Leaon 3

0 e

1. Manors included

many different

parts. Circle the

parts of the manor

that may have been

used for growing

crops to sell.

•

Env1'sion It~

Since colonial times, trees in New York have been cut to create timber and boards shipped around the world .

One of New York's great resources is its land. The rich land

attracted settlers to the colony. Farming became a main economic activity in New York. Farmers grew and sold crops and raised livestock. Farming was one important way that New

Yorkers made a living.

From Farm to Market Farming was hard work. First, settlers had to clear trees. Then

they had to remove rocks and stones from the soil. They put the wood, rocks, and stones to good use. Farmers used them to build homes, barns, fences, and walls.

There were two kinds of farms in New York: small farms a nd manors. Families worked small farms, and every m ember had jobs to do. Boys and men planted, cared for, and harvested the crops. They chopped wood and repaired fences. Girls and women cooked all of the meals . They sewed clothing and made candles to light their homes They made soap f: 1 . · 1or c ean1ng

export

services

Manors were another kind of farm . A manor is a large area of land owned by one landowner. Manors resembled small towns and were often built near rivers or lakes. Manors had many buildings, each with its own purpose. The manor house was the largest. The landowner's family lived, slept, and ate meals in the manor house. Other manor buildings might include a mill, barns, and a blacksmith shop where horseshoes and other iron products were made. Larger manors might even have small guest houses and even a church.

Some manors had enslaved workers. Philipsburg Manor in what is now Sleepy Hollow, New York, had 23 enslaved men, women, and children who lived and worked there. These enslaved workers farmed, baked bread, took care of dairy

cows, and ran the manor's mill. Often a manor l~ndowner would rent smaller pieces of

land to other farmers . The farmers would use the land to grow

crops. Crops included corn, barley, and wheat. Manor owners often planted seeds in several fields . Cattle,

pigs, and sheep grazed in fenced-in areas and slept in barns. Grain was alsQ stored in barns. A smokehouse smoked meat

from animals that were butchered. Small farms and manors in New York often produced

more crops than they n~eded. This meant that farmers had a . h · ed.,.. farmers sold the s~plus, or more of somethmg t an is us · .

. • to other colonies. extra crops they grew to Great Bntam or

3.3 Different types of da ily activ ities includ ing soc ial/cultu ra l, political , economic, scientific/ technolog ical, or re lig ious

3.4 Ways that colon ists depended on and modified the ir physical environments

3.7 Colon ial societies were organi zed to answer three fundame nta l economic 9uestions: What goods and serv ices do we produce? How do we produce them? For whom do we produce them?

3.8 Ways of mak ing a l1v1ng in our local r_eg1on and State

7.2 Econom c nterdependenc~ (e g resource use from fa rm to marke t)

81

Who Provided and Purchased Goods and Services in New York?

Sometimes farms and manors could not provide all that their owners required. So owners traveled to nearby towns to buy goods or hire people to provide services. Goods are products that people make, use, or share. Services are work that is done for other people, such as building or fixing something. For example, a person hired to help a farmer harvest crops is providing a service. Today, people such as teachers, lawyers, dentists, and doctors all provide services.

A person who sells goods is called a merchant. Colonial merchants in New York sold tools, feed for animals, pots and pans, dishes, and cloth to make clothing. Some large merchants in cities sold goods throughout the colonies. With so much trading to do,

, these merchants needed ships. As a result, shipbuilding became an important business in New York. Some New Yorkers opened shipyards where large sailing ships were built.

Some ships transported goods to Great Britain. They returned with goods that were hard to purchase in the colonies. These goods included books, sugar, spices, tea, and fine pottery.

2. Complete the chart by listing the people who

produced goods and services in New York and

the people who purchased them .

Goods Bought or Sold in Who Provided Them the Colonies

tools, feed , pots and

pans, dishes, cloth, books,

sugar, spices, tea , paint,

fine pottery

A modern artisan shows ho colonial workers made mus:al instruments by hand.

Who Purchased Them

Working in Cities ,people who lived and

worked outside of cities in colonial New York had a variety of jobs. They might work on farms, cut down trees to make lumber, trap animals, or trade with Native Americans for furs . They might also own small stores.

People who lived and worked in cities had a very different life. New York had only two large cities in the 1700s, Albany and New York City. What was life like for people in those cities? What did they do for a living?

Some were merchants and sold goods. At stores in New York City, colonists could buy different types of fine goods. They could purchase items ranging from tea to furniture to fur hats. Other city dwellers owned and ran inns. Inns were hotels where travelers stayed to sleep and eat.

Skilled workers in cities ran or worked in artisan shops. They made horseshoes and put them on horses. They printed books and newspapers. They made hats and other clothing items. For people in Albany with a sweet tooth, one artisan opened the colony's first chocolate factory in 1726.

People in cities could -buy many products in stores. They bought items such as tools, medicine, cloth, and candles from merchants in cities such as New York. They also sewed, knitted, or wove much of their family 's clothing.

3. Write three ways that people in cities made a living .

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In the 1700s, Albany was already a busy city with many houses and shops.

83

I ' I

I l I

I

II I I

I

Trade in Colonial New York ery big part of . became av d

During the 1700s, business d d importe h nts exporte an

New York's economy. Mere a lthY f them became wea .

goods for sale, and many o . from another To import goods means to bring them in other

nd them to an place. To export goods means to se t f om or be sent o place for sale. The goods could come r d

Th colony importe another country or another colony. e goods when it could not make all that it needed . The colony exported goods and resources that it produced.

New York exported goods such as fur, wheat, flour, wood, fish , and vegetables. Many of the furs were obtain ed by trading with the Iroquois and other Native American

peoples. The colony also shipped resources such as timber and metals to Great Britain. New York's goods a n d resources were then made into finished products such as fur hats, wooden furniture, and teapots. Some products were shipped back to New York for colonists to buy.

0 /1.

4. Draw a line to connect one export from New York with an

import made from that resource.

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ATLANTIC OCEAN

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tf

New York imported goods such as spices, porcelain, glassware, and other finished products. Most of these goods and products came from Great Britain. New York imported other goods such as sugar and molasses from islands in the Caribbean Sea.

To export and import products, a colony needed a port. New York City's harbor served as the colony's economic lifeline. Goods traveled into and out of the harbor on ships and smaller boats. Boats carried letters and goods from and to Great Britain.

This colorful chino teapot was imported from Great Britain in the 1700s.

S. @ Main Idea and Details What were New York's main exports and imports in

the 1700s?

6. Q vou hove just moved to the New York colony wi_th your family

Describe why you have come and what your life 1s like now .

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:ieos

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85

Even little children did chores such as peeling apples for a pie.

86

If you lived in colonial New York, what chores would you be

expected to do every day? Would you have time to play? What would you do for fun? Would you go to school? If so, what wouk

your school be like? Life for both children and adults was very

different in colonial times from what it is today.

Everyday Life People living in New York in the 1700s did not have many

of the things we take for granted today. For example, there was no running water. Water had to be pumped from a well and brought into the house. There was no electricity either. Candles or oil lamps provided light. Most tools were operated by hand.

Girls and boys in colonial families did many of the same tasks as their parents. Girls might help their mother make meals, which often took hours to prepare. Girls who lived on a farm often got up at dawn. They went to the barn to gather eggs. They might milk the cows, too. Then they would light a fire in the fireplace. Heat from the fireplace would warm the kitchen and be used to prepare the food. All meals in a colonial house were cooked over fire .

Girls also helped wash clothes. They might heat water over the fireplace to use for washing. In colonial da!s, people even made their own soap. They would bml a chemical called lye with animal fat. They made the lye from wood ashes in the fireplace .

<flt,'-0!+

0 I will unc:h! daily life of adults o in colonial New York.

Boys shared some of the same chores with girls. On farms, they might help gather eggs and milk cows. Some of the boys' chores were different from girls. For example, they might help their father chop firewood for the fireplace . Other chores included feeding the pigs, watering the horses, and herding the cows. They might help plant seeds, water crops, and harvest the crops.

In cities boys might have to bring in water or help build fires for cooking. If the family owned a business, both boys and girls might be expected to help.

1. @ Compare and Contrast Fill in the Venn

diagram with

chores done by boys, girls, and by both in colonial

New York .

Vocabulary

apprentice

trade

3.2 Lifestyles in the colon ies­comparisons during different time periods

3.3 Different type s of doily act ivities including social/cultural , political , economic, sc ientific/technolog ical , o r rel ig ious

3.4 Ways that colonists depended on and mod ified the ir physical environments

3.5 Cultural simila rities and differences, includ ing folklore, ideas and other cultural con tr ibutions that helped shape our commun ity local reg ion, and Sta te

7.3 Ways of learn ing and pub!.c educa tion in our comm un ity and Srate

Boys

87

Students read their daily lessons from hombooks. Hombooks often included the alphabet and readings from the Bible.

. n Education Getting a . Ionial New York could react onct

Few people in co . ·i·es had enough money to hire O tut 't s e faml l Gt

wn e. om t ch their children 0th · homes to ea · er to come to their · h 1 . hildren to pubhc sc oo s. However families sent their c . ,

. h ols in colonial times were not usuolly unhke today, sc 0

. . ho did not have extra money for a free. For fam1hes w . . hool there was another choICe. tutor or a pubhc sc ' . . . the colonies had left countnes in Europ Many settlers in . . . e t d to practice their own rehg1on. Some because they wan e . .

. . nted to spread their beliefs and faith to religious groups wa . . Th y set up free schools in churches. These other colonists. e

h 1 ht more than religious ideas. They also gave sc oo s taug . 1 . d manners writing, reading, and math. essons m goo ,

Most children in New Netherland and New York were educated at home. They learned basic skills from their parents. Parents who could read and write themselves taught their children. The children of wealthy parents often sent their children to private school or hired private tutors.

Dutch children in New York faced a special problem. Very few of them spoke English when the colony changed leaders. Yet the new leaders wanted all children to learn English. New York governor Richard Nicolls declared, "The teaching of the English tongue [language] is necessary." Ma ny Dutch children found it hard to learn the new language.

Girls and boys learned many important skills outside of school. As colonial girls grew older, they took on even

more of the family 's housework. They were preparing for when they would have their own house and fam ily. Boys,

meanwhile, began preparing for future jobs or careers . Some boys in cities became apprentices. An « ppr.entice agrees to work for a more experienced person fo r several years in order to learn a trade. A trade is a job skill or field.

1

Some apprentices learned to make shoes, hats, barrels, horseshoes, or baskets. Others learned to be printers or

bookbinders. It took up to seven years for apprentices to

learn a trade. Instead of pay, they received food, clothing,

and lodging. Most importantly, the apprentice would have

le~rned a skill that would prepare him to open his own shop one day.

Both boys and girls started school as young children. However, boys often went to school for more years than girls. sorne boys who were apprentices spent their days learning a trade and attended school at night. This gave them advantages. Because they gained more skills and knowledge, they often had rnore opportunities to succeed when they became adults .

There were even a few schools

for enslaved African Americans. The first school was opened in 1704 by Elias Neau. He wanted to teach enslaved people about religion. Later these schools would also teach free African Americans. The schools became known as charity schools.

2. @ Main Idea and Details Complete the graphic

organizer by filling in details that support the main idea.

Detail

Some boys became

apprentices.

Main Idea

Children were educated in different ways

in colonial New York.

Detail

In colonial schoolhouses, one teacher taught children of different ages.

Detail

89

Religion, Music, and Fun Religion was important in the lives of New York colonists.

Some groups, such as the Huguenots, had come to New York to be able to practice their religion freely. Most colonists attended religious services regularly. Some Africans were taught about . the Christian religion . Many chose to follow its practices. Native Americans had their own religious traditions that they followed .

What did New York colonists do for fun? Many enjoyed music. They sang, danced, and played musical instruments that they brought with them from Europe. Colonial men played violins, fiddles, flutes, and fifes . Women often played the English guitar

or harpsichord (HAHRP sih kord), a type of early piano. Children did not have a lot of free time, but they still found

ways to have fun . They played games such as hoop and stick and graces. If they lived near a lake or river, they may have even gone swimming for summer fun .

Children often made toys from materials they found at home. One popular toy used a metal hoop from a barrel and a stick. A

child would push the hoop with the stick and run alongside it.

3. Write which colonial game or activity you like best and why.

' .. .. ······ ··· · · · ·· ·· ·· ·· · · · ·· · · · ··· ·· · · ·· · ·· ········ · ·· · · · · · · · .. . . . . ... .. . . . . . ~ . . . . . . .. .. . .

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I

Colonists in New y0~

enjoyed playing music and dancing to music.

r Children a nd adults also played a game similar to

110rseshoes. In the game, players would stand a short distance from a stick standing up in the ground. Then they would try to toss horseshoes onto the stick. The player who got the most horseshoes on the stick was the winner.

Enslaved people had less leisure time than free colonists. Yet they still enjoyed music. Many played African music and sang and danced. They often used their own stringed instruments, made from wood, gourds, and strings.

4. @ Draw Conclusions Why was music so important to early New Yorkers, white and black?

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... , .. .. .. . . .. .. .. . . .. .. . . ·· · · · ·· ··· · ···

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Some enslaved Africans played an instrument such as this ban;o.

S. @ Summarize How did colonial New Yorkers spend their leisure time?

t!\ . . f I . d d ~ Story Ideas 6 . ._ Describe how the experiences o European set~ ers, in . enture ~ - ------ -servants, and enslaved people were alike and different in New York.

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91

Chapter 3

Study Guide

Lesson 1

Lesson 2 ! '- i ' ..... ~ .......-

Lesson 3

Lesson 4

92

A Growing Colony I h same after the English took control of

• Life for settlers stayed most Y t e

New York from the Dutch .

h d G an settlers influenced the culture of

• Dutch, British, Frenc , an erm

New York.

African Americans in Colonial New York

M I d Af · were brought to New York to work on farms • any ens ave neons

and in colonists' homes.

• In cities, enslaved people worked in shops.

• Strict slave codes led to several deadly slave revolts .

Making a Living

• Many New Yorkers lived on small farms or large manors.

• Colonists exported goods and resources to other colonies and to

England. They imported goods they could not produce themselves.

• Colonists worked in many different trades.

Daily Life

• All family members did chores to help on the farm or w ith housework.

• Education was different for colonial boys and girls.

• Colonists spent their free time playing games, dancing, singing, and

playing music . Music helped keep traditions alive in N ew York.

Chapter 3

Review and Assessment

Lesson 3

Making a Living

7. Describe the work that most New

Yorkers did .

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.. . . . .... . ... · ·· · ·· ·· ······· · ·· ·· ·· ·· ·· ·•·· ·· ··· · · · · ·· ·· · · · ·· · •·

8. Describe a way manors were different

from small farms .

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.. . · · ··· ·· ···•· ····· ··· · ·· · ·· · · · ·· ······· •·· ·· ·· ·· ·· · · ·

9. Why were shipping and shipbuilding

important in colon ial New York?

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Lesson 4

Daily Life

1 o.@ Compare and Contrast How

was education different for boys and .1 g1r s in colonial New York?

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11. Q Why do some people leave their homelands?

Based on what you've read in

Chapter 3, write why you th ink

it was or was not a good idea for Europeans to leave their homelands to

settle in New York.

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