Americans Adjust to Microwave Cooking
Microwave ovens gained popularity in the 1970s, becoming all but standard in American kitchens by the mid-1980s. These new appliances cooked food differently than conventional stovetop or oven methods, which worked by surrounding food with heat. In a microwave oven, electromagnetic waves caused food molecules to vibrate, creating heat that transferred from the outside to the center of the food.
Foods cooked much faster in microwave ovens than in conventional ones. For example, microwaving reduced the cooking time for a baked potato from 75 minutes to just four. And frozen meat pies, which could take 45 minutes to bake, would be ready after nine minutes in the microwave.
This time-saving cooking method promised convenience, but it took some getting used to, requiring adjustments to cookware and cooking techniques. Glass and plastic transmitted electromagnetic waves in microwave ovens, but metal reflected them, causing sparks that could damage the appliance or even cause a fire. Manufacturers had to develop heat-resistant cookware and cooking utensils safe for use in the microwave.
With specialized cookware and new cooking techniques, Americans could microwave a variety of foods (including fish) quickly, with familiar results. THF174103
In addition to purchasing microwave-safe cookware, Americans needed to learn new cooking techniques. Familiar foods required different preparation -- eggs had to be removed from shells and stirred to break the yolks, and potatoes needed to be pierced before cooking. People also had to change their expectations, as microwave cooking didn’t brown or crisp many foods the way conventional methods did. Meat could be cooked in the microwave -- with varying results. Specialized browning skillets provided some familiar texture and flavor to meats that would otherwise seem limp and unappetizing.
Microwave manufacturers included instruction manuals and recipe suggestions with the ovens they sold. Cookbooks also helped home cooks adjust. Some offered information on how to convert conventional recipes for microwave cooking, while others focused solely on recipes created specifically for the microwave. Two booklets from the collections of The Henry Ford offer a look at the early decades of microwave cooking in America.
Some manufacturers published microwave cookbooks to promote their products. From Freezer to Microwave to Table (1978) encouraged people to use Amana microwaves and freezers and cover foods with Saran Wrap. Recipes in Campbell's Microwave Cooking (1987) called for ingredients made by the Campbell Soup Company.THF275056 and THF275081
Microwave cooking required people to arrange, stir or turn, and cover food differently than with conventional methods. Cookbooks describing these techniques helped Americans adjust. THF275059 and THF275060
This brownie recipe reminded cooks to use heat-resistant glass dishes and included instructions for melting, baking, defrosting, and reheating in the microwave. THF27506
This omelet recipe with an Italian twist emphasized convenience and efficiency. It called for store-bought spaghetti sauce and required only two dishes for cooking--one of which, according to the suggestion highlighted in yellow, could be reused to sauce and serve pasta. THF275089
View these and other cookbooks at the Reading Room in the Benson Ford Research Center, and browse objects related to microwave ovens in our Digital Collections.
Jeanine Head Miller is Curator of Domestic Life at The Henry Ford. Saige Jedele is Associate Curator, Digital Content, at The Henry Ford.
recipes, by Saige Jedele, by Jeanine Head Miller, home life, making, food
Since the dawn of motorized transportation at the turn of the 20th century, buses have been part of America's transportation network. Bus routes have crisscrossed the nation, providing affordable connections to thousands of American cities and small towns. Buses have carried workers to their places of employment, shoppers to downtown stores or suburban malls, and children to school. They’ve shuttled people from the airport to the rental car agency or parking lot. And leisure travelers have boarded buses to explore the wonders of nature or enjoy the adventures offered in urban environments.
In 2009, The Henry Ford acquired the unique collection of internationally-renowned author and photographer Bill Luke, for whom buses were a personal passion as well as a career.
Bill Luke became a devotee of buses and bus travel at a very early age. He was born in Duluth, Minnesota, an area noted for several early bus companies, including Greyhound and National City Lines. As a kid, Luke became fascinated with the history and activities of these major lines. He started collecting bus memorabilia and then began a career in the bus industry, working for the Jefferson Transportation Company in Minneapolis and, later, for the Empire Lines in Spokane. Until 1996, Luke also published a well-known bus and motor coach trade publication, Bus Ride, which covered the people, products, and services in this ever-evolving industry.
Luke's collection is filled with photographs, periodicals, and ephemeral material such as uniform patches, tickets, company publications, timetables, and route maps for bus lines operating throughout the United States. “Hop aboard” and explore some selections from the William Luke Bus Collection (all items gifts of William Luke):
Greyhound held the transportation contract for the 1933-1934 Chicago World's Fair. Sixty futuristic “trailer coaches” transported fairgoers to displays and attractions during the fair. THF108449
In this late-1920s photograph, Greyhound bus drivers pose in new uniforms. Uniform jackets, pants, caps and boots gave drivers a professional appearance, implying that -- with these experts at the wheel -- Greyhound riders would enjoy a safe and comfortable trip. THF108451
Helen M. Schultz started the Red Ball Transportation Company in 1922. Her bus route ran from Waterloo to Des Moines, Iowa. Schultz met many challenges while establishing her business, including competition from rival bus lines and the railroad, government regulations, and poor highway conditions. She sold Red Ball to the Jefferson Highway Transportation Company in 1930. THF108453
Bus terminals of the 1920s and 1930s were often located in hotels. The Pickwick organization, which owned the Pickwick bus line, commonly built terminals adjacent to or inside its hotels, like this one in Kansas City. The bus terminal located on the first floor featured a turntable that rotated buses 180 degrees within a narrow space -- allowing buses to exit the same way they entered. THF108455

Bus stations were often attractive as well as practical. Many terminals of the 1930s and 1940s sported streamlined facades -- the height of modernity during this time. These images of a Detroit terminal appeared in the 1941 book "Modern Bus Terminals and Post Houses," which featured photographs and floor plans of 45 recently-built bus stations. THF108459 and THF108460
Bus Transportation magazine sponsored a yearly contest for bus terminal window displays promoting the industry. This entry, a 1940 winner, enticed viewers to dream of a Michigan vacation enjoyed while traveling on the Blue Goose line. The judging staff called it "a highly original design with 'stop and look' appeal." THF108462
Many long-distance bus companies operated special restaurants to service their travelers. This 1955 menu explains that Greyhound established its Post House restaurants -- named after stops along stagecoach routes where travelers could rest, eat, and possibly even secure lodgings -- to guarantee quality food and sanitary conditions. THF108464
This 1980 photograph shows rapid transit buses -- part of an order for 940 vehicles bound for the Southern California Rapid Transit District in Los Angeles, California -- on the assembly line at General Motors’ Truck & Bus Division in Pontiac, Michigan. THF108469

Bus Ride magazine kept readers apprised of developments in the bus industry, including new technologies, changing regulations, and the evolving travel market. The William Luke Bus Collection includes a complete run of Bus Ride from 1967 to 2012, providing a glimpse into decades of opportunities and challenges in the bus industry and historical information about individual bus lines. THF108470
For more information about the William Luke Bus Collection, please contact The Henry Ford's Benson Ford Research Center. A version of this post originally ran in 2013 as part of our Pic of the Month series
Lunchbox Fandom

"Monkees" Lunchbox and Thermos, 1967 (THF92313)
Beaver Cleaver may have carried a plain metal lunch box to school, but lunch boxes with pictures on them have been big business since the days of the Leave It to Beaver television show. Since the 1950s, children have been persuading their parents that they absolutely must have a school lunch box sporting their favorite character. For, to show off a Davy Crockett or a Beatles or a Star Wars lunch box to the world (or to your friends, which meant basically the same thing) when these were popular was simply the essence of cool. And, for young children, this is still true today -- only the characters and the lunch box materials have changed.
The first true pictorial lunch box was created in 1950, when a painted image of Hopalong Cassidy was applied to a steel lunch box and matching thermos bottle. In the first year of its production, Nashville, Tennessee manufacturer Aladdin Industries sold an unprecedented 600,000 of these, at a (not inexpensive) retail cost of $2.39.
Three years later, American Thermos introduced a fully lithographed steel lunch box depicting Roy Rogers and Dale Evans. Sales of these reached an astonishing 2 1/2 million the first year, and these types of lunch boxes -- with pictures covering all sides -- immediately became the industry standard. The pictorial lunch box industry was off and running, and competition between companies became fierce. Over the next three decades, steel lunch boxes featured dozens of television shows, movies, popular musicians, sports stars, special events, fads, and famous places.
Pictorial lunch boxes made of waterproof vinyl wrapped around cardboard first came on the market in 1959. Their shiny, purse-like qualities lent themselves to pictorial themes marketed to girls, like the highly popular Barbie lunch boxes, introduced in 1961. Unfortunately, these could not stand up to heavy use -- their seams split and their corners crushed easily.
During the 1970s, vocal parents and school administrators began to complain that metal lunch boxes were to blame for students' injuries-enough so that, by 1987, lunch box manufacturers were forced to cease using steel in favor of safer (and cheaper) plastic.
Hopalong Cassidy, 1950 (THF92292)
William (Bill) Boyd brought this fictional character to life, first at the movies then on television in 1950. "Hoppy" became the first television hero for many American children. This show precedes the major era of television westerns ushered in by Gunsmoke in 1955, when the huge popularity of westerns signaled Americans' nostalgia for a simpler past and their need for clear-cut heroes and villains during an uncertain time.
Tom Corbett: Space Cadet, 1954 (THF92296)
On television from 1950 to 1955, this early science fiction show was a spin-off of a comic book and teen adventure novel series. The show, which took place in a futuristic world of scientific marvels, was made somewhat believable by the technical expertise of Willy Ley, an associate of Werner von Braun.
Rocky and Bullwinkle, 1962 (THF92316)
Like The Simpsons, Rocky and His Friends disguised adult entertainment in the form of a cartoon. The show aired from 1957 to 1963 during prime time, and with its clever, tongue-in-cheek scripts, it could well be considered the most subversive show about the Cold War of its time. From 1964 to 1973, the show continued under the new name The Bullwinkle Show, and it has since been entertaining children and adults alike through reruns and videos.
"Sock It To Me," 1968 (THF92319)
Rowan and Martin's Laugh-In was a mid-season replacement in 1968, and no one expected it to be very popular. That's probably why its producers were able to experiment with virtually a new format-a rapid-fire pace using video editing and no narrative structure-and a new kind of hip topicality couched in one-liner jokes. Although its novelty is lost to us today -- the one-liners seem hopelessly outdated, even old-fashioned -- catch-phrases like "Sock It to Me" have become instantly recognizable cultural icons, while the show's short skits, slapstick humor, and use of topical material helped to revolutionize television.
Happy Days, 1976 (THF92322)
A mid-season replacement in 1974, this show had its origins in a 1972 Love, American Style episode and took great advantage of the popularity of the film American Graffiti. The first television show to take place in an era where television had already been invented, this version of the 1950s was embraced especially by young people who had not known the real decade first-hand. The show's true star was "The Fonz," who may have seemed like an unlikely role model but became television's biggest star for several years.
Sesame Street, 1983 (THF92308)
From the time this show premiered on PBS in 1969, it quickly established itself as the most significant educational program in television history. Envisioned as an entertaining show for preschoolers-especially those from underprivileged backgrounds-to help prepare for school, Sesame Street incorporated the rapid-fire style of both television commercials and television programs like Laugh-In. With its consistently high quality and humor geared toward both children and their parents, this show continues to be extremely popular today.
Donna Braden is Senior Curator and Curator of Public Life at The Henry Ford.
20th century, TV, school, popular culture, music, movies, food, childhood, by Donna R. Braden
All-Things School

As another school year begins to wind down, take a look through our digital collections at all things related to school.

First Day of School
Along with the first day of school often came fresh new school supplies: crayons with pointy tips, pencils with pristine erasers, and even a new schoolbag or backpack. And for many, it meant getting a brand new outfit to wear on that all-important first day of school.
Saluting the Students of the AAA School Safety Patrol®
Like clockwork, fall’s arrival brings with it a return to school for children throughout the United States. Whether they walk, ride a bike, take a bus, or get dropped off by an adult, the students’ daily trips to and from class will be safer thanks to the dedicated efforts of the AAA School Safety Patrol. Established by the American Automobile Association in 1920, the program’s core mission – to encourage safety awareness among young people – remains unchanged.
Lunchbox Fandom
Since the 1950s, children have been persuading their parents that they absolutely must have a school lunch box sporting their favorite character.
One-Room Schools
Children and Desks

1927 Blue Bird School Bus
This 1927 Blue Bird is the oldest surviving school bus in America. Albert Luce, Sr., built his first bus in 1925 by mounting a purchased wood body to a Ford truck frame. The body could not withstand the Georgia roads. Luce, convinced he could make a better bus, applied a steel framework under the wood body. His success led him to make school buses full time.
This is the first in a long line of buses made by Blue Bird, one of the country's major school bus builders. It is the oldest surviving school bus in America. In 1925, Albert L. Luce, Sr. owned two Ford dealerships in Georgia when a customer came in and ordered a bus to transport his workers. Mr. Luce purchased a wooden bus body and mounted it on a Ford Model TT truck. But the body began rattling apart before the customer could even finish paying for the bus. Mr. Luce was convinced he could make a better bus body and, by 1927 he had built the school bus you see here. The key to success was a strong steel framework under the wood. Within a few years Mr. Luce sold his Ford dealerships and began making school buses full time. Chassis: 1927 Ford Model TT Truck Engine: 176 cu. in., 20 hp Body: Hand built using steel and wood.
William Holmes McGuffey School
The McGuffey School was built in Greenfield Village in 1934, created out of barn logs from the 1790s southwestern Pennsylvania farmstead where textbook author William Holmes McGuffey was born. Children living in frontier communities learned to read in rustic schoolhouses like this one. McGuffey's Eclectic Readers gave them an easy, standardized way to do it.
Miller School
Henry Ford attended Miller School at age nine. He followed a favorite teacher, John Chapman, there from the Scotch Settlement School. The small, one-room building was typical of rural schools throughout the United States in the 1800s. Ford had this replica built in Greenfield Village in the early 1940s.
Scotch Settlement School
Henry Ford attended this one-room schoolhouse from age seven to ten. Because of Ford's fondness for his teacher John Chapman, he not only followed Chapman to Miller School but also brought Chapman's house to Greenfield Village. This school, originally built in 1861 in Dearborn Township, was the first classroom of the Greenfield Village school system Henry Ford started in 1929.
AAA, fashion, childhood, Greenfield Village buildings, Greenfield Village, Scotch Settlement School, school
Celebrating Ninety: Collecting in the 1940s
Igor Sikorsky Landing the VS-300 Helicopter before Presenting it to Henry Ford Museum, October 7, 1943. THF118083
This year, Henry Ford’s museum and village complex – now known as The Henry Ford – celebrates its 90th anniversary. Throughout 2019, we’ll be reflecting decade-by-decade on significant additions to the collection he began, with a focus on our institution's evolving collecting philosophies. This post covers our history and acquisitions during the 1940s.
Edison Institute Schools Students in Class, Giddings Family Home, Greenfield Village, September 1944. THF126142
While the collection did continue to grow, the 1940s were quieter years for the museum and village. As World War II tooled up, activities and personnel were cut back, not as many visitors attended, and the Edison Institute school system, which peaked in 1940 with 300 students enrolled, was reduced in size.
Henry Ford and Former Colleagues at the Edison Illuminating Company Building Dedication, Greenfield Village, November 8, 1944. THF244447
Henry Ford added few new buildings to Greenfield Village, but he rounded out the representation of his personal history with replicas of the one-room Miller School he had attended, the Edison Illuminating Company power plant in Detroit where he had worked, and Ford Motor Company's Mack Avenue Automobile Plant (these last two at reduced scale). In 1944, Ford moved his childhood home – which he had painstakingly preserved on the family farm 25 years before – to Greenfield Village, assuring that it would be cared for after he was gone.
Henry Ford and Edsel Ford Visiting the Rouge Plant Tool and Die Shop Construction Site, June 16, 1938. THF116315
In 1943, Henry and Clara Ford’s only son, Edsel, who was an able and enthusiastic supporter of the museum and the arts in general, died of stomach cancer at the age of 49. Two years later, Henry suffered a severe stroke. On April 7, 1947 at the age of 83, Henry died at Fair Lane, his Dearborn home, with Clara by his side.
The passing of the Edison Institute’s founder begged the question “what next?” for the institution. Henry’s vision had been the driving force behind his creation. Who would drive that vision now?
Additions to the Collections: 1940s
Writing Slate, 1880-1910
As word spread of Henry Ford’s historical endeavors, people offered him objects that they themselves had gathered. In 1941, Ethel G. Douglas sent Ford over 2,500 objects “collected in several years travel.” Many of these - toys, games, clothing, dolls, and books - related to childhood, including this slate. Millions of kids used slates like this one in 19th century one-room schools. Henry Ford was one. For him, the slate might evoke personal memories, but also appreciation for traditional teaching methods these rural schools represented - and that he incorporated into his private Greenfield Village school system.
Jeanine Head Miller, Curator of Domestic Life
Centripetal Spring Chair from a Pullman Train Car, 1860-1880
This is the first attempt at a mass-produced, comfortable chair. It is supported by a series of springs which provides resilience, meaning that it "gives" with the weight of the sitter. When it was patented, this was a revolutionary achievement. This was the second in a series of centripetal designs by Thomas E. Warren of Troy, New York. Dating to 1852, this version was intended to smoothen out the inevitable bumps for passengers riding in a railroad car. Donated by the Michigan Central Railroad in 1941, the revolutionary nature of the technology was yet to be recognized by scholars.
Charles Sable, Curator of Decorative Arts
1939 Sikorsky VS-300A Helicopter
The Henry Ford's collecting efforts have never been confined only to faraway history. Contemporary collecting - of artifacts from the recent past or present day - has always been core to the institution's work. Henry Ford eagerly accepted Igor Sikorsky's VS-300A helicopter in 1943 - a mere four years after its first test flight. Like Sikorsky, Ford understood the helicopter's enormous potential. The gift was initiated by a mutual friend of Ford's and Sikorsky's who also recognized an aviation innovation when he saw one: Charles Lindbergh.
Matt Anderson, Curator of Transportation
Folding Portable Spinning Wheel Used by Mahatma M. K. Gandhi
Henry Ford was an admirer of Gandhi's selfless life, self-reliant ideals and nonviolent principles. In July 1941, Henry Ford wrote a short note to Gandhi praising the "lofty work" of the Indian leader. Gandhi returned the compliment and sent a spinning wheel, or charkha, that he had used. Gandhi used the charkha as a symbol in India's struggle for independence and economic self-sufficiency.
Andy Stupperich, Associate Curator, Digital Content
Sampler Made for Henry Ford, 1943
Henry Ford received hundreds of gifts from admirers all around the world. Many of these gifts were made intricately and carefully by hand, like this embroidery sampler crafted by Ms. Ellen E. Merrow of Eagle Springs, North Carolina. The embroidered verse is a cautionary message that still feels relevant today – more than 75 years later.
Katherine White, Associate Curator, Digital Content
Shards Found at Henry Ford's Birthplace, Dearborn, Michigan, 1860-1919
Henry Ford began his first restoration project in 1919 after a road extension required the moving of his dilapidated childhood home. Over the next few years, Ford meticulously refurnished the home to how it looked in 1876, the year his mother died. While employees combed the countryside for antiques, others excavated the original site for ceramic shards like this for reproduction. Even though this project launched Henry's passion for collecting, the Ford home and its contents, which included these shards, weren't moved to Greenfield Village until 1944 - the last building he personally had moved there.
Ryan Jelso, Associate Curator, Digital Content
Slippers, Worn by Sophia E. Ewing on Her Wedding Day, 1864
In 1940, a cartoon appeared in newspapers around the country. It emphasized Henry Ford’s unusual interest in artifacts from everyday life, rather than the fine art and antiques collected by other wealthy individuals. Text beneath an image of Ford holding a woman’s shoe read, “…he gets a whale of a kick out of collecting a sample of every type of shoe ever made in the U.S.!” In response to the cartoon, donations from readers – including this pair of wedding shoes worn in 1864 – poured in.
Saige Jedele, Associate Curator, Digital Content
George Washington Carver Cabin
George W. Carver and Henry Ford shared an interest in chemurgy or the chemical transformation of agricultural commodities into byproducts such as hydrogenated oils. Ford invited Carver to speak at the 1937 chemurgy conference in Dearborn. In 1942, Ford honored Carver with this replica of Carver's birthplace, paneled in wood donated by Boy Scouts from every state. Carver spent the night of July 21, 1942 in the building.
Debra A. Reid, Curator of Agriculture and the Environment
Henry Ford Museum, Greenfield Village, #Behind The Scenes @ The Henry Ford, THF90
Our First Autonomous Car: The 2016 General Motors Self-Driving Test Vehicle

The Henry Ford’s newly-acquired 2016 General Motors First-Generation Self-Driving Test Vehicle.
There are some 300 automobiles in the collections of The Henry Ford. We’ve got pioneering cars, world-changing cars, luxury cars, muscle cars, pony cars, family cars, economy cars, presidential cars, even cars shaped like food. But we’ve never had anything quite like this. Thanks to our friends at General Motors, we’ve now acquired our first self-driving car: a 2016 GM First-Generation Self-Driving Test Vehicle.
Anyone who’s been following automotive news – or any news – over the past few years knows that autonomous vehicles are no longer science fiction. They’re here today, right now. Sure, they may not be in every garage just yet, but in cities like San Francisco, Las Vegas, Phoenix, and even right here in Dearborn, they’re practically everyday sights as engineers put increasingly-refined prototypes through their paces on public roads.
Continue ReadingCalifornia, 21st century, 2010s, technology, cars, by Matt Anderson, autonomous technology

Portrait of Aloha Wanderwell Baker, 1922-1928, THF274629
Secretary. Driver. Mechanic. Lecturer. Explorer. Cinematographer. Filmmaker. All of these job titles, and many more, were held by one extraordinary woman in the 1920s. Her global adventures, visiting more than 40 countries on four continents, earned her the moniker, “The World’s Most Widely Traveled Girl.” And throughout it all, Aloha Wanderwell Baker challenged societal norms, built a career for herself, and created an inspiring legacy of curiosity and resourcefulness.
The young woman who would become Aloha Wanderwell Baker was born Idris Galcia Hall in Winnipeg, Alberta, Canada, in 1906. After her father was killed in action at the Third Battle of Ypres during World War I, Idris’ mother decided to move with both of her daughters to Europe. Young Idris, enrolled in a French convent school, longed for adventure and world travel. According to her memoir, Call to Adventure!, she was a girl who, “desired to sleep with the winds of heaven blowing around her head, and who preferred the canopy of stars and the Mediterranean moon to the handsome but dust-catching and air-repelling draperies of the school furnishings.” With these yearnings, Idris’ time at the school would not be long.

Captain Walter Wanderwell Business Card, THF274644
In 1922, young Idris’ future would be forever changed when a traveler known as Captain Walter Wanderwell arrived in Nice, France. Cap, as he was more commonly known, was Polish-born Valerian Johnannes Pieczynski. In 1919, Cap and his wife Nell founded the Work Around the World Educational Club, or WAWEC, to promote world peace, provide educational opportunities, and monitor global disarmament. To accomplish these goals, Nell and Cap competed in a global driving race, the winner being the team to rack up the most miles. Along the way, the teams would sell promotional pamphlets, host lectures, and screen their adventure films as a means to raise money and educate the public. Corporate funds were also sought, such as Cap contacting Henry Ford in 1922 about purchasing the negatives for educational films that were shot. By the time Cap wrote that letter to Ford, he and Nell were physically separated, in Europe and North America, and essentially separated in their marriage.


Correspondence between Ford Motor Company and Walter Wanderwell, 1921-1922, THF274639
And so it was in Nice, in October 1922, that Cap and Idris’ paths would cross, and her future would forever be changed. In her memoir, she talks about seeing an advertisement for Cap’s lecture in the local newspaper, sneaking out of school to attend. Utterly inspired and captivated by the images she saw, young Idris spoke with Cap afterward. During the conversation, he mentioned his need for a new expedition secretary. The Nice newspaper also carried an ad for this position with the headline, “Brains, Beauty and Breeches-World Tour Offer for Lucky Young Woman.” Going against contemporary norms, the woman who accepted this position would forego skirts for breeches, promise not to marry for at least three years, and be prepared to rough it through Africa and Asia. At the age of 16, Idris, with her mother’s permission, joined the Wanderwell Expedition and became known as Aloha Wanderwell.

Postcard, Wanderwell Expedition 1921-192?, THF274627
Between October 1922 and December 1923, the Wanderwell Expedition crisscrossed Europe in their Model Ts. Spain, Italy, France, Germany, Poland - all were visited, some multiple times. Along the route, Aloha learned the skills that would carry her career into the future. After leaving the tour for a few months due to an argument with Cap, Paris became a bore and Aloha longed to be back on the road. She tracked the expedition down in Egypt, and met up with the crew in March 1924.

Aloha Wanderwell Arrives at the Sphinx, 1924
After Cairo, the expedition wound its way through the Middle East, then sailed on to Pakistan and India. They covered more than 2,200 miles before sailing to Malaysia. The travelers then made their way up to Cambodia, where they marveled at Ankor Wat, and then went on to Singapore, Hong Kong, and Shanghai. They went up through Tientsin, Peiping, and Murkden before being granted visas to travel to Siberia. Japan was visited after Russia, and then the Wanderwell Expedition sailed for North America.

Driver Aloha Wanderwell on the Hoist Lifting Her Ford Model T from Aboard Ship, Shanghai, China, 1924,THF96385
They made landfall in Hawaii, where Cap filmed Aloha next to the Halemaumau volcano. When the expedition arrived in California, Cap left for a few weeks, traveled to Florida, and legally divorced Nell. Upon his return to California, Cap proposed to Aloha, and they wed in April 1925. Over the next few months, they drove throughout the American West and Midwest, ending up in Detroit that August and ultimately ending in Florida. Their first child, a son named Valri, was born there that December.

Captain Walter Wanderwell Filming Aloha Wanderwell on the Edge of Kilauea Volcano, 1924, THF274631
In 1926, the Wanderwells were traveling through Cuba, Canada, and the northeastern United States before they sailed for South Africa, where Aloha reunited with her mother and sister. There, in April 1927, Aloha gave birth to the couple’s second child, a son named Nile. Three weeks later, with Aloha’s mother caring for the children, the expedition left again to traverse the eastern coast of Africa. North they drove, through Zimbabwe, Mozambique, Tanzania, Uganda, and Kenya, where on October 13, 1927, Aloha celebrated her 21st birthday in Nairobi. This journey ended in France, where the Wanderwells reunited with their children and the family returned to the United States. The film documenting these journeys, With Car and Camera Around the World, debuted in 1929.

Aloha Wanderwell Driving Car between Limpopo River and Sabe River, Mozambique, 1927, THF274633
The following year in 1930, Cap and Aloha were traveling to Brazil, visiting the Mato Grosso region in an effort to search for lost British explorer Lt. Colonel Percy Fawcett. Flying to the interior of the Amazon rainforest, the Wanderwells’ plane had to make an emergency landing, ending up in the territory of the Bororo tribe. Over the next month, Cap and Aloha befriended them, and when Cap left to obtain replacement parts, Aloha stayed with the Bororos and filmed her experiences. The resulting film, Flight to the Stone Age Bororos, remains part of the Smithsonian’s anthropological film library to this day. Another film focusing on this trip, The River of Death, can be viewed through the Library of Congress.
The next Wanderwell expedition was to be an ocean voyage throughout the Pacific. A yacht, The Carma, was being fitted out for this journey, although it was not to be. In December 1932, Captain Wanderwell was shot and killed on board, a case that remains unsolved. The year after Cap’s death, Aloha married former WAWEC cameraman Walter Baker. The couple continued to travel and film their adventures. Over the years, the travel grew less, but Aloha continued to give lectures and presentations about her adventures. Aloha Wanderwell Baker passed away in Newport Beach, California, in 1996, about a year after Walter.
Aloha’s films, photographs, and writings have allowed later generations to learn of this extraordinary woman who followed her passion. In an age where women were expected to wear dresses and work within the home, she wore breeches and traveled the world. Aloha cultivated skills in jobs that were traditionally reserved for men, and used that knowledge to further her career. She turned a desire to be out in the world into a lifetime of learning and exploring. And in the end, her desire to “sleep with the winds of heaven blowing round her head” drove her to follow her heart, keep an open mind, and learn from the world.
Janice Unger is Processing Archivist at The Henry Ford.
Source:
Wanderwell, Aloha. Aloha Wanderwell Call to Adventure!: True Tales of the Wanderwell Expedition, First Woman to Circle the World in an Automobile (Touluca Lake, California: Nile Baker Estate & Boyd Production Group, 2013), pages 21-26.
roads and road trips, cars, Model Ts, archives, travel, by Janice Unger, women's history
Celebrating Ninety: Collecting in the 1930s
A Working Village
After its dedication in 1929, Henry Ford didn't consider his campus complete. In Greenfield Village, he continued to erect homes, mills, and shops that he felt best reflected the way Americans had lived and worked, or that were associated with famous people he admired. Individuals even began to offer Ford historic structures for his Village.
By the mid-1930s, several Village shops were staffed by people demonstrating traditional craft skills, including glassblowers, blacksmiths, weavers, shoemakers, and potters. Visitors to Greenfield Village not only had the pleasure of watching the craftsmen work, they could also buy samples of their hand-crafted products. Craftsmen like brick makers and sawyers supported the Village restoration efforts.
Building the Museum
While Ford Motor Company draftsman Edward J. Cutler labored in the muddy fields of Greenfield Village, architect Robert O. Derrick was designing a large indoor museum adjacent to the historical village to house the objects Ford had collected. Derrick suggested that the façade should resemble Independence Hall and related buildings of Philadelphia, with a large “Exhibition Hall” in back.
Since Henry Ford had rejected the notion of storage rooms, nearly everything had to be exhibited out in the open. The twelve-acre museum contained a glorious assemblage of stuff. To Ford, that assemblage represented the evolution of technological progress.
For nearly a decade after the museum officially opened to the public in 1933, visitors found it a work in progress. The exhibits would not be completed until the early 1940s.
Additions to the Collections: 1930s

Stanley Cookstove
Henry Ford appreciated the history found in everyday objects and in inventions that made people’s lives better. This innovative 1830s cookstove hits on both these “cylinders.” Used by people to prepare their daily meals, it is an everyday object with emotional connection to hearth and home. As an improvement over fireplace cooking, this cookstove is an example of technological progress--one of many that Ford was gathering for his museum.
- Jeanine Head Miller, Curator of Domestic Life

Sweetmeat Dish owned by Alexander Hamilton
Like many collectors in the 1930s, Henry Ford and his staff were interested in acquiring decorative arts objects that had strong historical associations. The staff also sought out works that were aesthetically pleasing. This sweetmeat basket, which descended through the family of Alexander Hamilton, fit the bill. Part of a larger set of Sheffield plate silver, the group was a prized acquisition in 1935.
- Charles Sable, Curator of Decorative Arts

Noah Webster Home
Following the dedication of Greenfield Village in October of 1929, Henry Ford continued to expand, and “flesh out,” the collection of buildings in Greenfield Village. The Noah Webster House from New Haven, Conn., was one of the examples of projects brought to Henry Ford; the building was purchased from the salvage company that had already began the demolition. The Noah Webster story aligned perfectly with Henry Ford’s passion for education and his interest in the history of education in the United States. This home, where Noah Webster completed the American Dictionary, a work that finally defined American English to the rest of the world, could not have been a better fit.
- Jim Johnson, Director of Greenfield Village and Curator of Historic Structures & Landscapes

Wright Cycle Shop
Henry Ford admired self-made innovators who rose from humble roots to change the world. (He counted himself among them.) Surely the Wright brothers fit that mold. Ford acquired the Wrights' home and cycle shop in 1937, relocating them from Dayton, Ohio, to Greenfield Village. Wilbur had passed away in 1912, but Orville assisted Ford in the buildings' restoration. He provided furnishings and books original to the home and helped to locate surviving equipment used in the shop.
- Matt Anderson, Curator of Transportation

Machine Used to Strand Transatlantic Cable
This cable machine, built by Glass, Eliot & Co., helped to wire the world. It was used at Enderby’s Wharf in Greenwich, England, to build the second transatlantic telegraph cable. Machines like these were used to create the core of submarine cable from iron and conductive copper—and then moved aboard a ship, where they applied a protective sheath made of galvanized steel, an insulating layer of gutta-percha, and a final layer of jute to protect against abrasion. These submarine cables—like the modern-day fiber-optic cables that carry the signals of Internet traffic—connected cultures and communities.
- Kristen Gallerneaux, Curator of Communication & Information Technology

Circus Poster, Barnum & Bailey, A Child Dreaming of a Circus, 1896
In 1935, the Strobridge Lithographing Company donated 329 circus posters to this institution. The company produced posters for the biggest circuses, including Barnum & Bailey and the Ringling Brothers. This collection of colorful posters give insight into the excitement that “Circus Day” held in communities – and especially rural communities – all over the country. In many towns, the day was treated like a holiday, with schools and workplaces closed for the occasion. This particularly evocative poster illustrates the eager dream of a child, anticipating the wonders of the circus.
- Katherine White, Associate Curator, Digital Content

Coffeepot, Made by Paul Revere, 1755-1765
With an eye for design and a developed artistic sensibility, avid art collector, Edsel Ford, began collecting early American silver in the 1920s. In 1936, Edsel donated part of his silver collection to his father's museum, including this coffeepot made by silversmith Paul Revere. A talented artisan, Revere created this coffeepot in the late 1750s or early 1760s -- before his famed midnight ride that warned fellow Patriots, "the British are coming." Wealthy citizens in colonial America used luxury silver items like this coffeepot to consume popular drinks of the time period, which included tea and coffee.
- Ryan Jelso, Associate Curator, Digital Content

Jacquard Loom
When Henry Ford couldn’t locate a suitable Jacquard loom for Greenfield Village in the 1930s, he commissioned weaving master Sidney Holloway to create blueprints for the construction of this reproduction. This loom employs the innovative punch card technology (developed by French weaver Joseph-Marie Jacquard) that revolutionized the weaving industry in the early 1800s. As an artifact, it helps tell a broad story of industrial change and exemplifies Henry Ford’s commitment to experience-based education.
- Saige Jedele, Associate Curator, Digital Content

McGuffey Newly Revisited First Reader - 1844
Henry and Clara Ford both were taught on McGuffey Readers. These beloved primers that taught both morals and literacy skills make up the foundation of the library at The Henry Ford. Many different editions, like this one, were bought in the 1930s to help round out a full collection of McGuffey Readers.
- Sarah Andrus, Librarian

Jenny Young Chandler Collection
Jenny Young Chandler’s photographs not only capture scenes of daily life in and around Brooklyn, New York, during the late 1800s and early 1900s, but also document objects and collections held by private individuals and museums in New York and New England during the same period. These themes of documenting everyday life and building museum collections, as well as the use of photography, were all very much of interest to Henry Ford when he acquired this collection in 1932.
- Brian Wilson, Senior Manager Archives and Library, Benson Ford Research Center

1926 Fordson Tractor Cutaway
The Ford Motor Company used cutaways to educate customers about new technologies. They conveyed information about internal combustion, power generation, and transmission through arrows and symbols, but few words. Antonio Stabile, a Ford distributor in Rosario, Argentina, displayed this cutaway made from a 1926 Fordson tractor, in the showroom and at exhibitions. (Ford incorporated a branch office in Argentina in 1919.) Model changes made the cutaway obsolete. Mr. Stabile shipped it and a similar Model T cutaway, both created in the service department at Agencia Ford Stabile, under the direction of Bernardo Pagliani, to Ford in late 1931.
- Debra Reid, Curator of Agriculture & the Environment
Greenfield Village, Henry Ford Museum, #Behind The Scenes @ The Henry Ford, THF90
Celebrating Ninety Years of Inspiration: Collecting Through the Decades

Aerial View of Henry Ford Museum under Construction, Late October or Early November 1929. THF98555
Henry Ford dedicated his museum and village on October 21, 1929, marking the 50th anniversary of Thomas Edison’s first successful light bulb test. Ford named his new complex The Edison Institute of Technology to honor his friend and lifelong hero. This year, Henry Ford’s museum and village complex – now known as The Henry Ford – celebrates its 90th anniversary. Throughout 2019, we’ll be reflecting decade-by-decade on significant additions to the collection he began, with a focus on our institution's evolving collecting philosophies.
Our Origins
Although Henry Ford became one of the world’s wealthiest and most powerful industrialists, he never forgot the values of the rural life he had left behind growing up on a farm. His interest in collecting began in 1914, as he searched for McGuffey Readers to verify a long-remembered verse from one of his old grade school recitations. Soon, the clocks and watches he had loved tinkering with and repairing since childhood grew into a collection of their own. Before long, he was accumulating the objects of ordinary people, items connected with his heroes and from his own past, and examples of industrial progress.
Contrary to the notorious quote, Henry Ford never really believed that history is bunk. What he believed was bunk was the kind of history taught in schools—that emphasized kings and generals and omitted the lives of ordinary folks. In 1916, Ford began to imagine building a museum that would show people a kind of history he believed was worth preserving.
Restorations
In 1919, Henry Ford learned that his birthplace was at risk because of a road improvement project. He took charge—moving the farmhouse and restoring it to the way he remembered it from the time of his mother’s death in 1876, when he was 13. He and his assistants combed the countryside for items that he remembered and insisted on tracking down.
He followed this up by restoring his old one-room school, Scotch Settlement School; the 1686 Wayside Inn in South Sudbury, Massachusetts (with a plan to develop a “working” colonial village); and the 1836 Botsford Inn in Farmington, Michigan, a stagecoach inn where he and his wife Clara had once attended old-fashioned dances. These restorations gave Ford many opportunities to add to his rapidly growing collections while honing his ideas for his own historic village.
Something of Everything
In the early 1920s, Henry Ford moved his growing hoard of antiques into a vacated tractor assembly building. The objects fit every description. Large items hung from rafters; smaller ones sat on makeshift benches and racks. Watches and clocks hung along the wall. Henry and his wife Clara enjoyed sharing their relics with others. Once people learned Ford was collecting objects for a museum, they flooded his office with letters offering to give or sell him antiques.

Frank Campsall, Charles Newton, and Henry Ford at the Ford Engineering Laboratory with Donations for Henry Ford's Museum, 1928 THF126101
Ford also sent out assistants to help him find and acquire the kinds of objects he felt were important to preserve. Goods intended for the museum arrived in Dearborn almost daily—sometimes by the train-car full. By the late 1920s, Henry Ford had become the primary collector of Americana in the world.

One of the most well-known artifacts in Henry Ford Museum of American Innovation is the rocking chair used by Abraham Lincoln at Ford's Theatre the night of his assassination, April 14, 1865. Originally purchased as part of a parlor suite, the rocking chair was intended for use in a reception room in Ford's Theatre, which opened in 1863. The parlor suite was purchased by Harry Clay Ford (no relation to Henry Ford), manager of the Theatre. However, the comfortable rocking chair began to be used by ushers during their "down" time and the fabric became soiled by their hair oil. This stain is still visible on the back. Sometime in 1864, Harry Ford had the chair moved to his apartment across the alley from the Theatre in a belated attempt to keep it clean.
Beginning with the Theatre's opening in 1863, President Lincoln became a frequent visitor. At some point, Mr. Ford began to supply the president and his party with comfortable seating furniture. Apparently, the president preferred this rocking chair, perhaps, due to his height. On the afternoon of April 14th, the chair was brought to the president's box along with a matching sofa and side chair. After the assassination, the Theatre and its contents was seized by the federal government.
After its seizure, the chair remained in the private office of the Secretary of War, Edwin Stanton. In 1867, the chair was transferred to the Department of the Interior and then sent to the Smithsonian Institution and placed in storage. For all practical purposes, the chair vanished from the public for half a century. Documentation at the Smithsonian indicates that it was catalogued into the collection in 1902. In 1929, the rocker was returned to Blanche Chapman Ford, widow of Harry Clay Ford.
Mrs. Ford sold the chair at auction through the Anderson Galleries in New York on December 17, 1929. The purchaser was Israel Sack, the dean of antique American furniture dealers, and an agent of Henry Ford. Sack had observed that Ford delighted in furniture that had association with American historical figures. Sack, in turn, offered the chair to Mr. Ford, who purchased it and carefully documented its arrival in Greenfield Village in early 1930. There, the chair resided in the Logan County, Illinois Court House where Lincoln practiced law as a circuit rider in the 1840s. Mr. Ford had moved the Court House to Greenfield Village in 1929--the chair became the centerpiece of his Lincoln collection. In 1979, as part of the institution's 50th anniversary, the chair moved from the Court House to the Museum, where it remains today.
Learn more about the Lincoln rocker here.
Beyond the Lincoln Chair, our collections experts have selected a number of other items acquired before and during the 1920s that reflect our early collecting philosophy.
Ned Kendall Keyed Bugle
Country dances, town bands. America’s musical traditions held personal meaning for Henry Ford. In 1928, Ford purchased Daniel S. Pillsbury’s extraordinary collection of 175 early band instruments.This 1837 keyed bugle from the Pillsbury collection had belonged to Ned Kendall-- keyed bugle virtuoso and leader of the Boston Brass Band. During the 19th century, community bands provided much of the music enjoyed by everyday Americans. - Jeanine Head Miller, Curator of Domestic Life
Argand Lamp, 1790-1850
This lamp expresses the collecting philosophy that Henry Ford and his staff were using in developing the lighting collection. They were seeking to acquire examples documenting the changes in lighting technology that led to the introduction of the electric light bulb in 1879. This Argand lamp was one the first oil lamps that created a flame burning brighter than a single candle. - Charles Sable, Curator of Decorative Arts
Menlo Park Laboratory
Among the most iconic and significant buildings in Greenfield Village, the re-creation of the Menlo Park Compound was a very important achievement for Henry Ford. Work began to salvage what was left of Menlo Park in the late 1920s. By early 1929, original bits of the Main Lab, the Carbon Shed, and the Glass House came together with the re-created Library, and Machine Shop to bring Menlo Park to life. On October 21, 1929, the entire project received Thomas Edison’s stamp of approval, with the exception of it being too clean. - Jim Johnson, Director, Greenfield Village and Curator, Historic Structures & Landscapes
1896 Ford Quadricycle
It all began with the Quadricycle. Ford Motor Company, the Model T, The Henry Ford -- none of it would have happened if Henry Ford hadn't finished this little car in June 1896. He sold it a few months later for $200 -- money he promptly spent building his second car. Fast forward to 1904. With Ford Motor Company blooming and Henry perhaps feeling nostalgic, he paid $65 to buy the Quadricycle back. It was arguably Mr. Ford's first significant acquisition documenting his own life and achievements. - Matt Anderson, Curator of Transportation
Platform Rocker, 1882-1900
In 1928, Henry Ford became interested in the estate of the late Josephine Moore Caspari of Detroit. A wealthy heiress, she married a Spanish riding master but divorced him just four years later after discovering that he had married another in Germany. The divorce was the talk of the town. Ms. Caspari became a recluse; bolting the doors to her large Italianate mansion and positioning two large dogs to guard the entry. When she passed away, her estate was set to be sold. Intrigued, Henry Ford bought many items from the estate, including this platform rocker made by George Hunzinger. Hunzinger’s platform spring rocking chairs combined numerous inventions, creating a more comfortable and quiet rocking experience. - Katherine White, Associate Curator, Digital Content
Paper Horseshoe Filament Lamp Used at New Year's Eve Demonstration of the Edison Lighting System, 1879
Electrical engineer William Joseph Hammer began working for Thomas Edison in 1879 and soon started collecting the incandescent lamps they were developing at Edison's Menlo Park complex in New Jersey. After Edison created the first practical incandescent lamp in October 1879, news spread and the public clamored to view his achievement. On New Year's Eve, thousands of people streamed into Menlo Park to see the first public display of Edison's electric light, including this surviving example. In 1929, a group of Edison's former employees known as the "Edison Pioneers" donated Hammer's collection, which contained this lamp, to Henry Ford's new museum the "Edison Institute." - Ryan Jelso, Associate Curator, Digital Content
Letter from Thomas Edison to His Parents, October 30, 1870
This brief letter from a 23-year-old Thomas Edison to his parents provides insight into the early growth of Edison’s work on telegraph instruments. As part of a much larger collection acquired in 1929 through a gift from the Edison Pioneers, the letter also reflects Henry Ford’s many efforts to honor his friend and lifelong hero, which included the re-creation of Edison’s Menlo Park Laboratory and the naming of his new museum and village complex The Edison Institute of Technology. - Brian Wilson, Senior Manager Archives and Library, Benson Ford Research Center
Eastman Kodak Box Camera, 1888-1889
Henry Ford drew on personal and professional connections to build his extensive museum collection. Following a conversation with Ford, photography pioneer George Eastman donated a group of significant cameras that included this one: an example of Eastman’s first “Kodak” camera (the first designed for roll film), which revolutionized popular photography. - Saige Jedele, Associate Curator, Digital Content
Ambler's Mowing Machine, circa 1836
Henry Ford relied on antique dealers to ferret out "firsts," and the Ambler Moving Machine is an example. Felix Roulet acquired the machine for Ford. He convinced Ford of the merits of the Ambler mower by quoting a paragraph printed in Merritt Finley Miller’s booklet, The Evolution of the Reaping Machine, published by the U.S. Department of Agriculture’s Office of Experiment Stations, Bulletin No. 103 (1902), page 28: “Enoch Ambler of New York, obtained a patent Dec 23, 1834 about which little can be learned. It is understood, however, that he had the first wrought-iron finger bar with steel guards & shoes…” Roulet described the machine to Ford in correspondence, and he assured Ford that “this machine will be a gem in [sic] Mr Fords collection." The machine arrived at Ford Motor Company on November 23, 1924. - Debra Reid, Curator of Agriculture and the Environment
#Behind The Scenes @ The Henry Ford, Greenfield Village, Henry Ford Museum, Henry Ford, THF90
Freedmen’s Bureau: Exercising Citizenship
President Abraham Lincoln signed The Freedmen’s Bureau Act on March 3, 1865. That Act created the Bureau of Refugees, Freedmen, and Abandoned Lands as part of the War Department. It provided one-year of funding, and made Bureau officials responsible for providing food, clothing, fuel, and temporary shelter to destitute and suffering refugees behind Union lines and to freedmen, their wives, and children in areas of insurrection (in other words, within the Confederate States). The legislation specified the Bureau’s administrative structure and salaries of appointees. It also directed the Bureau to put abandoned or confiscated land back into production by allotting not more than 40 acres to each loyal refugee or freedman for their use for not more than three years, at a rent equal to six percent of its 1860 assessed value, and with an option to purchase. The Bureau assumed additional duties in response to freed people’s goals, namely building schools, negotiating labor contracts, and mediating conflicts.
Lincoln supported the Bureau because it fit his plan to hasten peace and reconstruct the nation, but after Lincoln’s assassination, support wavered. The Freedmen’s Bureau Act of 1866 provided two years of funding. During 1868, increasing violence and for a return to state authority undermined the goals of freed people and the Bureau that worked for them. The Freedmen’s Bureau Act of 1868 authorized only the educational department and veteran services to continue. All other operations ceased effective January 1, 1869.
Collections at The Henry Ford help document public perceptions of the Freedmen’s Bureau as well as actions taken by Bureau advocates. Letters, labor contracts, and newspapers indicate the contests that played out as the Bureau tried to introduce a new model of economic and social justice and civil rights into places where absolute inequality based on human enslavement previously existed. The Bureau did not win the post-war battle for freedmen’s rights. Congress did not reauthorize the Bureau, and it ceased operations in mid-1872.
The Beginning
Bureau appointees went to work at the end of the Civil War in 1865 to serve the interests of four-million newly freed people intent on exercising some self-evident truths itemized in the Declaration of Independence:
That all men are created equal
That they are endowed by their Creator with certain unalienable rights
That among these are Life, Liberty, and the pursuit of Happiness.
Engraved Copy of the 1776 Declaration of Independence, Commissioned by John Quincy Adams, Printed 1823.
With freedom came responsibility to sustain the system of government that “We the People” constituted in 1787, and that the Union victory over secession reaffirmed in 1865. Little agreement over the best course of action existed. The national government extended the blessings of liberty by abolishing slavery with the Thirteenth Amendment, ratified in 1865. It established the Freedmen’s Bureau which advocated for the general welfare of newly freed people.
Book, "The Constitutions of the United States, According to the Latest Amendments," 1800. THF 155864
Expanding liberty and justice came at a price, both economic and human. Every time freed people exercised new-found liberty and justice, others resisted, perceiving the expansion of another person’s liberty as a threat to their own. The Bureau operated between these factions, as an 1868 illustration from Harper’s Weekly depicted. The newspaper claimed that the Bureau was “the conscience and common-sense of the country stepping between the hostile parties, and saying to them, with irresistible authority, ‘Peace!’.”
“The Freedmen’s Bureau,” Harper’s Weekly, July 25, 1868, pg. 473. 2018.0.4.38. THF 290299
Economics
Building a new southern economy went hand in hand with expanding social justice and civil rights. Concerned citizens and commanding officers knew that African Americans serving in the U.S. Colored Troops had money to save. They started private banks to meet the need. The U.S. Congress responded with "An Act to Incorporate the Freedman's Savings and Trust Company." Lincoln signed the legislation on March 3, 1865, the same day he signed “An Act to Establish a Bureau for the relief of Freedmen and Refugees.” Agents of the public Freedmen’s Bureau worked closely with staff at the private Freedman’s Bank because freed people needed the economic stability the bank theoretically provided.
At least 400,000 people, one tenth of the freed population, had an association with a person who opened a savings account in the 37 branches of the savings bank that operated between 1865 and 1874. This included Amos H. Morrell, whose daughter’s heirs resided in the Mattox House. Soldiers listed on the Muster Roll of Company E, 46th Regiment of United States Colored Infantry, also appear in records of the Freedman’s Savings and Trust Company. Charles Maho, a private in Company E, 46th USCT, opened an account on August 13, 1868. He worked in a tobacco factory at the time. His brother in arms, James Parvison/Parkinson, also a private, opened an account on December 1, 1869 and his estranged wife, Julia Parkerson opened an account on May 14, 1870.
Mattox Family Home, circa 1880
Freedmen’s Bureau officials encouraged deposits into the Freedmen’s Bank. This helped freed people become accustomed to saving the coins they earned, literally the coins that symbolized their independence as wage earners. Sadly, Bureau officials often assured account holders that their investments were safe. The deposits were not protected by the national government, however, and when the bank closed in 1874 it left depositors penniless and petitioning for return of their investments.
One-cent piece. Minted in 1868. THF 173625 (front) and THF 173624 (back)
Three-cent piece (made of nickel). Minted in 1865. THF 173623 (front) and THF 173622 (back).
The U.S. Congress authorized the Bureau to collect and pay out money due soldiers, sailors, and marines, or their heirs. Osco Ricio, a private in Company E, 46th U.S. Colored Infantry, who enlisted for three years in 1864, but was mustered out in 1866, made use of this service in his effort to secure $187 due him.
Freedmen’s Bureau staff mediated between freed people and employers, negotiating contracts that specified work required, money earned, and protection afforded if employers reneged on the agreement. A blank form, printed in Virginia in 1865, included language common to an indenture – that the employer would provide “a sufficiency of sound, wholesome food and comfortable lodging, to treat him humanely, and to pay him the sum of _____ Dollars, in equal monthly instalments of ____ Dollars, good and lawful money in Virginia.”
Freedman's Work Agreement Form, Virginia, 1865 Object ID 2001.48.18. THF 290704
Another pre-printed form reinforced terms of enslavement, that the work should be performed “in the manner customary on a plantation,” even as it confirmed the role of Freedmen’s Bureau agents as adjudicator. Freedman Henry Mathew, and landowner R. J. Hart, in Schley County, Georgia, completed this contract which legally bound Hart to furnish Mathew “quarters, food, 1 mule, and 35 acres of land” and to “give. . . one-third of what he [Mathew] makes.” This type of arrangement became the standard wage-labor contract between landowners and sharecroppers, paid for their labor with a share of the crops grown on the land.
Freedman's Contract for a Mule and Land, Dated January 1, 1868. THF 8564
Many criticized sharecropping as another form of unfree labor rather than as a fair labor contract. Close reading confirms the inequity which often took the form of additional work that laborers performed but that benefitted owners. In the case of Hart and Mathew, Mathew had to repair Hart’s fencing which meant that Mathew realized only one-third return on his labor investment in the form of a crop perhaps more plentiful because of the fence. Hart claimed the other two-thirds of the crop plus all of the increased value of fencing.
Education
Freed people wanted access to education to learn what they needed to make decisions as informed and productive citizens.
Harper’s Weekly, a New York magazine, often featured freedmen’s schools that resulted from a cooperative agreement between the Freedmen’s Bureau and the American Missionary Association (AMA), based in New York. A reporter informed readers on June 23, 1866 that “the prejudice of the Southern people against the education of the ‘negroes’ is almost universal.” Regardless, freed people needed schools, teachers, and institutes to train teachers. The Freedmen’s Bureau and its partners committed their resources in support of this cause.
Commentary accompanying an illustration of the “Primary School for Freedmen” indicated that the school building was dilapidated and owned by someone who wanted rid of the school, but the students were eager to learn and as capable as other students of their age in New York public schools.
“Primary School for Freedmen, in Charge of Mrs. Green, at Vicksburg, Mississippi, Harper’s Weekly, June 23, 1866, pg. 392 (bottom), story on pg. 398. THF 290712
School curriculum often emphasized agricultural and technical training. The “Freedmen’s Farm School,” located near Washington, D.C., also known as the National Farm-School, taught orphans and children of U.S. Colored Troops reading, writing and arithmetic, standard primary school subjects. Students also cultivated a one-hundred-acre farm. The combination compared to a new effort launched with the Morrill Land-Grant Act of 1862 to create a system of colleges, federally funded but operated at the state level to train students in agricultural and mechanical subjects. The combination could help students realize the American dream – owning and operating their own farm. While the system of land-grant colleges grew steadily during Reconstruction, the freedmen’s schools faced opposition locally and at the state level. Increasingly educators turned to philanthropists to fund education for freed people.
Struggles
The individuals appointed to direct the Freedmen’s Bureau often had military experience. Brigadier General Oliver Otis Howard served in the Union Army and gained a reputation as a committed abolitionist if not a strong officer. President Andrew Johnson appointed him the first Commission of the Bureau, and he remained in that position until the Bureau closed in 1872. Two years later Howard lamented lost opportunities: “I believe there are many battles yet to be fought in the interest of human rights”….“There are wrongs that must be righted. Noble deeds that must be done.”
Many shared Howard’s frustrations with the lack of public support for freed people’s goals. They also resented the obstructions that thwarted those goals. Newspaper reporting, such as the regular features in Harper’s Weekly, emphasized the good work of the Freedmen’s Bureau, but reporting also threatened projects aimed at sustaining the momentum.
Henry Wilson, a Republican Senator from Massachusetts, sought equality for African Americans. He took a correspondent to the Republican, a newspaper in Springfield, Massachusetts, to task for publishing misinformation about the extent of congressional fundraising for political purposes, and for downplaying the need for sharing facts with voters, especially the 700,000 Southerners newly enfranchised after ratification of the Fifteenth Amendment. Wilson explained that hundreds of thousands of documents, possible through the congressional fundraising, could educate voters about issues and prepare them for the upcoming election. Without donations from U.S. congressmen, Wilson believed such efforts would fail.
The End
The short life but complicated legacy of the Freedmen’s Bureau leaves much to ponder. The Bureau, as a part of the War Department, and then an independent national agency, mediated local conflict and supported local education. This occurred at an exceptional time as the Union began rebuilding the nation in 1865. Then, the Republican party interpreted the U.S. Constitution as a mandate for the national government to protect civil rights broadly defined. The Fourteenth Amendment, ratified in 1868, incorporated newly freed people as full citizens. Most believed that the Bureau had no more work to do, and Congress did not reauthorize it after July 1872. Those who favored the Bureau lamented its abrupt end and believed that much remained to be done to open the American experiment in equal rights to all.
Debra Reid is Curator of Agriculture and the Environment at The Henry Ford.
Sources and Further Reading
- African American Records: Freedmen’s Bureau, National Archives and Records Administration
- Carpenter, John A. Sword and Olive Branch: Oliver Otis Howard (1999)
- Cimbala, Paul A. The Freedmen's Bureau: Reconstructing the American South after the Civil War (2005)
- Foner, Eric. Reconstruction: America's Unfinished Revolution, 1863–1877 (1988).
- Litwack, Leon F. Been in the Storm So Long: The Aftermath of Slavery (1979).
- McFeely, William S. Yankee Stepfather: General O.O. Howard and the Freedmen (1994).
- Osthaus, Carl R. Freedmen, Philanthropy, and Fraud: A History of the Freedman's Savings Bank (1976)
- Oubre, Claude F. Forty Acres and a Mule: The Freedmen’s Bureau and Black Land Ownership (2012).
- Washington, Reginald. “The Freedman's Savings and Trust Company and African American Genealogical Research,” Federal Records and African American History (Summer 1997, Vol. 29, No. 2)
1870s, 1860s, 19th century, Civil War, by Debra A. Reid, African American history