Jacqueline Langholtz: Jefferson is a local boy. He grows up, he's born at Shadwell, which is really just as the base of this mountain, and you can picture him and friends, good friend Debney Carr, jogging up this mountain, coming up here to play, and fantasizing about living here one day. And if you saw the map that Elizabeth Chew referenced in the gallery there, it shows Monticello, the smaller mountain, and behind it is Mount Alto, and you'll see that on the west side of the house.

Jefferson being a man of the Enlightenment, he's also very interested in nature and bringing nature in, specifically to his house. So he brings in light, he brings in color. Help me get my bearings. Which direction are we facing? Anyone want to be the Boy Scout for the day?

Teacher 1: Sun rises in the east.

Jacqueline Langholtz: Sun rises in the east, yeah, so this is the East Walk, right here, that's what we call it. Jefferson doesn't have a back and a front, he has two fronts. This is the East Front of the house, the West Front of the house is where we will emerge after the tour, and it's where you'll see the more iconic side of Monticello.

So this went really well the other day, I had a visitor from New York and I asked her how many floors the house had, and she gave me the perfect answer, the one I wanted for. What is your answer as you glance at this. How many floors, how many stories? What'd I hear back there? You said four, anyone have a different number? Three. Well, just if you're doing a quick glance, you're not making a careful study, you just glance up at the house. You thought it was only two? One and a half back here. Great. My friend who was visiting for the very first time said, I didn't realize it was only just one story. So now if you're looking, can you understand how someone might think it was just one story?

Okay. That's what Jefferson was really hoping for, that it appears to be one grand floor, and some of the rooms on the first floor will take up two stories, but he's actually tucked a second story in. So above the windows with the shutters, do you see smaller square windows? If you're in the second floor of the house, where family and guest rooms were, to open those windows you actually open them, they're down on the floor, like that. But it's meant to be enjoyed from the outside, to give that appearance of one grand story.

Also if you look very carefully, under the roofline, there are skylights. That's the third floor, there, and that's where the dormer room is. But a lot of the house is meant to be enjoyed aesthetically from the outside and to give a certain impression, actually to make you think of buildings that you might have seen in Europe. And what kind of a building does it make you think of? Rather than a palace. It's not traditional Georgian architecture, it's got me thinking of a very different time and place. The columns. Okay, zeroing in on that. So what does that make you think of? Yeah, ancient Greece and Rome. Exactly right.

Jefferson called it his essay in architecture, meaning he was constantly revising it. He said he delighted in putting up and pulling down. So there's a Monticello One and then when Jefferson is Minister to France, and he travels through France, he comes home with so many ideas that he does such a drastic remodeling that we call this Monticello Two.

Alright, anyone want to read this for us? It does keep moving, doesn't it? We'll take a best guess. Generally coming from the north, right? Varying a little bit northeast and northwest. Jefferson would have recorded this, if you were down in the galleries and you took a look at that log for the weather. 1780s, I think, 1780s or '90s date, I forget which. It said the temperature was about 20 degrees colder than it is today, but it also had a description of cloudy. So we have a similar day. As Dr. Chew described in the galleries, Jefferson took standard weather recordings at the same time each day for the same time for over 40 years. One at dawn, which means you're up at dawn, right? So, we'll talk more about Jefferson's daily routine and how very different it is from mine in his bedchamber. But one at dawn and one at about four o'clock. So getting those standard readings there.

You see another Jefferson device here in front of us. What else do you see on the house?

Teacher 2: The clock?

Jacqueline Langholtz: The clock. And don't be shy, big loud answers, I absolutely love them. The plantation clock here has how many hands? Can you still tell them accurately with one hand?

Teacher 3: Yes.

Jacqueline Langholtz: Yeah, relatively so. I think so, too. Inside the house you'll see the exact same clock, it has two faces to it. Jefferson designs this clock, and it is installed in the house about 10 years after he designs it. The nice thing is—this side, it's called the plantation clock, we get a lot of questions about it. The students who visit Monticello are often really intrigued by the clock itself, because inside it not only tells you the time but it also tells you something else. The teachers who have been here before will certainly know. It's a calendar clock, so what else does it tell you.

Teachers: The date.

Jacqueline Langholtz: The date. Exactly right, yeah. It also has three hands inside, so it gives you precise measurements, and only someone who views themselves as a scientist, who's interested in precision and measurement would have a clock with time down to the second. You'll see a clock in almost every room of the house, and one of Jefferson's granddaughters describes him as a 'miser of his time,' that's how obsessed he is with efficiency.

Jacqueline Langholtz: We've been talking about the plantation clock. As advertised, does it have three hands? Yes. As advertised, does it also have a calendar function? Somebody find that for me. Where is that? Excellent, excellent. Okay. So let's break this down. A pendulum clock usually has what that hangs from it?

Teacher: Weights.

Jacqueline Langholtz: Counterweights, exactly. So we've got the pendulum, but the counterweights, which normally come straight down from a grandfather clock could not come straight down because they'd be in front of the door. So they attached the pulleys on the sides and the weights would descend there. What day is it today?

Teacher: Saturday.

Jacqueline Langholtz: Saturday, one of the most intriguing days to be at Monticello, because you can't see the weights. Exactly right. Days of the week are on the wall here, starting with Sunday. So if Sunday's at the top, what day of the week is the clock wound?

Teacher: Sunday.

Jacqueline Langholtz: Sunday. That's when the weights are all the way at the top. So it's wound on Sunday, and the last day in that whole cycle is Saturday. That's when you see that there was a miscalculation in Jefferson's plantation clock. He designed it before it was installed in Monticello, about 10 years prior. When he brought it to the room, it's too big for the room. So he puts the calendar function—Sunday, Monday, Tuesday, Wednesday, Thursday, Friday is on the floor, Saturday is actually in the basement, and to keep from having weights set and rest on the floor because then the clock wouldn't be able to continue, he cuts holes on both sides there, both sides of the floor, so that the weights can make their full descent, all the way into the basement. So we'll make sure that we find Saturday in the basement there.

Earlier you told me that your students often study westward expansion and the travels of Lewis and Clark and the Corps of Discovery. There's a lot in this room that has to do with that major contribution of Jefferson's. You see a map on the back wall here that shows the size of the country before the Louisiana Purchase, which does what to the size of our country? Doubles, yeah. Pretty easy to say doubles exactly. Great deal. Just about three and a half cents an acre for over 800,000 acres of land.

How is that paid for? Hm.

Teacher: Taxes.

Jacqueline Langholtz: Yeah. Well, taxpayer dollars, exactly right. So, while now, we see this as, I think, a great decision, it was actually one that was met with some mixed feelings during Jefferson's time, and some pushback on whether or not he was actually authorized to make that decision.

Also in this room, you see, in addition to New World, you see quite a lot Old World, you see Old World art here on the wall, and some European influences with French philosophers, Voltaire and Turgot here on the wall. And actually an American here. Anyone know who this man is? 'Opposed in death as they were in life,' according to Jefferson, whose bust is opposite him. Alexander—

Teacher: Hamilton.

Jacqueline Langholtz: Hamilton. Absolutely. So depending on what conversation you wanted to have with your students, you could have it be about government, you could have an Enlightenment conversation here, you could have it be about art, about science, there's just so much in the room. And certainly visitors waiting to meet the president or to shake his hand or to get an audience with him, sitting in this room would be treated to a natural history lesson of their own. It's a wonderful room for education.

This is the Edgehill portrait. Someone describe that man's expression to me.

Teachers: Grim. Glum.

Jacqueline Langholtz: Great, grim, glum. What else?

Teachers: Tired.

Jacqueline Langholtz: Tired. Yeah, absolutely. Jefferson described the presidency as a 'splendid misery and a daily loss of friends.' Do we know him for any really rousing speeches?

Teachers: No.

Jacqueline Langholtz: What—no. What do we know him for more than his presence and his gung-ho power. Ah, maybe his—okay, some of his specific contributions, things like the Louisiana Purchase. There's a very important document. And writing. Exactly right. His writing. So the Declaration of Independence hangs over here. Certainly when we are talking about the things we remember and love Jefferson for, revere him for, it's his public service and it's things like the Declaration of Independence. Written, he's the primary author on a committee of five. And he's only 33 years old when he writes it. He calls it 'an expression of the American mind.'

So what is this room used for? It's very different from the one we were just in. This is not a public room.

Teacher: It's a parlor.

Jacqueline Langholtz: Sort of like a parlor, but we're going to see a fancy parlor for guests and entertaining a little bit later. Oh, who said—I like office. What made you say that?

Teacher: It looks like one. There's a desk. There're books. There's not too much else.

Jacqueline Langholtz: Yeah. Mm-hm. Yeah. This is an office and a schoolroom. It's an office for the woman in the lower painting here. This is Martha Jefferson Randolph, Jefferson's oldest daughter. And she came to live here and essentially be mistress of the plantation for Jefferson during his retirement years. So after 1809, Jefferson can smile again, after being president, come home to retire, and his eldest daughter is mistress of the plantation. And so, think of all the work that would have had to be done, planning the menus, accommodating guests. She'll have meetings in here with the house staff. So people like Burwell Colbert, the head butler, here. Probably also with Edith Hern Fossett, the chef. Martha's doing a lot of that work organizing the goings-on and logistics of a 5,000-acre plantation that is popular, at a time when there was no Secret Service, right? So anyone who wanted to come up and knock on the window and shake the former president's hand would probably have to be greeted and dealt with. Either invited in or told, thank you, goodbye. And that's what a lot of Martha's —she writes often about working 12-hour days.

Jefferson suffers severe personal tragedy during his lifetime. So he is a family man and someone who loves his family. Is he married, actually? Here's a question, actually, back up. Is Jefferson ever married?

Teachers: Yes. Yeah.

Jacqueline Langholtz: Yes. They have six children. Martha dies in childbirth with their sixth child. Only two of those six children survive to adulthood. So Martha, Martha his eldest daughter in the portrait there is one of only two. And he buries the second daughter before he dies. So she is the only one who actually survives him. She has a large family. You can only imagine that after many years of public service, not being home, having his own children pass away, being here as a grandfather with those grandchildren is a great delight to him.

So we have great stories of him running foot races with the kids on the West Lawn and giving them dried fruit and helping them with their studies. Having books for them to—drawing straws so the person who draws the longest straw will get to read the book first, all the way down, the person who draws the shortest straw gets to read it last but then gets to keep the book. So you can just imagine him being a wonderful and supportive grandfather.

Jacqueline Langholtz: It is Jefferson's—

Teachers: Library.

Jacqueline Langholtz: Library. Exactly right. Imagine having access to your grandfather's library and it is like this, 200 years ago. Jefferson described himself as having a canine appetite for reading, which is a wonderful wonderful description. This is his third library, his retirement library. His first one actually burns while he's a student. So Jefferson studies law at William & Mary, his personal library burns at that time, he describes his sadness over that.

His second library, which he works very hard to build, he gives it away, he donates it. He is paid for. Yes, excellent, nice job, teachers, exactly right. So tell me the story there. Can anyone say why it's packed up and sent to Washington? What does it, um—

Teacher: After the British burn Washington—

Jacqueline Langholtz: That's right. So here we are, 2012, actually, 200 years ago the War of 1812, which we could be talking even more about and maybe within your grant you do. But the library is burned by the British. So Jefferson, who believes in the power of knowledge, and that—I'm going to mangle this quote, but it's 'a country that expects to stay both ignorant and free and in a state of civilization expects what never was and never will be.' So if you're going to be an active and healthy democracy with a voting population, the people who are voting have to be—

Teachers: Educated.

Jacqueline Langholtz: Educated. Educated on the issues. Exactly right. That's further evidence—Jefferson, he calls it the hobby of his old age, he starts a university.

Teachers: UVA.

Jacqueline Langholtz: UVA, exactly right. Not only does he design the buildings, so we have the academical village plan here, but he also designs the curriculum. And rather than situating the buildings around a church, what was the center of the campus?

Teacher: The lawn is.

Jacqueline Langholtz: Yes, the lawn, but it leads up to—what was that center building at the head of it.

Teachers: The library.

Jacqueline Langholtz: It would have been a—exactly, it's a library. And that with tradition, really. It should have been a chapel, if you were keeping in step with other universities of the day. So Jefferson was, you know, a large supporter, passionate about public education, sends his books to DC, 16 wagonloads. Actually the bookcases that you can see are boxes, so you can imagine that they're very easy to just take down, you put wood on top of it. Sixteen wagonloads to DC and then he writes immediately to John Adams and says, I cannot live without—

Teachers: Books.

Jacqueline Langholtz: Books, exactly right.

Jacqueline Langholtz: Jefferson read in seven languages. Can we name those?

Teachers: Latin.

Jacqueline Langholtz: Latin, excellent. So he's educated in Latin and the other classic language—Greek. Exactly right. I heard another one. French.

Teachers: Italian.

Jacqueline Langholtz: And Italian. Monticello, he studies architecture. And he'll read those Italian books.

Teachers: Spanish.

Jacqueline Langholtz: Spanish! And he uses that copy of Don Quixote to teach himself Spanish. He's en route to France, Minister to France, and he brings Don Quixote and a Spanish-English dictionary with him. So that's five. And the other two are actually so easy that it would be hard to guess. English. And then this one is Old English, which is used in the study of law. We know that he dabbles with German, but we don't put it into that fluency list. Just, yeah.

So here we are, in the bedroom and office of a man who reads and writes in seven languages and reads and writes a lot, right? Over 19,000 letters. That is the polygraph copying machine that you see on his desk there. Someone tell me how it works. We've got two pens that are connected here. Works differently than the one you saw in the gallery that pressed and made a copy, an exact copy, with the impression. How does this one work, if you

Teacher: If you're writing with one, the other one—

Jacqueline Langholtz: If you're writing with one, the other one makes an exact copy, so you keep one of those. He calls it 'the invention of his age.' Behind it we have a revolving bookstand, so Jefferson can look at five books at once. Maybe he's comparing translations. As a copious letter writer and writing to people about—while he actually even writes to a former governor of Ohio because he's heard about the mammoth cucumbers that they have in Ohio, so he writes and asks for seeds.

And then, I loved it, as we came in, one of the first things one of you said was 'efficient design' or 'efficient use of space.' To brighten it, we have one of Monticello's 13 skylights, exactly right. We have not just 90 degree angles here but pretty much bay windows that connect to that shaded porch where Jefferson would have—and getting southern exposure on that, would have lemon trees and just beautiful fragrances. And this alcove bed, what do you all think of this as efficient design? Thumbs up, thumbs down for who wants it. Yeah, I would absolutely want it. Probably easy to change the sheets. You can decide if you want to roll out of bed and be in the bedroom, or I'd probably connect it to maybe the kitchen or something, or the living room.

Teachers: It's like the desk lights that you get for the piano.

Jacqueline Langholtz: That's right, that's right. And you also have space above the bed, which can be used. We believe this was an out-of-season closet. I also happen to believe on a personal level that the grandkids must have hidden up there, because if I were hiding around and playing around in my grandparents' house, that's where I would go. We talked earlier about Jefferson's stature, he's described as having posture as straight as a gun barrel. What do you think that meant? People often tell us it looks short. People often tell us it looks short. Do you think it looks short?

Teachers: It's hard to tell.

Jacqueline Langholtz: Yes, well, who designed Monticello? Do you think he's going to make his bed too short? It's six foot three, he's six foot two and a half. Perfect fit, perfect fit.

Jacqueline Langholtz: Here's the part of the tour where I get to use an original Jefferson gadget, the same mechanisms that operated these doors 200 years ago. Thank you for gasping for breath, because it is really exciting. What's that?

Teacher: They're both going to close together.

Jacqueline Langholtz: They're going to close together.

Teacher: And all of the equipment runs...

Jacqueline Langholtz: That's right.

Teacher: That's pretty amazing.

Jacqueline Langholtz: These are Jefferson's self-operating doors, with actually two original panes of glass, too, those are the wavy ones here, have been unbroken for over 200 years. And the chain underneath it is a figure eight, so if we picture something very similar to a bicycle chain, that's what runs it, but we're very proud that it's still going. Jefferson is proud and happy to have it in the house.

You see plenty of examples of good design in this room. You see Jefferson's parquet floor. So if you look at this, speaking of hidden mechanisms and equipment, where is the hardware. Do you see any screws or nails?

Teachers: No.

Jacqueline Langholtz: How is that floor fitted together?

Teacher: It's like the furniture.

Jacqueline Langholtz: Ah, the joints! Exactly right. So this is a floor—Jefferson is inspired by floors he sees in France, he sends a drawing of how he wants it to look. This shape, the contrasting beech and cherry woods, the joints specifically that will be used, and he sends these directions to James Dinsmore. He's a free white worker who lives here at Monticello for about 10 years, helping with the construction of the house, and John Hemmings, brother to Sally Hemmings. And the two of them put this floor together. What do you think of it? Does it look nice? It looks nice.

So they are bringing Jefferson's ideas to life, right? He sends instructions and drawings and they're not traveling through France with him. They get these instructions and then they make it happen in his house. Is John Hemmings paid for his work? He's enslaved. No. What about James Dinsmore? Free white worker?

Teachers: Yes.

Jacqueline Langholtz: Yes, he's paid. And the quote is like 'he wouldn't do it again for twice the pay,' because Jefferson's designs are so intricate. Here's a man who says he delights in doing math to the sixth decimal point. Here's a man who's interested in precision, following his directions. I think it must have been a nightmare, absolutely right.

And, you know, I want to go back to talking to Adams for a moment, because Adams, there was a bust of Adams in the cabinet area. Some of you saw that, good. Adams and Jefferson have a complicated friendship throughout their life, right? Actually one student taught me the word 'frenemy,' which I thought was really funny. They become friends again later in life. And tell me about their end days. Is that a story that—tell me—

Teacher: They both die on the same day, and they say, 'Adams lives' or—

Jacqueline Langholtz: Yeah, exactly. They die on the same day, and what day is that?

Teachers: July 4th.

Jacqueline Langholtz: July 4th. And not just any July 4th.

Teacher: Fifty years after.

Jacqueline Langholtz: Fifty years to the day. You got it exactly right. So July 4th, 1826, Jefferson dies in that bedroom, on that bed, where we just were, middle of the day, and we know that Adams died on that same day in Massachusetts and his last words were something to the effect of 'Jefferson survives,' exactly right.

We have Ben Franklin in the corner. Couldn't give it up, that's right, God bless him. And here, you know, these are the three things we must talk about in this room. The three greatest men the world's ever known, according to Jefferson. Elizabeth Chew told us the names of two of them. Who's the man who looks like but is not Shakespeare? Sir Francis—

Teachers: Drake.

Jacqueline Langholtz: Bacon. Sir Francis Bacon. Father of the scientific method. In the middle, another scientist, Sir Isaac—

Teachers: Newton.

Jacqueline Langholtz: Sir Isaac Newton. And on the end, the man on the right writes about the natural rights of man, John—

Teachers: Locke.

Jacqueline Langholtz: Locke. And you see a lot of John Locke's thinking in the Declaration of Independence.

What do you all think about this bright color? What'd you say?

Teacher: It wakes you up.

Jacqueline Langholtz: It wakes you up, that's right. A nice place to have breakfast in the morning. Anyone not a fan?

Teacher: It looks expensive, too.

Jacqueline Langholtz: It looks expensive. We have reason to believe it was about four times the price of some of the other paints that could be had. So if other paints could be had, why choose this color? There's got to be a reason. What's that?

Teacher: Because you can.

Jacqueline Langholtz: Because you can. There's got to be a better reason. Ah, okay, that's right. So some of us like to believe maybe it is because you can, maybe it is because the money, but then you think intelligent design, right, and the bringing the outside in and times of the day when this would be used. He's got his personal suite and he's writing letters in that beautiful southern light. What is the north side of the house like?

Teachers: Dark.

Jacqueline Langholtz: It's dark. And it actually is cold, too, right. So this brightens up the room and gives the perception of it feeling brighter. And there's a skylight, and you get some of the western light from the West Lawn here. Again, without the dark right angles, so you get some more light. But what about warmth? You can actually close these pocket doors and in this arch, you'll also see glass. And you'll see the first storm window, I believe the first storm window in a residence in the United States. So there's good design in this room down to the wine dumb waiter. Did you see that hidden in the fireplace?

There's a great story. You saw our BFF forever hanging next to Jefferson, our French friend, the Marquis de Lafayette. So he visits Monticello in 1825, the year before Jefferson's death. Lafayette is on a victory tour, seeing old friends. The two men embrace on the East Lawn. Lafayette stays here for about a week, and Jefferson writes that after Lafayette leaves he has to restock the wine cellar. So you picture old friends talking about the days when they were forming a new nation, I'm sure they were up all night, and I love thinking about that wine dumb waiter just going up and down. 'Can we have some more?' Jefferson sees that design at a restaurant called the Café Mecanique in France and brings that back. He sees another good design in a monastery for a revolving door that you'll see when we leave this room, and that's how food actually came into this dining space. So have we seen a kitchen yet?

Teachers: No.

Jacqueline Langholtz: No. It's under the house and it's actually on the other side of the house. So it's on the south side. Food would have come all the way up under the house in the all-weather passageway, would have come up a very narrow set of stairs that you'll see, which, I am the world's worst waitress, I tried it for about a month and I'll never go back, and I can't picture food coming up those stairs. They're then put, those dishes, on a revolving service door, turned into this room, and then with minimal service needed, minimal may be one or two of the domestic house servants in this room, food is put on the buffet tables that have wheels and brought into the room. Otherwise it's mainly self-service, very little ceremony here at the house.

Here's a man who was President of the United States, he's our first Secretary of State, he's our second vice-president, he's our third president, he's Minister to France, he's Governor of Virginia, what does he want to be remembered for?

Teacher: The Declaration of Independence.

Jacqueline Langholtz: Declaration of Independence. Virginia Statue for Religious Freedom. And founding the University of Virginia. So, essentially, those are what sorts of freedoms, if you had to break those down for me? Education, religion, freedom—and personal freedom. Yeah, exactly right. So that's what he sees himself as worthy of being remembered and instrumental for, and devoting his life to, over 40 years of public service.

So that's what I try to also remember him for. And it's the reason for being here today, right? As much as it is a beautiful house and an icon, there are many beautiful houses in Virginia that you can visit, right? So this is an expression of Jefferson's thinking. It was actually called the 'curiosity of the neighborhood' during his lifetime.

Let's actually come onto the West Lawn a little bit. That way we'll talk about after his lifetime. The plantation, 135 slaves, are sold at auction after his death. And when we talk with students and visitors about slavery, Monticello is not a typical Southern plantation, right? It's not actually useful to use this as a model or common example of what slavery looked like in the American South. Can you tell me why, or why we feel that way?

Teacher: The family units.

Jacqueline Langholtz: That's why, exactly, that there are family units. Jefferson recognized marriages within the groups, and families were kept together. So we know—I mean, you heard me talk earlier about Edith Hern Fossett, the chef here. So she's the French-trained chef, she's Jefferson's chef in DC when he's president, she's here at Monticello, we have her room down by the kitchen. We know she's married to Joe Fossett of the blacksmith's shop. We know about their children, and what duties they had here. We have information about specific individuals and their families, and often multigenerational families here, over 70 Hemings family members at one point or another worked and lived at Monticello. And at Jefferson's death, when 135 were sold at auction, that breaks them apart. So that's a very tragic part of the story. Jefferson frees five slaves in his will. All of those have marketable skills. He says John Hemings is unrivaled in his skills and abilities as a joiner, and certainly these skills would have been sought after by merchants and people in Charlottesville. I mean, these are the people who have the ability to make this house, they made this house, in the blacksmith's shop, and really very skilled labor force here, but only five of them—they're given their tools and equipment and they're given their freedom, but you have sometimes husbands who are freed and wives who are not. So it's a very sad story here.

The house is sold to a local Charlottesville farmer. Essentially just the land is used, and for a number of years the house falls into disrepair. It's then purchased by Commodore Uriah Levy, a New Yorker, he made a lot of money in real estate, and then became the first Jewish naval officer in the United States. And we make a point of saying that he was Jewish, and the first Jewish naval officer, because he made a point of saving the house largely influenced and in gratitude for Jefferson's work promoting religious freedom in the United States.

Elizabeth V. Chew: This visitor center facility opened in 2009 and it has radically improved our ability both orient our visitors to just explain to them why Jefferson is important and so, why they're here, and to engage and educate.

This exhibition is really one of four that's in the building. This is the largest one, it's the one that is intended to put the house, which is the one piece of Monticello that mostly everybody sees, in the context of Monticello writ large, Monticello as a 5,000-acre working plantation.

If you look up at this light pencil drawing on the banner here, you can see the view that the young Jefferson would have seen from Shadwell, looking over across the Rivanna River, the little low mountain in the front here is Monticello. The high mountain behind Monticello is the mountain that Jefferson called Mountalto, and he bought—he bought what he could see from his mountain of that mountain in the 1770s. And so, as a boy, the little mountain just drew him and he had a dream of living there as an adult when he was a teenager. And that would have been the least practical place you could ever live. In a time when the river was a major means of transportation, where getting around was difficult at any time, where water was a constant problem and need, to live on a mountain made no sense. He really elevated ideals over being practical, over practicality.

The central section in the middle of the room here goes through and gives examples of Jefferson's just complete and total dedication to doing what he would call gathering, recording, and sharing and disseminating this idea of useful knowledge, whether it was related to science, to farming, to government, to transportation, to what you could and couldn't grow somewhere. He was interested in really every point of knowledge on the human spectrum. And nothing—there was almost nothing that was too small for his attention.

We have several really fun kind of interactive elements in the exhibition, and this one uses Jefferson's travels, both in North America and in Europe, and it shows people what, when Jefferson was traveling, what he was doing, and he said it himself, that he was gathering ideas that would be useful—'useful'—back in this country. So what we do is follow his travels—and I'm looking at southern France right here—and we talk about everywhere he went, what he was looking at.

So here we are: viticulture or wine-growing in the Burgundy region of France, or ancient architecture in Orange, France. He was also completely obsessed with the idea of people in this country growing olives. He thought that olive oil was going to be the new revolution and that the rice planters in Southern Carolina should stop growing rice and grow olive trees. And he really worked hard to convince them of that. Really, he's so interested in these little details of things that he thinks are going to help him come back here, share the ideas, and even put them to use himself.

So, this is a fun way, and, all as you all know way better than I do, young people love this kind of thing.

Elizabeth V. Chew: So I've talked about how the center is about his dedication to all this gathering and sharing and disseminating. This short wall here is dedicated to a horizontal look across the social spectrum at Monticello. Because we obviously know that Jefferson and his elite family in their 'big house,' they're the tip of the pyramid here, but obviously everything that happens that makes his household run, that makes his cash crops grow, is done by the labor of enslaved people.

So we also look across the spectrum of the enslaved community at people working in the fields versus enslaved people who work in the house or in the [?] industries, and we compare those also to hired white people. There were some hired white workers here who did things like, well, build a house, for one thing, or serve as blacksmiths or certain kinds of carpenters. They also trained enslaved people to do these kinds of jobs.

We've learned an amazing amount about the lives of enslaved people all over the plantation. So, what we know is that enslaved people owned material goods. We tend to have a notion of slavery, I think, or at least I used to, as being very fixed and abstract and this big box of awfulness and yes, it is that. But you can also come to understand it in a much more textured way where you see—we know a great deal about the names and activities and lives of the individual people who lived here in slavery and what happened to their descendants. And that combination of Jefferson's record keeping, archaeology, other kinds of written records, and then genealogy and oral history that we've been doing here for 40 years.

So we know that people who worked in the fields owned the same kinds of really fashionable tablewares that slaves who worked in the house and lived up on the mountain owned and that, in many cases, are the same kinds of things being used in the big house. Slaves had several different ways of making money. Jefferson preferred to give cash incentives to slaves rather than use harsh physical punishment, so some skilled slaves received cash money. Slaves also kept poultry yards and gardens on their own time and sold the products of those, both to the big house and sometimes in markets in towns. Slaves were paid by Jefferson for doing particularly onerous jobs like cleaning out the sewers underneath the privies, and slaves were given tips by visitors quite routinely. So with the money that people here in slavery owned, we know that they went into town on Sundays and shopped in stores. Scholars have studied shopkeepers' ledger books and found that there are records of slaves coming in and buying things.

So what we see here, I think, is examples of how enslaved people survived in a system that denied them their basic humanity. We see how people figured out ways to just get through it. And we see families over generations here whose descendants go on actually to be very involved in all kinds of work towards emancipation and later civil rights.

Elizabeth V. Chew: On the wall here behind you, we break down Monticello into four areas. We look at gardens, agriculture, plantation industries, and the house. And my interest here was making it all on the same plane. Often we tend to privilege the house over everything else. I think Jefferson saw it as being all of a piece.

So we look at how he puts what he considers to be this useful knowledge to work, in all aspects of his operations here, whether it's what he grew in the garden, his attempts to grow grapes to make wine, his intense interest in the technology of agriculture. For example, he himself invented a kind of plow moldboard. People think of him as being an inventor. He was mostly a creative adapter because of all these things he learned about, wrote down, and then later used here at Monticello. The one thing that he ever truly invented was a plow moldboard. And we have a recreation plow right here that shows this curved—it's the curvy wood part that sort of turns over the soil once it's cut by the metal blade. So he had witnessed people plowing in France that he thought were really inefficient, and he has this geometric idea for the shape of a moldboard that will do a better job with less resistance in turning over the ground. So he has this plow made here at Monticello and he writes to all of his people all over the world to tell them about it. Even though he won several awards for it, it was never really widely adopted.

The Garden Book is really a bravura demonstration of his record keeping interests. Let's see. We have a little facsimile of it right here, and it's really hard to see, but he basically—he started it as a young man still living at Shadwell. After his retirement here in 1809, he really does it every single year in earnest, where he writes down, keeps a chart where he writes down everything he plants and when, when it sprouts, how it does, and then eventually 'when it comes to table,' which means when they get to eat it in the house, and when it goes to seed. And he does this every year for over 20 years. He doesn't care if something doesn't do well, he just tries something else. His interest is really in what will grow well in this particular climate here in Albemarle County, Virginia. He wants to know what he can grow here that will be useful. So things like benne or sesame, he grows that. These hot peppers a friend in Texas sends him. There are a number of examples of things that people send him that he tries to grow. He really really really wants to grow wine grapes, but he never can. He would actually love the fact that wine is such a big deal now in Virginia.

So even though he has this amazingly gorgeous, 1,000-foot-long garden, we know for a fact that this garden was not primarily meant to furnish the table. We know that because from the beginning to the end of Jefferson's life at Monticello, we have record books kept by the women of his family, the white women of his family, recording purchases of large quantities of garden produce from slaves, and this is one of them right here. So Jefferson's garden was mostly a laboratory and an experiment. If something came to the table, that was great, but they were not relying on it. They had this very good backup plan that they had to use almost every week.

Jacqueline Langholtz: Tell me more about yourselves and what, when you woke up this morning or heard about this trip two weeks ago, you wanted to take away from it.

Teacher 1: Well, I teach fifth grade, so it's mostly U.S. geography, that's the emphasis for our course, so—

Teacher 2: Westward expansion?

Teacher 1: Yes, that's really—

Jacqueline Langholtz: Okay, so Lewis and Clark's why you're here? Great, okay.

Teacher 1: Especially the scientific discoveries and we're putting more of a science emphasis on the flora and fauna of different areas, too. So what their findings were and also what they found—yeah, I think it'll be very helpful.

Jacqueline Langholtz: Wonderful. Great.

Teacher 2: Is there information on the relationship with Jefferson or his time period with the Native Americans, because that's one of the things that we try to do as we move from region to region is that Native American element of that region.

Jacqueline Langholtz: Yeah. Yeah. So the question was the relationship that Jefferson specifically had with Virginia Indians?

Teacher 2: And his contemporaries.

Jacqueline Langholtz: And his contemporaries. Okay. Jefferson's own and only self-published book, his own book, Notes on the State of Virginia, would probably be a good resource and that's a primary resource there. That's a field that I think people are really just beginning to explore and learn more about, and I think you'll hear some different opinions about, what did that really honestly look like, and I think you'll see a lot more scholarship about that coming out, I hope so.

Teacher: Do you think that it was typical what Jefferson had here, was that a typical economy for a plantation in the South?

Elizabeth V. Chew: No. You mean the slaves—

Teacher: What you found in the—

Elizabeth V. Chew: Oh, yes, I do. Yes, I do, actually. I think Jefferson was unusual in what he said he wanted here was to use things like work incentives and not harsh punishment, that keeping families together made people more productive because they were happier. That was not typical.

Teacher: Right.

Elizabeth V. Chew: Yeah. But I think that the slaves raising gardens and chickens, perfect, totally normal. Slaves owning goods across the South, completely typical.

Teacher: Wow.

Elizabeth V. Chew: It's probably the thing that most people don't know about slavery, that is most surprising to them. That is absolutely the case. In the very very deep South, like Louisiana, and maybe even Alabama, it's less so, but in the Mid-Atlantic, the Carolinas, it's completely the way it is.

Teacher: And these are very high-quality goods that they had, then, would that have been typical as well, that they had—

Elizabeth V. Chew: It's what was available. You know, they're on the spectrum of things you could have. They're not at the very top. Jefferson has some Sevres porcelain from Paris, but he has this stuff also.

Teacher: Wow.

Elizabeth V. Chew: So it's sort of like your everyday china, as opposed to your grandmother's fancy china, but it's absolutely the same thing that any of the other

Teacher: And where would that have come from, from Europe as well?

Elizabeth V. Chew: Stores in the area. These would have still been English by this time, but they would have been available, widely available in stores in every town in the U.S.

Teacher: So, typical. Like Pfaltzgraff kind of.

Elizabeth V. Chew: Yeah, he could have gone to Charlottesville on Sundays and bought them. Merchants stayed open on Sundays so the slaves could come, actually. And they bought things like tablewares and then clothing, things like buckles and buttons and hooks for clothing that they would make themselves and fabric. Jefferson gave slaves basic food, two sets of clothing a year, blankets, and then cook pots when they got married, but people had a lot more than that, that they acquired through their own incredible ingenuity and entrepreneurship basically.

Teacher: That's interesting.

Elizabeth V. Chew: It took a lot, it took so much effort and ability to survive laboring like that.

Teacher: Is there any evidence that slaves worked with Jefferson intensely on his inventions and machinery?

Elizabeth V. Chew: Oh, yeah. That's such a good question.

Jacqueline Langholtz: What was the question?

Elizabeth V. Chew: Whether slaves worked with him. Slaves definitely made the plow. I think, he lived in this cerebral region of his brain that he never, hardly ever went out of. I think he just saw—he drew all these geometric models of how he derived it. I think he kind of felt it in the abstract and then he had slaves—made it, build it, and then try to use it. But they probably were not involved in the design decisions.

Teacher: Right. Because that would have taken a lot of skill to craft.

Elizabeth V. Chew: No kidding.

Jacqueline Langholtz: Well, I get these same feelings about what you see in the house, or even the Campeachy chairs, even the friezes. So Jefferson is—he's the one traveling, he's the one reading, and then he's saying oh, I want this in my house. And then you have John Hemmings and James Dinsmore. But John Hemmings, who has not traveled, who hasn't read about these—

Elizabeth V. Chew: Who wasn't educated.

Jacqueline Langholtz: Right, who wasn't educated, making 3D versions, bringing Jefferson's physical ideas to life. It's just incredible to me.

Teacher: Wow.

Jacqueline Langholtz: Take a few minutes working in groups to figure out what’s in the pocket in front of them. So first, what is it? How would have it been used? And then lastly, who they think would have carried this pocket. So I am going to just give you the exact same challenge, take 10 minutes or so, talk within your group.

[Group 1:]
Teacher 1: Somebody’s a seamstress.
Teacher 2: Yes.
Teacher 1: Must do some cooking or . . .
Teacher 3: Had responsibility—
Teacher 2: Yes.
Teacher 3: —because I remember reading about that in the dependencies.
Teacher 2: Yeah, cause not everybody had the keys.
Teacher 1: No.
Teacher 3: Martha had the keys and there was one other.
Teacher 1: And there was a sewing little table in there.
Teacher 2: Also a number of geese were killed.
Teacher 1: I would think this would be like somebody who's either a supervisor or somebody that’s not the bottom person.
Teacher 2: No.
Teacher 1: This person writes so it couldn’t be a slave, right? Because they weren’t suppose to be able to write. Not that they couldn’t.
Teacher 3: Yeah, yeah.
Teacher 2: For our own eating 28 hams of bacon. Twenty-one shoulders and 27 middlings.
Teacher 1: Well, I think it’s a she based on the embroidery, on the fan.
Teacher 2: Sewing stuff.
Teacher 1: Right.

[Group 2:]
Teacher 1: I think we have it.
Jacqueline Langholtz: You got it.
Teacher 2: Yeah.
Jacqueline Langholtz: So that’s a—
Teacher 1: We think this is a slave child’s pocket.
Teacher 2: Or a child’s pocket.
Jacqueline Langholtz: What makes you say that?
Teacher 1: Well, you said they made nails.
Jacqueline Langholtz: Excellent.
Teacher 1: Marbles.
Jacqueline Langholtz: What were the marbles for?
Teacher 1: A game.
Jacqueline Langholtz: Yeah, keep going.
Teacher 2: Making extra money if, like, they made some extra nails or they were able to—
Jacqueline Langholtz: That’s right. And can I ask you would you have known that before you did your gallery tour and your house visit?
Teacher 1: No, because I had no idea they made money.
Jacqueline Langholtz: Yeah, that is a surprising fact to a lot of students and teachers to find money in the slave’s pocket
Teacher 1: And that they had china and stuff.
Jacqueline Langholtz: Yeah, so that’s a great opportunity for discussion because a lot of people will think this must be from someone else’s pocket or they’ll look at this and say ‘I thought it was a slave pocket but there's money in it,’ but you knew why there might be money in it, good for you.
Teacher 1: Fishing.
Teacher 2: We had said actually, originally, we thought this might be something that they either made like a handle or we thought is it something that shaped the, you know.
Jacqueline Langholtz: And once you know it, it’s right there in front of you but for students finding their way through this on their own, it’s a really good activity and they have a lot of fun with it. And then we get to you know dim the lights and we'll do a flint and steel show for them.
Teacher 1: I like this as a pre- and post- activity. That’s amazing.
Jacqueline Langholtz: Yeah, and photos for a lot of this are online, too. And you knew what this was?
Teacher 1: She did.
Teacher 2: Yeah, I did.
Jacqueline Langholtz: Good for you, do you have a name for it?
Teacher 1: Mouth harp?
Teacher 2: Something, yeah, it’s a mouth harp. I think it’s the mouth harp.
Jacqueline Langholtz: Yeah, so if you then had to group these items, too, or tell us what types of things you see—work, right, you see some home life, you see some entertainment, slave garden.
Teacher 1: Yeah, like this would be making a fire at home. This would be work.
Jacqueline Langholtz: And possibly spinning, this is flax.
Teacher 2: Okay.
Teacher 1: This would be play. This could be work or play.
Teacher 2: Or I was going to say, or extra food.
Jacqueline Langholtz: And there are some things that can be made and some things that are bought.
Teacher 1: Why would they carry seeds?
Jacqueline Langholtz: You tell me, I don’t know. And we don’t know that all of this was always carried.
Teacher 1: Why would they have seeds? Maybe they traded for them or something.
Jacqueline Langholtz: Well, do you remember Elizabeth Chew told us a story about the gardens—well, she said the garden's main function was not to supply all the food for the table and then she supplemented that with the story about the main house actually sometimes purchasing food from the slaves so purchasing cucumbers that they have grown or . . .
Teacher 1: So this boy maybe is going to plant some seeds to grow some food.
Teacher 2: So there are slave gardens.
Jacqueline Langholtz: Yeah, sometimes for themselves. So on a plot of land where they're able to supplement their rations, food that they're given by the house or maybe they choose to grow something that they know that the house could have a use for and they sell it back to the house.

Jacqueline Langholtz: Who thinks they know whose pockets they have? Just with a silent show of hands. I know, I know who my pocket represents. Great! Ah, wonderful.

Teacher 1: It’s a list and it’s written so we knew that person had to be educated—

Jacqueline Langholtz: Great.

Teacher 1: 'Cause even if they didn’t write it they had to read it.

Jacqueline Langholtz: And it’s a list of what kinds of things, can I ask?

Teacher 1: Ah, things they’re going to buy or—like it says kill chickens and stuff like that, you know, it would be like a grocery list.

Teacher 1: Like a grocery list, great.

Jacqueline Langholtz: Keys.

Jacqueline Langholtz: Can you hold those up so that we can all see them too? How would you describe that key set? If you said, oh, I left my keys on my desk, go and grab them. They look like . . .

Teacher 1: Like jail keys, no.

Jacqueline Langholtz: They’re big, right?

Teacher 1: They’re big, they’re bulky, they’re heavy. Must be somebody important 'cause not everybody had keys.

Jacqueline Langholtz: Great deduction, yes. And what’s that door like probably?

Teacher 1: Heavy.

Jacqueline Langholtz: It’s not a dainty little door, right. Great, what else is in your pocket?

Teacher 1: We had a fan and then an embroidered bag, so that led us to believe it was probably a female's bag.

Jacqueline Langholtz: Excellent. And that is a pocket that’s worn on the outside, tied around your waist, great. How about the big reveal? Whose do you think it is?

Teacher 2: Well, we thought it was Martha, Jefferson’s daughter.

Jacqueline Langholtz: Round of applause. Excellent. Yay. So, so why it, why is it Martha Jefferson Randolph’s pocket?

Teacher 2: Well, we knew based on what we had seen in the dependencies about the keys and the importance of controlling stores . . .

Jacqueline Langholtz: Great.

Teacher 2: And the list, keeping that. And then it was kind of also interesting, lots of sewing items.

Jacqueline Langholtz: Yep. You have spices in there, I heard you talking about the vanilla, you have a sewing kit—and carrying the keys, you’re right, even that phrase is responsibility in the house. So if I’m carrying the keys to the storehouse, I’m responsible for what’s inside there, and she would sometimes pass the keys over to a domestic house servant or a slave who needed to get in to retrieve something or she would get it for them. And this was apparently an exercise that each one of the granddaughters had to do for about a week and they write and complain about it because it’s such a pain that people are constantly coming and finding you and interrupting you because they need access to something in the storehouse. And it reminds me of when I was in high school or junior high and they made me carry around a fake baby for a while. I don’t know if that’s still done in schools but it was to teach that this is—being an adult is a lot of responsibility.

Teacher 3: Well, one of the things I knew 'cause I knew somebody that actually had one of these and could play it. It’s a mouth harp. So you can put it in your mouth and when you put it in between your lips and you go like this then you can change, like, and it makes a twangy kind of sound like—yeah, like a real twangy kind of sound so we thought that that would probably be some sort of recreational something that would be in this pocket.

Teacher 4: And then there's nails, and I remember somewhere we heard that they make nails in the—that the children make nails, so—

Jacqueline Langholtz: Yes, in the what though? You were about to tell us where?

Teacher 4: In the, I forget, the place where they make nails.

Teacher 3: The forgery.

Jacqueline Langholtz: Yeah, that's the forge, the blacksmith shop, great.

Teacher 4: And then fishing line and a hook and a bobber doohickey.

Teacher 3: And then a flint, which we didn’t know what this was, but you can make fire with it and you've got the flax—yeah, Chris helped us. At first we thought it was a handle on something, but you can actually hold it and you can do that and make fire.

Teacher 4: And it’s small so it’s not like an adult could use it because the way you use it has to be small for small hands.

Jacqueline Langholtz: I use it, I use it. That’s a typical striker size.

Teacher 4: Oh, it is? Oh, okay, I thought it was small.

Jacqueline Langholtz: But you’re right in saying that it's small, you’re also letting us know something about it, that it’s portable. Right? And if we are looking at pockets, everything wer'e looking at is something that is portable here.

Teacher 3: And then really quickly, interestingly, we had these little pieces—they look like Monopoly pieces, and so you can put them together and make a coin. Apparently you used to be able to break a coin apart to make change.

Jacqueline Langholtz: Not like a piece of candy bar, though, but cutting it.

Teacher 5: Like a piece of eight.

Jacqueline Langholtz: Piece of eight! So okay, there’s a story there. What do you know?

Teacher 5: They would cut it and they would weigh it so that they would make sure that they paid the right amount.

Jacqueline Langholtz: That’s right.

Teacher 5: 'Cause your silver was very precious to you.

Jacqueline Langholtz: That’s right. So cutting and weighing the silver. And a piece of eight—eight of those pieces go into a dollar piece.

Teacher 4: And then marbles, which are also recreation.

Teacher 3: So we thought that it was a slave's pocket, like a child slave or, you know, young person.

Jacqueline Langholtz: And they got it right. And we had what I thought was a great discussion, too, because often times if—even teachers—but students do this activity before they’ve gone through any part of the mountain or before they’ve gotten exposed to some of the things in the galleries, sometimes the money in that pocket can throw them off. They either think, well, I thought it was a slave's pocket, but there’s money in it, so it’s not, or they think the money is from someone else’s pocket, so it’s a great way to also teach about how Monticello has different roles and responsibilities for slaves here and that sometimes slaves were paid for their work. People like Joe Foset, the blacksmith, or John Hemmings who often times sold some of their work in town and then had some money from that or selling produce back to the house as Dr. Chew told us.

Teacher 1: We had a sampler with the alphabet on it. A game that has different levels of difficulty, either trying to catch it on top here or in the hole, which is next to impossible. We also had marbles in ours, as well. A little squirrel, which, that actually ended up being a game piece as well. We had a slate with the engraving—I don’t know if you call it chalk or not but—and we had a book in French that was on Anne of Cleves and that’s all we could really figure out because it’s entirely in French. And what was most helpful was a letter from Thomas Jefferson to Patsy that was written—it was dated 1783 in Annapolis and kind of went over his educational expectations for her while he was not at Monticello and that led us to believe that this was the pocket of Patsy, his daughter.

Jacqueline Langholtz: Yes, and would you mind for everyone’s intense enjoyment walking us through what the "miser of his time," Thomas Jefferson, recommends for how a young girl should spend her day?

Teacher 1: "From eight to 10 o’clock, practice music. From 10 to one, dance one day and draw another. From one to two, draw on a day you dance and write a letter the next day. From three to four, read French"—that explained the book—"From four to five exercise yourself in music. From five till bedtime read English and write"—looks like "writed." Communicate this plan to Ms. Hopkinson—

Jacqueline Langholtz: Her tutor.

Teacher 1: —"and if she approves of it, pursue it as long as I remain in Philadelphia. Activate her"—"articulate her affections, she has been a valuable friend to you and her good sense and her good heart make her valued by all who know her."

Jacqueline Langholtz: Excellent. Wonderful reading. So from family letters we learn a lot about the daily life—I mean, that’s the name of this program right, Daily Life at Monticello—for the family, for the staff, so for those who live in the house, for those who work in the house. We love that letter. And what do you think students—how do you think students react to that letter? What do they hear when they see it? They’re like, did she not eat? No, she ate. Did she not sleep? Right, but it sounds—you know, it sounds pretty stern. So who’s missing from this picture? El Jefe, right? Take us through what was in your pocket.

Teacher 2: Well, the first thing that was noticed was it's nice leather when we opened the pocket itself. The thing that we thought—we found really curious was the ivory for note-taking, for this. The glasses are really nice and they—

Jacqueline Langholtz: Ah, the spectacles.

Teacher 2: So they can be compacted a lot more. And this feels like very nice leather. There is a letter inside, it’s been sealed with the wax and the seal from here and it’s signed from Thomas Jefferson. It’s dated Monticello, April 16, and then the year 10, obviously 1810 because what other century could it be?

Jacqueline Langholtz: Right, but great question.

Teacher 2: And it says, "Dear Jefferson"—our question is who’s the Jefferson he’s writing to, it’s a person, he says they’re out of salad oil, he’s wondering if they have any in Richmond, if it’s good quality, they wanted—

Jacqueline Langholtz: They want a lot of it.

Teacher 2: They want a lot of it. I’m trying to think how many. If it’s mediocre then they want two or three. If it’s not so good just a single bottle just to serve them until he can get some from Philadelphia.

Jacqueline Langholtz: This is a man obsessed with salad oil, just so you know. Thomas Jefferson is obsessed with salad oil and this is—if it’s good stuff, get a lot of it, and if it’s bad, I need some, so just give me some and then we'll get some good stuff later on whenever we can. Yeah, that’s what that is.

Teacher 2: Just too fun. And then at the very end he says that everyone in my family is well except for Benjamin whose health isn’t too good. How are you in Richmond? And he said he’d probably see him in Richmond at some point in time. But we don’t know, at least we couldn’t figure out who Jefferson was. Was it his brother or somebody?

Jacqueline Langholtz: Well, that’s a great question and it’s someone in the family. Does anyone here—anyone here in a family where names are repeated in your family? Yeah, so the same thing here. And you’ve already seen that Martha’s name is repeated so his wife is Martha, his eldest daughter is Martha, and here his name is repeated—Thomas Jefferson Randolph is the grandson. He’s actually the executor of the will, so this is a letter from Thomas Jefferson to Thomas Jefferson Randolph.

Teacher 2: Randolph, the grandson.

Teacher 3: Provider of salad oil.

Jacqueline Langholtz: Provider of salad oil, that’s right.

Teacher 2: Okay, do we go through everything?

Jacqueline Langholtz: I like that next thing you’re grabbing, so please do.

Teacher 2: It’s a—this one is the quill—portable quill and the ink as well.

Jacqueline Langholtz: It’s a portable writing set. I love that. It’s so funny, too, because sometimes students ask us if it’s perfume or do you want to guess the other thing they were like—

Teachers: A flask.

Jacqueline Langholtz: A flask. No, no, no! Jefferson’s a man of letters, it’s for writing, yeah.

Teacher 2: Then there’s more money. If you want to show them the money.

Jacqueline Langholtz: Yeah, and more money compared certainly to what you had in your pocket, yeah. Excellent. And any sort of epiphanies or questions you have about Jefferson the man after looking through a recreated pocket for him?

Teacher 2: I just love seeing this after we’ve talked about it. This was awfully fun for me.

Jacqueline Langholtz: So what did we—what did we say about this? Or I don’t know if the whole group heard the discussion&#8212

Teacher 2: It was—it was made from ivory and you can write on it with a pencil.

Teacher 4: How accessible was that?

Jacqueline Langholtz: I don’t know, that’s a great question. Jefferson often has things made specifically for him to his specifications. I, at least, haven’t seen this in other venues—David, I’m looking towards you. I mean I learned about it here but that’s not to say that no one else used it. Certainly other people and Jefferson is not alone in being obsessed with data collecting as a man of the Enlightenment, he’s doing this and he’s sharing data with other people, but this is his system of collecting, but you can’t buy these so they're at least uncommon enough that no one makes reproductions of them. So these are piano keys, this is ivory from piano keys that we bought and then they're just sort of tacked together. And he had very small ones for travel and slightly larger ones in the galleries too. And you’re right—you take shorthand notes on them in lead and then transfer it to the appropriate book, so maybe it transferred into the weather book or the garden book or the plantation book and then wipe it off and reuse it. I love these.

Teacher 4: Were some of Jefferson’s actually found onsite?

Jacqueline Langholtz: We have some of his upstairs but I don’t think they were ever buried and unearthed. I think they were always known to be his and treasured or at least known of. Let’s give them a round of applause. Wonderful job!

Sarah Jencks: First take: What are some of the things you notice, both about the content, what he’s saying, and also about the way he goes about saying it? Just a quick phrase or what words or phrases stick out to you here? Teacher: Well, there’s some old Biblical references. Sarah Jencks: Yeah, he calls on the Bible a lot, absolutely Teacher: That’s strange for us in the 21st century Sarah Jencks: And he also, it’s clear he assumes people know that those quotes are from the Bible, right, because he doesn’t say these are Bible quotes, he just does it. What else? Teacher: He brings sort of a why he said some things in the first inaugural address and how this is going to be different, lays out and prepares for what he’s going to say. Sarah Jencks: He definitely starts off by saying this is a new day, this is a different time. Absolutely. What else? What other things do you notice in here? Yeah. Teacher: Malice towards none is sort of the start of the Reconstruction. Sarah Jencks: So yeah. So at the very end of the speech, he’s definitely moving forward and he’s setting a tone for what his expectations are. Absolutely. What else? Teacher: I think he reaffirms the notion that we’ve seen since the Emancipation Proclamation, that originally the war was about preserving the Union, but now he’s very clear that it was about ending slavery. Sarah Jencks: Absolutely. Yeah, he really states it. He even goes further than that. We’ll talk a little bit more about that. What else? What else do you notice? Anything about the structure? Teacher: I’m just struck by the rather severe comment that God wills the retribution. Sarah Jencks: Yeah, there’s nothing light or casual about this middle paragraph. Anything else? Okay, let’s try to take a second pass at this, and as we’re doing it, I want you to think about those things, about the references, the Biblical references, and let’s also—we’ll pay attention to these different paragraphs. He starts by saying it’s a new day, then he goes into talking about what it was like in the country at the beginning of the Civil War in the next paragraph, and then he goes into this really intense paragraph about slavery and about why this war—he’s got an idea why this war happened. And then moving us towards post-war times. And just quickly I want to remind you, do you all know what the day was that Abraham Lincoln was assassinated? Do you remember? [Murmuring answers] Sarah Jencks: April 14th. He was assassinated on the 14th, he died on the 15th. And what is this date right here? March 4th. So it’s how much earlier? Yeah, just like a month and a half. It’s not much. He hardly had a second term. Teachers reading: Fellow-Countrymen: At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured. Sarah Jencks: Okay, let’s stop for a second and talk about some of the things he’s doing in this first paragraph. It’s funny, I’ve been doing this for three years, and I just noticed a new thing, so what, what are some of the—he’s very skilled in the way he’s structuring this. What are some of the things that he’s doing in this first paragraph. How is he—what is he trying to do as he introduces this speech? What do you see? Teacher: Well, ’high hope for the future, no prediction in regard to it is ventured.’ Like, he has a plan, he’s not quite sure how it’s going to go and how it’s going to be accepted. Sarah Jencks: Yeah, and, you know, that’s the part that I just noticed something for the first time. He doesn’t ever say in this speech, and the Union is going to win, which was clear by then. It was clear by March 4th that the Union was going to win. Why wouldn’t he say that? Why might he choose not to say that in this speech? Given what else he knows? Teacher: He feels he’s a president of all the states. Sarah Jencks: He doesn’t want to stick it to the South. He’s specifically saying no prediction is ventured, I’m not going to go there. It’s an interesting way for him to start this. Teacher: So he’s already thinking about healing. Sarah Jencks: Exactly, exactly. Yeah, yeah, we’re not going to start this speech by saying we’re winning, we’re doing it. Teacher: Well, he even has sense before, ’reasonably satisfactory,’ he doesn’t go jump and say that we’ve won, pretty much, it’s very— Sarah Jencks: I just heard, I’m sorry, I don’t know—yes. Yeah. And very measured. He’s very careful how he does that. Teachers reading: On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came. Sarah Jencks: Okay, let’s stop again. Um, he’s still talking about the previous inauguration and the beginning of the war here, and he does a lot of this ’then and now.’ If you notice, in the first paragraph, he says ’then the statement seemed fitting and proper, now, we don’t need it anymore.’ So, what do you notice about this paragraph, what are some of the things you notice about what he’s saying at this paragraph? I’m going to say one—are there any hands back there that I’m missing? Yes. Teacher: I was just going to say he’s very balanced. He’s not placing blame. And, you know, in these last few sentences, he states what one party did, then what the other party did, and then response one party did, and the other party did. He’s very—it gives a very balanced perspective. Sarah Jencks: And what’s the—this is just a little grammar thing that I sometimes do with kids when I’m looking at this. In that very last clause of the paragraph, who’s taking the action? Teacher: The war itself. Sarah Jencks: Yeah. Isn’t that interesting? It’s not a person on either side. It’s the war is the subject. Teacher: And he also does a similar thing by saying that insurgent agents, he’s not saying the whole South, the government, you know, or the leaders of the South, like agents, like I know it’s not everyone, it’s just these few. Sarah Jencks: And he also says in that second sentence, notice the way he says all dreaded it, all sought to avert it. Nobody wanted war. Teacher: I think he does nail, though, who he feels started it. Sarah Jencks: Yeah, yeah. It’s true. Teacher: Makes it clear. Sarah Jencks: It’s true. He says one of them would make war rather than let the nation survive. And the other would accept it. No, you’re absolutely right, you’re absolutely right. I mean, he’s not saying nobody’s responsible here, but he is really being careful about the way he phrases it. Um. We’re ready to keep going. Teacher: Okay. Sarah Jencks: Okay. Teachers reading: One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it. Sarah Jencks: Okay, I’m going to stop us here, because this is a really long paragraph. What’s he doing here? He’s moving on from talking about what happened at the beginning and who was responsible. He’s going a little deeper here. What’s he doing? Teacher: He’s kind of always said that the cause of the war was to save the Union, but here he’s saying that even though we always said it was to save the Union, we knew that this was slavery and this institute had something to do with it. Sarah Jencks: And who knew? According to him? Teacher: Everybody. Sarah Jencks: Everybody. He does it again. All dreaded it, all sought to avert it. All knew that this interest was somehow the cause of war. He’s not letting anyone off the hook here. What else? Do you recognize any language here, from other studies of slavery or anything? Teacher: A peculiar institution. Sarah Jencks: Exactly. A peculiar and powerful interest. Absolutely. And I think it’s really interesting the way he says to strengthen, perpetuate, and extend this interest was the object to which the insurgents would rend the Union even by war. I love that image, his use of that word, to rend the Union, because I always think of sort of tearing fabric or something. Teacher: He’s also in the next part of that sentence talking about, you know, I didn’t say that I was going to abolish slavery at the beginning, I was not—I was going to let the states deal with it, the territory. He says, hey, you know. Sarah Jencks: Other "than to restrict the territorial enlargement." Part of what I like about this speech also is that it sort of like gives you like, the whole history of, you know, the early part of the 19th century. He addresses so many issues that you can then make connections to. Okay, let’s keep going. Teachers reading: Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Sarah Jencks: Okay, stop for just a second. What is he saying here? He’s addressing something that happened in January 1865 here. The cause of the conflict should cease before the conflict itself should cease. Does anybody know? Do you remember from down— Teachers: The Emancipation Proclamation. Sarah Jencks: The Emancipation Proclamation, yes, that was in 1863. January 1865, the Congress passed the 13th Amendment. And so it hadn’t been ratified yet, it wasn’t ratified until December 1865, but it had been passed by Congress. And so he lived to see that happen, and that was yet another sign that it was—we were in the endgame.

Teachers reading: Each looked for an easier triumph, and a result less fundamental and astounding. Sarah Jencks: I love that sentence because the kids often, they think, they’re not used to these words being used in such a powerful way. A result less fundamental and astounding. Just changing the whole country. Keep going. Teachers reading: It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes. Sarah Jencks: Okay, let’s stop again. So he’s making a transition here from determining what the cause of the war was to what? What’s going on here? Teacher: It’s in God’s hands. Sarah Jencks: It’s in God’s hands. Where do you see that? Teacher: It’s just the [unintelligible] that I’m getting from the actual—the whole Bible and everything else, it’s just kinda like this is fate now. Sarah Jencks: He’s doing something more here with that. The way he was using 'all' before, he’s using—do you see he’s using that here as well? What words does he use here to bring people together? Teacher: Neither. Sarah Jencks: Neither and also—does anybody see anything else? Both. Yep, neither and both. He’s bringing everybody—he’s saying, we may not be seeing this from the same perspective, but we’re all seeing it together. Teacher: And I take that both sides here have lost. Neither side is jumping for joy. Sarah Jencks: Yeah. Yeah, absolutely. Absolutely. And he really is bringing everybody together. Let’s talk about that dig for a second. What’s his dig here? Teacher: That the prayers of both could not be answered. Sarah Jencks: The prayers of both could not be answered. That of neither has been answered fully. They could—we can’t—we’re not—we’re not going to be satisfied. What’s he—his previous sentence, though, may seem strange. Teacher: Yeah. Sarah Jencks: What’s going on in that sentence? Anybody want to read it aloud again? Somebody just go ahead. Go ahead. Teacher: Uh, okay. ’It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s faces, but let us judge not, that we be not judged.’ Teacher: Is that a dig against slavery, then? Teacher: Yeah. Sarah Jencks: What’s he—how do you take that? Teacher: You’re making money from someone else’s work. Sarah Jencks: Yeah. But who do you think he’s talking to there? Teacher: I think to the South. Sarah Jencks: You think he’s talking—okay, tell me more about that. Teacher: Slaveowners. Sarah Jencks: Slaveowners. Okay. And the workforce. Think about the Northerner here, for a second. Why might that sentence—and I’m just thinking of this right now, so don’t think I’m so far ahead of you here. Why might that sentence be addressed to a Northern audience? Teacher: He’s critical in that the Northerners really didn’t maybe speak up more loudly against it, that they even have labor issues themselves. Sarah Jencks: Remember he quotes the Bible here, though. He says it may seem strange that slavery exists, but, let us judge not, that we be not judged. So yeah, he’s bringing up issues of labor in the North, and he’s saying hey, you Northerners, you abolitionists, you may think those Southerners are pieces of white trash, but let us judge not so that we be not judged. You’re not God. It’s interesting because he’s got many many audiences here, and we’re going to be playing with that in the minute. Teacher: I was thinking similar to the reference that he used, let he who casts the first stone be without sin, so, you know, it seems like another Biblical reference or reference to that part of the Bible. Sarah Jencks: Yeah, absolutely. Let’s keep going. Let’s go. Teacher: Woe— Sarah Jencks: My apologies for cutting you off. Teacher: It’s okay. ’Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh.’ Sarah Jencks: What does this mean? What does this Biblical quote mean? Let’s break it down, because it’s not an easy one. ’Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh.’ Teacher: I mean, to go back to the Biblical language, he’s saying something along the line of it’s a shame that we have to live in a world of sin, this is a sinful world, so we should feel sorry for ourselves, and this is a place where sin is going to happen, but God help the sucker who commits the sin. Teacher: Yeah. Teacher: Bad things happen, but this could have been avoided. Sarah Jencks: Right, and also you’d better not be the one who’s actually doing it. Yeah, absolutely, and what he’s doing, it almost looks here like he’s setting up the South, but then let’s see what comes next. Teacher: You wonder if there’s a little confusion in the speech. He starts out saying it’s about saving the Union, then he ends up saying, well, this is really about retribution for slavery. Which is it? Sarah Jencks: It’s the big question of the Civil War, isn’t it? Teacher: It strikes me, realistically, you can’t have it both ways, even though he wants it that way. Teacher: Couldn’t you read it, though, as more of a superficial understanding— Teacher: Superficial is my middle name. Teacher: No, no, I mean, the whole thing about preserving the Union, that sort of, you know, the reading of it, initially, but then, you know, we spent the whole week studying Lincoln and how he agonized over this stuff in his summer retreat and then at a deeper level, he’s looking for a more meaningful way to frame the whole thing, so that it’s not necessarily contradictory, but just deeper readings of the same situation. Sarah Jencks: I would throw out to you also that Abraham Lincoln was the consummate politician. He was a great leader. That’s separate from his having been a great politician. And that he was very conscious of the laws of the land and the way that he handled this war in the first half of the war. And in the second half, he started to become much—he was looking for a deeper meaning. For himself, with the death of his son and the death of all of these soldiers, whom he was mourning. And he really started drawing on—looking for a deeper meaning in a different way. So that doesn’t answer your question. Teacher: Back in the 19th century, didn’t most Americans, or at least, you know, the elites believe that democracy was a divine act? I mean, Reagan wasn’t the first person to say that United States was a city on the hill. You know, you’ve got Melville[?] and all these other guys referring to it that way, so for Abraham Lincoln, couldn’t that also be the case. That to preserve the Union was to keep God’s purposes, God’s will going on Earth, because as long as democracy was there, justice could be done. Sarah Jencks: That’s really interesting. Yeah, and that was, it was Winthrop, it was that early on, the city on the hill concept started. Teacher: Remember that, yesterday, talking about how the Declaration of Independence was the apple, yeah, the Constitution is the rain. Goes right back to that. Teachers reading: With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations. Teacher: I mean, this is what brings the whole thing full circle. From the introduction, what Mike said about it started out trying to preserve the Union. Yes, slavery was a major part of it, but, I think, you know, events change people. You’ll have a belief when you’re a younger person and then as you get older and as experiences start to mold and shape you, you start to—especially having a child or something else—it makes you think differently. And this war, with the loss of his own child and the loss of all these mother’s children, changed him. So he needed to get back to a place that brings us back together. Sarah Jencks: I see also that he’s using this whole Biblical kind of exegesis almost to set up what he says in the last paragraph. Because if none of us are responsible, then we have to move forward, we have to strive on with malice towards none and charity for all. We can’t hold it against anyone. Teacher: Especially when he said back a few sentences before that both sides have committed sins during the course of this war. Teacher: Yet does he really say that nobody’s responsible, or does he say that we’re all responsible. I sort of get the sense he’s saying that we’re all responsible. Sarah Jencks: Yes, I agree with you. I totally agree with you. We are all responsible. Teacher: But he still names the insurgents. Sarah Jencks: Yes. Teacher: We’re still pointing the finger somewhere. Teacher: I still wonder, to what degree does Lincoln himself take personal responsibility for all this tremendous loss. I mean, in the first inaugural, I lot of you are remembering, he said, I’ve taken an oath to preserve the Union. So I’m this passive agent, essentially, and I must follow my oath. But of course he didn’t have to follow his oath exactly as he saw it. He had other choices. Teacher: And I think— Teacher: What do you think? Teacher: He wasn’t passive. You know, he used the Constitution to his benefit and that other times he expanded powers in it and stretched things and kind of toyed with it in order to achieve a goal. And you’re saying he’s a master politician, he wasn’t just—he wasn’t, in my opinion, this ’I’m a moral person that’s just following my oath,’ he was very deliberate in what he did, he was very calculated in what he did, and the way things that he followed in the Constitution, things that he chose to kind of stretch a little bit, it was all for his kind of for his goal to win the war. Teacher: Very Machiavellian. Ends justify means. Sarah Jencks: One of the phrases that I find really powerful from—I don’t know if you all are ever trying to make these connections, I can’t imagine you’re not, but I’m always looking for those threads that sort of go through the 19th century or follow from the Declaration, you know, the different political threads, through to the Civil War and beyond, and Lincoln was a great follower of Daniel Webster, the Whig politician. And one of Webster’s phrases, or his sayings, which is actually on the wall of the National Constitution Center if you ever get to go up there in Philadelphia, it’s ’one country, one Constitution, one destiny.’ And they were struggling with these same issues in, you know, the middle and the early part of the 19th century, too. It didn’t just happen. Teacher: [Unintelligible]—time we were a country— Sarah Jencks: Yeah. You’re absolutely right. And so Webster said that. Well, if you go down to the coat in the lobby, Lincoln had those words, ’one country, one destiny,’ embroidered in his overcoat. Literally, an eagle of the Union, with the words ’one country, one destiny,’ embroidered in his overcoat.

Sarah Jencks: So what I’d like to do is to start off by looking at some of the things, specific things that might have been, you know, when we hear presidential speeches and other speeches today, commentators and even regular people can see things, and then you think, oh my gosh, I see they said that, that’s going to be—that’s a buzzword or there’s that kernel of an idea, it’s going to keep going forward, I know it’s going to be an issue. And so the idea here is to partner up and to look for, to try to articulate, we’ve talked a lot about these, but the theory, the sort of proposition about the war that Lincoln makes, and then, secondly, what the policy is that he’s proposing. He makes a statement of a proposition of what the war was all about, and then he proposes a policy. Teacher: These two people get along fantastically—this person didn’t want to fight the war at all. This person didn’t want a war that would disrupt the institution of cotton and slave [uncertain], because his livelihood would be Teacher: Right— Teacher: But he could always turn a blind eye to how the cotton was being produced. Teacher: Alright, so the theory we’re going with is that there’s blame to go around, right? Teacher: Right, and the South is not going to be punished. And I guess that’s what she was getting to, in order to understand what happens next, why Lincoln’s assassination was a tragedy is because we know that Reconstruction went in a million different directions. Teacher: The war is God punishing us for slavery. Teacher: No, all parties are [unintelligible]. Teacher: Right. Because, I mean, he’s really not talking a lot here about the war to preserve the Union, to preserve states’ rights, he’s really focusing on the slavery issues a lot more. Sarah Jencks: I call these the POV cards, your point-of-view cards. I want to first ask you, does anybody feel particularly good about what you wrote, not to show off, but you feel like you could—you’d be willing to share with us either your theory or your policy and/or did it bring up any questions that anyone wants to raise with the— Teacher: We kind of felt that people of the North who really felt that they were sort of fighting to fight would see this as controversial. What do you mean we shared the blame, you know, we don’t have slavery, we’re trying to preserve the Union, and now you’re telling us that we’re partly to blame. I think maybe that’s where some of the controversy lies. Sarah Jencks: Interesting. Okay. Yes. Teacher: We also felt that neither the North, kind of going on what Nancy said, that neither the North nor South is going to be happy with his plan of no blame and that, you know, he wanted to move quickly, like the South now is going to be forced to join the Union, which they’re going to be upset about, and the North is going to be angry that they’re not, you know, held as this victorious winner, that he’s really got enemies on both sides now. Teacher: Northerners don’t want to accept Southerners, Southerners don’t want to accept Northerners, and that 10% loyalty cutoff[?] of which 90% of the population in that Confederate state doesn’t want to be there. Sarah Jencks: Did any—I don’t know how much you all got to talk about or you read about in the basement museum the election of 1864. What were Lincoln’s chances? What happened? Can anybody sort of revisit that? Teacher: I think it depended on victory. Teacher: Yeah. Sarah Jencks: I’m sorry, say it again? Teacher: Well, it depended on victory. Sarah Jencks: Yeah, military victory. So, how was he doing before Sherman started succeeding in the fall? Yeah, it was not looking good. It was all over. And there are amazing images, again, of what happened on the Library of Congress website and on other places, in Atlanta and Savannah. And at the same time just remember, you know, if he hadn’t done that, where would we be? It’s a conundrum. It’s a little bit like the conundrum, when you investigated, of should we have dropped the atomic bomb on Hiroshima? Teacher: Well, Grant as well. I mean Mike was talking about should Lincoln take the responsibility of the death toll, where if you look at a Sherman or a Grant, their strategy was attrition and just keep throwing bodies at the problem until they run out of bullets. Sarah Jencks: Yeah, I mean, there’s a lot of controversy over what the best military practice is here. We do a play called The Road from Appomattox and it’s a meeting between Grant and Lee the day after the surrender, which we know took place. We don’t know what happened in it, but we know it took place. Or at least in their memoirs they both say it took place. And one of the things that Lee says is this is the last war that will ever be fought according to conventional rules of war as we know them. And I think that was true in many ways. So. Sarah Jencks: What else? What else is coming through here, in terms of the controversy of his theory, his controversial theory, or what his proposal was. What is the policy that he’s beginning to articulate here? Maybe we can move on to the policy. Yes. Teacher: The whole ’malice towards none, charity for all’ is remarkable. Sarah Jencks: So what’s he saying there? If you were thinking of it from policy terms? Teacher: Well, it’s directed towards the South. We’re not going to hang the leadership like many wanted to do up north, and after four years of hell, that’s pretty remarkable, that he would keep that focus, on reuniting the country. Sarah Jencks: Just to repeat myself, is it just directed towards the South, do you think? I mean, what about those Northerners? Teacher: Stop looking for revenge. Sarah Jencks: And the border states, it was a really big issue. As you begin to look at Andrew Johnson, one of the issues that we come up against with Andrew Johnson is that he was from a border state. He had been holding out for four years, as a member of the Union, as a legislator and a senator from a state that, essentially, had seceded. But he was maintaining his presence, which was why he was named vice president in the 1864 election. From a state that essentially had seceded from the Union, Tennessee. He was full of vengeance. He couldn’t have been more the opposite of Lincoln.

Sarah Jencks: So having thought about these two, having articulated this theory and then the resulting policy he’s proposing, I want you to take a look at these different Americans—almost all of them are Americans, one is not an American—that you have in front of you on these POV cards. And by the way, I have one more—if anybody needs one, I have one more. And take a moment to think both about how they would have responded to the speech and then, as a follow-up, how they would have responded to the assassination. Abraham Lincoln’s family was from Kentucky, originally, and they—his parents left their Baptist church because it was pro-slavery and they were not. So these are—and even if you can’t make a clear decision, start to think of what the questions are, you know. Okay, in his very last speech before he was assassinated, Lincoln proposed that what he described as ’very intelligent Negroes’ and those who had fought for the Union should be eligible for the vote. Teacher: Okay. Sarah Jencks: So. . . . Teacher: That would give hope, but— Teacher: Yeah. Teacher: But this is after the assassination, right? Sarah Jencks: What happened in South Carolina afterwards actually was that it became the state with the most black legislators during Reconstruction. Teacher: Right. Sarah Jencks: Right, so. . . . Teacher: And that only lasts about 10 years. Sarah Jencks: Right. Not even. Alright, so. Good questions you guys are bringing up, though. I’m not going to ask you to tell—to go around and say what your person would have thought. But instead, if you want to reflect on some of the questions that you were struggling with or that came up or some of the issues that you had to ask— Teacher: How about if we know what the person would have thought? Sarah Jencks: If you know? If you feel certain, then I think you should say what were some of the things that made you know. Okay? Alright. Go ahead. Whoever wants to start, raise your hand or just shout out. Anybody? Okay. Teacher: Well, we got Andrew Johnson the [unintelligible] legislator from Tennessee, so we already know that he was a little angry and wanted revenge, but was politically-minded enough to go with Lincoln until, you know, his time came. But then because I mouthed off, she gave me another one. And this one was a white merchant in San Francisco, formerly of Delaware. Apparently Delaware was a very small, slaveholding state— Sarah Jencks: Yeah, but border state. Teacher: —and this gentleman moved to San Francisco, obviously probably during the Gold Rush, so our idea was we really don’t think this guy cares. He’s in San Francisco, he’s trading, he’s involved with all sorts of ethnic groups and nationalities and he’s there just to make money. So I really don’t think his political opinions are going to be very strong, since he moved from a very small state to a state with more people where there could be more opportunity. Sarah Jencks: But California came—was strongly in which camp during— Teacher: In the free state category— Sarah Jencks: In the free state category. Teacher: —since the Compromise of 1850. Sarah Jencks: Okay. Excellent. Good thoughts. What else? Who else? What did you—what were you thinking about as you were going through this process? Teacher: Right. We were a white Georgetown DC dockworker. We’re wondering why we were unable to fight, but— Sarah Jencks: Maybe you had like a leg that had a—you broke your leg when you were little. Teacher:: You have to build your character. Teacher: Our options are really limited, so we’re really worried now with the freeing of slaves, because all this cheap black labor is going to be coming up from the South and if this—if what you’re saying is basically our case, we have very few options economically to turn to. So if we lose this job. . . . Sarah Jencks: Not to mention that the Potomac River is about to silt up and there isn’t going to be a dock in Georgetown in 10 years, but you don’t know that. Teacher: Man. Sarah Jencks: What else? Teacher: I just thought it was interesting how you guys think about their reaction to the speech and then to the assassination, and the role that we had was a Massachusetts writer with strong abolitionist ties. And we have very different reactions to the speech and the assassination, that, you know, they’re disillusioned by the speech, and this is not enough. You know, you’ve soft-pedaled down, you’ve taken more of a centrist stance. But the assassination still devastates them because this is, you know, your revered leader who did speak out. Sarah Jencks: Interesting. Teacher: We also struggled as an abolitionist with the idea of, you know, having a religious sort of approach to this whole thing, would we have been insulted that, okay, now we’re being lumped in with the sinners who perpetrated this horrible institution, and how dare you try to make us be with them. And then maybe we become more zealous once Lincoln was assassinated—see, now you didn’t want to punish them, now they killed the president on top of it, just sin upon sin on the South, and I’m not part of that. You know, even more stronger regional identity of not wanting to be seen as part of that bigger— Sarah Jencks: Yeah. Very interesting. Teacher: And one of our controversies was, just because you’re an abolitionist didn’t mean you believed in equal rights. Sarah Jencks: So true. That’s so true. Absolutely. There were a lot of Northerners who did not—we sort of tend to say that the Northerners were oh, they were antislavery. Not so much, you know. That was unusual. Absolutely. So the last thing I want to ask you all is if you were to take this into your classrooms, what kinds of things might you want to do to enhance your ability to assess students and/or to develop this into something that would actually work for you. And I know this is really fast, but let’s just quick do some popcorn ideas about this. And the last piece is if you were to use this, is there anything that you feel like you would need to do to scaffold it differently? Yeah. Teacher: I mean, I teach global, so we were thinking of ideas, possibly doing this with, like, the French Revolution and giving out different characters, or Caesar or any revolution for that matter, and really, you know, coming up with different types of characters and seeing what the kids do. Sarah Jencks: It does require some research, though. Because as you noticed as I was going—it can be your research or the kids’, you can decide, sort of. You can use it as an assessment tool, or you can give it to them and then say you need to go find out more about these people. Teacher: We had an Illinois regimental soldier, [unintelligible] Taylor, and we were trying to think what battles that soldier would have fought in. So that would be a springboard to do a little more research about that regiment, get background on— Sarah Jencks: One thing that has occurred to me just while we’ve been doing this here is that you could potentially do this in part as a Google map activity. You could use Google maps to actually pin where each of the different people were from, and to upload, you know, something so that you’re creating a class project as a result that might allow you to—everybody can make use of it as a tool, ultimately.

Tour Guide: Okay, everybody, now I want ya'll to face the house. I've seen it before, so grab your photos. You are standing in front of the iconic Mount Vernon, the home to our first president. I think you could probably show a picture of this to someone in any country and they could recognize it as George Washington's home. But actually, there's another story to be told here. The very first mention of slavery in Virginia is a letter written by John Rolfe to the Virginia Company in London. This is in the early 1600s. Now I asked a student once, "What does that tell us?" And they said, "George Washington didn't invent slavery." Well, it wasn't exactly what I was going for, but I thought, fabulous answer. He didn't invent slavery. In fact, Washington becomes a slave owner at the age of 11. His father dies, and part of his inheritance are 10 slaves. He owns them, just like you own your pair of shoes. You can do with them what you want, you can sell them, give them away, gamble them away, or rent them. Now it's interesting because of course people say—one of the big questions here—is, was Washington a good slave owner? Washington was actually a pretty typical Chesapeake slave owner. I can tell you how he differed. Washington recognized marriages. Don't forget, chattel property—like your shoes—don't have rights; and, of course, one of those rights are marriage, it's a right! Washington recognized families and marriages. And very early on Washington decided not to separate families and to honor those marriages. That is a significant way in which he differed from other Chesapeake slave owners. Now, we're going to head over and we're going to talk about daily lives of slaves here at Mount Vernon.

Tour Guide: In archaeology we see the real hidden lives. So we're going to go around and see where they lived. Saida Patel: I've never been to Mount Vernon before, and when you walk through the mansion or the slave quarters, you see that most of the places are defined by the people and I've never really communicated that with my students. I've never told them that place is defined by people. I hope to use that in different units that we do and talking about different places and how you can learn about people through studying those places and how people define those places as well. Tour Guide: Well, don't forget, you lived where you worked. Who were the skilled workers? The men. And most of the females are agriculturists. Samantha Brewer: The tour was really like, this is the information, this is the history, I'm going to tell it to you. Tour Guide: Now, Washington really wanted there to be positive incentives for working. Samantha Brewer: And the activities were much more what can you as an observer, as an intelligent person who has some amount of background knowledge, deduce from this without me telling you anything, just what can you see in the situation here. Voice off-screen: Who has the clipboard? Teacher 1: Alright, we're looking at things. Alright, start talking and I'll start writing. We do have some guiding questions, do you have your detective hats on, I don't notice them. Teacher 2: It's close quarters, just a common little cough, common little sneeze, could infect everybody here. Teacher 3: And there's not really a lot of ventilation. Teacher 4: Right, and it's dark. Teacher 2: Dark and a little damp. Teacher 3: They wouldn't have had these lights. Teacher 5: The window is like cross ventilation there. Teacher 3: Yeah, but that's the only—'cause there are these windows but— Visitor 6: 'Cause I was thinking the stairway from the kitchen that might have been where the main slave woman in the house that might be—have been her quarter. Multiple Visitors: Oooh. Saida Patel: We were supposed to put what we knew behind. So, we went with a clear mind and we were assigned into groups. We had daily life with the slaves. She told us to go in as "foreigners" and look at the objects there and analyze them: Why were they used? Why do you think this was here? What is this? Which I really enjoyed and I think it would be great to use with the students as well because it engages them automatically with the material. Samantha Brewer: It's really transferable to any sort of place, even if it's some place that we haven't studied or a place that I personally don't know a lot about going into it.

Meagan Rafferty: Sometimes you're going to have a teacher that comes in and their only thing that they really what to do here and take away from here is seeing the mansion. And other teachers say, you know, it meant everything to me to go on a slave life tour and learn more about the history of the enslaved community. And then still others say, you know, I just really wanted to do a hands-on workshop and walk away with these materials that I know I can just translate right into my classroom. Often times the group leader will have different expectations than the group members themselves. And so the way that I try to mitigate that is I try to put something in the schedule for everyone. Esther White: One of the things that we've been talking about a whole lot is, you know, when you go into these places every single thing that's there, it's all there for a reason. Someone has thought about even the direction that it will be placed on the thing and what is next to it and why it's there and every single one of those objects is supposed to sort of tell you a whole story about something. Teacher 1: One thing I found a little bit hard was the shaving kit, the actual little brush that people used to put the shaving cream on their face— Esther White: What I'm going to give you this afternoon is our internal memo that kind of goes through all the highlights of what's actually there and some of the decision-making processes that the curators used to get stuff back. So, yeah, the shaving kit is based upon a period shaving kit. Samantha Brewer: It's really not enough to just say this is what history was. You really have to ask people—kids—to really think about it and draw their own conclusions and take their own interpretations and that the process of evaluating different sources and different places really leads them to a much deeper, richer understanding of history that really stays with you and gives you things that you can actually work with in everyday life.

Esther White: I know probably on your slave life tour, right, it came up—let's see, what always comes up? Was George Washington a good master? I don't even know why we have to talk about that, right, he owned slaves. How do you put "good" with that, right? That's just a funny—

But I think then the challenge is how do we take that and expand the story? Expand it out. We're starting with that idea that, you know, yes, there are slaves here. Fact. There's either 316 or 317 depending upon the way you count the census, so I'm always a little bit fuzzy about that. But there's, you know, over 300 enslaved folks here. Now, you guys were looking at two bunkrooms, right?

Teacher 1: I would think showering is more of a maternal thing.

Teacher 2: And shaving would indicate male quarters.

Teacher 3: And the children, you know, if you think about it—

Esther White: What did you guys observe about work, or free time, from looking at the stuff in the those quarters?

Visitor 1: Well, I guess one thing we said, that some of the things that they might have been doing that were part of work could be used also for leisure, like knitting or sewing, you know, cooking food. We did see some other activities related to children in women's quarters, like marbles, and we noticed that there was a doll.

Esther White: Maybe a lot of leisure activities cross over. From stuff you're doing maybe for fun or for relaxing and stuff you're doing for work.

Visitor 2: We noticed also that what they did for work they also had to do for their home, as you could call it, if that's what it was. What they did for work—they also had to do laundry, mansion [laundry and] laundry for themselves; cooking at the mansion, cooking for themselves. Like she said, some of those kind of crept over into leisure—not really leisure, but you know what I mean.

Esther White: But that's not really leisure, right? Where's Group Two?

Teacher 3: Oh, right here.

Esther White: What themes did you guys have?

Teacher 3: Food.

Teacher 1: Washington's stuff is in the bags over there.

Esther White: Did it surprise you guys about the variety of food that there was?

Teacher 3: Yes, I was.

Teacher 4: I was surprised.

Esther White: That's one of the things—

Teacher 5: Well, we couldn't see the variety that was in the sacks.

Esther White: Okay.

Teacher 5: We could assume there was grains, flour—

Teacher 3: And was what was in the sack for them or was that—

Esther White: For elsewhere? Oh, good question.

Teacher 3: Right. It said GW on the bags.

Teacher 5: Because you asked us to try to differentiate foods that were rations and foods that were theirs, we assumed that those were rationed out foods from GW. And is that right?

Esther White: I think that's what they're supposed to be. They are rationed out foods and they are rationed out cornmeal. So all those sacks are only cornmeal.

Teacher 3: And in the women's quarters there seemed to be much more cooking going on. You see the cornbread made, you see some stews. And in the men's you see a rabbit, you see a duck.

Esther White: Yeah, I always notice that when I go in. The man has the rabbit and the women are doing the cooking. So is he going down with his rabbit and saying, you know, what that might be? "Hey, I've got a rabbit. Oh, I'm sweet on you, would you like to cook it up for me?" Or?

Teacher 5: Or I caught the rabbit, you cook it, let's eat it together.

Esther White: Right, because I'd like to spend time with you. Or I'm in charge of hunting and you're in charge of cooking and that's just the way that we have negotiated our spaces up here because we have got to get along. And you can just pull it apart in lots of different ways and begin to really think about individuals and what we know about them and where they're living, and then begin to concoct bits and pieces of their lives.

Rex Ellis: Good morning everyone, my name is Rex Ellis. I am the Associate Director for Curatorial Affairs at the National Museum of African American History and Culture—that's just a long title that says I do whatever they tell me to do. What we’ve tried to do with this exhibition is to suggest three things. Number one, we've tried to grapple with the whole idea of slavery especially in the era of the American Revolution and the paradox of liberty—those who are asking for liberty actually being those who are also slave owners. That's the paradox that we examine and try to talk about. Second thing that we wanted to do was to talk about Jefferson and his life. A little bit about Albemarle, a little bit about his parents, and a little bit about Jefferson the man and the sort of paradox that he is as well. Not only his public life, but his private life as well. There's a third section that happens to focus on the enslaved population at Monticello. That enslaved population reached, at some point throughout his lifetime, over 600 people. And so, we feel that there's—it's difficult to understand Jefferson without understanding his enslaved population. You will be introduced to six families within that larger population. And then finally, there is a section that we are calling, for lack of a better term, "Getting Word," because that is the name of the project that in 1993 two historians at Monticello embarked on to try to find descendants of the enslaved at Monticello. And that section talks about those descendants and where they are and the kinds of things that they are doing. What you see on the outside here are two visions that in some way suggest this whole paradox that we're talking about. Here is Thomas Jefferson and he's behind the Declaration of Independence; and here is Isaac Jefferson, he was a Granger, but he changed his name once he was freed to Jefferson. He is behind a farm book that Jefferson kept from 1770 all the way up until the beginning of the 19th century. That book was supposed to be a sort of diary of his farm and it has turned into one of the most important sources that give us some sense of who the enslaved were and what they did. Because as you see here, there are families that he mentions within the farm book; so with that information we know approximately when they were born, we know what their names were, and we can someway put them into the historical record in ways that we could not if we did not have this information. Also I will tell you that I don't believe Monticello is typical of the slave experience in the Colonial Chesapeake, I think it's very atypical. As you go through it, I think you will see that there are sort of parallels to the larger slave system. But Mr. Jefferson in a variety of ways was a unique man. He was a scholar, he was an author, he was an inventor, he was a farmer—he'd tell you he was a farmer, other folk would tell you no, no, no, he wasn't too good a farmer. But in a variety of ways he was a very, very—that sort of quintessential Enlightenment man who was much more of a Renaissance figure than he was sort of ensconced in the colonial period, as many were. They looked to him and what he said to determine what they should be thinking, in many ways. So as you go through, keep that in mind as well. Rex Ellis: This first area focuses on Jefferson and the idea that in order to see Jefferson clearly you must see him through the lens of his enslaved population. You will see a statue of Jefferson and then behind him you will see a series of names. They are names of over 600 enslaved—that we know—lived and worked in and around Monticello. And the idea here, again, is it allows us to see Jefferson more clearly. You will also see here Jefferson's lap desk, which was what he drafted the Declaration of Independence on. So in many ways that lap desk and the statue of Jefferson and what you see around it—the information you see around it gives you some sense of Jefferson's prominence, not only in the colonial period, but also his prominence as a slave owner. Christopher Hamner: I wanted to do, since we didn't get a chance yesterday, to do a little debrief on the museum and what was particularly useful about it, what changed the way that you thought about the past, what changed the way that you think about this chapter to your kids. Do you remember what the sort of framing is? Teacher 1: It's the Declaration of Independence on the one side— Teacher 2: On the right. Teacher 3: It's slavery— Teacher 4: The farm book on the left. Christopher Hamner: Yeah, right. And just those two images, you have to pick one or two things that go on the outside. And then the title: "Paradox of Liberty." This is all really carefully selected to get you thinking some new way about this person. If you just want to think about context and you want to think about content and this as a source. Think about how different the experience you have of Thomas Jefferson is if you spend 22 minutes in the "Paradox of Liberty" exhibit at the Smithsonian verses 22 minutes at the Jefferson Memorial, which is not very far away. How do you summarize a life if you've got…you can use 61 images, you can have a total of 12 hundred words, and the average visitor is going to spend 18 to 22 minutes walking through there. What parts of the story do you tell and what do you leave out. When I approached it that way I thought, gosh this is an impossible task that they have carried off really well.

Rex Ellis: The objectives in this area are several. Number one, to give you some sense of slavery in the Atlantic world, especially in the colonial period. Then to give you some sense of Mr. Jefferson and the kind of background and upbringing he had. Then to suggest some sense about Jefferson's attitude towards slavery. At the beginning on the wall that I'm facing you will see a variety of things that suggest the institution of slavery. There's a small map on the left-hand side of that portrait by George Morland that gives you some sense of the number of Africans who came to the New World. You will see that they came from all portions of Africa, from Senegal to the Bight of Biafra to the Bight of Benin all the way over to West Central Africa, even Madagascar and other places. But the largest number comes from, as you will see, West Central Africa. Somewhere around 5 million Africans disembarked in places like Pernambuco, Brazil, and South America. Somewhere around four million landed in the Caribbean—Jamaica, Barbados, Haiti, Cuba, those areas. Four hundred thousand came to North America. Four hundred thousand. Whether they were dealing with slave ships, building slave ships, and going—and transporting Africans back and forth, the American economy—the agricultural economy of America in some way, directly or indirectly, depended on the institution of slavery. So Jefferson from the very beginning of his life, there was an enslaved person who actually put him on a pillow and presented him to his father, Peter, and his mom, Jane. There was a slave at the end of his life, his name was Burwell Colbert, who actually fluffed up his pillow because he was the only one who understood what Jefferson was saying when he was at the end of his life and couldn't speak. He was the only one who understood that he was uncomfortable and that he needed his pillow adjusted. So, from the time he was born until the time he died, slavery was a part of the world that he lived in. Here you see a series of items that relate to the period of the Enlightenment. You see an inkwell by Voltaire, that's an image of Voltaire's head. You see glasses and you see Jefferson—who was a voracious reader, by the way—you see this revolving bookstand where he could read one, two, three, four, five books at a time. Speaker 1: You know how he had that bookstand, where he could read five books at a time and keep them open so you don't lose your place? And then you walk a couple feet that way, and some guy, his whole day every day is to pound nails. Like, so you get to do all of this fascinating stuff, and the people working for you are pounding nails over and over and over. And you saw, there were like five steps to making a nail and your sole goal is to make the most nails. So you get to be creative, thoughtful, and everybody around you has to be bored? Christopher Hamner: You know, I took away like the "Paradox of Liberty," that there's this really uncomfortable connection there. That some people were free to do all this grand philosophical thinking about politics and government and the nature of morals because other people were bored. You know, the fact that Jefferson—the leisure time that Jefferson enjoyed was on the part built on the backs of enslaved people piling up all this wealth and stuff so that he was freed. Rex Ellis: You will see here some sense of what we're suggesting about his view of enslavement. And you will find out as you read that Jefferson was not—that Jefferson believed in emancipation. He did not believe that emancipation was something that could happen here. He believed in emancipation connected with colonization. So that he felt that blacks and whites could not live together and once they were set free they should be delivered some place else in order to enjoy their freedom. Interestingly, 1791 he has a letter—somewhere around August he has a letter from a man named Benjamin Banneker. He's an African American, he's a scientist, he is an author, a very, very learned person himself. He writes a letter, what he said was he wanted Jefferson to help and to assist in the liberation of his people, he used—he sent him a copy of the almanac, he used himself as a way of saying, "This is what's possible given the help, given the education, given the support, this is what's possible within the black community." Eleven days later, Jefferson wrote him back and said wonderful letter, wonderful almanac, but I don't believe that the enslaved can in any way rise to the level of intelligence and the level of sophistication that you have risen to. So I generally say to folk when they ask me what I think about Jefferson, I say he was a man who was in terms of his intellect, he was ahead of his time; in terms of his morality, he was a product of his time. I think, more than most, though, Jefferson grappled with this issue. Speaker 1: I think that kind of summarized the entire exhibit, was that intellectually Jefferson was ahead of his time, but philosophically he was a product of his time. Speaker 2: And that's so current for today, though. Speaker 3: He did a good job at not giving you the answer for how we should judge him, not saying he was this or he was that. I think what it does effective to us is we're all a product of our time now, we might think that other people are wrong. Two hundred years from now everyone might think we're all wrong. So it kinda makes you step back, too, and think, well, how do I see my time? Christopher Hamner: I think it shows we're supposed to—sometimes we forget but we're a fairly young country. And now we're kind of looking at it and saying, yeah, well, you know we got some things right and we got some things wrong and it's okay to look at both of those so that maybe we can be more right the next time.

Christopher Hamner: What were the objects or the text or—what part did you stop and go, "Whoa." Teacher 1: I thought that the map, the to-scale of his entire plantation in the back was really, really interesting. Christopher Hamner: What was it that kind of— Teacher 1: Well, there were two parts. One, obviously, his house is so built on that hill it's almost on a mountain compared with his farmlands. I thought that's interesting management-wise. He's got kind of like a little town up near his house, and yet he's got these dispersed houses throughout the farmlands. And then I started thinking did he give his slaves who lived in those farmhouses somewhat of an autonomy as they were farming those areas because his house was miles away on top. Rex Ellis: Mulberry Row I think is very important. It's a 13-hundred-foot space on the northeastern side of the house. If this is Monticello here, and this is the north here, and this is the east, here is Mulberry Row. Somewhere around 20 homes is what it had on it, domestic spaces, as well as—there was a nailery, there was a blacksmith's shop, there was a textile shop, there were domestic houses, dairy. You either worked as a domestic, you either worked as tradesman or a craftsman, or you worked in the fields. Generally those were the three areas. Mulberry Row became a real proving ground to determine which one of those might be your fate. Between 12 and 16, Jefferson would engage them in work, males and females, at Mulberry Row. He would use that to make some determination about where the aptitudes were and where he would then assign those who he had working there. Then he brought a variety of people from around the country and even outside of the country, Scottish tradesmen and craftsmen, to teach the enslaved at Monticello a variety of the skills. So a variety of those were sort of determined based on the experience at Mulberry Row. Christopher Hamner: And then how was the other way that you encountered enslaved people at Monticello. Teacher 1: Through their lineage. Christopher Hamner: Okay. Whose? Teacher 1: One of the most famous would be the Hemings. There was— Teacher 2: The Grangers. Teacher 3: The Fossetts. Christopher Hamner: That second part of the exhibit, remember, the six families, that struck me as another choice. You know, what are we going to do? Instead of trying to cover all 600, they made this choice that we'll pick six—one well known and maybe some that are less well known, but we’ll really focus on that, just on those families' experiences. Rex Ellis: Now, these families, George Granger is the only man I know that was actually assigned to be an overseer at Jefferson. During Jefferson's lifetime he must have had over 30 overseers on the property. Granger was the only one that he had that was from the black community. And Granger was one of those that we use at least to suggest that Jefferson wasn't someone who was so struck by color until he didn't understand that it was merit that was the most important in terms of whom he allowed to do work, whom he allowed freedoms, and whom he did not allow freedoms. But there is an argument to be made for the precedent of the Hemings family. There were five generations of that family on the hill, over 70 people in that family on the mountain, started with Elizabeth Hemings who was the matriarch of the family and five generations of her family were at Monticello. The Hemings were treated differently, they were given freedoms no one else was given, several of them were even allowed to not only work, but to live off the mountain, and also to sort of move around as free people even though they were owned by Jefferson. You will find that the Hemings were the ones who did either the least work or worked as domestics or received privileges that others did not receive. And then finally for me the Fossett family. They were also Hemings but they were—Joseph Fossett was the grandson of Elizabeth. Joseph, the reason I wanted to mention him is because Joseph was the only member of his family that was freed in Jefferson's will. He set Fossett free, but Fossett was not free at the time that the auction took place, so he could not bid on his family. He watched his family being sold away. But he also knew some folk in Albemarle County that he had done business with, so he made requests of them that they purchase members of his family, and that, as a blacksmith, he was able to work and he promised and whatever it was that they paid for the price for them that he would then pay them back the price of his family. Somewhere in 1837, he purchased five of his children and four of his grandchildren and they all moved to Ohio. Teacher 1: The Hemings family, there were like these really nice pots from France and I just thought that helped paint a complex picture of Jefferson. Teacher 2: Right, I thought that—I enjoyed learning about the families, it was interesting to see the different dynamic that that plantation would have had than a lot of others. But I thought, too, it kind of focused on the fact that these were his most skilled slaves. They had the chair that that one person built, I know he had a trained French chef as a slave, that's not normal. Christopher Hamner: You get to know those six families really well, but at the same time you lose sight of all these people. And that's a trade-off. Do you want them to learn a couple of people's experience really deeply, or do you want them to get a bigger sense of the whole, the whole enormity of the operation.

Rex Ellis: Interestingly, that Joseph Fossett that I was telling you about, Joe Fossett had a great-grandson by the name of William Monroe Trotter, who founded—with W.E.B. Dubois—the Niagara Movement, he was an activist himself, a very, very well educated man. All of the families, the Hughes family, the Fossett family, the Hemings family, all took on responsibilities that in many ways were civic responsibilities. Frederick Madison Roberts, that you'll see on this end, was the first African American legislator in California. You will see also that the descendents of Sally Hemings and of Eston and Madison fought in the Civil War. So that continuation of family, that continuation of faith, Peter Fossett became a minister. It was Peter who said this, "My parents were here in Ohio and I wanted to be with them and be free, so I resolved to get free or die in the attempt." Peter ran away several times and was recaptured. And finally with the help of his family his freedom was bought and he finally rejoined his family in Ohio. Christopher Hamner: I thought this was one of the best museum exhibits that I'd ever seen. And I was particularly impressed because it's really sensitive. Plus, it's the Smithsonian Museum of American History, it's on the Mall, it's yards from the White House, and a stone's throw from the Congress building. There's a sense that this is the official history, it has this sort of weight based on where it is and the fact that it's the Smithsonian. Teacher 1: What struck me, I was wondering if this means how far we've come as a society, because do you think that 50 years ago you could have had an exhibit like this? Christopher Hamner: No, and that's something they didn't talk about, but I love the way that you're thinking in terms of this as a source. If you went back 50 years ago, totally different. Teacher 2: I liked the human touch to it, because they're much more complicated and they have to deal with their times. Rex Ellis: We know a great deal about a small number of the enslaved at Monticello. I told you there were over 600; I've introduced you to maybe 30 or 40 that we know a great deal about. Don't you dare leave thinking that those other 500 are not important as well. The fact that we have their names is a testament to Jefferson's record keeping and also to the history and the historians who have made this all happen. But if you ask me why I would say that Jefferson was anomalous and he was not normal—Jefferson said that he did not want—and I'm paraphrasing—but he said he wanted his enslaved population to respect him; he did not want them to fear him. He tried to keep the families together, he discouraged abroad marriages, he tried to get them to marry on the mountain so that the family was together there. So all of that is what makes me suggest that as a slave owner—Now I don't think that there is such a thing as a "good" slave owner, especially someone like Jefferson—when you think of the fact that he was governor of Virginia, when you think of the fact that he was a two-term president, when you think of the fact that he was Secretary of State, he had a variety of opportunities to do something significant about the institution of slavery. He never did. So, there is that reality to him; but there's also the other reality. And I think the public Jefferson and the private Jefferson are two different Jeffersons all together. In order to see Jefferson clearly, you have to see him through the lens of his enslaved community as well.

Christopher Hamner: Somebody who's been to the FDR Memorial describe that one.

Teacher 1: An experience.

Christopher Hamner: Okay. What does it look like? How big is it.

Teacher 1: It's huge.

Teacher 2: It's larger than life.

Teacher 3: It's the different acts or time periods in his life.

Christopher Hamner: So how much—it covers a fairly large spread of ground. It covers different phases of his life. The centerpiece is. . . ?

Teacher 4: Him in his wheelchair.

Christopher Hamner: Yeah, exactly. He's in his wheelchair, I think he's got his dog Fala—which is always a crossword puzzle answer—F A L A, if that comes up. Why is this here if we have a perfectly good memorial over by the Tidal Basin?

Teacher 5: The money? They had extra money.

Teacher 6: This one was earlier.

Christopher Hamner: Yeah, this one's first. That's a good question, but this one is actually first. And this is the one that FDR suggested during his lifetime. He had been elected president four times; it seems more likely than not that he might someday get a memorial. When asked what would be an appropriate way to commemorate his life as a public servant, I believe he was in the Oval Office, and he said a block of marble the size of this desktop with my name and my birth date and placed at the National Archives. He thought that—which I think is very understated, he picked the location, he picked the design, and that's exactly what you've got. The FDR Memorial at the Tidal Basin is totally different—in so much as he told us exactly what he wanted, it kind of flies in the face of his wishes and his explicit instructions.

There's a further twist there and if you remember back to the second week when Michael O'Malley came in and talked about political theater. The centerpiece of the memorial at the Tidal Basin is FDR in his wheelchair. For a president who went to such enormous lengths over the course of his entire political career to never be photographed in his wheelchair. Remember Professor O'Malley talking about how he would set up rails so he could appear to walk to the podium, so that he could carry himself to the podium, he had a car outfitted with hand controls. This is not just someone who did not make a big deal about the fact that he was in a wheelchair; this is someone who went to great lengths to disguise that fact.

Christopher Hamner: That’s a great point to talk about: Who is this memorial for? Is it for the person; is it for the generation for whom he was such a central figure? There's a whole generation of Americans and he guided them through the Depression and the Second World War, is the memorial for them? Is it for us, for contemporary generations who are trying to place him in a historical context? Those are really useful questions and they're transportable. You can ask these questions about any monument in any place.

Christopher Hamner: Why do we do that?

Teacher 5: We've got to teach now. The other memorial is supposed to be a teaching memorial. This I think was probably done fairly close after his death—

Christopher Hamner: I would imagine.

Teacher 5: It's not designed to teach.

Teacher 7: I know! There's a little marker right there that explains. It was put in by his friends of his to commemorate the 20th anniversary of his death in 1965.

Christopher Hamner: Is that the right thing to do? To go…when somebody says this is how I want to be commemorated and you go and say yeah, alright, we're going to do something different.

Teacher 7: It depends on who it's for. If you're doing it for that person, yes. The other memorial is not for him.

Christopher Hamner: So who is it for?

Teacher 8: Everybody else.

Christopher Hamner: Yeah, that could be a glib but accurate answer.

Teacher 5: But it's for people who didn't experience New Deal programs. At this point—I had the reality check that I am now wholly in a totally different generation than my students this year. Their great-grandparents fought in World War II versus my grandparents. And that their grandfathers fought in Vietnam whereas my father fought in Vietnam. So you've got so many people that are so far removed at this point that this isn't going to teach them about who Franklin Roosevelt was.

Christopher Hamner: Is that what a memorial is supposed to do?

Teacher 5: That's I think what the goal of the other memorial is.

Christopher Hamner: This is where you get into the sort of interesting, undefined territory of what do we want to use this space for?

Teacher 1: There's a contrast. I think that FDR was rather shortsighted when he said I want to be remembered this way. Because I do believe that there is a teaching technique, the teacher in me comes out, but those are memories. If I wasn't an American, if I was not a history teacher, if I was just walking down the road, this just looks like a gigantic tombstone for some schmoe. Therefore, there is no memory being projected and I think that you have to honor him. I love that idea—that "I was a simple man"—but I think he was being shortsighted because we will not remember him without knowing the great things that came with him.

Christopher Hamner: I think part of the power of this is exactly how understated it is. Particularly in a city where there's Logan Circle, there are huge statues, 15-foot-tall statues, of Civil War figures that people have totally forgotten. Here is someone whose place in 20th-century history is immense and there is a kind of disconnect between the immensity of his contributions and the really plain nature of this. To that extent I think it does have some power because there's so many statues around here that are so overly grandiose and kind of hit you in the face with the importance of what they're celebrating and you think, not that important, not that significant in the long run. Whereas this, if anything I think Roosevelt's reputation has been burnished by historians over the years and this is incredibly plain and understated.

Teacher 2: How would we not remember him? That's the other component of it.

Teacher 1: Time. Time kills it.

Christopher Hamner: I think about the Martin Luther King Memorial. He talked during his life a lot about how he was a part of something, that he was not the Civil Rights Movement, but that he was a part of a larger wave. I think that that was an important statement in part because it indicates his humility but also because it underlines the rightness of the Civil Rights Movement. It wasn't one person saying okay, now the country's going in this direction but a large segment of the country saying this injustice has to be corrected. I'm not sure how comfortable King would have been to be singled out with a statue of him covered with his quotes.

On the other hand, to not do something is sometimes sending as powerful a message as to do something. To have the National Mall, which celebrates Lincoln and Washington and Grant and a lot of white elite political figures, and to not have part of the Civil Rights Movement and the African American leaders who helped push it through, that's a conspicuous absence. To not put anything is kind of an interesting—that makes an interesting comment, too.