23 e eF, vS.
15 32.6 32 20 2 f vF, S.
16 37.1 31 55 40 e eF, vS.
17 47.6 32 16 38 f eF, vS.
18 51.5 31 55 50 e eeF, S.
19 1 42 0.5 31 56 38 e eeeF S.
20 0.8 32 28 25 f vF, S.
21 15.8 32 11 28 g eF, 30″l.
22 16.4 31 52 43 e eeF, eS.
23 21.1 31 55 41 e eeF, eS.
24 23.5 31 57 24 f F, S.
25 31.5 32 0 9 g vF, S.
26 37.8 32 42 19 e eeF, S.
27 41.4 32 34 24 e eeF, S.
28 43.5 31 29 20 f eeF, eS.
29 44.4 32 10 20 g pF, 30″l.
30 50.4 32 19 55 f vF, S.
31 50.9 32 47 16 e eF, S.
32 51.2 31 24 50 e eeF, eS.
 (1875.0)
No. Class Description
α δ
33 58.0 32 0 4 e eeF, eS.
34 1 43 2.7 32 52 33 f eF, S.
35 5.3 31 51 52 e eeeF, eS.
36 7.0 31 48 17 f pF, S.
37 7.5 32 32 4 w eF,40″d.
38 7.7 31 56 36 f vF, vS.
39 8.6 31 54 15 e eeF, eS.
40 9.1 31 53 1 f eF, eS.
41 9.3 32 6 11 e eeF, vS.
42 12.0 31 52 35 f eeF, eS.
43 12.2 32 22 58 f eF, S.
44 13.1 31 51 39 h eeF, S.
45 13.2 31 59 34 e eeF, vS.
46 13.4 32 2 32 e eeF, eS.
47 17.9 31 57 14 f vF, vS.
48 19.6 32 25 39 f vF, vS.
49 20.7 31 50 3 h eeeF, S.
50 22.6 32 36 9 e eeF, vS.
51 22.6 31 49 17 e eeF, S.
52 23.8 31 47 57 e eeF, eS.
53 29.5 31 52 29 f vF, S.
54 30.5 32 27 43 f pF, pS.
55 37.6 31 53 20 e eF, eS.
56 39.0 31 56 43 f eF, eS.
57 39.2 32 28 21 f vF, S.
58 39.3 32 13 46 e eeF, vS.
59 39.9 31 53 5 e eeF, eS.
60 43.4 31 53 22 e eeF, eS.
61 46.8 31 52 18 f eeF, eS.
62 48.9 32 16 44 f eF, vS.
 (1875.0)
No. Class Description
α δ
63 56.4 32 18 51 f eF, vS.
64 58.8 32 0 10 e eeeF, vS.
65 1 44 0.7 32 27 29 e eeF, vS.
66 0.8 32 9 58 e eeF, eS.
67 1.9 32 0 17 f vF, vS.
68 4.0 32 29 4 e eeeF, S.
69 8.4 32 24 6 e eF, vS.
70 11.3 32 24 47 f F, pS.
71 14.9 32 12 48 e eeF, vS.
72 20.7 32 25 54 f vF, S.
73 24.6 32 4 37 f eeF, eS.
74 24.6 32 9 38 f eF, eS.
75 34.9 32 5 34 f eeF, eS.
76 43.5 32 27 34 e eeF, pS.
77 47.5 31 33 13 f eF, eS.
78 52.7 32 24 24 e eF, vS.
79 56.0 32 14 24 e eeeF, vS.
80 57.4 32 4 2 e eeF, S.
81 1 46 28.6 31 22 2 f eeF, eS.

Nebulae Previously Known in Field II

I.C.
1733 1ᴴ 43ᵐ 25.6ˢ +31°56′40″ f vF, eS.
1735 35.5 31 55 32 c vF nuc., iR eeF neb.,60″d.

1 42 20.4 31 57 55 q 270″×30″. Found visually by

Barnard. Not catalogued.

TABLE XI
Field III of Nebulae
 (1875.0)
No. Class Description
α δ
1 10ᴴ 59ᵐ 59.4ˢ +29°22′40″ e eeF, 25″d.
2 11 0 2.1 29 23 37 e 35″d.
3 14.7 29 46 56 e eF, 30″d.
4 22.0 29 15 59 e vF, 20″d.
5 23.5 29 5 59 f eF, 30″d.
6 25.8 29 27 21 f vF, 30″d.
7 42.5 28 39 11 e ef, 15″d.
8 56.1 29 20 10 d eeF, 30″d.
9 11 1 1.0 28 51 3 e eF, 20″d.
10 5.2 29 10 31 e eF, 25″d.
11 19.5 29 22 46 e eeF, 15″d.
12 22.4 28 39 12 w eF, 30″d, open spiral.
13 23.9 29 12 21 e vF, 25″d.
14 24.8 29 19 4 h₀ eeF, E165°, 35″×10″
15 27.3 29 32 18 d eeF, 15″d.
16 28.4 29 5 32 e vF, 30″d.
17 28.4 29 12 58 d eF, 20″d.
18 29.2 29 31 11 e eF, 15″d.
19 32.3 29 6 30 h₀ eeF, 3160°.
20 36.6 29 17 52 d eeF, 20″ d, some structure.
21 38.6 29 17 13 f eF, 20″d.
22 53.4 29 19 33 e eF, E60°, 30″×15″.
23 56.6 29 54 3 d eF, 30″d.
24 11 2 2.2 29 36 46 d eeF, 15″d.
25 5.7 29 50 3 w eeF, 45″d, open spiral.
26 17.2 28 57 27 e eF, 20″d.
27 24.0 28 45 9 g eF, E160°, 40″×20″.
28 30.3 29 33 6 e eeF, 10″d.
29 36.0 31 14 51 e vF, 25″d.
30 36.4 29 43 59 e eeF, 10″d.
 (1875.0)
No. Class Description
α δ
31 37.9 29 24 6 d eeF, 20″d.
32 38.7 29 26 44 e eeF, 15″d.
33 38.8 29 44 12 e eeF, 15″d.
34 39.8 29 20 17 e eeF, 15″d.
35 40.3 29 54 55 e eeF, 15″d.
36 41.2 29 27 20 w eeF, nuc. 10″d, ring, 30″d.
37 41.4 28 55 57 e eF, 15″d.
38 42.8 29 23 45 d vF, 15″d.
39 44.9 29 23 51 e eF, 10″d.
40 47.3 29 18 17 k vF, E150°, 45″×15″.
41 48.0 29 43 23 g₀ eeF, E40°, 20″×10″.
42 48.3 29 21 21 e eF, 15″d.
43 54.0 29 21 19 g₀ eF, 30″×10″.
44 55.7 29 35 33 e F, 20″d.
45 56.6 28 55 41 e eF, 35″d.
46 58.2 29 13 50 g eeF, E50°, 30″×10″.
47 11 3 4.1 29 10 39 a eeF, 15″d, structure.
48 4.3 29 38 56 g₀ eeF, E80°, 20″×10″.
49 21.6 29 1 14 d eF, 15″d.
50 22.6 29 18 15 d eeF, 20″d.
51 23.4 29 17 21 e vF, 20″d.
52 23.6 29 39 35 e eF, 20″d.
53 24.3 29 40 11 e eeF, 20″d.
54 27.9 29 9 3 f eF, 15″d.
55 28.6 30 7 9 f eeF, 30″d.
56 28.7 29 0 47 d eeF, 15″d.
57 30.1 28 49 9 e eeF, 20″d.
58 31.4 29 43 22 e F, 15″d.
59 31.5 29 28 6 e eF, 15″d.
60 32.5 29 14 55 e eF, 15″d.
 (1875.0)
No. Class Description
α δ
61 33.4 28 57 49 e eF, 15″d.
62 35.8 29 18 9 f vF, 20″d.
63 38.5 29 23 55 e eeF, 10″d.
64 39.6 29 23 9 a? eF, 35″×25″. E35°,
a miniature Dumb-bell.
65 39.7 29 25 39 e eeeF, 10″d.
66 40.1 29 25 48 e eeeF, 10″d.
67 40.3 29 23 57 e eeF, 10″d.
68 41.3 29 21 55 g₀ eF, E110°, 30″*10″.
69 41.9 29 22 21 e eF, 20″d.
70 43.7 30 7 14 e eeF, 20″d.
71 44.7 29 22 38 e eeF, 20″d.
72 46.2 29 28 7 f eF, 20″d.
73 46.4 29 30 25 d eF, 15″d.
74 49.8 29 22 46 d eeF, 20″d.
75 51.6 29 22 53 e eeF, 10″d.
76 52.4 29 22 34 e eeF, 15″d.
77 52.9 29 43 59 e eeF, 20″d.
78 53.6 28 59 39 e F, 35″d.
79 54.5 29 26 1 d eeF, 20″d.
80 54.7 29 23 5 e eeF, 20″d.
81 55.1 29 21 50 e eF, 15″d.
82 56.7 29 26 22 e eeF, 15″d, E50°.
83 56.9 29 34 40 e eF, 15″d.
84 57.5 29 16 59 e eF, double nebula,
nuc. 4″ apart.
85 57.6 29 8 7 e eF, 30″d.
86 57.7 29 27 19 h₀ eeF, E140°, 15″×5″.
87 11 4 0.8 29 17 51 e eeF, 10″d.
88 1.0 28 56 28 e eeF, 20″d.
 (1875.0)
No. Class Description
α δ
89 1.4 29 22 15 e eF, 15″d.
90 1.4 29 39 5 e eeF, 15″d.
91 1.8 28 57 21 e vF, 30″d.
92 3.4 29 27 26 e eF, 10″d.
93 3.7 29 29 10 e eeF, 20″d.
94 2.7 29 20 17 e vF, 20″d.
95 3.8 29 2 9 e eeF, iR.
96 4.4 29 27 33 e eF, 10″d.
97 5.7 29 28 23 e eeF, 15″d, faint extensions.
98 5.8 30 14 51 e eF, st.
99 6.9 29 22 50 e eF, 15″d.
100 7.6 28 56 51 h₀ eeF, E25°, 30″×10″.
101 9.4 29 14 23 e eeF, 15″d.
102 9.9 29 29 29 d eeF, 10″d.
103 10.0 28 53 55 e? eeF, faint extensions
60″×40″?
104 10.1 30 0 27 d eF, 30″d.
105 10.6 29 8 48 g₀ eF, E145°, spiral, 40″×20″.
106 12.8 29 28 58 h eeeF, 20″×10″.
107 13.4 29 23 15 e eeF, 15″d.
108 13.5 29 21 19 g₀ eeF, E125°, 25″×15″.
109 13.8 29 47 14 d eeF, 20″d.
110 14.2 30 0 57 k eF, E40°, 34″×20″.
111 14.4 29 25 24 e eF, 15″d.
112 15.6 29 29 36 d eeeF, 10″d.
113 18.6 28 55 56 e eeF, 15″d.
114 20.2 28 53 6 f eeF, 20″d.
115 22.8 28 54 6 e eeF, 20″d.
116 27.9 29 23 25 f eF, 35″d.
117 27.9 29 26 40 e? eeF, 60″×40″, spiral?
 (1875.0)
No. Class Description
α δ
118 28.4 29 22 31 e eF, 45″d.
119 28.6 29 21 58 d eeF, 15″d.
120 28.6 29 25 18 e eeF, 10″d.
121 30.2 29 37 42 e eeF, 15″d.
122 32.0 29 25 37 d eeF, 15″d.
123 34.4 29 21 33 e eF, 20″d.
124 34.9 29 42 1 e eF, 20″d.
125 35.5 29 12 10 e eeF, 10″d.
126 36.0 29 21 0 e eF, E60°, 20″×15″.
127 37.0 29 27 7 d eeeF, 15″d.
128 38.5 28 56 22 e eF, st.
129 39.4 29 24 33 f vF, 25″d.
130 40.2 29 12 57 e eeF, 15″d.
131 41.8 29 27 40 g eeF, E95°, 20″ × 10″.
132 46.8 29 19 18 g eeF, 30″ × 15″.
133 47.9 29 31 9 d eeF, 10″d.
134 49.3 29 26 1 f eF, 15″d.
135 49.9 29 29 19 e eeF, 10″d.
136 49.9 29 14 45 e eeF, 15″d.
137 50.5 29 25 27 e eF, 30″d.
138 51.5 29 22 55 e eF, 10″d.
139 52.7 29 23 21 e eF, 10″d.
140 54.1 29 29 57 e eeF, 15″d.
141 11 5 3.0 28 56 43 e vF, 30″d.
142 4.7 29 16 36 e eF, 15″d.
143 6.8 29 15 53 e eeF, 20″d.
144 7.6 28 53 4 d eeF, 15″d.
145 11.6 29 38 5 e eeF, 20″d.
146 12.3 29 10 1 d eF, 20″d.
147 13.5 30 9 30 d eF, 20″d.
 (1875.0)
No. Class Description
α δ
148 14.4 30 6 28 e eF, 20″d.
149 14.7 29 20 38 w eF, 25″d, spiral.
150 15.6 29 8 19 d eeeF, 15″d.
151 17.1 29 29 16 e eF, 20″d.
152 19.4 29 10 52 g vF, E40°, 50″ × 20″.
153 34.3 29 25 10 d eeF, 30″d.
154 35.5 29 15 0 e eeF, 30″d.
155 43.6 28 57 24 e eF, 40″d.
156 49.2 28 42 34 f eF, st.
157 51.3 28 43 12 e eeF, 30″d.
158 59.6 28 57 38 e eeF, 30″d.
159 11 6 6.9 28 44 55 d eeF, 30″d.
160 9.7 29 29 30 d eeeF, 20″d.
161 10.6 28 40 46 e eF, 30″d.
162 11.8 29 4 8 f vF, st.
163 12.8 30 11 16 e eeF, 10″d.
164 17.5 29 25 47 e eF, 15″d.
165 23.2 28 43 55 f eeF, 20″d.
166 24.9 28 39 40 e eeF, 30″d.
167 27.8 28 41 26 e eeF, 30″d.
168 29.0 28 56 22 e eeF, 20″d.
169 40.9 29 20 27 d eeeF, 20″d.
170 37.7 28 33 23 d eeeF, 15″d.
171 42.7 29 37 59 e eeF, 20″d.
172 44.2 29 5 13 d eeeF, 15″d.
173 50.6 29 18 31 e eeF, 20″d.
174 11 7 11.1 28 32 54 d eeF, 20″d.
175 14.9 30 14 45 e eF, 20″d.
176 19.2 29 18 25 h eeeF, 30″×10″.
177 27.1 29 6 26 f eF, 20″d.
 (1875.0)
No. Class Description
α δ
178 32.9 28 51 30 e eF, 30″d.

Nebulae Previously Known in Field III

N.G.C.
3527 11ᴴ 0ᵐ 31.4ˢ +29°12′ 6″ f vF, 35″d.
3536 11 2 5.3 29 9 5 e F, 40″d.
3539 22.9 29 20 56 g₀ F, E5°, 60″×20″.
3550 11 3 53.5 29 26 47 pB, eccentric nuc., 35″ × 25″.
3552 11 3 52.2 29 24 38 e F, 20″d.
3554 11 3 57.7 29 22 15 e vF, 25″d.
3558 11 4 10.9 29 13 17 f vF, 15″d, with what appears
to be a faint ring 50″ in d.
3561 11 4 28.4 29 22 31 e eF, 45″d.

TABLE XII
Field IV of Nebulae [10]
(1875.0)
No. Class Description
α δ
1 13ᴴ 32ᵐ 33.0ˢ +56°18′28″ e F, eS, *15m10″n.
2 13 33 0.4 56 49 46 e eeF, pS.
3 16.0 55 49 23 e eF, S.
4 41.7 57 9 1 e eF, S.
5 55.6 56 5 4 e vF, eS.
6 56.9 56 6 15 e eF, S.
7 13 34 9.1 55 50 46 e eeF, eS.
8 11.3 56 32 8 f eF, eS.
9 25.9 56 29 14 f eF, eS.
10 56.6 56 42 36 e eF, vS.
11 57.7 57 0 46 f eF, vS.
12 13 35 4.9 56 45 21 h eeF, S.
13 49.8 56 13 38 h vF, S.
 (1875.0)
No. Class Description
α δ
14 52.0 56 52 58 e eF, cS.
15 53.1 56 3 25 e eeF, eS.
16 13 36 20.1 55 50 25 e eeF, eS.
17 29.1 56 51 25 e eF, S.
18 33.1 55 49 59 e eeF, eS.
19 33.2 56 43 54 f eF, eS.
20 38.6 55 46 18 e eeF, eS.
21 39.0 56 18 33 h F, 30″l.
22 41.0 56 12 2 d eeF, S.
23 43.7 56 42 11 e eeF, S, *15m10″s.
24 46.2 56 48 12 e eF, cL.
25 49.7 56 41 26 f eF, S.
26 53.6 56 48 57 e eeF, eS.
27 55.7 56 27 19 h eeF, S.
28 56.1 56 40 17 e eeF, S.
29 13 37 7.2 56 4 29 f vF, S.
30 11.6 55 46 36 e eeF, eS.
31 19.0 56 24 54 e eF, S.
32 20.2 56 26 51 f eeF, vS.
33 35.5 57 7 6 e eF, cS.
34 46.0 56 5 6 f eeF, S.
35 54.0 56 10 12 h eeF, S.
36 58.2 56 9 31 h eeF, S.
37 13 38 4.3 56 7 32 f eeF, S.
38 9.8 56 7 11 f eeF, eS.
39 15.8 56 13 9 e eeF, eS.
40 17.1 56 13 57 f eF, vS.
41 29.1 56 16 49 e eF, S.
42 35.2 56 15 5 h eF, vS.
43 35.4 56 13 55 h eeF, eS.
 (1875.0)
No. Class Description
α δ
44 37.3 56 14 41 f eF, vS.
45 47.3 56 41 19 e eeF, cS.
46 52.8 55 35 23 e eeF, eS.
47 56.4 56 12 58 f eF, vS.
48 13 39 6.9 56 15 45 e eeF, eS.
49 7.9 56 16 31 h eF, vS.
50 8.1 56 5 45 f vF, S.
51 9.2 56 11 45 e eeF, eS.
52 9.4 55 56 14 e eeF, eS.
53 13.3 56 16 32 f eeF, vS.
54 17.6 56 10 33 e eeF, eS.
55 19.8 56 10 50 e eeF, eS.
56 23.0 56 11 40 e eF, eS.
57 25.1 56 16 43 e eeF, eS.
58 30.3 56 26 49 f eF, eS.
59 31.6 56 20 3 e eeF, S.
60 45.1 56 29 5 f eF, vS.
61 45.7 56 34 46 e eeF, S.
62 54.2 56 15 18 e eeF, eS.
63 13 40 3.2 56 37 22 e eeF, eS.
64 5.9 56 30 56 e eeF, eS.
65 5.9 56 30 29 h eeF, 30″l.
66 27.2 56 6 27 e eeF, vS.
67 13 41 27.2 56 20 38 e eF, 60″d.
68 38.8 55 47 15 e eF, eS.
69 47.4 55 44 54 f eF, vS.
70 13 42 40.2 56 15 54 e eeF, S.

Nebulae Previously Known in Field IV

N.G.C.
5278 13ᴴ 36ᵐ 59.45ˢ +56°18′3.8″
 N.G.C.
5279 37 3.72 56 18 14.5
5294 40 39.7 55 55 2 f eF, S, *15m1′np.

N.G.C. 5278 and 5279 form a double nebula, somewhat

similar to Messier 51. 5278 is the nucleus and 5279 is at the
tail of the arm. The spiral apparently has but one branch.

TABLE XIII
Field V of Nebulae
(1875.0)
No. Class Description
α δ
1 14ᴴ 53ᵐ 52.5ˢ +23°10′16″ e eF, S, R.
2 54.5 23 57 39 e vF, R, 20″d, *18m40″nf.
3 14 54 56.2 23 53 37 g eF, S, m3. *16m1′.np.
4 58.1 23 16 56 e vF, pS, iR.
5 14 55 6.7 23 24 32 f eF, S.
6 16.2 24 5 30 f F, S, *17m30″n.
7 31.4 24 6 9 w F, 30″d. Spiral.
8 35.9 23 58 27 g vF, mE, 40″l, bet. 2*.
9 37.3 24 12 53 e eF, eS.
10 14 56 13.7 23 52 21 g F, E, spiral?
11 17.7 24 2 30 g F, E180°.
12 26.3 24 0 51 h₀ vF, S, iR.
13 27.0 24 9 28 g F, vS, E.
14 28.6 23 23 8 e vF, S, R, 15″d, no nuc.
15 30.0 23 54 53 e vF, vS, R.
16 32.6 24 2 47 f eF, vS.
17 46.4 24 3 54 e eF, S, iR.
18 47.8 24 36 4 e vF, S, iR.
19 51.2 23 40 4 e vF, vS.
20 56.0 23 51 10 e eF, vS, R.
21 58.7 23 49 12 f eF, vS, R.
 (1875.0)
No. Class Description
α δ
22 58.7 23 50 14 e eF, eS, R.
23 59.0 23 51 41 g eF, S, IE.
24 14 57 4.3 23 51 51 e eF, S.
25 4.3 23 52 8 f eF, E.
26 6.1 24 5 56 f F, bet. 2*14, 15m.
27 8.4 23 47 22 g eF, cS, iR.
28 8.9 24 16 59 e eF, S.
29 10.3 23 50 31 e eF, S.
30 11.3 23 46 44 e eF, S.
31 11.8 23 49 57 e eF, S.
32 13.6 23 53 2 h eF, S.
33 18.8 23 44 22 g eF, S.
34 24.1 23 42 42 e eF, cS, iR.
35 24.3 24 4 40 e eF, S, iR.
36 26.8 23 45 2 e eF, vS ,iR.
37 35.9 24 6 37 e eF, S.
38 41.7 24 35 7 f eF, S.
39 43.0 23 24 38 e vF, R, 30″d, no nuc.
40 51.7 24 0 48 g eF, vS, Δ with 2*14 and 16m.
41 14 58 0.6 23 18 4 c vF, 25″d, spiral?
42 6.8 23 11 21 g F, cL, mE180°, 80″×15″.
43 18.5 23 26 30 g eF, S, 20″d.
44 19.8 23 21 55 f vF, R? 60″d.
45 25.9 23 25 35 e eF, S, R, 20″d.
46 48.4 23 40 57 g eF, cS, mE.
47 54.7 23 54 12 e F, mE 180°.
48 14 59 56.8 24 10 32 e vF, S, iR, bM.
49 15 0 7.2 23 52 11 e eF, S, iR.

Nebulae Previously Known in Field V

N.G.C.
5829 14ᴴ 57ᵐ 9.6ˢ +23°49′29″ w open 2br, spiral.

I.C.
4526 14 57 5.9 23 50 31 e pB, R, 18″d.
4532 59 21.7 23 44 43 e pB, S, E.

I.C. 4526 is connected with N.G.C. 5829. The two form

a double nebula fashioned as a miniature of Messier 51.

TABLE XIV
Field VI of Nebulae
(1875.0)
No. Class Description
α δ
1 17ᴴ 8ᵐ 16.7ˢ +44° 5′35″ f vF, vS, *13m, 1′f.
2 29.9 43 26 6 f vF, vS, st.
3 35.2 43 23 8 g eF, E 60°, *13m40″sp.
4 52.6 42 57 44 f F, S, st.
5 17 9 2.6 44 18 28 e vF, vS, *16m, 40″s.
6 14.2 44 16 11 e eF, S, *16m, 40″f.
7 17.5 43 50 51 f vF, sharp nuc. 30″d.
8 33.2 43 2 38 e F, pS, *17m, 1′n.
9 35.1 44 2 54 e F, vS, *15m, 30″f.
10 41.1 43 38 39 g₀ pF, S, mE, 60°*14m, 30″p.
11 53.8 43 52 2 e vF, vS, *17m, 40″n.
12 17 10 3.4 44 12 35 f eF, eS, *16m, 30″n.
13 23.3 43 49 32 e vF, vS, bet. 2 vf*.
14 25.5 43 43 7 f vF, vS.
15 29.1 43 44 48 e vF, vS.
16 33.0 44 4 43 g vF, S.
17 37.7 44 5 32 e eF, vS.
18 39.0 43 42 38 g vF, eS, *16m, 40″sf.
19 40.2 44 5 20 h eF, vS.
 (1875.0)
No. Class Description
α δ
20 46.7 43 51 14 f vF, vS, *16m, 40″sf.
21 52.8 43 33 9 f vF, S, *16m, 40″sf.
22 55.7 44 4 8 g F, cE 70°, *14m, 40″n.
23 17 11 16.3 43 10 57 f vF, S.
24 25.9 43 25 48 f pF, S, *16m, 40″f.
25 33.9 43 47 21 g vF, vs, cE 160°, *15m, 40″np.
26 36.7 43 42 51 h₀ vF, S, cE 120°, faint nuc.
27 43.0 43 53 35 g₀ pF, S, cE 20°, *14m, 1.5′np.
28 45.7 43 55 42 f F, vS, *15m, 40″nf.
29 48.6 43 58 50 e vF, S *13m, 1.5′n.
30 57.1 44 8 50 e eF, es.
31 57.8 44 8 6 e eF, S.
32 57.9 43 44 57 e vF, vS, *15m, 30″f.
33 17 12 13.3 44 2 16 e F, eS, *12m, 1′n.
34 26.2 44 12 21 e F, eS.
35 37.2 44 12 12 e F, eS, Δ with 2*12m.
36 38.4 43 28 52 f pF, vS, *1.5′s.
37 40.9 43 54 40 h₀ eF, cE 150°, no nuc.
38 44.9 43 45 22 e vF, vS, Δ with 2*16m.
39 50.6 43 39 48 f vF, eS, Δ with 2 f*.
40 51.0 43 48 16 e vF, vS, *16m, 40″nf.
41 17 13 4.9 43 36 37 e eF, vS, *15m, 20″s.
42 27.2 43 40 39 e vF, vS.
43 39.2 43 44 19 e vF, S.

Nebulae Previously Known in Field VI

N.G.C.
6323 17ᴴ 9ᵐ 30.6ˢ +43°55′42″ i pF, mE, ns, 40″l.
6329 17 10 27.3 43 49 40 f pF, pL, slE.
6332 17 11 15.2 43 48 5 g₀ pF, pL, E 45°.
6336 17 12 30.0 43 55 35 v pF, open spiral, 45″d.
N.G.C.

I.C.
4645 17 10 53.0 +43°14′40″ e vF, pS, Δ with 2 faint*.

N.G.C. 6327 is on the plate but was not measured.

TABLE XV
Field VII of Nebulae
(1875.0)
No. Class Description
α δ
1 23ᴴ 10ᵐ 25.7ˢ +8°13′28″ f st. 14m.
2 23 11 19.4 7 34 13 e F, S, *17m30″s.
3 39.3 7 45 26 d vF, R, no nuc., 16m45″ np.
4 47.3 7 3 55 f eF, S, R, no nuc.
5 23 12 23.1 7 18 20 c vF, st. nuc. with ring 45″d.
6 42.2 6 45 7 d eF, S, R, no nuc.
7 51.1 7 2 10 q F, 1bM, mE100°, 100, ×20″.
8 23 13 17.2 7 24 12 h₀ vF, S, 1E50°*14m30″p.
9 19.4 7 34 51 q F, sharp nuc., mE70°, 80″×20″.
10 29.9 7 31 15 f F, S, E150°.
11 33.6 8 6 51 d eF, pS, R.
12 35.4 7 52 39 g pF, bM, mE150° 40″l.
13 41.6 7 32 2 g eF, vS.
14 41.6 7 18 13 e vF, vS, Δ2 faint *.
15 49.1 7 2 16 e vF, S, Δ2 faint *.
16 52.7 7 14 52 h F, sharp nuc. vmE20°90″×15″.
17 56.6 7 19 16 e eF, pL, no nuc.
18 23 14 2.4 6 51 8 f F, S, R, *14m90″n.
19 2.9 7 38 55 f F, S, R, bM.
20 18.4 7 42 40 f F, S, bM.
21 24.4 7 45 35 e eF, vS, *16m30″s.