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.
Waajeed has worn many hats in his musical career. Besides the stylish Borsalino he usually sports, he’s been the DJ for rap group Slum Village, half of R&B duo Platinum Pied Pipers, an acclaimed producer of hip-hop and house music, and proprietor of his own label, Dirt Tech Reck. But it’s his latest venture that feels closest to his heart: educator.
The 45-year-old Detroit native is now the director of the Underground Music Academy (UMA), a school set to launch in 2022 that will guide students through every step of tackling the music industry obstacle course. “You can learn how to make the music, put it out, publish it, own your company, and reap the benefits,” he said of his vision for UMA. “A one-stop shop.”
Photo by Bill Bowen
While Waajeed initially broke into music via hip-hop, UMA will, at least at first, focus on electronic dance music. Detroit is internationally renowned for techno, a form of electronic dance music first created in the Motor City in the mid-1980s by a group of young African American producers and DJs. But as the music exploded globally, particularly in Europe, techno became associated with a predominantly white audience. While Detroit’s pioneers were busy abroad introducing the music to foreign markets, the number of new, young Black practitioners at home kept dwindling.
UMA’s initial spark hit Waajeed a few years ago, when he was spending endless hours on planes and in airports, jetting to DJ gigs around the world. “On almost every flight I jumped on, I didn’t see a lot of people that looked like me, and it didn’t feel right,” he said. “All of this energy that’s being put into building Europe’s connection to our music and our past and our history, and it’s like, this needs to be happening in our own backyard. It was an awakening.”
Waajeed performing at Brunch Electronik Lisboa in Portugal. / Photo courtesy Brunch in the Park
Waajeed spoke to Mike Banks, a founder of the fiercely independent techno collective Underground Resistance, about how best to communicate to younger Black listeners that this music, primarily associated with Germans and Brits for the last 30 years, is actually an African American art form. The genesis of UMA flowed from their discussions. Waajeed described Underground Resistance’s credo of self-determination and mentorship as “a moral and business code that’s been the landmark cornerstone for our community.”
Another huge inspiration came from older musicians like Amp Fiddler, a keyboardist for Parliament-Funkadelic whose home in Detroit’s Conant Gardens neighborhood was close to Waajeed’s high school, Pershing. Whenever Waajeed and his friends (like future hip-hop producer J Dilla) skipped class, they’d end up in Fiddler’s basement, where he taught the teens how to use instruments and recording gear. “It started with people like Amp,” Waajeed said, “taking these disobedient kids in the neighborhood and giving us a shot in his basement, to trust us to come down there and use what felt like million-dollar equipment at the time, teaching us how to use those drum machines and keyboards. Amp put us in the position to be great at music.”
After years in the making, Waajeed is hoping to welcome students to the physical space for his Underground Music Academy in 2022. It will be located on Detroit’s East Grand Boulevard, near the internationally known Motown Museum. / Photo by Bill Bowen
Waajeed hopes UMA will institutionalize that same “each one teach one” tradition, not only with respect to music-making but also business and social acumen. “I heard stories about people who worked with Motown that would teach you what forks to use so you could sit down for a formal dinner, and that’s what I’m more interested in,” he said. “As much as being a beat maker is important, it’s just as important to be a person who is adamant about your business: knowing how to handle yourself the first time you go on tour, or how to set up publishing companies and bank accounts for those companies. That’s what we’re trying to do, to make that instruction more available so you have no excuses to fail.”
Until the physical space is ready to host students—scheduled for 2022, though the COVID-19 pandemic may alter that plan—UMA is concentrating on video tutorials that can be watched online, as well as fundraising, curriculum planning, and brainstorming about how best to reach the academy’s future pupils.
Waajeed sits on the steps of the future Underground Music Academy in Detroit. / Photo by Bill Bowen
“The result of this is something that will happen in another generation from us. We just need to plant the seed so that this thing will grow and be something of substance five or ten years from now,” Waajeed said. “I would be happy with a new generation of techno producers, but I would be happier with a new generation of producers creating something that has never been done before.”
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.
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.
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.
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.
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.
Members of Detroit’s Houghton School safety patrol listen attentively to traffic safety officer Anthony Hosang in 1950. (64.167.536.16)
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.
Automobile Club of Michigan Safety Patrol Armband, 1950-1960. THF153486
AAA School Safety Patrol members generally are chosen by their teachers or principals and, with their parents’ permission, given training in traffic safety – typically over the summer, so they’re ready to go as soon as the school year starts. These young patrollers are then stationed near the school at crosswalks, bus unloading areas and carpool drop-off locations to ensure that their fellow students remain cautious near motorized traffic.
More experienced patrollers may be promoted to officer positions like captain, lieutenant or sergeant. These ranks bring with them additional responsibilities like keeping daily records, writing regular reports, or assigning other patrol members to specific duties or stations.
AAA School Safety Patrol Lieutenant Badge, 1950-1965. THF151056
It’s important to note that safety patrol members work together with – not in place of – adult crossing guards and traffic officers. Nevertheless, the patrollers play an important role in keeping students safe. And they learn early and important lessons about responsibility, too. Not surprisingly, many safety patrol alumni go on to careers characterized by public service or proven leadership. Former patrollers include Presidents Jimmy Carter and Bill Clinton, and notable Michiganders like Governor William Milliken, Chrysler Chairman Lee Iacocca, and Detroit Tiger Al Kaline.
The Official Song of the Safety Patrol, 1937. (87.135.1661)
The Henry Ford’s artifact collection includes armbands and badges worn by AAA School Safety Patrol members over the years. Our archival collection includes a copy of the sheet music for “Song of the Safety Patrol,” written by Lucille Oldham in 1937.
We salute these conscientious students working tirelessly throughout the school year to keep their classmates safe. Today, there are more than 654,000 children serving as patrollers in schools across the United States. Thanks to the program these students are empowered with a sense of responsibility and leadership as they protect their classmates going to and from school each day.
It’s Back to School season—ads for clothing and school supplies are everywhere. The first day of school has meant many things to the generations of kids who have shared this experience. Excitement, curiosity, wariness--and for some of the first timers among us—perhaps even a bit of fear. 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.
Megan Mines donned this plaid Kelly green dress and headed off to her first day of kindergarten in Warren, Ohio in 1980. She was a little wary of the plunge into the unknown world of kindergarten—what would it be like? Megan also wore the dress for her school photo later that year.
Do you remember your first day of school—kindergarten or any other year? What was it like? And what did you wear?
In 1990, a partnership was formed between The Henry Ford and Wayne-Westland Community Schools that would revolutionize the way The Henry Ford looked at community outreach. High School students would spend the first half of their days in the classroom, then be transported to The Henry Ford in taxis where they would spend the remainder of their school day working alongside full-time employees learning vital work skills, forming positive relationships, and creating memories that would last a lifetime.
Twenty-six years later the foundation of the program remains the same. Students from the district continue to make the daily commute to The Henry Ford (although in school buses rather than taxis) where they work in placements ranging from the William Ford Barn, Firestone Farm, Institutional Advancement, banquet kitchens and restaurants, and the Ford Rouge Factory Tour. They now have the opportunity to obtain additional academic credits by completing online courses, and participate in community engagement by practicing service learning with second-grade classrooms at an elementary school in the district on a weekly basis. Service learning allows our students to give back to their communities, and realize the impact they can have on the lives of others.
The students we serve have been identified by their counselors and principals for being at-risk for graduation. Academic struggles usually stem from a multitude of underlying issues such as an unstable home life, mental/physical health issues, or perhaps just lacking a sense of belonging in this world. People learn in different ways and normal schooling isn’t for everyone; the Youth Mentorship Program provides an atmosphere where students can succeed in an environment different from the traditional classroom.
The Youth Mentorship Program is a source of pride here at The Henry Ford. It’s one of the clearest ways weinspire people to learn from these traditions to help shape a better future, as our mission statement proudly states. Unlike most programs at The Henry Ford, the Youth Mentorship Program caters to a smaller group; approximately 12-15 students per semester. The students have the ability to participate in the YMP for a semester or longer, depending on what their schedule allows. Although small in numbers, we believe the YMP is a program that runs ‘an inch wide and a mile deep.’ Although we have a great desire to reach all youth in need in our community, small group size allows for more one-on-one opportunity as well as an overall intimate atmosphere. A quote we hear amongst our students year after year is how the YMP is truly like a family.
It’s incredibly inspiring to watch these students learn their place in the world and become good and successful citizens of their community. Whether it’s passing classes and earning credits, serving The Henry Ford’s guests in a banquet kitchen or restaurant, shearing sheep at Firestone Farm, or walking across a stage to grab their high school diplomas, the Youth Mentorship Program opens the eyes of students to opportunities they may never imagined with overwhelming cheers of support. It truly has deep and lasting impact on the students it serves each semester, as well as the students’ families, The Henry Ford staff, and the Wayne-Westland community.
Help us continue making our community impact by making a donation to the Youth Mentorship Program this Giving Tuesday. How can your donation help?
$10 can provide a semester's worth of school supplies for a student
$30 will help uniform one student
$50 supplies a month's worth of meals for a student
$200 pays for one online course for a student to complete to earn credit
$2,500 provides transportation for one student for the year
Learn more about this year's Giving Tuesday program at The Henry Ford and make your gift here. Continue Reading
Strange sounds will soon float through the air at The Henry Ford. Ghostly, warbling, hypnotic sounds. Reverberations that might be described as pure science fiction—as seeming “out-of-this-world.” These provocative sounds will rise out of an instrument called the theremin, developed in 1920 by Russian and Soviet inventor Léon Theremin. Famously, it is one of the only instruments that is played without physically touching it, and is considered to be the world’s first practical, mass-produced, and portable electronic instrument. These instruments offer a deep range of sonic possibility; learning to play one is a stirring experience.
At Maker Faire Detroit, July 30-31, 2016, Dorit Chrysler will provide several theremin workshops with KidCoolThereminSchool, a workshop program “dedicated to inspire and nurture creative learning and expression through innovative music education, art and science.” On Saturday, youth workshops (ages 4-13) will be held on a first come-first served basis at 11am and 1pm, followed by an adult workshop (ages 14 and above) at 4pm. On Sunday, youth workshops will be held at 1pm, followed by an adult workshop at 4pm. Maker Faire attendees are encouraged to arrive early to guarantee a place in the workshop, as each session is limited to ten participants. Additional guests are welcome to observe the workshop and test a theremin afterwards. Workshops typically run 45mins to 1hour, and will be held in the upper mezzanine area in the Heroes of the Sky exhibit.
Dorit Chrysler is rarity in the realm of musical performance: she is one of the few theremin players in the world who is considered to be a virtuoso of the instrument. She has accompanied an impressive list of bands including The Strokes, and Blonde Redhead, Swans, Cluster, ADULT., Dinosaur Jr., and Mercury Rev. Additionally, as part of her visit to Maker Faire, Dorit will give a performance each day at 3:15pm in The Henry Ford’s Drive-In Theatre, followed by a short Q&A session.
Kristen Gallerneaux, our Curator of Communications and Information Technology, had the opportunity to speak with Dorit Chysler about theremins, her music career, and the importance of collaboration.
Can you explain, using a few key words or phrases—as fanciful as you want them to be—how the theremin sounds? The granddaughter of the Lev Termen, the theremin's inventor once told me, you have to play the theremin with your soul - to me the sound at its best translates your slightest physical motions into a haunting & delicate soundscape, like weaving winds, tickled butterflies or howls to the moon, and yes, a theremin can sound exquisitely lyrical, but—at its worst, it can also sound like stepping on a cats tail.
How did your introduction to and love of the theremin as an instrument begin? What was your creative background before committing to the theremin? Having studied musicology in Vienna, I had been an active composer and also played guitar and sang in a rock band - when encountering the theremin at a friend’s house, I was instantly touched by its unusual interface, dynamic potential, the quixotic efforts necessary in controlling its pitch -why had the theremin not been more popular? It clearly deserved more attention.
How can the presence of a theremin influence the structure of a song? A theremin is surprisingly versatile - it can be applied in solo voicing (just like violin or guitar) or looping monophonic voices atop of each other, which creates a very unique weaving effect or dynamically in swoops and other gestural movements generated through its unique interface of motion translating into sound.
Are there any “quirks” to playing this instrument live? Playing a theremin live can be a challenge, as circuitry, wind (outdoors) or Hearing Aid ‘Loop’ T-coil Technology in concert halls, just to name a few, can interfere with the instrument. In addition, if you don't hear yourself well onstage, it is impossible to play in tune—so if playing with other instruments, such as an orchestra or a band with drummers, it is a challenge that can only be mastered with your own mixer and an in ear mic. Needless to say, all of this does not contribute in making the theremin a more popular instrument, the technical challenge playing live is real but can be mastered.
While commercial theremins are available via Moog Music, Inc., the theremin you sometimes play in your live shows doesn’t look like a commercial model. Is there a story behind who built it? Any special skills that creator may have had to work hard to learn in order to make the instrument a reality? I own several different theremin models and sometimes play a Hobbs Theremin, created by Charlie Hobbs. This prototypes has hand-wound coils and a very responsive volume antenna which permits very dynamic playing.
What is the strangest setting in which you have played the theremin? Many diverse settings seem to offer themselves to a thereminist. Some of my favorite ones have been: playing in front of Nikola Tesla's ashes, resting inside a gold ball sitting on a red velvet pillow at the Tesla Museum in Belgrade, or inside an ancient stone castle ruin, atop a mountain in Sweden, or on a wobbly boat off Venice during sunset and with creaming ducks, at the Carnival in Brazil on a busy street filled with dancing people, and finally, a market place in a small town in Serbia, when an orthodox priest held his cross against the theremin to protect his people from "the work of the devil."
Could you talk a little about the importance of collaboration, and perhaps talk about a project that you are especially fond of where collaboration had a key role? I strongly believe in collaboration—its challenges and the new and unforeseen places it may take you. My biggest challenge this year has been playing with the San Francisco Symphony orchestra, to be surrounded by a sea of acoustic instruments sounded incredible and was a great sonic inspiration. We all had to trust each other and some of the traditional classical musicians of the ensemble eyed the electric theremin with great suspicion! Also I enjoyed playing with Cluster, stone cold improvising together onstage, or with a loud rock ensemble, filling the main stage at Roskilde festival with Trentemoeller, looking at a sea of thousands of people. This Fall I am committed to projects in collaboration with a project in Detroit with the band ADULT., a French band called Infecticide (they remind me of a political French version of Devo), a children’s theremin orchestra, and a theremin musical production for Broadway. Stylistically a theremin can fit in nowhere or anywhere, which opens many doors of collaboration
Can you tell us a little bit about how KidCoolTheremin school began? What other sorts of venues have you travelled this program to? KidCoolThereminSchool began very organically, when children and adults were so eager to try the theremin themselves after concerts. I developed a curriculum and started classes at Pioneerworks, a center for art and science in Red Hook, NY. We were supported by Moog Music in Asheville, NC, where I had been teaching students over the course of six months. KidCoolThereminSchool has been going global ever since, we have had sold out classes in Sweden, Switzerland, Detroit's MOCAD, Houston, NYC, Moogfest, Vienna, and Copenhagen. This fall, KidCoolThereminSchool will go to Paris and Berlin as well as free classes in Manhattan as part of the "Dame Electric" festival in NY, Sept. 13-18th.
Why is it important for young people and new adult audiences to have the chance to try a theremin? Ever since its inception, the theremin as a musical instrument has been underestimated—it merely hasn’t found its true sound as of yet. In this age of technology, a theremin's unique interface of motion to sound, seems contemporary and accessible. Amidst a sea of information, the very physical and innovative approach to different playing techniques can allow each player to find their own voice of expression, learning to listen and experiment, to train motorics and musical skills in a playful and creative way.
What can people expect to learn at the KidCool workshops at Maker Faire? Due to time restrictions, we will offer introductory classes on the theremin. We will go through the basics of sound generation—and ensemble playing is sometimes all it takes for someone to get inspired in wanting to dive further into the sonic world of the theremin.
Is there anything you are particularly excited to see at the museum? Yes, the collection apparently holds two RCA theremins. They are currently not on display but we (the NY Theremin Society, which I cofounded) would very much like to help examine and determine what it would take to operate these instruments one day, and to even play them in concert at the museum in the future. For a long time now I wanted to see the permanent collection of The Henry Ford!