On April 30, The Henry Ford was thrilled to welcome 150 student inventors from across the state to participate in the state finals of Invention Convention Michigan (ICM), the Michigan affiliate for Invention Convention Worldwide. The event marked the return of an in-person Invention Convention after two years of virtual programming.
Out of 1,290 young inventors who competed in regional STEM competitions across the state of Michigan, 150 were selected to participate in Invention Convention Michigan. / Photo by Purple Frog Photography
The atmosphere was electric as students in grades 3 through 12 presented their original inventions on the floor of Henry Ford Museum of American Innovation alongside some of the greatest innovations in American history. The young inventors were buzzing with nervous energy when it came time for judging, but once the pressure was off, they felt a rush of accomplishment and were free to explore the museum, garnering more inspirational energy for the year ahead.
Students pitch their inventions to volunteer judges and share their process, from identifying a problem to developing a solution and designing a prototype. / Photos by Purple Frog Photography
During their lunch break, students were given the opportunity to participate in the Innovation Passport Zone. Traveling from booth to booth around the plaza, inventors learned about some of ICM’s sponsors—including Hagerty, Michigan Soybean Committee, and presenting sponsor Delta Dental of Michigan—and got their “passports stamped” for a chance to win a hefty grand prize of donations offered by the sponsors.
Students interact with representatives from Delta Dental of Michigan, Hagerty, and Michigan Soybean Committee in the Innovation Passport Zone. / Photos by Purple Frog Photography
After the scores had been tabulated, students gathered under the DC3 for the awards ceremony, which began with a special word from the president of The Henry Ford, Patricia Mooradian, and a keynote address by Kwane Watson, inventor of the mobile dental unit.
Students enjoyed interacting with Dazzle, mascot for Delta Dental of Michigan, and The Henry Ford’s own Mike Moseley served as emcee for the event. / Photos by Purple Frog Photography
In all, over $3,500 in cash prizes was awarded to 21 of Michigan’s student inventors. Of these, 13 students were selected to advance to the Raytheon Technologies Invention Convention U.S. Nationals taking place at The Henry Ford June 1-3. To watch a replay of the awards ceremony, click here.
Congratulations to these 21 student inventors, who were recognized with awards during the awards ceremony. / Photo by Purple Frog Photography
A special congratulations goes out to Meera R., who was the Grand Prize Winner, presented by Delta Dental of Michigan, as well as the winner of the Make the World Award, presented by Stanley Black & Decker; the Originality Award, presented by Hagerty; and the Safety Award, presented by Hitachi Astemo. Meera will also be among the 13 inventors selected to represent Michigan at U.S. Nationals in June. / Photo by Purple Frog Photography
It was wonderful to see the museum plaza filled with passionate and joyous students, along with proud families and educators. We look forward to experiencing the thrill of Invention Convention U.S. Nationals in a few weeks and want to congratulate all of our student inventors once again for all of their hard work.
Katie Dallos is Program Coordinator, Invention Convention Michigan, at The Henry Ford and Samantha Rhoads is inHub Marketing Specialist at The Henry Ford.
From left: Inventors Claire Kinnaman, Anna Gareau, and Cooper Dyson are Team Scandicapped, the winner of the President’s Choice award at the 2019 Invention Convention U.S. Nationals. The team was led by Nancy Ernstes, Cobb County Schools K-12 InVenture, in Georgia. / Photo by Nick Hagen
Invention Convention Worldwide invites students to solve problems and invent through hands-on, real-world, project-based learning activities. In 2019, more than 100,000 K-12 inventors competed at the school level. Winners advanced to state competitions, hoping to be one of the 492 granted access to Henry Ford Museum of American Innovation for Invention Convention U.S. Nationals. A trio of young inventors and their invention, Scandicapped, won the competition’s coveted 2019 President’s Choice award from The Henry Ford’s President and CEO Patricia Mooradian.
Scandicapped, invented by fifth-graders Anna Gareau, Claire Kinnaman, and Cooper Dyson, has a simple premise. Using an accessible parking sign fitted with LED lights and RFID technology found in pet microchips, drivers would be discouraged from illegally parking in reserved spaces.
According to the trio, it’s an idea that came to life in their classroom at Cheatham Hill Elementary in Marietta, Georgia. First proposed by Anna, Scandicapped’s inspiration is personal, a problem she identified within her own family, since her sister has hydrocephalus and uses a wheelchair. Her family’s frustration in parking lots is constant, Anna said.
For five months, the three fifth-graders brainstormed after school to define the problem and outline their design solution and concepts—all under their teacher’s guidance. Final iterations of Scandicapped allow a fitted solar-powered sign to read a chip embedded in a driver’s placard or license plate. When the plate’s chip is verified, the parking sign’s LED lights glow green to indicate legal parking. When a car is parked illegally, the sign’s LED lights glow red to alert drivers of their mistake. If ignored, the continued red flashes also alert the public and law enforcement of the infraction.
The team’s research shows those infractions would get noticed. Within just 35 minutes of observing their elementary school’s retrofitted accessible parking signs one school morning, nine violations occurred. “They were mostly younger, teenagers,” said Claire. “They don’t really know how much their actions can affect people.” What’s also interesting about their test, she added, was how half of drivers who did park illegally moved their vehicle when the prototype sign glowed red.
Team Scandicapped followed much of the protocol The Henry Ford has applied to its own innovation learning framework, Model i, when working on their ideation. Model i connects habits of innovators and actions of innovation to provide an interdisciplinary language and approach to learning. Habits such as empathy and collaboration, along with actions such as defining the problem, designing solutions, and optimizing through feedback and iteration, are within the framework. All of these practices and processes were a major reason why the Scandicapped inventors won the competition’s President’s Choice award. “I was shocked and amazed,” said Cooper of the honor.
Leadership at The Henry Ford was equally amazed at the resourcefulness of Team Scandicapped. “The work of Cooper, Claire and Anna so closely embodies the mission of this great institution,” said Patricia Mooradian, president and CEO of The Henry Ford, “reflecting on the fact that 10 percent of the population is disabled in some way and we have to do what we can to make the world more accessible to everyone.”
Since 2019, the Invention Convention Worldwide program has grown to support 147,000 K-12 student inventors. To ensure the safety of students, their families, and everyone involved, the competition was hosted virtually in 2020 and 2021. After two years, Invention Convention Worldwide is excited to welcome students back to The Henry Ford June 1–3, 2022, for Raytheon Technologies Invention Convention U.S. Nationals 2022. We are looking forward to celebrating the creativity and ingenuity of these students this summer!
Portrait of William Holmes McGuffey reading a book, circa 1860. / THF110186
William Holmes McGuffey’s Eclectic Readers were both successful and influential. Between 1836 (when the readerswere first introduced) and 1850, seven million copies of them were sold. During the second half of the 1800s, they became the most widely circulated textbooks in the United States, influencing the outlooks and perspectives of such luminaries as Presidents Theodore Roosevelt and William Howard Taft, Henry Ford, Andrew Carnegie, and the Wright brothers. How did the readers come to be, and why did they have such tremendous appeal?
A letter from President Taft to Henry Ford testifying about the importance of McGuffey Readers in his life, 1924. / THF96603
Many factors contributed to the creation and content of McGuffey’s readers, including his heritage, family background, and experiences growing up.
William Holmes McGuffey’s family was part of a group of immigrants to America who were often referred to as Scots-Irish (or Scotch-Irish). These people were Presbyterians from the Scottish Lowlands who had migrated to Ulster, in northern Ireland, over several centuries into the early 1700s. Religious restrictions and economic conditions had motivated members of this group to emigrate to America during the 1700s, and many of them settled in Pennsylvania—a colony that offered affordable land for settlement and the assurance of religious freedom. As land became increasingly unobtainable in the East, many Scots-Irish immigrants headed west and south to the edges of European settlement. In these scattered frontier communities, the Presbyterian Church remained a stabilizing force, and its tenets would become a major influence on the later McGuffey Readers.
The McGuffey family followed a similar pattern of migration to other Scots-Irish. William Holmes McGuffey’s paternal grandparents, William (“Scotch Billy”) and Ann McGuffey, landed in Philadelphia in 1774, then moved farther west to York County, where they purchased land for a small farm. In 1789, they moved again, to Washington County in western Pennsylvania—then considered the edge of the settlement or the western frontier. There, cheap land had recently become available to white settlers (see “William Holmes McGuffey’s Birthplace” for more on this). William’s maternal grandparents, Henry and Jane Holmes, had also moved to Washington County about this same time. Their farmstead, named Rural Grove, was close to the McGuffey place. This was undoubtedly how William’s parents, Alexander McGuffey and Anna Holmes, met.
The McGuffey birthplace as it stands today in Greenfield Village. / THF1969
Alexander and Anna were married just before Christmas 1797. Their first home was the log house now in Greenfield Village. This house, situated on the Holmes farmstead, had likely been Henry and Jane Holmes’s initial home before they constructed a larger frame house. Alexander and Anna’s first three children were born here: Jane (1799), William Holmes (1800), and Henry (1802).
William’s parents played a particularly significant role in young William’s life. His restless father, Alexander, embodied the values of individualism, adventure, risk-taking, and making one’s own way in the world. His mother, Anna—who was serious, pious, intelligent, and literate—enjoyed the stability of the Scots-Irish community in which they lived.
This 1870 Currier & Ives print of a settler’s family and their log home gives an impression—albeit a romanticized one—of what living on the sparsely settled frontier might have been like. / THF200600
In 1802—only two years after William Holmes was born—Alexander’s restlessness spurred the young family to move west into the Ohio Territory, to a sparsely settled area known at the time as the Connecticut Western Reserve. Here, the family settled on 160 wooded acres and established a small farm. Five more children were born there: Anna (1804), Catherine (1807), Elizabeth (1809), Asenath (1811), and Alexander Hamilton (1816). William spent his youth on this fairly isolated farmstead on the Ohio frontier.
At the time, the Ohio frontier was considered the edge of settlement—for white settlers, anyway. Although travelers and white settlers at the time described this area as a “howling wilderness” or the “solitary wilds,” in fact Native Americans had inhabited the region for thousands of years. By the time Europeans (primarily French and British fur traders) arrived in the 1700s, several Native American tribes had recently moved into the area. These included the Shawnee, Delaware, Wyandot, and Seneca-Cayuga—who had all migrated or been forced to settle there during that time from other places in the north, east, south, and west.
A hand-cut silhouette of George Washington, created around the time of his presidency. / THF142004
The influx of American settlers into Ohio with the passage of the Land Ordinance Act (1785) and the Northwest Ordinance (1787) spurred the American government—which had never truly recognized Native rights of land ownership—to evict the Native Americans from these lands. In the 1780s, a series of treaties was attempted. When these proved essentially unsuccessful, a frustrated President Washington decided to use brute force instead. He commanded a successive series of military generals to drive the Native tribes out of Ohio. Eventually, General Anthony Wayne declared victory in 1794 at the Battle of Fallen Timbers. (William’s father, Alexander, had been involved in this and previous battles in what became known as the Ohio Indian Wars of the 1790s.) The resulting Treaty of Greenville in 1795 pushed Ohio’s Native tribes into a demarcated section of northwest Ohio, until they were forced out of Ohio completely in the early 1800s.
In 1795 (the same year as the Treaty of Greenville), Connecticut, which had been deeded the strip of land in northeast Ohio Territory known as the Western Reserve back in 1662, sold this land to a group of speculators. They surveyed the land, neatly dividing it into townships and then assigning land agents who sold individually marked lots to incoming white settlers. Within about ten years, Ohio essentially shifted from “Indian Country” to a territory rapidly filling up with white settlers. In 1803, Ohio became the 17th state admitted to the United States, though the Western Reserve area in northeastern Ohio remained fairly sparsely settled until after the completion of the Erie Canal in 1825. Though only some of William Holmes McGuffey’s neighbors were—like him—Scots-Irish Presbyterians from western Pennsylvania, many shared the similar experience of adapting to the Ohio frontier from more settled communities farther east.
McGuffey’s Newly Revised Eclectic First Reader, 1848. / THF289925
As part of the 1787 Northwest Ordinance, schooling and education had been encouraged, but the ordinance charter did not create a system for establishing or funding schools. The children of more well-to-do families paid tuition to attend private schools, called academies, where both boys and girls received rudimentary training in classics, reading, writing, and arithmetic.
While education was considered a high priority by New Englanders and Scots-Irish Presbyterians settling in Ohio, many farm families—especially those migrating to the area from Pennsylvania, Virginia, and Kentucky—often lacked the money and inclination to ensure that their children received a formal education. In 1818, a traveler remarked that the schools in Ohio were very few in number and “wretched” in conditions.
William Holmes McGuffey received a better education than most children raised on the Ohio frontier. In his early years, his mother taught him basic reading, writing, and arithmetic, but she was always attempting to find ways for William to receive more education. She eventually succeeded in finding a school for him to attend in Youngstown, six miles away, run by Presbyterian minister Rev. William Wick, and William quickly developed a passion for learning. At the completion of his studies, Rev. Wick informed William that he had now received enough education to teach others and encouraged him to open a school. As a result, in September 1814, 14-year-old William McGuffey held his first “subscription school” at Calcutta, Ohio, for 48 students. His students, whose parents paid a fee for their instruction, brought their own books, with the Bible being the most common.
Two years later, and for the next four years, McGuffey attended the Old Stone Academy in Darlington, in western Pennsylvania. He then enrolled in Washington College, a Scots-Irish Presbyterian school located in Washington, Pennsylvania—ironically only a few miles from where he had been born. For the next six years, William alternated between working on his family’s farm in Ohio, teaching school, and attending classes at Washington. As he tried to educate others in the scattered and isolated settlements of the western frontier, he got a true sense of how desperately children needed an easy, standardized way of learning to read and write.
McGuffey’s Eclectic Second Reader, 1836. / THF289931
William completed his formal schooling at Miami University in Oxford, Ohio, a Presbyterian school, then taught there for the next 10 years (1826–36). By the 1830s, Ohio’s population had grown tremendously, and many public schools were opening. McGuffey saw a great need for a system of standardized education, especially for children of immigrants and those living in the scattered settlements of the West (now the Midwest) and South. In the mid-1830s, Truman & Smith, a Cincinnati publishing company, invited him to prepare a new series of textbooks to be marketed in the Midwest.
McGuffey worked to make his Eclectic Readers interesting and accessible to children, based on his observations while he was a teacher. An important difference from the few earlier textbooks that existed in America was that these were purposefully developed as a series, with each reader intended to be progressively more difficult and challenging than the one preceding it. He completed his first and second readers in 1836 and the primer, third, and fourth readers in 1837. William’s younger brother, Alexander, compiled the fifth reader in 1844 and the sixth in 1857.
Cover page of McGuffey’s Newly Revised Rhetorical Guide; or Fifth Reader, 1853, owned by Bishop Milton Wright, father of Orville and Wilbur Wright. / THF250428
McGuffey’s Eclectic Readers were called “eclectic” because they included stories, poems, essays, and speeches drawn from a variety of sources. The primer and the first two readers consisted mainly of brief, simple tales and lessons. The more advanced readers included excerpts from orations, scripture, and English literature.
When students completed a reader, they moved on to the next level. With time off for harvest and farm chores, rural pupils might get no further than the second reader before completing their education in their mid-teens, which would provide reading skills equal to about a third- or fourth-grade level today.
Inside pages and outside cover of McGuffey’s New Second Eclectic Reader, 1865. / THF59806
The McGuffey Readershad a huge impact on American society, especially in the Midwest and South. The books not only taught youngsters to read; they were also often their primary source of information about history, philosophy, and science. For many schoolchildren, the excerpts in the readers from the works of authors like Shakespeare and Wordsworth were the closest they would get in their lifetimes to the Western world’s great literature. The stories in the readers also helped establish common understandings, heroes, values, and even expressions among a wide group of Americans. For example, when President Theodore Roosevelt claimed that he did not wish to be a “Meddlesome Matty,” everyone knew what he meant. He was referring to a character in McGuffey’sfourth readerwho snooped and meddled in other people’s affairs.
The kind of practical morality that McGuffey advocated in these books was based on his own upbringing and Scots-Irish Presbyterian background. The ideal character traits that were emphasized in the readers—industry, thrift, temperance, kindness, virtue—all reflected Presbyterian values. As the series was updated in 1841, 1844, 1857, 1866, and 1879, the publishers gradually muted its overt religious messages. But they never lost McGuffey’s original emphasis on moral instruction.
Over time, critics have attacked McGuffey’s readers for such flaws as not addressing the injustices of slavery, referring to Native Americans as “savages,” having anti-Semitic and anti-Catholic overtones, and reinforcing the traditional role of women as homemakers. McGuffey himself revised some of his text over successive editions. Still, the readers are of their place, their time, and the background and life experiences of their author.
Henry Ford and McGuffey’s Readers
Henry Ford perusing a McGuffey reader inside the McGuffey Birthplace, Greenfield Village, 1940. / THF126110
Henry Ford was among the last generation of children to be educated by the McGuffey Readers. Ford considered McGuffey one of his great heroes because of his ability to spark young imaginations. He believed that the books were successful because they used a narrative approach that spoke to the time and place of readers like himself.
Henry Ford had this reader, originally published in 1885, reprinted in 1930 for use in his Edison Institute Schools. / THF288332
McGuffey Readers had a deep and lasting influence on Henry Ford. They were among the earliest objects reflecting the American experience that Henry Ford collected, beginning in the 1910s. Ford bought every copy that he could find—amassing, by the 1930s, a collection of 468 copies of 145 different editions. A strong believer in McGuffey’s educational principles, Ford perpetuated these beliefs by founding the Edison Institute Schools. He even had the readers reprinted so that the children in the schools could use them.
Edison Institute schoolchildren exiting McGuffey School, 1937–40. / THF286354
Ford commemorated McGuffey’s role in educational reform by rebuilding his birthplace in Greenfield Village and constructing a school out of barn logs from the original farmstead where McGuffey was born. William Holmes McGuffey School served as the second-grade classroom for the students attending Edison Institute Schools from 1934 until the school system was closed in 1969.
Donna R. Braden is Senior Curator and Curator of Public Life at The Henry Ford.
Scotch Settlement School in Greenfield Village. / Photo courtesy of Jeanine Miller
Holiday Nights in Greenfield Village offers an engaging look into the ways Americans celebrated Christmas in the past. At Scotch Settlement School, the holiday vignette reflects the Christmas programs that took place in the thousands of one-room schoolhouses that once dotted the landscape of rural America.
Students and teacher pose outside their rural one-room school in Summerville, South Carolina, about 1903. / THF115900
The schoolhouse—often the only public building in the neighborhood—was a center of community life in rural areas. It was not only a place where children learned to read, write, and do arithmetic, but might also serve as a place to attend church services, go to Grange meetings, vote in elections, or listen to a debate.
Students dressed in patriotic costumes for a school program, pageant, or parade, about 1905. / THF700057
People in rural communities particularly looked forward to the programs put on by the students who attended these schools—local boys and girls who ranged in age from about seven to the mid-teens. School programs were often presented throughout the year for occasions such as George Washington and Abraham Lincoln’s birthdays, Arbor Day, Halloween, Thanksgiving, Christmas, and eighth-grade graduation. People came from miles around to country schools to attend these events.
Handwritten Christmas program from Blair School, Webster County, Iowa, December 23, 1914. / THF700097, THF700098
Among the most anticipated events that took place at the schoolhouse was the Christmas program—it was a highlight of the rural winter social season. Preparations usually started right after Thanksgiving as students began learning poems and other recitations, rehearsing a play, or practicing songs. Every child was included. Students might have their first experience in public speaking or singing before an audience at these school programs.
Interior of Scotch Settlement School during Holiday Nights in Greenfield Village. / Photo courtesy of Jeanine Miller.
The schoolroom was often decorated for the occasion, sometimes with a Christmas tree. During the late 1800s, when the presence of Christmas trees was not yet a widespread tradition, many children saw their first Christmas tree at the school Christmas program. Presents like candy, nuts, fruit, or mittens—provided by parents or other members of the community—were often part of the event. Growing up in 1870s frontier Iowa, writer Hamlin Garland recalled the local minister bringing a Christmas tree to the schoolhouse one Christmas—a tree with few candles or shiny decorations, but one loaded with presents. Forty years later, Garland vividly remembered the bag of popcorn he received that day.
Teachers were often required to organize at least two programs a year. Teachers who put on unsuccessful programs might soon find themselves out of a teaching position. Teachers in rural schools usually came from a similar background to their students—often from the same farming community—so an observant teacher would have understood the kind of school program that would please students, parents, and the community.
Children at times performed in buildings so crowded that audience members had to stand along the edges of the classroom. Sometimes there wasn’t room for everyone to squeeze in. To see their parents and so many other members of the community in the audience helped make these children aware that the adults in their lives valued their schoolwork. This encouraged many of the students to appreciate their opportunity for education—even if they didn’t fully realize it until years later. Some children might even have been aware of how these programs contributed to a sense of community.
Postcard with the handwritten message, “Our school have [sic] a tree & exercises at the Church across from the schoolhouse & we all have a part in it,” from 11-year-old Ivan Colman of Tuscola County, Michigan, December 1913. / THF146214
These simple Christmas programs—filled with recitations, songs, and modest gifts—created cherished lifelong memories for countless children.
Jeanine Head Miller is Curator of Domestic Life at The Henry Ford. Many thanks to Sophia Kloc, Office Administrator for Historical Resources at The Henry Ford, for editorial preparation assistance with this post.
How much do you know about children’s books? Earlier this year, The Henry Ford’s librarian, Sarah Andrus, shared some highlights from our children’s book collection on our Instagram channel as part of our History Outside the Box series, which features material from our library and archives. If you missed that installment, you can watch it below, as Sarah discusses everything from Mother Goose and Aesop’s fables to Horatio Alger and Disney books.
Lonnie Johnson, inventor of the Super Soaker. / Photo by Thomas S. England/The LIFE Images Collection via Getty Images
Sometimes serious work leads to serious play—with seriously successful results. Did you know that the Super Soaker® water gun was an accidental invention by NASA rocket scientist Lonnie Johnson?
Johnson was passionate about inventing not only at his day job as an engineer working with hundreds of colleagues, but also working on his own inventions in his spare time. In 1982, Johnson was in his home workshop developing an environmentally friendly cooling system. To test his idea of using circulating water and air pressure, instead of the chemical Freon, Johnson connected a high-pressure nozzle to his bathroom faucet, aimed the nozzle, turned it on, and then blasted a powerful stream of water into the bathtub. He quickly recognized its potential as a toy—a pressurized water gun that didn’t require batteries and was safe enough for kids to play with.
Johnson quickly produced a prototype using Plexiglas, PVC pipe, a two-liter soda bottle and other materials. Over the next few years, he continued to make improvements. In 1989, Johnson licensed his design for the Super Soaker® to Larami. The company launched the toy in 1990.
Within two years, the Super Soaker® generated over $200 million in sales, becoming the top-selling toy in the United States. Improved versions of the Super Soaker® debuted during the following years. By 2016, Super Soaker sales were approximately $1 billion.
Johnson didn’t just take his royalty money and retire. It was a means to achieving his real goal—to establish his own research company, Johnson Research & Development Co. Today, Johnson has more than 100 patents and is currently developing innovative technology to efficiently convert solar energy into electricity with world-changing results.
Johnson’s Super Soaker®, familiar to millions of kids, can inspire new generations of inventors and entrepreneurs. The message? Creative play can lead to great achievements.
In mid-August 2020, Dan Giusti posted a picture on Instagram of an empty cafeteria. Communal tables were stacked against the walls, and single spaced-out desks and chairs took their place. “Maybe a new norm?” he asked in the caption.
Drawing, "Child Volcano Play Sculpture," 1958-1960 / THF140518
Designer Robert Propst was best known for leading Herman Miller’s development of the Action Office cubicle system. In the mid-1950s, though, he created a number of toy designs, including the Fun Sticks game, a Fun Duck scooter, and the Fun Swing—a piece of playground equipment safety experts might cringe to see in action today.
In 1958, Propst drew up designs for playground sculptures cast in fine cement—no sharp corners in sight—covered in red, yellow, and blue plasticized paint. Park plans show the curiously labeled “Child Volcano” nestled between slides and biomorphic hide-and-seek structures. Inside the volcano’s hollow core, ladder rungs allowed children to climb out the top and tumble down its sides like flowing magma.
Drawing, "Park Playground," October 30, 1958. The Child Volcano is the yellow structure in the lower right. / THF623880
Playgrounds seem to contrast with the controlled systems Propst is celebrated for. However, this approach—proposing a spectrum across structured activity and free exploration—not only encouraged creative thinking paramount to learning and growth but informed his vision for flexibility and problem-solving in the office.
Corey Williams, Dearborn Truck Plant Manager, will tell you that the culture at the plant where the F-150 is built is one of a kind. / Photo by Nick Hagen
Corey Williams has been a part of the Dearborn Truck Plant management team for nearly four years, promoted to plant manager in January 2021, and he’s worked at many Ford facilities in a variety of management positions over the 25-plus years he’s been with Ford. He’ll tell you with conviction that the Dearborn Truck Plant, where the Ford F-150 is built and The Henry Ford’s Ford Rouge Factory Tour welcomes thousands of visitors a year, is unlike anywhere else in the world.
“Every Ford plant has the same goals, metrics and objectives—we all want to deliver the best, highest-quality product to the customer that we can,” said Williams. “But at Dearborn Truck, the culture is different. And when I say different, I mean everyone here understands that we are building America’s bestselling truck and the sense of pride in that is like no other.”
“Everybody knows that we are leaders, never followers,” he added. “That if it can be done, it will be done at DTP [Dearborn Truck Plant]—at not only the highest rate and volumes but with the greatest efficiency.”
Ford F-150 Truck Assembly at the Dearborn Truck Plant at the Ford Rouge Complex
That attitude and mental mantra fit perfectly with Williams’ persona. He’s not afraid to admit he’s an ultracompetitive guy who feeds off having to face the next challenge.
“I’ve been a sports guy my entire life,” he said. “I love to compete and like the idea of a team—the collaborative part of it and how you have to work together toward a common goal.”
And when asked about the new set of players—vehicles as well as workers—that are now ready to call the Ford Rouge Complex home along with Dearborn Truck Plant, Williams couldn’t be more excited. In 2022, the new Rouge Electric Vehicle Center is slated to open, employing hundreds of new hires and manufacturing the all-new battery-electric F-150. “Not a day goes by that people don’t ask me about our new hybrid, the EV center, and electric truck—the buzz and amazement just grows,” said Williams. “It’s a huge step in continuing our truck leadership and dominance. We are changing the game.”
Play to Work
Staff from Ford Motor Company and The Henry Ford trace some of their interest in STEM and manufacturing to childhood television, toys, and games, like this 1960s Clue set in our collection. / THF188744
We asked Corey and other members of Ford Motor Company’s vehicle launch team and The Henry Ford’s Ford Rouge Factory Tour what games, TV shows, toys, etc., they remember growing up that helped spark their interest in STEM and manufacturing.
Corey Williams, Plant Manager at Ford: Playing team sports in his younger years is a key precursor to his manufacturing management skills today. “Involving yourself in team events where you need to collaborate and compete as a team toward a common objective is extremely relevant from a STEM standpoint,” he said.
James Housel, Bodyshop Launch Manager at Ford: “Saturday morning cartoons watching ‘Wile E. Coyote, SUUUUUUPER Genius.’” The cartoon character is always obtaining crazy gizmos from fictional mail-order company Acme in the hopes of capturing the Road Runner.
Cynthia Jones,Director, Museum Experiences & Engagement, at The Henry Ford: “I loved to play the board games Risk and Clue. Both of those helped me identify patterns, test hypotheses, set strategy goals and learn from failure.” Like Williams, Jones, a dedicated swimmer through high school, credits competitive sports too.
Doug Plond, Senior Manager, Ford Rouge Factory Tour, at The Henry Ford: “As a really young tyke, I loved to build with my red cardboard brick set—knocking them down was the fun part. Once I got a bit older, I moved up to Lincoln Logs.”
Greenfield Village’s Herschell-Spillman Carousel. / Photo by KMS Photography
Say the word “carousel” and most people conjure up images of ornate horses on poles, happy children upon them screaming with glee as they go up and down, round and round.
Visit the Herschell-Spillman Carousel in Greenfield Village and the scene is similar. It’s a centerpoint of fascination, fun and play for thousands of guests each year. A place to decompress from the more serious points of history shared in the village and just let go.
“The carousel gets to the multifaceted nature of the Greenfield Village experience,” said Marc Greuther, Vice President, Historical Resources and Chief Curator at The Henry Ford. “That it’s not always about innovation, ingenuity, and resourcefulness. Sometimes it’s simply about having fun. If you think about it, there’s some ingenuity, resourcefulness, and innovation in that.”