Tag Archives: Explainers

Researching Child Labor in the American Glass Industry

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Today’s post is from Museum Explainer Carolina Downie

I am an Explainer at The Corning Museum of Glass, working alongside 24 other high school and college students every day to teach visitors about glass.  I learned about the Explainer program after participating in various other teen programs at the Museum, including the Junior Curators and the teen volunteer program.  My involvement also exposed me to the Juliette K. and Leonard S. Rakow Research Library, which has abundant resources about glass.  Thus, when I had to write an extended research paper for the International Baccalaureate Diploma Program, I decided to write about the use of child labor in the American glass industry after finding resources and support from the librarians there.

Blower and Mold Boy, Seneca Glass Works, Morgantown, W. Va. Lewis Hine

Blower and Mold Boy, Seneca Glass Works, Morgantown, W. Va., October 1908. Lewis Hine. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA.

While conducting my research, I learned there is a long history of child laborers in the American glass industry.  Initially, young boys worked as apprentices alongside their male relatives to learn the family trade of glassblowing.  Therefore, although children were working, the skills they learned led to a future career.1

However, the invention of the mechanical press around 1825 and the subsequent industrialization of the glass business brought an end to the apprenticeship system.  The mechanical press meant that less-skilled workers could be employed in glass factories.  Therefore, children were not trained to learn glassblowing, but were instead hired as cheap sources of labor in the bottle and tableware sectors.

By the mid-1800s, production teams in glasshouses were made up of 2 to 3 boys as young as 10 years old, and an older glassblower.  As Harriet Van der Vaart described in a report for the National Child Labor Committee (NCLC), “…The glassblower pours the molten glass into the molds; a boy sits and closes the molds; another one picks the bottle out of the molds and puts them on a long stick or handle, and puts them in front of a small furnace….called ‘the glory-hole,’ where the top or neck of the bottle is finished….the boys carry them into the annealing furnaces, where they are gradually cooled.”2

The "Carrying-in Boys," Midnight At an Indiana Glass Works.

The "Carrying-in Boys," Midnight At an Indiana Glass Works, August 1908. Lewis Hine. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. http://www.loc.gov/pictures/item/ncl2004000107/PP/

Although child labor and compulsory education laws were enacted during the 1830s in an attempt to end child labor in many industries, most “legislation enacted before 1880 generally contained only weak restrictions and little provisions for enforcement.”3 In addition, some glass factories were specifically exempted from child labor reform; this exemption existed most infamously in Pennsylvania until 1915.4

Ten Arm Owens Automatic Bottle Machine

Ten Arm Owens Automatic Bottle Machine. Courtesy of Owen's Automatic Bottle Machine Co., Toledo, Ohio. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. http://www.loc.gov/pictures/item/ncl2004001184/PP/

It was not until the development of fully automatic machines that child labor was eliminated from the glass industry.  Michael Owens’ automatic bottle machine was more economical than the system of glassmaking based on teams of employees, thus making it unnecessary to hire boys.  In 1913, the NCLC sent Michael Owens a letter congratulating him on “eliminating more child labor than they had through legislation.”5

Although children can’t work in glass factories today, they can still become involved in the glass world, and in ways that are much more rewarding.  The Corning Museum of Glass allows area youth to become involved in the glass world through its many teen programs.  I took advantage of these programs: Little Gather, the Junior Curator program, volunteering, and the Explainer program.  Moreover, I learned how to use the excellent resources at the Rakow library for my paper.   These programs have really helped me grow as a student and young adult.

As an Explainer, I meet children who come to the Museum curious about glass.  I find it fascinating to think that a hundred years ago, some of these children may have been working in a glass factory instead of learning about glass in a museum.  I love teaching children about the interesting history of glass and introducing them to all the wonderful youth programs that The Corning of Museum of Glass has to offer.

1. Fones-Wolf, Ken.  “Child Labor in the American Glass Industry.”  The World of Child Labor: an Historical and Regional Survey.  Ed. Hugh D. Hindman. Armonk, NY: M.E. Sharpe, 2009. 468. Print.

2. Van der Vaart, Harriet.  “Children in the Glass Works of Illinois.” American Academy of Political and Social Sciences Annals. Vol. 29. 1907. 77.  Print.

3. Whaples, Robert.  “Child labor in the United States Economic History Services.” EH.Net/ Economic History Services. Web. 01 Apr. 2011. http://eh.net/encyclopedia/article/whaples.childlabor.

4. Flannery, James L. The Glass House Boys of Pittsburgh: Law, Technology, and Child Labor.  Pittsburgh, PA: University of Pittsburgh, 2009.  Print.

5. Skrabec, Quentin R. “A Revolution in Bottle Making.” Glass in Northwest Ohio. Charleston, SC: Arcadia, 2007. 75. Print.

Ask Me

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Today’s post comes from Emily Tifft, Senior Explainer

Corning Museum of Glass Explainer Program

Two words. Two words have shaped the majority of my summers for the past three years: “ASK ME.” Working as an Explainer at the Corning Museum of Glass, it is my job to lead tours and answer questions about the Museum and its collection. Whether I am walking through the Museum or standing behind expository carts that read “ASK ME,” I field questions that are as diverse as the guests who ask them. Every day is different, and whether I am discussing the coloring techniques of Tiffany with glass experts or fantasizing about wearing a glass dress with a 6 year old, each day as an Explainer is an opportunity for me to grow and learn far more than I teach when guests “ask me.”

“What would you be if you could be any object in the world?” This is the question with which I was greeted on the first day I became involved with the Museum’s youth programs four years ago. I enrolled in the Museum’s Junior Curators program, a weekly program in the spring that allows students in grades 8 through 12 to curate their own exhibit for display in The Studio. When I entered the program, I was nervous and shy, expecting the mentor to do most of the instructing. That is, therefore, why I was not only shocked, but also more than a bit confused by imagining myself as an object; converting a gaggle of nine kids into a road sign, a bead, two Rubik’s Cubes, an Eiffel Tower, a rock, a horse, a pencil, and ballet shoes is certainly a non requisite for creating an exhibit in a museum. Learning to think about art in all forms, to appreciate the work an artist creates, and to explore the world around oneself, however, is essential for all good museum curators. That is what becoming involved in the Museum has given me. Entering as a student who knew next to nothing about art history or glass, I have learned to see the world in a new way. I have grown into a role that requires confidence and leadership: a Corning Museum of Glass Explainer.

Emily Tifft

Emily Tifft, Senior Explainer

The Museum’s Explainers are high school and college students, 16 and older, who lead Summer Youth Tours and stand at mobile carts throughout the Museum to do exactly what their name implies—explain. While the Junior Curators program is entirely separate from the Explainer program and is not required before becoming an Explainer, it was a natural progression for me; after making friends and developing a love of glass and art, I could not have been more excited to not only have the opportunity to spread my enthusiasm for and love of the Museum, but also to get paid to do so. I started training as an Explainer because I wanted to become more involved in the Museum. I did not realize I would gain a second family and a passion in the process.

When I drive into the Museum parking lot every morning, I do not always know what will happen. As an Explainer, I could go from talking about objects on a cart dedicated to ancient glass—complete with replicas and props—to playing “I Spy” with a group of kindergarteners, just in the course of an hour. I am proud to say, however, the people with whom I work are able to handle any challenge. They are bright, capable and interesting. That is not to say that they are boring. A true Explainer can easily transition from debating typical teenage concepts, like the latest Harry Potter movie, to discussing the Museum’s newest glass acquisition. While this characteristic is certainly admirable, the trait I love most about my coworkers is the way they support each other. Working as an Explainer is entering into a family, one that is quick to help in times of need and is always united by a single passion: the Museum itself. We work at the Museum because we love it, and we are always ready to share that love with others.

Throughout my three years working as an Explainer, I have shared the joy of Cinderella’s glass slipper with countless youth tours. I helped a blind woman accomplish her goal: to “see” the works in the Museum. I had the honor of giving a tour to a group of senior citizens, people who, I quickly learned, had been looking forward to the trip, their big outing, for months. I have made lasting friendships and have met visitors from around the world. So, whether I am coloring with kindergarteners or explaining an especially difficult question on a cart, I am proud to be an Explainer, a job that teaches so much more than facts about glass.

If you or someone you know would like to become involved with one of the Museum’s youth programs, there will be an informational event called Fire Up Your Future at the Museum’s Studio from 6:00 p.m.- 7:30 p.m. on Friday, January 6, 2012. It is an opportunity to talk to teens who are already involved at the Museum. And don’t worry: you can ask all the questions you want. The Explainers are used to giving answers.

For more information about the Museum’s teen programs, check our website at http://www.cmog.org/get-involved/teen-programs.  Explainer training starts in January, so apply now!

Q&A with a Museum Explainer

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One of the many ways to volunteer at The Corning Museum of Glass is through the Explainer program. Open to teens and college students, candidates who are accepted to the program train from February through June to learn the art, history and science of glass. In the summer, Explainers are found throughout the Museum giving youth tours and providing hands-on experiences in the galleries.

Today’s post comes from Kim Price, a former Explainer who learned not only about glass, but also leadership during her time at the Museum:

Kim Price

Kim Price

What was your experience as a teenager in the Museum programs?
I started volunteering at the Museum (through the education department – Explainers and Families Explore) at the end of my sophomore year of high school as part of the International Baccalaureate program. Even though I dropped that program three days into my junior year, I loved working at the Museum, and started training to be an Explainer for the following summer. I learned so much during the training program. We had wonderful lessons each week from Kristy and/or a curator. But when the next June rolled around, and it was time to start working, I still wasn’t sure I could do the job. (Which leads me to the next question…)

What, if any, skills did it help you develop?
Until I began working as an Explainer, I was painfully shy. But eight hours on the American cart (cut vs. pressed glass) will cure you of that quickly! It’s in the very job title — you have to explain things to Museum visitors — I finally had to speak up. I learned so much about public speaking that summer (and the following four was employed there), both through sharing information on the hands-on carts and giving tours to school groups. My third year there, Kristy started the “Senior Explainer” program, and I learned how to be a leader. The other Explainers would look to me for guidance. I coordinated, managed, and problem-solved. And it was a fantastic experience. I also got to do quite a few Hidden Treasures tours with adult visitors to the Museum, and I very much enjoyed that and miss it! (I’ve been thinking about doing the docent program at some point because I miss it so much!)

What did that experience mean to you?
Being an Explainer at the Corning Museum of Glass was really the jumping-off point for everything I’m doing now. I went to college for journalism, and have worked for Star-Gazette, The Leader, and Life in the Finger Lakes magazine. If someone had told me early in high school that I’d soon be conducting interviews and writing articles, I would have thought they were insane! But the Museum’s education programs really made me come out of my shell and prepared me for future opportunities.

What are your plans for the future?
I recently became the Communications Manager at the Steuben County Conference & Visitors Bureau. I’m taking journalists on tours of CMOG now! I truly believe I would not have been able to do this job had it not been for the Museum’s Explainer program. I grew so much as a person during those six years I was involved with the Museum’s education programs. And for that, I’ll always be grateful.


For more information on the Museum’s Explainer program, visit http://www.cmog.org/get-involved/teen-programs/explainers

Application deadline: December 9

Open to candidates who will be at least age 16 by late June 2012.

Dung-Core Vessel Making: Explained

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This week’s post is by Museum Explainer Anne Rich.

You know you’re an Explainer when you leap at the chance to spend a free afternoon shaping slightly aged animal poop. The afternoon in question occurred on Tuesday, May 22, when the Explainers were invited to a core-forming workshop hosted by The Studio’s Resident Adviser, Bill Gudenrath. An authority on ancient glassmaking techniques, Bill helped us recreate the process of core-making.

Bill explains the history of core-formed glass vessels.

For all the non ancient glassmaking experts out there, a core is a form attached to a rod on which glass is applied to make a non-blown vessel. A core needs to be made out of a heat resistant and relatively porous material, because after the glass vessel surrounding it has cooled, the core is scraped out to leave behind a hollow space. Historically, the core was made out of clay and, the part that manages to capture everyone’s attention, animal dung.

The animal dung

The dung was allegedly used because it contained undigested grass and straw, which burned away when fired. While the clay and dung covered the heat resistant requirement, the small holes left behind by the grass and straw covered the porous requirement.

When explaining the content of the Ancient Cart in the Glass Collection Galleries, someone always grabs the core from the cart, and says “What’s this?” All of the Explainers, past and present, understand the feeling you get when you have to explain that they’re holding fired poop on a stick.  For the Explainers, core-forming has served as a sort of inside joke as well as a crucial glassmaking technique that is taught to us from the very beginning of our training. You can only imagine my excitement when I got the news that Bill Gudenrath invited us to make some new cores for the Ancient Cart. Still away at college at the time, my roommate thought I was insane when I tried to explain what I was going to do the week I got home. My parents produced a similar reaction when I told them my plans for May 22nd.

The core forms

By the time everyone had arrived at the Mold Room at The Studio, so had the ingredients. On one side of the sink stood the clay, and on the other side lay an ominous looking bag of unopened horse dung. Certain resources revealed that our supply of dung had spent the past few hours in the back of a hot car. It wasn’t until the bag was opened that two things hit me…1. The smell, and 2. That this wasn’t going to be a fairytale tea-party (with interesting tidbits of glassmaking history). We were embarking on a truly hands-on experience, one in which we would spend half an hour kneading a poop-like play-dough a few inches away from each other’s faces.

A job well done!

This was a bit trickier than expected, and most of us Explainers spent a relatively long time fashioning our cores into neat and historically accurate shapes. After an inspection, they were ready to be dried for a few weeks. We Explainers were invited back on June 14 to file them into their final shapes before they were to be fired in the kiln. I thought that it was a big deal to have to work with wet dung, but then I spent time filing dried cores. Powdered poop filled the air in the Technician’s Room which hosted the second half of our core-making experience.

Filing the core forms

Glamorous, right? In a weird kind of way, I think it was. Don’t get me wrong here; I’m so grateful that I was able to attend the workshop and engage in a process that I’d so frequently explained yet never seen.  We Explainers laugh about making cores, but we made them basically the same way they were made as early as the 16th century B.C.E. Glassmaking, though sometimes unsavory, is a process marked by centuries of tradition, and is just a part of what makes glass so special.

For more information on Museum Explainers, visit http://www.cmog.org/dynamic.aspx?id=242.

Teens: Explainers, Jr. Curators and Tour Assistants

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Imagine you are enjoying an exhibit at a museum, but you would like to learn more from a real person. Also, you would like to actually touch objects to make your sensory experience complete. Enter the Museum Explainers! 

Explainers at The Corning Museum of Glass are high school and college students who interact with Museum guests. They teach visitors about the art, history, science, and technology of glass via themed educational carts and youth tours in the galleries during the summer.  If you happen to be in the Ancient Gallery, for instance, and you’d like to learn more about ancient glass techniques, visit the Explainer cart located there. The cart includes examples of glass made via key ancient techniques. The Explainer can give you details about these processes in a fun and educational way.

 Summer youth tours wouldn’t happen without our collection of Explainers. These young adults lead youth tours through the galleries, play gallery games, and go to Hot Glass Show demonstrations.

Other programs for teens at the Museum include a Junior Curator after-school program for middle school and high school students. Junior Curators get a behind-the-scenes look at the Museum and also curate their own exhibit. 

New this year is the Tour Assistant program for 14-16 year-olds who are interested in eventually becoming a Museum Explainer and are willing to volunteer their time as they train.

Teens interested in becoming a Museum Explainer or learning about other programs can attend our free informational Fire Up Your Future event on January 7, from 6:00 p.m. – 7:30 p.m., in The Studio Lecture Room. Our special guest will be Denise Stillwaggon Leone, an artist who works with architectural, sandblasted, sculptural and painted glass. RSVP at fireup@cmog.org or 607.937.5371.