Posts Tagged childhood
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!
Europe, New York, immigrants, Michigan, Dearborn, 21st century, 2010s, women's history, technology, school, musical instruments, music, Maker Faire Detroit, events, education, childhood
A hydrogen-fueled Prototype from Colorado’s Wheat Ridge High School charges up Jefferson Avenue at the 2016 Shell Eco-marathon Americas.
The gas mileage in our cars is nothing to sneeze at these days. The average for all new light-duty vehicles sold in the United States is around 25 miles per gallon. Buy a gas/electric hybrid like the Toyota Prius or the Chevrolet Volt and the equivalent mileage jumps to about 60. Go with the all-electric Tesla Model S and you’re looking at an equivalent of almost 90 miles per gallon. Good numbers, but you’d have to multiply them by ten to be taken seriously at the Shell Eco-marathon Americas.
For the second year in a row, Shell brought its super-mileage competition to Detroit. More than 1,000 students on 124 teams from high schools and colleges throughout the Western Hemisphere gathered in the Motor City April 22-24 to compete toward a simple goal: to tease as much mileage out of a gallon of gasoline (or its equivalent) as possible.
Students from Michigan’s Lapeer County Education and Technology Center are fans of The Love Bug, judging by their Urban Concept vehicle.
If you’re fan of The Henry Ford’s Innovation Nation, then you might recall that the competition was featured in the show. Cars compete in two classes. The Prototypes are stripped-down, highly aerodynamic designs, while the Urban Concept vehicles look a bit more like production cars. Teams may use either internal combustion engines (fueled by gasoline, diesel, natural gas or ethanol) or electric motors (fed by lithium-based batteries or hydrogen fuel cells.) This year’s overall winner was Université Laval of Quebec City with 2,584 miles per gallon. Fellow Canadians from the University of Toronto weren’t far behind with 2,364. California Polytechnic State University rounded out the podium with 1,125. (Complete results are available here.)
How do teams achieve these extraordinary numbers? Streamlined shapes and lightweight materials are big parts of the equation, but the teams also shut off their engines and coast as much as possible along the 0.6-mile course laid out through downtown Detroit. But competing vehicles have to maintain an average speed of at least 15 miles per hour over ten laps, so they can’t rely too heavily on momentum.
Inspection is rigorous. Many teams struggle with the brake test, in which their car’s brakes must hold the vehicle (with driver) perfectly still on a 20-percent grade.
It’s an all-in commitment for the students. Teams began arriving in Detroit on Tuesday, and most of them stayed in tents set up on Cobo Center’s lower level. If they weren’t sleeping or competing on the track, odds are that the students were working on their cars in the paddocks that covered much of Cobo’s main hall. Each vehicle has to pass a rigorous safety and compliance inspection before it’s allowed on the track, so there’s always fine-tuning to be done.
Everybody loves to build a Model T.
In addition to the competition, there were many other attractions for the public to enjoy. The Henry Ford was pleased to have a presence in Cobo Center alongside the Michigan Science Center, the MotorCities National Heritage Area, FCA and other organizations. We brought two of our signature experiences – the “Build a Model T” activity and the operating replica of Henry Ford’s Kitchen Sink Engine – along with the replica of the 1896 Quadricycle and the 102.5 mile-per-gallon Edison2 X Prize car. We also brought several auto-related clips from The Henry Ford’s Innovation Nation to inspire the teams and event visitors alike.
On Saturday, I was privileged to moderate a panel discussion with students and staff from Maxwell High School of Technology in Lawrenceville, Georgia. The group won the grand prize in Quaker State’s 2015 Best in Class Challenge, in which they had six weeks to turn a plain-vanilla 2003 Chevrolet Impala into a head-turning street machine. The competition, with its tight time and money restrictions, gave the students a new appreciation for teamwork – not unlike the cooperation that is so crucial to Eco-marathon teams.
The Shell Eco-marathon Americas will be back in Detroit in 2017. If you missed the event this year, be sure to get to Cobo Center next time to enjoy one of the most exciting and innovative motor vehicle challenges around.
Matt Anderson is Curator of Transportation at The Henry Ford.
events, Michigan, Detroit, environmentalism, education, childhood, by Matt Anderson, cars, alternative fuel vehicles
If you visit the Wright Home in Greenfield Village, the presenter in the house will probably draw your attention to the bookcase in the living room. Many of these books, along with more housed in the Benson Ford Research Center, did indeed belong to the Wrights, and were used by Orville and Wilbur Wright, their sister Katharine, or their father Milton. We’ve just digitized over 50 Wright family books, including this 1892 copy of Medea used by Katharine Wright. Other examples include The Principal Works of Charles Darwin, Grimm’s Fairy Tales, and A Manual of Instruction in Latin. Browse the list of titles to see what other bookish ideas may have influenced the young Wright Brothers by visiting our Digital Collections.
Ellice Engdahl is Digital Collections & Content Manager at The Henry Ford.
Ohio, home life, Wright Brothers, Greenfield Village buildings, Greenfield Village, digital collections, childhood, by Ellice Engdahl, books, 19th century
It’s an old museum-related joke: You don’t feel old until you see your toys exhibited as historic artifacts. Okay, so I felt a bit aged the first time I saw that Star Wars lunchbox in Your Place in Time, but I never questioned its right to be there. For us Gen X types, few things are so much of our time as Star Wars.
While I was around when all three of the original films were in theaters, most of my viewings came via videotapes recorded from HBO airings. (Heh, a Star Wars viewing still doesn’t feel quite right to me unless it starts with this.) Not until Return of the Jedi arrived in 1983 was I old enough to see one of the movies on the big screen. I still remember being thrilled by the sarlacc pit battle and the speeder bike chase, being saddened at Yoda’s death, and being generally grossed out by Jabba the Hutt. Disgusting or not, it was satisfying to finally see that vile gangster after hearing his name dropped ominously in the first two movies. All in all, it was a magical experience, and the reason that I don’t personally rate Jedi as a lesser work than its predecessors. Continue Reading
21st century, 2010s, 20th century, 1980s, 1970s, toys and games, space, popular culture, movies, childhood, by Matt Anderson
Dressing Goodfellows dolls has been a Christmas tradition in Detroit since 1924, and the Ford Motor Company Girls’ Club was a major participant in dressing Goodfellows dolls for underprivileged children in Detroit for many years. Starting in 1946 by dressing 65 dolls, the club’s peak donation was 3,000 dresses in 1967, 1969, and 1970, and they averaged between 1,500 to 3,000 dolls most years.
The Ford Girls’ Club was started in 1946 under the Recreation Section of Ford Motor Company. Every female employee – salaried, or hourly – was automatically a member (though active membership did cost $1.00 per year). Any immediate female family member of a club member could join, as could the wives of Ford male employees. The club was primarily social, meeting once a month in addition to dinners, picnics, dances, lectures, and workshops. Members were also service oriented - they held dances for returning veterans, gave gifts and visited veterans in hospitals, and each Christmas they participated in clothing dolls for the Goodfellows to distribute, making thousands and thousands of handmade dresses over the years.
Dolls were usually handed out at the annual November service meeting. The club’s first foray into dress making was in 1946, when women of the club made 65 handmade dresses for dolls. The next year they jumped up to 290, with the dresses being displayed in the Administration Building cafeteria before being sent to the Goodfellows. As more women joined the club, interest grew in this Christmas service project and the club dressed more and more dolls each year, with their finished projects being displayed in various Ford Motor Company buildings’ lobbies, and offices, as well as the Dearborn Virginia Dare storefront window in 1949. The number of dresses made continued to climb each year reaching to almost one thousand in 1954, and the dolls were displayed for the first time at the Rotunda Christmas Fantasy. The next few years were dress-making bonanzas, and in 1957 2,500 dolls were dressed and displayed at the Rotunda for visitors to view before they were distributed to girls in the Detroit area on Christmas Eve. The Girl’s Club maintained a high production rate in the years to come - between 1,750 and 2,000 dresses were made annually and displayed at the Rotunda or Ford Motor Company buildings. In 1966 production saw another jump when the club made almost 3,000, a number they reached the next year and continued to reach or come close to for the next four years.
The handmade dresses were made of all kinds of fabric, from cotton to organdy, satin and lace. Women also knit and crocheted dresses, from wool to angora. Dolls dressed as nurses, astronauts, drum majorettes, hula dancers, Girl Scouts, flying nuns, ballerinas, and ice skaters complete with skates, graced the displays, as did brides, baby dolls, and all kinds of different ethnic dresses. Women could make any type of dress they wanted, but prizes were given by the Goodfellows, and later Ford, in specific categories:
- Bride
- Fancy dress
- Baby doll
- Character doll
- Sensible doll
- Costume
- Tailored
- Knit and crocheted
Goodfellows prizes ranged from $1 for a dress placing in a particular division to a grand prize of $10. Ford soon began judging the Girls’ Club’s work and awarding prizes as well, with the dresses usually judged by the wives of the Goodfellows’ president and executive officers. Early on prizes were cash, but when the displays headed to the Rotunda the stakes were raised. Grand prize in the 1950s and early 1960s was a sewing machine and console, second prize being a portable sewing machine, and third prize was a sewing cabinet.
The prizes, of course, were always of secondary importance in the Girls’ Club work with the Goodfellows' goal of “no child without a Christmas.” Over a 27-year period, 1946-1972, the Ford Girls’ Club donated over 45,000 hand-made dresses to the Detroit Goodfellows' organization to distribute to area children. The Ford employee newsletter The Rouge News and later Ford World carried stories and photos of the club’s donations every year, urging members of the club and others in the Ford organization to participate. We lose track of the Ford Girls’ Club here in the archive at about 1973, when Ford World ceased publishing stories on the yearly donation of dolls. However, judging from the 1972 output of 2,000 dolls, it seems likely the club continued the annual service drive for some years after.
The Goodfellows still distribute dolls and people in the metro Detroit area continue to provide dresses each year.
Kathy Makas is Reference Archivist at The Henry Ford.
Dearborn, 1970s, 1960s, 1950s, 1940s, 20th century, women's history, toys and games, philanthropy, Michigan, making, holidays, Ford workers, Ford Motor Company, Detroit, Christmas, childhood, by Kathy Makas
When I told some of my teacher colleagues that I was planning a field trip to The Henry Ford's Greenfield Village for my world history classes, many reacted with surprise. They asked, “What does Greenfield Village have to do with world history?” At face value, their reaction seems justified. What does the Model T or the Wright Brothers have to do with the development of writing and agriculture? Well, Greenfield Village has the ability to make both ancient and modern history come alive.
With a little creative planning, the buildings and artifacts on display in Greenfield Village were the ideal companion to my current world history unit. I’m teaching about the Neolithic Era of world history, which is from approximately the end of the last Ice Age (10,000 years ago) until about 3,000 BC. The Agricultural Revolution began around 5,000 BC. It is when humanity moved away from hunting and gathering, instead domesticating animals and beginning to plant crops. They also developed tools like the plow and used canals to irrigate crops and fields.
My students do not have a very concrete understanding of agriculture, as they come from an urban/suburban area. They have seen farms on television and in movies. But they have not had the personal experiences that would bring the agricultural revolution to life.
Fortunately Greenfield Village allowed my students to experience in person a farm that employs principles of the agricultural revolution, like using domesticated animals as a source of power. Using Firestone Farm in Greenfield Village, my colleagues and I constructed a “farm-focused” field trip as a component of our world history course.
The people, animals, and artifacts at Firestone Farm made our world history unit come alive. The employees and volunteers were happy to explain how and why farmers have used and interacted with domesticated animals. The students were excited to see the Merino sheep, draft horses, pigs, and chickens in and around the barnyard at Firestone. They gained a greater understanding of the tools and technology created during the agricultural revolution by examining the plows, seed drills, and other pieces of equipment in the Firestone Barn. Reading about a barn, or seeing one on TV doesn’t compare to actually stepping foot in one. Holding the tools, watching the animals, and smelling the barn did far more to impress upon my students the rigors of farming more than any textbook could.
The Henry Ford is, and should be, a favorite destination for American history field trips. But with the help of The Henry Ford, creative teachers can also make textbooks come alive for STEM (science, technology, engineering and math), art, economics, civics, world history, and English language arts.
Matthew Mutschler is a veteran teacher currently teaching middle school in the Warren Consolidated School District. He has been involved with The Henry Ford for a number of years, and is an alumnus of both The Henry Ford Teacher Fellow Program and the National Endowment for the Humanities Landmarks of American History and Culture workshop America’s Industrial Revolution at The Henry Ford.
This #GivingTuesday consider helping us bring more teachers and students on field trips to The Henry Ford by giving a gift of at least $8.
by Matthew Mutschler, agriculture, education, childhood, teachers and teaching, field trips, #GivingTuesday
Our founder, Henry Ford, realized that not everyone learns best by reading books or listening to a lecture, the traditional modes of education he experienced 150 years ago which are still dominant today. One of Henry’s most important learning experiences was fixing pocket watches. He developed an understanding of engineering and science through hands-on, self-directed discovery. He founded The Henry Ford as a school, where children would learn by doing with the real stuff of history and science. He collected artifacts which showed hundreds of years of changes in technology and daily life, and allowed the children to use them.
Today, we still share with children the “real stuff” of history and science. Over 200,000 students are lucky enough to take a field trip to The Henry Ford each year. Although we’ve discovered we can’t allow many of our artifacts to be used to the degree they were in the 1930s, The Henry Ford has made historical artifacts more hands-on than most other history museums. On field trips, students literally go inside science and history when they fathom the overwhelming number of inventions at Edison’s Menlo Park Laboratory or explore (and smell) the Firestone Farm barn. Of course, there is no experience more powerful for our student visitors than taking a seat in the actual Rosa Parks Bus.
You may be wondering, besides Mold-A-Ramas and selfies with cool historic cars - what do students come away with?
Yes, they see examples of the “real stuff” which they learn about in Social Studies, Science and English Language Arts every day. And, they have had fun learning, which is vital to becoming lifelong learners. But the most important thing they get is a profound understanding that real people did these things which they study in school. Real people, just like them, changed the world. And they can, too.
On this #GivingTuesday, we hope you will consider making a gift of at least $8 to The Henry Ford. Your contribution makes these important field trips possible and helps us to inspire the next generation of innovators and change makers. You can make your gift below.
Catherine Tuczek is former Curator of School and Public Learning at The Henry Ford.
Henry Ford, philanthropy, childhood, education, #GivingTuesday, by Catherine Tuczek
Just Added to Our Digital Collections: Scotch Settlement School Images
For a few years starting at age seven, Henry Ford attended a one-room schoolhouse, the Scotch Settlement School, located on Warren Avenue in what was then Dearborn Township, Michigan. When he was developing Greenfield Village, Henry Ford acquired the school, relocated it to the Village, and opened it as a multi-grade classroom for the Edison Institute Schools in fall 1929. We’ve just digitized 75 images of the school on its original site, including this well-labeled image of the 1925 funeral of Mrs. Susie Chapman, wife of one of Henry Ford’s favorite teachers, John Chapman. (Chapman himself had died two decades earlier; his family home and another school at which he taught are also preserved in Greenfield Village.) Henry and Clara Ford appear at the far left. Visit our digital collections to view more images and artifacts related to the school.
Ellice Engdahl is Digital Collections & Content Manager at The Henry Ford.
teachers and teaching, childhood, Greenfield Village buildings, Greenfield Village, Henry Ford, Michigan, school, by Ellice Engdahl, digital collections, Scotch Settlement School
Henry Ford established the plantations of Fordlandia and Belterra in Brazil with the hope of mass producing rubber for Ford Motor Company vehicles at a fraction of the cost of American factories. Although deep in the Amazon jungle, Ford was essentially attempting to recreate his successful company town of Dearborn, Michigan for his Brazilian workers. Fordlandia came first in 1930, but was not nearly as prosperous as Ford had hoped. In 1940, Ford opened a second plantation, Belterra. Although both plantations were eventually closed, Belterra found some moderate success before Henry Ford abandoned the project. Belterra set out to solve problems created or brought harshly to light by Fordlandia. In many ways, Belterra more closely aligned with Ford’s vision, epitomizing the ideal small Midwestern town better than Fordlandia ever had. Continue Reading
South America, 20th century, 1940s, 1930s, school, manufacturing, Henry Ford, Fordlandia and Belterra, Ford Motor Company, education, childhood, by Molly Malcolm
Dearborn in the Jungle: Why Belterra Flourished Where Fordlandia Failed
Much has already been written about Henry Ford’s ill-fated Amazonian experiment, Fordlandia. In 1927, Ford acquired land in Northern Brazil, and envisioned creating a booming rubber plantation and town. He anticipated a new revenue stream that would produce enough rubber to make tires for 2 million tires every year. Ford knew that in order to ensure Fordlandia’s economic success, he needed a workforce that was healthy and contented with their lives. In addition to the rubber plantation, Fordlandia had a school, workers’ homes, a railroad, hospital, dance hall, golf course, community pool, sawmill, recreation center, and many other things Henry Ford viewed as cornerstones of a productive and morally righteous society. As author Greg Grandin wrote in Fordlandia, this new plantation offered Henry Ford, “a chance to join not just factory and field but industry and community in a union that would yield, in addition to great efficiency, fully realized men.” Henry Ford initially offered Brazilian workers 35 cents a day, as well as food, lodging and healthcare, well beyond the wages any laborers had been offered up until now in this part of the world. However, these amenities came with massive strings attached, such as the imposition of an American 9 am - 5 pm working schedule, and the requirement that all laborers eat food from the American Midwest. These habits were foreign to the workers and they quickly grew resentful of the behavioral restrictions imposed by Ford and rioted in December 1930. After the riot, Fordlandia was never able to fully recover, and it was clear that this experiment was not functioning effectively, efficiently or, and most important, profitably. However, Henry Ford was anything but a quitter. He had committed himself to the idea of a rubber plantation deep in the heart of the Amazon, and he was not going to give up on his dream that easy. Continue Reading
South America, school, home life, Henry Ford, Fordlandia and Belterra, Ford Motor Company, education, childhood, by Molly Malcolm, agriculture, 20th century, 1940s, 1930s, 1920s
