Past Forward

Activating The Henry Ford Archive of Innovation

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Dan Gurney at Indianapolis Motor Speedway, 1963. THF114611

The Henry Ford is deeply saddened by the loss of a man who was both an inspiration and a friend to our organization for many years, Dan Gurney.

Mr. Gurney’s story began on Long Island, New York, where he was born on April 13, 1931. His father, John Gurney, was a singer with the Metropolitan Opera, while his grandfather, Frederic Gurney, designed and manufactured a series of innovative ball bearings.

The Gurneys moved west to Riverside, California, shortly after Dan graduated high school. For the car-obsessed teenager, Southern California was a paradise on Earth. He was soon building hot rods and racing on the amateur circuit before spending two years with the Army during the Korean War.

Following his service, Gurney started racing professionally. He finished second in the Riverside Grand Prix and made his first appearance at Le Mans in 1958, and earned a spot on Ferrari’s Formula One team the following year. Through the 1960s, Gurney developed a reputation as America’s most versatile driver, earning victories in Grand Prix, Indy Car, NASCAR and Sports Car events.

His efforts with Ford Motor Company became the stuff of legend. It was Dan Gurney who, in 1962, brought British race car builder Colin Chapman to Ford’s racing program. Gurney saw first-hand the success enjoyed by Chapman’s lithe, rear-engine cars in Formula One, and he was certain they could revolutionize the Indianapolis 500 – still dominated by heavy, front-engine roadsters. Jim Clark proved Gurney’s vision in 1965, winning Indy with a Lotus chassis powered by a rear-mounted Ford V-8. Clark’s victory reshaped the face of America’s most celebrated motor race.

Simultaneous with Ford’s efforts at Indianapolis, the Blue Oval was locked in its epic battle with Ferrari at the 24 Hours of Le Mans. Again, Dan Gurney was on the front lines. While his 1966 race, with Jerry Grant in a Ford GT40 Mark II, ended early with a failed radiator, the next year brought one of Gurney’s greatest victories. He and A.J. Foyt, co-piloting a Ford Mark IV, finished more than 30 miles ahead of the second-place Ferrari. It was the first (and, to date, only) all-American victory at the French endurance race – American drivers in an American car fielded by an American team. Gurney was so caught up in the excitement that he shook his celebratory champagne and sprayed it all over the crowd – the start of a victory tradition.

Just days after the 1967 Le Mans, Gurney earned yet another of his greatest victories when he won the Belgian Grand Prix in an Eagle car built by his own All American Racers. It was another singular achievement. To date, Gurney remains the only American driver to win a Formula One Grand Prix in a car of his own construction.

Dan Gurney retired from competitive driving in 1970, but remained active as a constructor and a team owner. His signature engineering achievement, the Gurney Flap, came in 1971. The small tab, added to the trailing edge of a spoiler or wing, increases downforce – and traction – on a car. Gurney flaps are found today not only on racing cars, but on helicopters and airplanes, too. In 1980, Gurney’s All American Racers built the first rolling-road wind tunnel in the United States. He introduced his low-slung Alligator motorcycle in 2002 and, ten years after that, the radical DeltaWing car, which boasted half the weight and half the drag of a conventional race car. Never one to settle down, Gurney and his team most recently were at work on a moment-canceling two-cylinder engine that promised smoother, more reliable operation than conventional power plants.

THF56228Dan Gurney, 2008. THF56228

Our admiration for Mr. Gurney at The Henry Ford is deep and longstanding. In 2014, he became only the second winner of our Edison-Ford Medal for Innovation. It was a fitting honor for a man who brought so much to motorsport, and who remains so indelibly tied to The Henry Ford’s automotive collection. Cars like the Ford Mark IV, the Mustang I, the Lotus-Ford, and even the 1968 Mercury Cougar XR7-G (which he endorsed for Ford, hence the “G” in the model name), all have direct links to Mr. Gurney.

We are so very grateful for the rich and enduring legacy Dan Gurney leaves behind. His spirit, determination and accomplishments will continue to inspire for generations to come.

Hear Mr. Gurney describe his career and accomplishments in his own words at our “Visionaries on Innovation” page here.

View the film made to honor Mr. Gurney at his Edison-Ford Medal ceremony below.



Matt Anderson is Curator of Transportation at The Henry Ford.
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THF213753 / George Washington Carver at Dedication of George Washington Carver Cabin, Greenfield Village, 1942.

On this day in 1946, George Washington Carver Recognition Day was designated by a joint act of the U.S. Congress and proclaimed by President Harry S. Truman. Carver died just three years earlier on this day in 1943.

Immediately, public officials and the news media began to celebrate his life and create lasting reminders of his work in education, agricultural science, and art. Carver, mindful of his own legacy, had already established the Craver Foundation during the 15th annual Negro History Week, on February 14, 1940, to carry on his research at Tuskegee. It seems fitting to pay respects to Carver on his death day by taking a closer look at the floral beautis that Carver so loved, and that we see around us, even during winter.

Carver recalled that, “day after day I spent in the woods alone in order to collect my floral beautis” [Kremer, ed., pg. 20]. He believed that studying nature encouraged investigation and stimulated originality. Experimentation with plants “rounded out” originality, freedom of thought and action.THF213747
THF213747 / George Washington Carver Holding Queen Anne's Lace Flowers, Greenfield Village, 1942.

Carver wanted children to learn how to study nature at an early age. He explained that it is “entertaining and instructive, and is the only true method that leads up to a clear understanding of the great natural principles which surround every branch of business in which we may engage” (Progressive Nature Studies, 1897, pg. 4). He encouraged teachers to provide each student a slip of plain white or manila paper so they could make sketches. Neatness mattered. As Carver explained, the grading scale “only applies to neatness, as some will naturally draw better than others.”

Neatness equated to accuracy, and with accuracy came knowledge. Farm families could vary their diet by identifying additional plants they could eat, and identify challenges that plants faced so they could correct them and grow more for market.

Carver understood how the landscape changed between the seasons, and exploring during winter was just as important as exploring during summer. Thus, it is appropriate to apply Carver’s directions about observing nature to the winter landscape around us, and to draw the winter botanicals that we see, based on directions excerpted from Carver’s Progressive Nature Studies (1897). (Items in parentheses added to prompt winter-time nature study - DAR and DE, 3 Jan 2018.)

  • Leaves – Are they all alike? What plants retain their leaves in winter? Draw as many different shaped leaves as you can.
  • Stems – Are stems all round? Draw the shapes of as many different stems as you can find. Of what use are stems? Do any have commercial value?
  • Flowers (greenhouses/florists) – Of what value to the plant are the flowers?
  • Trees – Note the different shapes of several different trees. How do they differ? (Branching? Bark?)  Which trees do you consider have the greatest value?
  • Shrubs – What is the difference between a shrub and a tree?
  • Fruit (winter berries) – What is fruit? Are they all of value?

Carver worked in greenhouses and encouraged others to use greenhouses and hot beds to start vegetables earlier in the planting system. The sooner farm families had fresh vegetables, the more quickly they could reduce the amount they had to purchase from grocery stores, and the healthier the farm families would be. 

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THF213726 / George Washington Carver in a Greenhouse, 1939.

In 1910, Carver included directions for work with nature studies and children’s gardens over twelve months. Selections from “January” suitable for nearly all southern states” included:

  • Begin in this month for spring gardening by breaking the ground very deeply and thoroughly
  • Clear off and destroy trash (plant debris) that might be a hiding place for noxious insects.
  • Cabbages can be put in hot beds, cold frames, or well-protected places.
  • Grape vines, fruit trees, hedges and ornamental trees should receive attention (pruning, fertilizing)
  • Both root and top grafting of trees should be done.
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THF213314 / Pamphlet, "Nature Study and Children's Gardens," by George Washington Carver, circa 1910.

Carver illustrated his own publications, basing his botanical drawings on what he observed in his field work. He conveyed details that his readers needed to know, be they school children tending their gardens, or farm families trying to raise better crops.

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THF213278 / Pamphlet, "Some Possibilities of the Cow Pea in Macon County, Alabama," by George Washington Carver, 1910 / page 12.

carver-illustration-1Edible wild botanicals, also known as weeds, appeared in late winter. Carver encouraged everyone from his students at Tuskegee to Henry Ford to consumer more wild greens year round, but especially in late winter when greens became a welcome respite from root crops and preserved meats which dominated winter fare. His pamphlet, Nature’s Garden for Victory and Peace, prepared during World War II, featured numerous drawings of edible wild botanicals, also called weeds. Americans could contribute to the war effort by diversifying their diets with these greens that sprouted in the woods during the late winter and early spring. Carver illustrated each wild green, including dandelion, wild lettuce, curled dock, lamb’s quarter, and pokeweed. Following the protocol used in botanical drawing, he credited the source, as he did with several illustrations identified as “after C.M. King.” This referenced the work of Charlotte M. King, who taught botanical drawing at Iowa State University during the time of Carver’s residency there, and who likely influenced Carver’s approach to botanical drawing. King’s original of the “Small Pepper Grass” drawing appeared in The Weed Flora of Iowa (1913), written by Carver’s mentor, botanist Louis Hermann Pammel. 

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THF213586 / Pamphlet, "Nature's Garden for Victory and Peace," by George Washington Carver, March 1942.

To learn more about Carver, consult these biographies:

  • Hersey, Mark D. My Work is that of Conservation: An Environmental Biography of George Washington Carver. Athens: University of Georgia Press, 2011.
  • Kremer, Gary R. George Washington Carver: A Biography. Santa Barbara, Cal.: Greenwood, 2011.
  • Kremer, Gary R. ed. George Washington Carver in His Own Words. Columbia: University of Missouri Press, 1987.
  • McMurry, Linda O. George Washington Carver, Scientist and Symbol. New York: Oxford University Press, 1981.

To read more about Carver and Nature Study, see:

  • Carver, G. W. Progressive Nature Studies. (Tuskegee Institute Print, 1897), Digital copy available at Biodiversity Heritage Library, https://www.biodiversitylibrary.org/item/98621#page/132/mode/1up
  • Harbster, Jennifer. “George Washington Carver and Nature Study,” blog, March 2, 2015, https://blogs.loc.gov/inside_adams/2015/03/george-washington-carver-and-nature-study/

Debra A. Reid is Curator of Agriculture and the Environment at The Henry Ford. Deborah Evans is Master Presenter at The Henry Ford.

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THF233334 / Advertising Process Photograph Showing the 1963 Ford Mustang II Concept Car.

The 1963 Mustang II (not to be confused with the Ford Pinto-based production Mustang II of the 1970s) surely is one of the most unusual concept cars ever built. Industry practice (and common sense) tells us that an automaker builds a concept car as a kind of far-out “dream car” to generate excitement at car shows. Most never go past the concept stage, but a few do make it into regular production. (Chevrolet’s Corvette and Dodge’s Viper are notable examples.) The Mustang II previewed the production Ford Mustang we all know and love, but the concept car was designed and built after the production Mustang project already was well underway! Why? It’s a case of managing public expectations. 

Most Mustang histories start with the 1962 Mustang I, but devoted pony fans know that Mustang I was an entirely separate project from the production car. Ford built the “Mustang Experimental Sports Car” (its original name – the “I” was a retrospective addition) to spark interest in the company’s activities. Ford was going back into racing and looking for a quick way to create some buzz about the exciting things happening in Dearborn. The plan worked a bit too well. When Mustang I debuted at Watkins Glen in October 1962, and then hit the car show circuit, the public went crazy and sent countless letters to Ford begging the company to put the little two-seater into production.

At the same time Mustang I was being built, another team at Ford was working on the production Mustang that would debut in April 1964. Mustang I’s popularity created a problem: Everyone loved the two-seat race car, but would they feel the same about the four-seat version? The solution was to build a new four-seat prototype closely based on the production Mustang’s design.

Enter the 1963 Mustang II.

The new concept car wasn’t just based on the production Mustang’s design – it was actually built from a prototype production Mustang body. Ford designers removed the front and rear bumpers, altered the headlights and grille treatment, and fitted Mustang II with a removable roof. While the car looked different from the production Mustang, a few of the production car’s trademark styling cues were retained, including the C-shaped side sculpting and the tri-bar taillights. Mustang II also consciously borrowed from Mustang I, employing the 1962 car’s distinct white paint and blue racing stripes. Conceptually and physically, the four-seat Mustang II formed a bridge linking the 1962 Mustang I with the 1965 production car. Mustang II was a hit when it debuted at Watkins Glen in October 1963, and when the production version premiered six months later, there were few complaints about the four seats instead of two.

Fortunately, Mustang II is one “link” that isn’t “missing.” The Detroit Historical Society acquired the car in 1975 and has taken great care of it ever since. 

View artifacts related to Mustang II in The Henry Ford’s Digital Collections.

Matt Anderson is Curator of Transportation at The Henry Ford

Nostalgia for those who experienced it—and a hip mid-century modern revival for others.

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The Visits with Santa experience in Henry Ford Museum of American Innovation this year is a throwback to the 1960s. Kids can tell Santa their wishes as they sit next to him under a colorful kiosk made by Ray and Charles Eames for the IBM pavilion at the 1964 New York World’s Fair.  Nearby is a cozy 1960s living room vignette—complete with a La-Z-Boy chair, television set, and an aluminum Christmas tree from the era.

This mid-century modern theme coincides with the opening of our newest permanent exhibit in the museum, Mathematica, also designed by Ray and Charles. Several components of Mathematica were featured inside that IBM Pavilion at the 1964 World’s Fair, so we were excited to bring those two experiences together for this year’s holiday programming.

The scene provides a bit of nostalgia for those who experienced the 1960s—and a hip mid-century modern revival for others. Let’s look at some blasts from the 1960s Christmas past.

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Aluminum trees brought a modern look to a mid-1960s Christmas.  THF170112

The early 1960s brought a fresh, new look to Christmas tree aesthetics.  A completely modern look--the aluminum Christmas tree.   It made a shiny, metallic splash in living rooms all over America.  More than a million trees were sold during the decade.   A tree choice that eschewed the traditional pine- or fir-scented Christmas experience when it landed on the Christmas scene in the 1960s, now conjures up images of a retro Christmas past.

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Color wheel sold by Sears, Roebuck and Company, 1960-1965.  THF8379

A color wheel lit up the aluminum tree, with the tree changing from blue to red to green to gold as the wheel revolved.  The color wheel was there for a practical reason—you couldn’t put strings of lights on aluminum trees because of fire safety concerns.   But to those viewing the transformation, the color wheel seemed a no-brainer way to light these trees—so modern and so magical.  It was mesmerizing to watch—whether from a front row seat in your living room or the view through your neighbor’s window.

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The Smith family of Redford, Michigan purchased these ornaments in 1964 to hang on their aluminum Christmas tree.  THF309083

Aluminum trees called for minimalist look. The trees were often sparingly decked with ornaments all of one color. 

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The Wojewidka siblings pose for a Christmas photo in front of their live tree in 1960.  THF125145

Yet, “real” trees remained popular as well—fresh-cut trees chosen from one of the many temporary Christmas tree lots that popped up in cities and towns. (The cut-your-own trend was not yet widespread.)  Scotch pines were favored by many—though there were diehard balsam fans as well.  These trees were bedecked with a varied array of ornaments—glass ones by the Shiny Brite company were popular. And shiny “icicles”—made of lead before it was prohibited—hung from the branches to add to the sparkle.

Holiday Greetings in the Mail

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By the early 1960s, Christmas cards offered a greater variety of seasonal images beyond those traditionally found. This image shows a woman clothed in a pine tree decorated with 1960s trendy-colored ornaments.   THF287028  

By mid-December, mailboxes were filling with Christmas cards, sent by family and friends to let the recipient know that they were being specially thought of during the holiday season. It was exciting to pull out handfuls of cards from the mailbox—it may have been the only time during the year when a kid had much interest in what the postman delivered. And not necessarily because of the cards themselves—the cards were a tangible sign that Christmas was indeed on its way and that Santa would soon be making his deliveries!  

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Christmas card display clothesline and pins, about 1964. THF155082   

Where did people display all these Christmas cards? On a mantle, a table, or the top of the television. Or taped to a wall or a large mirror in the living room. Hanging them from a Christmas-themed clothesline was a more novel way to display them.

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This 1962 stamp carried traditional Christmas images of lighted candles and a wreath.  THF287036

In 1962, the United States Postal Service issued the first Christmas-themed postage stamps in America. (A few other countries had already beaten us to the punch on issuing Christmas-themed postage stamps.) But once begun, Christmas stamps graced more and more Christmas card envelopes to complete the annual presentation of holiday-themed greetings sent through the mail. 

Making a List

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Christmas catalogs like this 1964 Sears, Roebuck & Company got a workout in December. THF135874

Kids were busy deciding what to ask Santa for. Instead of perusing the web, kids looked forward to the arrival of Christmas season catalogs sent by stores like Sears, Roebuck and Company, J.C. Penney, and Montgomery Ward.  Kids (and adults) eagerly leafed through the pages of the toys, clothing, and other gifts offered within, making their wish list for Santa’s perusal before passing the catalog along to another family member.

Television offered additional gift ideas, playing out the merits of products before viewers’ eyes in commercials that one couldn’t speed past with a DVR.

Toys for Girls and Boys
Many 1960s toys that appeared on the Christmas lists of millions of kids during the 1960s—some in updated versions—are still classics.

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Silly Putty modeling compound, about 1962.  THF135811

Silly Putty was invented during World War II as General Electric researchers worked to develop a synthetic substitute for rubber.  While no practical purpose could be found for the stuff, it did turn out to be a great toy. Silly Putty bounced higher and stretched farther than rubber.  It even lifted images off the pages of color comics. (My sister took Silly Putty to bed with her, leaving a perfect egg-shaped stain on the sheets that never came out.)

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Eight-year-old Rachel Marone of New York received this Etch A Sketch as s Christmas gift in 1961.  THF93827

The 1960s saw an innovative new arts and crafts toy—the Etch A Sketch. Turning the knobs at the bottom of the screen (one to create horizontal lines, one for vertical) let the user “draw” on the screen with a mixture of aluminum powder and plastic beads. To erase, you just turned the screen over and shook it.  Incidentally, it was the first toy that Ohio Art, its manufacturer, ever advertised on television.  (Accomplished users could make great drawings on the Etch A Sketch—and some of us were just happy to produce decent-looking curved lines.)

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This 1962 Play-Doh Fun Factory was a childhood toy of Mary Sherman of Minnesota.  THF170363

Play-Doh introduced their Fun Factory in 1960. Now kids could go beyond free-form modeling with their red, yellow, blue and white Play-Doh. The Play-Doh Fun Factory provided instructions on how to create things like trains, planes, and boats—and an extruder with dies to easily make the components. 

Watching Christmas Specials on TV

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Album from A Charlie Brown Christmas television special, about 1965.  THF162745

Kids eagerly listened for announcements on television or leafed excitedly through TV Guide magazine to find out when the holiday specials would air.  You didn’t want to miss them—it was your only shot at watching!  There were no DVRs or DVDs back then. Two animated classics from the mid-1960s--A Charlie Brown Christmas and How the Grinch Stole Christmas--are among the earliest and most enduring of the Christmas specials developed for television.  

Within their engaging storylines, these two shows carried a message about the growing commercialization of the holiday.  As kids watched the barrage of toy ads that appeared with regularity on their television screens and leafed through catalogs to make their Christmas lists, seeing these cartoons reminded them that Christmas was also about higher ideals—not just about getting presents.  These television shows—and the increasing number and variety of Christmas specials that have since joined them—remain a yearly reminder to temper one’s holiday-related commercialism and to think of the needs of others. 

Not only have Charlie Brown and the Grinch become perennial favorites enjoyed by children and adults alike, but the soundtracks of these shows have joined the pantheon of musical Christmas classics. 

Christmas Music

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The Ronettes’ version of Sleigh Ride, with its freshly melodic “Ring-a-ling-a-ling Ding-dong ding” background vocals on this 1963 Phil Spector-produced album, has become an iconic Christmas classic. THF135943

What would a 1960s Christmastime be without Christmas-themed music heard on the stereo at home and over speakers in stores? The 1960s saw a flood of Christmas albums and singles. Various singers—like Andy Williams, Nat King Cole, Perry Como, Johnny Mathis, Brenda Lee, Ella Fitzgerald, Elvis Presley, the Ronettes, the Crystals, and the Beach Boys—recorded their versions of old favorites and new tunes.   

The Annual Christmas Photo

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In 1963, the Truby brothers of Royal Oak, Michigan, posed in Santa pajamas given to them by their grandmother. THF287005

After the presents were opened and everyone was dressed in their Christmas finery, it was time to round up the kids for photos. Siblings (and, sometimes, their parents) might be posed together in front of a seasonal backdrop like the Christmas tree or a fireplace. Some families filmed home movies of their celebrations. These home movies often captured only strategic snippets of the Christmas celebration—movie film was expensive. And these home movies were without sound—which was probably sometimes a good thing!

Jeanine Head Miller is Curator of Domestic Life at The Henry Ford.

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Sliding puzzles of “Toy Story” characters, 1996.
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In 1995, Disney-Pixar’s “Toy Story” made history as the first feature-length computer-animated film. The movie was a surprise box-office hit, far exceeding estimates. In 1996, it won an Academy Award for Special Achievement and was the first animated film ever nominated for Best Original Screenplay.

In fact, Disney took a real chance on Pixar, a young unproven tech startup at the time. Indeed, the staff at Pixar knew computer technology but they had never created a full-length feature film. But, in the course of developing the film, they made a key decision that laid the foundation for Pixar’s success, both then and now. They decided to put the story first—to focus attention the characters, the plot, the action. So, sure, the computer animation of the first “Toy Story” movie looks really primitive today. But pretty soon, you forget about that because the story still grabs you. Even though the main characters are toys, it’s a universal human story, about who your friends are, or aren’t, or could be.

In addition to the very relatable human story, both children and adults embraced the film right from the beginning because of the choices of the toys themselves. Why are those the toys in Andy’s room? In fact, they primarily come from the filmmakers’ own memories playing with their childhood toys—leading to a motley assortment of toys from the mid-20th century to the 1990s that reflects the varied ages of the film’s creators. Some of these evoke a specific era; others have become classics, continually produced over decades for successive generations of kids. We dug into our own collections to find some of the real toys that appear in “Toy Story” and reveal their true stories.

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Cheyenne game, 1958-65. THF 91876

Let’s start with the main character, Sheriff Woody. Woody wasn’t a real toy; instead, he represented a whole group of toys. During the 1950s, cowboy movies and TV shows were huge. This was an era during which the West was greatly romanticized, something Walt Disney was on to when he created Frontierland at Disneyland in 1955. Cowboys, in particular, were revered as rough and tough, independent, honest, and hardworking characters—at the time considered laudable traits for young boys (and girls) to emulate. In “Toy Story 2,” we find out that Woody indeed comes from a 1950s-era TV show entitled “Woody’s Roundup.” This game from our collection was named after a real TV show called “Cheyenne” that ran from 1955 to 1963.

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Rocket Darts game, 1940s. THF 91902

Buzz Lightyear also represented an era and a larger group of toys and games. During the mid-20th century, outer space was considered really mysterious and it fascinated people. At first, it was depicted as pure science fiction, as represented by the aliens and Pizza Planet in “Toy Story” and shown on the cover of this Rocket Darts game from the 1940s. Increasingly, outer space became a real destination as part of the 1960s-era “Space Race”—leading to Americans actually landing a man on the moon in 1969. Buzz Lightyear is reminiscent of this era, equipped as he is with special features that seem more advanced and sophisticated than Woody’s primitive pull string.

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Mr. Potato Head playset, 1955-60. THF 47

Mr. (and Mrs.) Potato Head were and still are real toys. They were introduced in 1952 and 1953, respectively. Back in the 1950s, when this playset was produced, it included 28 different face pieces and accessories—like eyes, noses, mouths, and mustaches—that kids would stick on real potatoes! Hasbro began supplying a plastic potato with each kit in 1964.

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Life magazine ad, 1957. THF 109573

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Slinky in original box, 1970s. THF 309090

Slinky Dog or, as Woody called him—“Slink”—was also a real toy, as show in this 1957 Christmas ad. He evolved from the invention of the Slinky, along with a host of other rather bizarre-looking Slinky-related toys shown in this ad. The original Slinky was introduced in 1946, when a marine engineer was trying to invent a spring for the motor of a naval battleship.

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Toy army men, mid- to late 20th century. THF 170098

The green army men from the “Bucket O Soldiers” referenced the long history of toy soldier playsets. Toy soldiers made of lead or tin date back to the 19th-century Europe. With advancements in plastics, green army men made of plastic like these became popular after World War II. Molding these figures in one piece with the base attached was less expensive to manufacture, leading to the stiff-legged maneuvers of the “troops”—as Woody called them—in the film.

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Magic Slate, 1937-46. THF 135603

Woody’s Doodle Pad may be a mashup between the Magic Slate and the Magna Doodle. The Magic Slate, marketed as the “erasable blackboard” is essentially a cardboard pad covered with a clear plastic sheet that “wrote” when a wood or plastic stylus was impressed on it and “erased” when the plastic was lifted up. It dates back to the 1920s, when it was offered as a free giveaway by a printing company. People finally realized that it would make a great plaything and it was heavily marketed to kids after World War II. The Magna Doodle, introduced in 1974 as a “dustless chalkboard,” can be considered a later magnetic version of the Magic Slate, with an erasable arm that swept the “board” clean.

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Etch A Sketch, 1961. THF 93827

The Etch A Sketch fell somewhere between the Magic Slate and the Magna Doodle. It was invented in 1958 by a French mechanic and tinkerer, who called it “L’Ecran Magique,” or “The Magic Screen.” It used a mixture of aluminum powder and plastic beads with a metal stylus guided by twin knobs and it erased when it was turned over and shaken. The rights to the toy were sold to Ohio Art in 1960, where it became the company’s biggest hit.

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Barrel of Monkeys game, 1966-70. THF 91975

What better way to use the Barrel of Monkeys game than to make a chain of monkeys to try and save a toy that had fallen out of a second-story window? Unfortunately, the monkeys didn’t save Buzz Lightyear but, when this game was introduced in 1966, it was advertised as being—what else?—“more fun than a barrel of monkeys.”

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Junior TinkerToy for Beginners playset, 1937-46. THF 135602

Woody used the classic TinkerToy box as a lectern for his meeting with the other toys in Andy’s room. TinkerToys were the brainchild of a man who cut out tombstones for a living but saw how much fun kids were having sticking pencils into spools of thread. He came up with the idea of the TinkerToy playset in 1914, billing it as the “Thousand Wonder Builder.” Over the years, TinkerToys were produced in a huge array of colors, sizes, and variations including plastic sets for younger kids introduced in 1992.

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Playskool Portable Baby Monitor, circa 1990. THF170094

The Nursery Monitor is technically not a toy, but it played a key role in the “Toy Story” film for the troops’ reconnaissance mission to report out on Andy’s presents. So we’ll consider it an honorary toy. It is the only item here, and one of the very few in the film, that dates uniquely from the era of Andy’s own childhood. This device would have connected immediately with young viewers who were Andy’s age in 1995, and who would grow up with him in succeeding “Toy Story” films.

Donna R. Braden, Curator of Public Life at The Henry Ford, enjoyed viewing “Toy Story” several times as “research” for this blog post.

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When Thomas Edison decided to develop a commercial lighting system he had to do far more than design a light bulb and generator: he and his collaborators had to devise the entire system -- right down to the wire insulation and fuses. Even the electrical measuring instruments that were needed to chart the progress of experiments had to be sought from other fields such as telegraphy.

Edison demonstrated his lighting system to the public for the first time in December 1879, but the system was hardly a workable commercial product. Many refinements -- to increase durability, reliability, and cost-effectiveness -- would be needed before his lighting system could be described as a competitive product. One of the most important missing elements was a meter for keeping track of customers' electricity usage. The electrical meter that Edison and his collaborators devised was an ingenious device -- an arrangement that allowed the amount of electricity a customer used to be weighed.

The meter, known as the Edison Chemical or Electrolytic Meter, was in essence a laboratory apparatus installed in the basements of customers' buildings. It consisted of two glass jars filled with a zinc sulphate solution; immersed in each jar were a pair of electrodes -- matched pairs of zinc plates. The operation was deceptively simple. A portion of the current flowing into the customer's electrical system passed through the plates, causing an electrolytic reaction. The more electricity a customer used, the more zinc would be transferred from one plate to the other. It was this difference in weight that allowed the electrical bill to be determined. Usage was calculated on a monthly basis: an Edison employee would replace the previous month's plates with a new set whose weight had already been carefully recorded. The old plates were taken away to have their weight checked and a bill calculated. The body of the meter had to be tough and tamper-proof -- hence the term "ironclad" that was used to describe this all-metal meter. Later units were wooden boxes with a metal door. In either case, the enclosure was secured with the kind of lead seal that is still used to guard modern electric or gas meter mechanisms.

Meters like this remained in service in some installations well into the 1890s. Many customers were distrustful of this metering method, asserting that the plate removal and remote calculations allowed them no way of checking whether the company was padding their bills. Modern numerical meters allow consumers to see a read-out of their electricity, gas, or water usage. However, the meters' settings -- and indeed the consistency of different meters -- is still something we trust to the utility company.


Marc Greuther is Chief Curator and Senior Director, Historical Resources, at The Henry Ford. This post originally ran as part of our Pic of the Month series.

THF135495Front cover of original edition of book, 1900. THF135495

The Wonderful Wizard of Oz is a story so familiar to us that it seems to have always been around, like an old folktale passed down from generation to generation. But, in fact, it does have an author—an American one at that—and it isn’t even that old. 

In 1900, L. Frank Baum drew upon real-life experiences to write this strange but compelling fantasy tale for children. Incredibly popular even in its time, The Wonderful Wizard of Oz became known as America’s first fairy tale.

Baum himself admitted that he didn’t know where the story came from. But Wizard of Oz enthusiasts (and there are many of them) have spent a great deal of time tracing the influences in Baum’s life that they claim led to the creation of his endearing characters and fantastic settings.

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Print featuring “The Original General Tom Thumb,” 1860. 
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The story of The Wonderful Wizard of Oz starts way back when L. Frank Baum was a child. Baum grew up enchanted by the fantastic and sometimes scary fairy tales of Hans Christian Andersen and the Brothers Grimm. So when the diminutive Tom Thumb came to town as part of P. T. Barnum’s traveling circus, Baum was astounded.  Not only did Thumb seem to come right out of these fairy tales but he made children like Baum feel less small and somehow more important. Thumb may also have provided the inspiration for the Munchkins. 

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Trade card for artificial limbs, 1893-1917. 
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When Baum was just 12 years old, he witnessed Civil War veterans returning home with missing or prosthetic (artificial) limbs. These wizened vets—with their misshapen or missing limbs—also connected to fairy tales Baum had read and are believed to have provided the inspiration for the Tin Man.

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Hallowe’en postcard, 1917. THF56474

Baum had long complained of scarecrows haunting his dreams, coming alive and chasing him. The Scarecrow in The Wonderful Wizard of Oz is thought to be related to this ongoing nightmare, as well as a reference to the farmsteads he observed while living out in Dakota Territory as a young newlywed. (This experience, of course, also provided the inspiration for the Gales’ farmstead in Kansas.)

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Hot-air balloon featured on cover of card game box, 1880-1910. THF91796

Hot-air balloons, which existed earlier, had greatly advanced by the time of the Civil War, as a way for the military to observe enemy battle positions. During the 1870s, aeronautical showmen demonstrated their skills with death-defying stunts before crowds of awestruck onlookers. Witnessing these demonstrations inspired Baum to give the Wizard a hot-air balloon in which to help Dorothy return to Kansas.  

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Souvenir Book, Chicago World’s Fair, 1893. THF123529

After trying (and failing) to make a living in Dakota Territory, Baum and his young wife moved to Chicago, just in time for the city’s first great World’s Fair in 1893. This so-called “White City” boasted 200 gleaming white “palaces,” which encircled a series of manicured waterways. Over a period of six months, an astounding 27 million visitors witnessed the fair—nearly 1/4 of the entire American population! Visitors to the fair described it in fantastic terms, like wonderland, dreamscape, and mind-boggling spectacle. Occurring at the same time as one of America’s worst economic depressions, the Chicago World’s Fair was an escape from reality and has been identified as the inspiration for Baum’s Emerald City.

Trade card for Dolly Madison Bread featuring Mother Goose nursery rhyme, 1922. THF286364

While attempting to make a living selling household goods for a department store in Chicago, Baum spent many hours on the road—staring out of railroad cars and staying overnight in nameless hotels.  To pass the time, he started writing stories, drawing from those he recounted to his sons back home.  Among these was a series of stories based upon old Mother Goose nursery rhymes, which was ultimately published.

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Inside cover of original 1900 edition.

While moving in new social circles with other published authors and with artists, Baum met talented illustrator William Wallace Denslow. Denslow, who had also attended the Chicago World’s Fair, created a series of vibrant, wildly imaginative illustrations for The Wonderful Wizard of Oz that helped readers visualize Baum’s fantastic descriptions. When Baum attempted to turn his book into a theatrical production soon after its publication, Denslow was again brought in to consult on sets and costumes.

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Theatre program, 1903. 
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A one-time actor himself, Baum could both work within the confines and see the imaginative possibilities of the theater. So, it didn’t take much to convince him to attempt to turn his book into a staged musical extravaganza.  His many ideas for special effects and illusions dazzled crowds (and some were later used in the movie). But he was inevitably unhappy with his choice to hand over the script to an independent theater producer, who changed many parts of the story.

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Record album and cover for original movie, 1961-2. 
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In 1938, MGM, a major film studio, decided to turn The Wonderful Wizard of Oz into a blockbuster musical film. Baum’s story of hard times—based upon the hardscrabble lives of prairie homesteaders in the late 19th century—lent itself perfectly to the hard times that had returned during the Great Depression of the 1930s. Denslow’s drawings again served as the model for the costumes, and many parts of the story and production stuck to the original. But the filmmakers decided to revise a few things—including changing out Dorothy’s silver slippers for ruby red slippers to take advantage of the new technology of Technicolor. 

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Collectible TV Guides, July 2000. THF286370

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The 1939 film was groundbreaking but it was the TV showing of the film that truly catapulted it into Americans’ lives and hearts. In 1956, the uncut Hollywood film was first shown in one evening on commercial TV. Only audiences with color TV’s at the time could witness the drastic transformation from the dreary black-and-white Kansas settings to the full-color spectacle of the Land of Oz. Beginning in 1959, “The Wizard of Oz” film was shown annually on TV and watching it became a beloved family tradition.

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Party centerpiece, 1970-5. THF157517

Today, the continued publication of Baum’s original book, the annual featuring of the film on TV, film festival showings of the classic film on the big screen, several animated versions of the story that were produced later, and scores of related merchandise have kept The Wonderful Wizard of Oz at the forefront of American popular culture. Successive generations of new fans have embraced its fantastic, yet somehow familiar, themes and characters with unabated enthusiasm.

 Donna R. Braden, Curator of Public Life, is still astounded to see the Land of Oz in all its colorful splendor, as she grew up watching the movie on her family’s black-and-white TV. 

She acknowledges the book, The Real Wizard of Oz: The Life and Times of L. Frank Baum, by Rebecca Loncraine (New York: Gotham Books, 2009), as inspiration for this blog post.

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Writer demonstrating proper posture and hand-holding position, c. 1800. THF286087

In her recent article, “Cursive: Dead or Alive?” (The Henry Ford Magazine, June-December 2017), author Anne Trubek asserts that, today, cursive writing “is becoming retro-cool, more interesting precisely because its utility has largely passed.” 

Indeed, the importance of penmanship—as cursive writing was once called—has radically declined as part of school curricula in recent years.  It is no longer required in most states’ Common Core standards—due to increased technology use, the rejection of repetitive drills as teaching tools, and the higher importance placed on reading and math in government-issued tests.  However, not everyone agrees that eliminating it from the curriculum is desirable, arguing that mastery of cursive writing helps with hand-eye coordination, long-term memory, problem-solving, and idea generation. 

The heated debate about the need for young people to learn cursive writing—or not—raises the question of how we got here.  In fact, the story of handwriting in America is one of continual adaptation to technological and social change, and in no small part the influence of two innovators whose names have been largely forgotten today—Platt Rogers Spencer and Austin Norman Palmer.

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A trained engrosser transcribed the original 1776 version of this document—the Declaration of Independence—from Thomas Jefferson’s handwritten draft. THF92259

In the 1700s, as more people learned to read and printed materials became more available, reading became a desirable skill.  But writing?  That was reserved exclusively for the wealthy and for those whose profession required it—like merchants, bookkeepers, legal clerks, and engrossers (those trained to transcribe the final draft of a document in a large, clear hand).  

Handwriting in those days was tedious and difficult, including learning how to fashion quills from goose feathers, mix ink, rule lines on paper, and use the ink-filled quill without spotting or smudging the paper.

Writing became a more widely accepted and embraced skill during the early 1800s, as self-trained writing masters traveled around the country offering courses of instruction.  In more populated urban areas, they offered private writing courses in what were in essence the first business colleges.

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To motivate students, teachers often bestowed awards for good penmanship, like this 1877 example. THF286089

In small towns and villages, writing masters taught the rudiments of handwriting to students in the growing number of common, or public, schools.  Learning to write came to be considered as important a skill as reading and arithmetic for schoolchildren (actually, boys) in preparation for their future roles in industrial America.

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The word “Penmanship” on the cover of this 1867 Spencerian writing book exemplifies that very writing method. THF286020

One particular writing master, Platt Rogers Spencer, would become so successful that his approach to handwriting almost completely dominated penmanship education during the post-Civil War period.  Spencer realized that, to truly influence how most Americans learned to write, he needed to go right to the source.  So he brought penmanship lessons directly to  teacher-training schools.  From there, the popularity of his writing method spread to public and private education at all levels—from business colleges down to primary schools.  So pervasive and dominant was his influence that Spencer became known as the “Father of American Handwriting.” 

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This fancy trade card gives an idea of the level of expertise in penmanship that students of the Toledo Business College would attain. THF225626

Spencer’s unique approach to handwriting reduced the alphabet to a few elemental principles, equating each letter—and parts of each letter—to natural forms like waves, sunbeams, clouds, and leaves.  In this way, he could claim that his approach was not just a series of mechanical movements but also a “noble and refining art.”  At the same time, his handwriting lessons emphasized order and precision.  With students from different walks of life—rural and urban, rich and poor, obedient and unruly, foreign- and American-born—all practicing exactly the same lessons, Spencer could claim that learning his handwriting method would mold America’s young people into reliable citizens and obedient future workers.

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The Ford Motor Company logo is an example of Spencerian writing, which Henry Ford learned in school. THF104934

Spencerian became the dominant handwriting method in America from the 1860s into the early 1900s.  It seemed to fit everything that Americans strived for.  That was, until penmanship entrepreneur Austin Norman Palmer came along, claiming that Spencerian handwriting was all wrong for Americans.  He argued that Spencerian script was too ornate, too meticulous, too slow, too tiring, even too feminine.  What Americans wanted and needed, he argued, was a “plain and rapid” style adapted to “the rush of business,” a style that was masculine and unsentimental.

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As shown in this 1920s language composition book, students learning the Palmer method were taught to pride themselves on their penmanship, which was considered a judge of good character. THF247435

Palmer introduced a new approach—one which forced the muscles to move in certain patterns—over and over and over, with the idea that the muscles would imprint the memory of these movements into the brain and become habit.  Though the approach was radically different, Palmer’s goal—like Spencer’s—was ultimately about social control.  Disciplining the body, he asserted, would also force students to conform to the conventions of society.  He came down particularly hard on left-handedness, which he considered deviant, and he insisted that left-handers learn to write with their right hand.

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Students of Henry Ford’s Edison Institute school system hard at work practicing their writing skills, 1944. THF126142

The Palmer method began displacing the Spencerian method of handwriting by the 1890s and, by the second decade of the 1900s, millions of Americans had become “Palmerized.”  In truth, given the limited resources and lack of teacher training in many communities—as well as negative attitudes by both teachers and students toward the rigorous requirements of this method—the Palmer method was not strictly enforced in most school systems and it was often combined with other handwriting methods.

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This type of school desk, made in the 1940s but used well into the 1960s, contains a hole for an ink bottle to be used with a dip pen. THF158363

Paralleling new studies in child psychology and new approaches to childhood education, two trends emerged in the 1900s.  First was the realization that young children simply did not possess the motor skills to learn cursive writing, leading to a new emphasis on learning printing first and cursive writing later.  Second, a new attitude emerged that writing could be more than a mechanical movement—it could become an outlet for self-expression. 

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The brightly colored images on this early 1970s school box, used for holding writing implements and other school supplies, were inspired by those of Peter Max and other psychedelic designers of the era. THF169170

Coinciding with these trends were new forms of technology—from typewriters to word processors to personal computers—that, by the end of the century, displaced the need for handwriting in our society.  Meanwhile, ink-dipped steel pens of the early 1900s were replaced by ballpoint and rollerball pens later in the century, and by Smartphones and iPads today.

As Americans, we tend to romanticize and revive that which we have lost.  So it comes as no surprise that, as computers have replaced the necessity of handwriting, so handwriting has become an art, a craft, the province of “makers”—equated with creativity and self-expression. 

We’ll see what lies in store for handwriting into the future. 

For further reading on this topic, take a look at, Handwriting in America: A Cultural History (by Tamara Plakins Thornton, New Haven, CT: Yale University Press, 1996).

Donna Braden is Curator of Public Life at The Henry Ford and handwrote this blogpost—believing that putting pen to paper helps her think more creatively than typing on a computer keyboard.  

THF133277Four Gallon Stoneware Crock, 1878-1896. THF133277

0012_003620170524_KMSPhotographyIn 19th-century America, sturdy waterproof stoneware pottery became popular for utilitarian items such as crocks, jugs, and butter churns. The rough-textured outer glaze was created when common rock salt was thrown into the kiln during firing, which vaporized and combined with melted silica from the pottery.

The blue decoration--made with a cobalt oxide glaze mixture--lent variety and artistry to these otherwise plain pieces.

Today, House Industries has their own salt-glazed pottery project with Eldreth Pottery

The pottery is one of the few manufacturers in the world that continues to employ the centuries-old technique of glazing ceramics with salt during the firing process. The application is difficult to control, giving each piece of stoneware a unique texture and distinctive colored finish.

See their pottery inspiration examples in "A Type of Learning" in Henry Ford Museum of American Innovation and learn more about the ongoing artistry of salt-glazed stoneware in our digital collections.

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"Seedy Weeds," Fabric Sample Designed by Ruth Adler Schnee, 1953. THF169002

0062_019920170710_KMSPhotographyWalking through the House Industries "A Type of Learning" exhibit in Henry Ford Museum of American Innovation you're sure to notice the attention given to printed textiles, from kitchen tea towels to handmade dolls.

The textiles created by the House Industries team are just one of their popular offerings and make us think about other well-known textiles that reside within our collections.

Another set of bold textiles  have broad appeal are those created by pioneering modern designer Ruth Adler Schnee. Her furnishing and drapery fabrics were favorites of the everyday consumer and leading architects alike, including Minoru Yamasaki, Paul Rudolph, and Buckminster Fuller. Adler Schnee’s textiles, which feature vivid color and abstracted organic forms, added whimsy and depth to the sleek, minimal aesthetic popular in the mid-century period.

Take a look at a few of Adler Schnee's pieces in The Henry Ford collections in this expert set.