The Artificial Intelligence tools (like ChatGPT, Claude, CoPilot, Gemini, Grok, Meta, Grok, and Perplexity) can provide much useful and nearly instant information about subjects in a concise format, especially when they have been pre-trained on a large volume of information about the subjects.
I wondered if the FREE AI tools could provide me with information about a young Leominster, Massachusetts boy's life. My paternal grandfather, Frederick Walton Seaver (1876-1942) was age 13 in 1890.
1) I chose to use the responses from free Anthropic Claude Sonnet 4.5 (as of 1 October 2025) today.
My Prompt was: "Please describe an autumn day in the life of Frederick Walton Seaver (1876-1942) at age 13 in Leominster, Massachusetts in 1890. What household duties did he have? Did he go to school, and what did he learn at school? What games, entertainment and fun did he enjoy?"
I uploaded a PDF of my updated Genea-Musings blog post (My Paternal Grandfather, Frederick Walton "Fred" Seaver (1876-1942)) to provide information about Fred and his family to the AI Tool.
2) Here is the Anthropic Claude Sonnet 4.5 response:
An Autumn Day in Young Fred Seaver's Life at Age 13
Leominster, Massachusetts - October 1890
Morning: Before the School Bell
The crisp October morning arrived early at 149 Lancaster Street, where thirteen-year-old Frederick Walton Seaver shared a home with his parents, Frank and Hattie, his five-year-old brother Harry, and his grandparents Edward and Sophia Hildreth. Fred likely rose at dawn, as most working-class families did in 1890, when daylight determined the rhythm of daily life.
Before school, Fred would have had his share of household chores. Boys his age were expected to contribute to the family's welfare, and the Hildreth/Seaver household had practical needs. He probably carried in wood or coal for the stoves that heated the home and cooked the family's meals—a constant task as autumn's chill deepened. He may have helped pump and carry water from the well or outdoor pump, as indoor plumbing was still uncommon in many Leominster homes in 1890. If the family kept chickens in their yard, as many families did, Fred might have gathered eggs or fed the birds before breakfast.
The morning meal was likely hearty and simple—perhaps oatmeal or cornmeal mush, bread with butter or jam, and milk. His mother Hattie, a capable homemaker, would have prepared this before Fred needed to leave for school. His father Frank and grandfather Edward would have already headed off to their jobs at one of Leominster's many comb shops, where they worked as a combmaker and a teamster, transporting materials and finished goods.
School Days: The Three R's and More
In October 1890, Fred would have been attending one of Leominster's public schools—likely a grammar school, as the town had several to serve its growing population. Massachusetts took education seriously; the state had established compulsory education laws, though enforcement was uneven, and many children left school early to work. At thirteen, Fred was fortunate to still be attending regularly.
The school day typically ran from 9 a.m. to 4 p.m., with a break for lunch. Fred likely walked to school, as most students did, perhaps joining friends along the way or keeping an eye on younger neighborhood children. The schoolhouse would have been a substantial wooden or brick building, heated by a large stove that created zones of warmth and cold throughout the classroom.
In his classroom, Fred would have studied the fundamentals: reading, writing, and arithmetic—the famous "three R's." Reading included literary works, poetry, and historical texts. Students memorized and recited passages regularly, training both memory and public speaking. Writing instruction emphasized penmanship, composition, and grammar. Fred would have practiced his handwriting in copybooks, working to achieve the elegant script that was considered a mark of education.
Arithmetic lessons covered practical mathematics—addition, subtraction, multiplication, division, fractions, and percentages. These skills were essential for the business world Fred would soon enter. Students worked problems on slates (small chalkboards) that could be erased and reused, saving precious paper.
Beyond the basics, Fred's curriculum likely included geography (with particular emphasis on Massachusetts and the United States), American history (with heavy doses of patriotism and moral lessons), and some natural science. Spelling bees were popular competitive exercises, and students might have studied elementary physiology, learning about the human body and the dangers of alcohol and tobacco—temperance education was mandated in Massachusetts schools.
The discipline was strict by modern standards. Teachers, often unmarried women or male schoolmasters, maintained order through a combination of moral authority and, when necessary, corporal punishment. Students were expected to sit quietly, speak when called upon, and show respect to their instructor and elders.
Midday: Dinner Pail and Play
At the noon recess, Fred would have eaten the lunch his mother packed—perhaps bread and cheese, cold meat, an apple from a local orchard, and maybe a slice of cake or pie if the family could afford such treats. Some families called this meal "dinner," as it was often the main meal before fathers returned home for "supper."
The schoolyard would have erupted with energy during this break. Boys and girls typically played separately, following the social conventions of the era. Fred and his male classmates might have played various games that required little equipment:
- Marbles was immensely popular—boys carried their prized glass or clay marbles in small bags and engaged in competitive games with complex rules. Winners might claim their opponents' marbles, making each game meaningful.
- Mumblety-peg was a pocket knife game where boys threw or flipped a knife to make it stick in the ground—skills that also proved useful for practical tasks.
- Baseball was rapidly becoming America's pastime, and by 1890 it had reached even small-town schoolyards. Boys might have played informal games with makeshift equipment during longer recess periods.
- Foot races, wrestling, and "tag" variations filled the schoolyard with energetic boys testing their speed and strength.
- In colder weather, boys might have played "fox and geese" in the snow, or engaged in snowball fights once winter arrived in earnest.
Afternoon: Books, Lessons, and Homeward Bound
The afternoon sessions continued the academic work, perhaps with some variation—maybe a geography lesson with map study, or a history recitation where students demonstrated their memorization of important dates and events. Friday afternoons sometimes included "speaking pieces"—memorized poems or speeches that students performed before their classmates.
As the school day ended around 4 p.m., Fred would have gathered his slate, books, and dinner pail for the walk home. The October afternoon would have offered beautiful New England fall scenery—the maples, oaks, and birches ablaze with crimson, gold, and orange. The smell of wood smoke from home fires would have hung in the cooling air, mixing with the earthy scent of fallen leaves.
Evening: Chores, Family, and Simple Pleasures
Arriving home, Fred faced more chores before supper. Autumn was a crucial time for preparations before winter's harsh arrival. He might have helped his father stack firewood, ensuring adequate fuel for the cold months ahead. The family likely had a garden that needed tending—late vegetables to harvest, dead plants to clear, perhaps potatoes to dig and store in the root cellar.
On a weekday evening, there might have been homework—arithmetic problems to solve, spelling words to memorize, or passages to read. The family gathered around the kitchen table, which served multiple purposes in most working-class homes.
After supper (perhaps a hearty stew, bread, and vegetables from the garden), the family's entertainment options were simple by modern standards but rich in their own way. The Seavers and Hildreths might have:
- Read aloud together from the Bible, popular novels, or story papers—serialized fiction that was affordable entertainment. The family might have subscribed to the Youth's Companion, a popular magazine for young people, or local newspapers that Fred could practice reading.
- Played parlor games like checkers, dominoes, or card games (though some strict families avoided cards as gambling implements).
- Made music if anyone in the family played an instrument or sang. Many families gathered around a piano or organ if they could afford one, singing popular songs and hymns.
- Told stories of family history, local events, or tales passed down through generations. Grandfather and grandmother Hildreth, living with the family, would have been a wonderful source of stories from earlier times.
Weekend Adventures: A Boy's Freedom
On Saturdays, with no school, Fred would have had different responsibilities and opportunities. He might have helped his father and grandfather with larger projects around the house or accompanied them on errands into Leominster's downtown. The town was bustling with activity—comb shops, stores, livery stables, and the comings and goings of a thriving industrial community.
Fred might have earned a few pennies running errands for neighbors or doing odd jobs. With such earnings, he could visit the general store for penny candy—licorice whips, peppermints, or horehound drops. If he saved enough, he might have bought a dime novel—the exciting (and parent-disapproved) adventure stories that boys devoured.
The woods and streams around Leominster offered countless adventures – there was a wooded area and stream behind his home. Fred and his friends might have:
- Gone fishing in local ponds and streams, a practical skill that could supplement the family's food supply.
- Explored the woods, building forts, climbing trees, and engaging in imaginative play as soldiers, Indians, or cowboys—popular themes from the stories and legends of the era.
- Hunted for chestnuts, hickory nuts, or walnuts in the autumn woods—both a fun activity and a valuable contribution to the family's food stores.
- Watched or visited the comb factories, which dominated Leominster's economy. Fred would have been fascinated by the machinery, the skilled craftsmen, and the transformation of raw materials into finished combs. Little did he know he would spend his entire working life in this industry.
Sundays: Sabbath Observance
The Sabbath was strictly observed in 1890s New England. The Seavers and Hildreths were probably Episcopalians, and Fred might have attended services at St. Mark's Episcopal Church in Leominster with his family, dressed in his Sunday best. The service would have included traditional liturgy, hymn singing, and a sermon. Sunday School provided religious instruction for children.
Sunday afternoons were quiet, with limited activities considered appropriate for the Sabbath. Fred might have read improving books, written letters, or taken a quiet walk with family members. Evening might bring hymn singing or Bible reading at home.
The Rhythms of a Boy's Life
At thirteen, Fred Seaver stood at the threshold between childhood and young adulthood. In just a few years, he would likely leave school to work full-time, as most boys of his class did. The skills he learned—both academic and practical—would serve him throughout his life. The values instilled by family, church, and community—hard work, honesty, respect for authority, and mutual support—would shape the man he became.
His autumn days in 1890 were filled with responsibilities that modern children might find burdensome, yet they were also rich with simple pleasures: the freedom to explore nature, the excitement of schoolyard games, the warmth of family gathered around the evening table, and the beauty of a New England autumn unfolding around him. These were the experiences that would stay with Fred Seaver throughout his life, memories of a time when Leominster was his entire world, before the adventures and challenges of adulthood lay ahead.
3) The Google NotebookLM Audio Overview about this post is here.
The Google NotebookLM Video Overview of this post is below.
4) I never met my paternal grandfather. I have memories of him based on interviews with and letters from four of his children, but they knew nothing about his childhood except for the basic family information.
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