In Pursuit of Freedom

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Print, n.d., F. Douglass, Schomburg Center for Research in Black Culture, NYPL
Question

What made Frederick Douglass a radical abolitionist?

Answer

That Frederick Douglass was an abolitionist is beyond debate. Born a slave, he eventually escaped and became one of the most famous activists to work for emancipation. Whether working as a stump speaker or editing one abolitionist newspaper after another, Douglass expressed tremendous hope that the slave power would eventually fall. He once declared, “There is not a man beneath the canopy of heaven, that does not know that slavery is wrong for him.” That Douglass was radical in his anti-slavery speeches and newspaper editorials is somewhat debatable, and would depend on how one defines “radical.”

“Hereditary bondmen! Know ye not / Who would be free, themselves must strike the blow?”

Frederick Douglass was fond of quoting this line from Lord Byron as it summed up his political activism. This call to the enslaved to be their own liberators reflected a revolutionary urgency and fervor most would associate with radical measures. But compared with abolitionists like William Lloyd Garrison, Douglass’s one-time mentor and fiery editor of the Liberator (whose masthead read “No Union with Slaveholders”), Frederick Douglass appears measured and sensible. For example, Douglass once wrote, “My position now is one of reform, not revolution. I would act for the abolition of slavery through the government—not over its ruins.”

In contrast, Garrison burned a copy of the Constitution in public, calling it “the most bloody and heaven-daring arrangement ever made by men for the continuance and protection of a system of the most atrocious villainy [sic] ever exhibited on earth.” Most famously, he pronounced the Constitution “a covenant with death,” “an agreement with hell,” and “refuge of lies.”

"Mr. Garrison and his friends tell us that while in the Union we are responsible for slavery. . .

Even more extreme was John Brown, who tried to recruit Douglass for a raid on the federal armory in Harpers Ferry, VA, a doomed venture that exacerbated sectional tensions leading up to the 1860 presidential election. Brown believed the seizure of the armory would spur local slaves to rise up against their masters and spark a slave rebellion throughout the South. Douglass shunned the effort. As historian David Blight observed, “For Douglass, the question of violence was always more a tactical than a moral problem. He did not relish the prospect, but morally he believed the slaves had the right to rise up and slay their masters.” Compared with the lawlessness of Garrison and Brown and their disrespect for the Constitution, Douglass’s abolitionism looks less radical, if not tame.

. . . I admit our responsibility for slavery while in the Union, but I deny that going out of the Union would free us from that responsibility. . .

Douglass sought to free the slaves within the confines of the Constitution. He thought only by keeping the slave states within the American Union could the federal government then be used to rid the nation of slavery. Douglass came to view the Constitution as a pro-liberty document, thus agreeing with Lincoln “the Great Emancipator” on the principal means of promoting freedom.

Lincoln understood the Founders to expect slavery to wither away in a generation or two by restricting its importation into the new nation (as early as 1808) and preventing its expansion into federal territory (see, the Northwest Ordinance of 1787). As historian James Oakes writes: “Abraham Lincoln and Frederick Douglass agreed that there was no such thing as a constitutional right to own slaves. But for Lincoln the Constitution recognized the existence of slavery as a practical necessity, whereas for Douglass the absence of a right to own slaves obliged the federal government to overthrow slavery everywhere.”

. . .The American people in the Northern States have helped to enslave the black people. Their duty will not have been done till they give them back their plundered rights." — Frederick Douglass

In sum, what made Frederick Douglass an abolitionist was his experience with slavery firsthand: simply stated, he found it a poor fit for his humanity. He became a radical abolitionist, calling for the immediate abolition of slavery, because he came to view the U.S. Constitution as a pro-liberty document that could be interpreted to permit Congress to abolish slavery not only from federal territories but also in the states where it already existed. One might say his aims were radical, while his means, especially after the break from Garrison, were not radical insofar as they remained within the American constitutional context.

Bibliography

Blight, David W. Frederick Douglass' Civil War: Keeping Faith in Jubilee. Baton Rouge: Louisiana State University Press, 1989.

Douglass, Frederick. The Life and Writings of Frederick Douglass. 5 vols. Edited by Philip S. Foner. New York: International Publishers, 1950-1975.

_______. Autobiographies: Narrative of the Life of Frederick Douglass, an American Slave, My Bondage and My Freedom, and Life and Times of Frederick Douglass. Edited by Henry Louis Gates, Jr. New York: Library of America, 1994.

Myers, Peter C. Frederick Douglass: Race and the Rebirth of American Liberalism. Lawrence: University Press of Kansas, 2008.

Oakes, James. The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics. New York: W.W. Norton and Company, 2007.

Lincoln, Civil Liberties, and the Constitution

Description

From the Gilder Lehrman Institute of American History website:

"The Gilder Lehrman Institute of American History and the American Studies Program and History Department of Columbia University have joined together to observe the bicentennial of Lincoln’s birth in 1809 and to mark the publication of Our Lincoln: New Perspectives on Lincoln and His World, edited by Eric Foner, DeWitt Clinton Professor of History, Columbia University (W.W. Norton & Company). "

Lincoln Bicentennial: A Teachable Moment (updated February 24)

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bicentennial poster, Abraham Lincoln
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The calendar date of President Abraham Lincoln's 200th birthday on February 12, 2009, by no means circumscribes the exhibits, events, lectures, reenactments, ceremonies, and other tributes commemorating the significance of his life and his presidency. They continue throughout the year in libraries, schools, museums, towns, and cities.

The Clearinghouse will continue to highlight resources on Lincoln that are helpful in the K–12 classroom: lesson plans, projects, and professional development opportunities of particular interest to educators. Please visit the Clearinghouse Digital Classroom section for information on events and online programs. The Clearinghouse Project Spotlight will also highlight Teaching American History (TAH) grants with modules related to teaching about Abraham Lincoln.

Lincoln Bicentennial Commission

The most complete centralized information center is the Lincoln Bicentennial Commission, website of the Library of Congress, offering a comprehensive compendium of events, materials, information, and resources surrounding this event the Commission has labeled "a teachable moment." We particularly invite your attention to Resources for Teachers. The Learning About Lincoln section includes lesson plans and other classroom resources, reading lists, podcasts, ideas for community projects, and a calendar of professional development opportunities.

Recent Discoveries

The Gilder Lehrman Institute of American History (added February 24)

The Gilder Lehrman Institute of American History announced two podcasts by Lincoln historians Catherine Clinton and Andrew Delbanco. Clinton looks at how early tragedy helped prepare Lincoln for crises later in life; Delbanco examines how Americans have perceived Lincoln throughout history. Other resources from Gilder Lehrman are available on the Institute's Lincoln page.

21st Century Abe (added February 16)

On February 12, the Rosenbach Museum and Library in Philadelphia launched 21st Century Abe. This interactive website is an exploration of history, memory, and popular culture and invites visitors to find their own version of Abraham Lincoln, asking why we in the 21st century "are still obsessed with this 19th-century man?"

The project points out that Abraham Lincoln is prevalent in popular culture and asks what this popular culture has to do with the historical Abraham Lincoln. It's a collaborative venture. Visitors may upload their own images of the "found Abe." There's a portrait in cupcakes, videos, and contemporary artists' paintings and illustrations. You can add your own creation and design a poster to show what Abe means in the modern world. The site blog shares other representations of the "found Lincoln."

Lincoln at 200

Lincoln at 200, a collaborative project from Chicago—the city where Lincoln was nominated for president—combines resources from the Abraham Lincoln Bicentennial Commission, the Chicago History Museum, and the Newberry Library.

The thoughtfully analytical site includes two web exhibits and a databased archive of 270 prints, images, and artifacts.

Abraham Lincoln and the West, 1809–1860 is a web-only exhibition that takes its organizing structure from Lincoln's 1860 autobiography, written to introduce him to voters. The exhibit looks at America between 1809 and 1860, focusing on changes in transportation, commerce, political alliances, and growing divisions on the question of slavery.

The Fiery Trial: Abraham Lincoln and the Civil War is a digital version of a temporary exhibition at Chicago History Museum (October 10, 2009 to April 4, 2010). This exhibit examines the course of Lincoln's ideological and political transformations as president from a moderate Republican opposed to slavery yet willing to accept it to maintain the Union to becoming the author of the Emancipation Proclamation—a document that changed the course of American citizenship and democracy. The exhibit also looks at how time and memory alter the historic perception of Lincoln.

Gilder Lehrman Institute

The Gilder Lehrman Institute publishes a Lincoln page offering highlights of current events about Abraham Lincoln, bibliographies of prize-winning books, links to online exhibitions on Lincoln and the Civil War, and audio podcasts and videos of prominent historians focusing on themes and events in the life of Abraham Lincoln.

A New Look at Abraham Lincoln

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Abraham Lincoln, 1865, Alexander Gardner Albumen silver print
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The new media of the times has always affected how presidents (and others) reach out to the public.

Internet communication played an important role in the 2008 presidential campaign. If candidates didn't start their run for the office with a strong web presence, the success of president-elect Barack Obama's online outreach led other contenders to re-examine its usefulness. Current statistics from an October 31 Pew Research Center article compare the internet as a major source of campaign news with other media.

Hardly a week in office in 1933, President Franklin Roosevelt created radio fireside chats which continued through 1945 to reassure the public during the Depression and to explain his hopes and plans for the nation. (Audio files of these chats are widely available on the internet, including The Internet Archive, and the National Endowment for the Humanities Edsitement offers the lesson plan, FDR's Fireside Chats: The Power of Words).

In 1960, the first televised debate between presidential candidates Senator John Kennedy and Republican Vice President Richard Nixon initiated the influence of television in election campaigns. Historian Liette Gidlow explains that "part of the reason that John F. Kennedy captured the presidency was the way he performed in a series of televised debates against his Republican opponent, Richard M. Nixon." (The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the Presidency in History Now, Gilder Lehrman Institute) Clips from the debate appear on YouTube, including "JFK vs. Nixon: The 1960 debates."

Two Hundred Years Ago

And in the 19th century, President Abraham Lincoln turned to the developing field of photography to broaden his public presence.

A new exhibit, One Life: The Mask of Lincoln, at the National Portrait Gallery in Washington, DC, and the companion online exhibit show the role of media—in this case, presidential photography and portraiture—200 years ago.

Many of the images are familiar; Lincoln realized that photographs were a way of maintaining a public presence, and the exhibit demonstrates how media technology of the 19th century began to enable this process. As the caption accompanying the 1861 Alexander Gardner photograph states, "Although Lincoln knew, and joked about, the fact that he was a difficult subject, he was not camera-shy, producing a continuous portrait record of his time in office. Attuned to public opinion, Lincoln used portraits to keep himself in the eye of his fellow citizens." The exhibit leads to analysis of how he did this and what the images reveal.

Covering more than presidential campaigns, the 31 images of Lincoln, 1857–1865, in the gallery exhibit are reproduced in the web exhibit as well as additional photographs of Lincoln's contemporaries. Accompanying text and excerpts from Lincoln's speeches and writings caption the images, including Matthew Brady and Alexander Gardner photographs.

Six downloadable mp3 files from prominent scholars discuss the portraits, their artistic presentation, and the events they commemorate. The audio files are also available via cell phone for visitors to the exhibition.

A helpful review of the exhibit appeared in the Washington Post on November 8, 2008. The exhibit is on view at the National Portrait Gallery through July 5, 2009.

(This news item is a continuing series on materials related to the celebration of the 200th anniversary of Lincoln's birth. See this news item for other resources.)

Elizabeth Schaefer on a New Approach to President Lincoln

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Photo, Wash_DC_20090206_005, mutantMandias, Flickr
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Summer is often a time for professional development. Have you had a chance to learn new content and strategies and visit new places? Or revisit familiar content and places? Here's some of what our teacher-writer Elizabeth Schaefer took away from a summer professional development experience in Washington, DC.

A New Angle on Lincoln and the Civil War

As you plan out your next Civil War unit, consider approaching it from a new angle, a different place. The place, Lincoln's Cottage, is tucked up on the edge of northwest Washington, DC, alongside the Soldiers' Home and is now part of the Armed Forces Retirement Home complex. It was Abraham Lincoln's summer retreat and where he spent a large portion of his presidency. Lincoln's Cottage was closed to the public until 2008 but has opened its doors to tell a fresh story about the humanity of one of the country's greatest presidents.

Lincoln's Cottage in the Classroom

The story of Lincoln's cottage is a human story—one that students can understand. It was a place of personal refuge, grief, and contemplation. Lincoln lived there for a large portion of his presidency and very likely drafted the Emancipation Proclamation in the cottage. Using the cottage as something tangible, here are three themes that you could study in your class:

Lincoln and His Family:
Lincoln's Cottage is an ideal channel to ease students' imaginations into the Civil War unit. The Lincoln family left the White House and moved all of their belongings to the cottage after the death of 11-year-old Willie Lincoln. Paint the picture for your students—a grieving mother, a 9-year-old son who just lost his brother and best friend, and a father who is leading the nation through a civil war. A range of primary sources documenting each of these individuals exists and can be used to personalize the experience and create a human president that is less out of reach. On the cottage tour, visitors are asked to consider the significance of the cottage to a grieving family and the importance of reflection to everyone. The family continued to spend half the year there for the remainder of Lincoln's presidency.

War History:
During the Civil War, although Lincoln's Cottage was a comfortable distance from the heat and bustle of the city, the house was surrounded by reminders of war. Soldiers lived and camped in the surrounding areas and interacted with the family regularly.

This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

On the tour, there are fun accounts of Lincoln's encounters with soldiers and Tad Lincoln's friendships with them that students will greatly enjoy. There is also a soldiers' graveyard on the grounds. It did not exist when the family arrived, but by the time Lincoln was assassinated it was rapidly filling up with deceased young men. The cottage offers another avenue to consider the lives and deaths of the soldiers during the war.

Another way to look at the Civil War is through the position of this "retreat." A church bell tower within feet of the cottage was used to communicate with the forts surrounding Washington, DC, to warn of oncoming attacks. I suggest having your students find the cottage and the White House in relation to these Civil War forts. You can find maps and primary source materials at http://www.nps.gov/cwdw. This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

Historic Changes:
Another theme to consider is how America has changed over time. This will have special impact if your students are in the Washington, DC, area, but the big ideas likely translate to any city. The Lincolns fled to the cottage largely because Mary Todd blamed the horrible conditions of DC for the death of her son. There was a canal flowing directly in front of the White House, and the conditions were unsanitary—hot, bug-ridden, and dirty. Willie is believed to have died from typhoid fever. Not only does this paint a clearer picture of what the cities, hospitals, and battlegrounds were like during the war, it also makes an excellent introduction to the Progressive era and its urban reform campaigns.

What do we not understand about each other? What can we never fully understand from our position in time?

The cottage provides a canvas to humanize the president, but it also provides an opportunity for historic perspective-taking. These figures were living in the 1800s and had things in common with us—grief, fear, the need for quiet time—but what do we not understand about each other? What can we never fully understand from our position in time? Lincoln is assassinated at Ford's Theatre with no real security there to stop Booth's shot. Before that, for six months out of the year, he commuted the three miles between the cottage and the White House on horseback, often alone. This is an excellent opportunity to discuss why this could not happen today. What has changed about technology and what lessons have we learned? How would our understanding of the world be different if a president had never been assassinated? Are there things in the world that we take for granted until something bad happens and everything changes (i.e. security regulations)?

Visiting Lincoln's Cottage

The cottage is a unique historic site because, as explained on the tour, the National Trust "chose to furnish the cottage with Lincoln's ideas rather than his things." Sure enough, as you walk through the space, the rooms are basically empty and, with the help of technology, the rooms are used as platforms for discussion. Within the education center, students can participate in a roleplaying activity to discuss Lincoln's cabinet and their role in emancipation. The site offers free buses for DCPS and DC charter schools. Directions and further information can be found at www.lincolncottage.org.

Acknowledgements

I was introduced to this site by the Civil War Washington Teaching Fellows, led by a collaboration of small historic sites within Washington, DC, including Lincoln's Cottage, Ford's Theatre, Frederick Douglass House, and Tudor Place. They provided a wealth of information and resources about the Civil War and each added something to this post.

Callie Hawkins represented Lincoln's Cottage and through her understanding of its importance to President Lincoln, breathed life into the site and demonstrated its endless educational possibility.

Bibliography

Bayne, Julia Taft. Tad Lincoln's Father. University of Nebraska, 2001. A memoir on the Lincolns' family life.

Pinsker, Matthew. Lincoln's Sanctuary: Abraham Lincoln and the Soldiers' Home. New York: Oxford UP, 2003. This book captures the story of Lincoln's Cottage in detail.

For more information

Field trips may be out of the reach of many teachers, but historic sites can still offer rich teachable resources. Maybe you or your students can learn about opportunities to help preserve and pass on history in your area, or you might design an individualized field trip for students to pursue in their own time, at their own pace.

Reminding students that people in the past differed from us in as many ways as they resembled us can be difficult. A research brief on reading Abraham Lincoln shows how students (and teachers) use modern-day frameworks of thought to approach historical sources. How can you challenge students' assumptions about how people in the past thought, felt, reasoned, and expressed themselves?

Booth's Reason for Assassination

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Broadside, black and white, Wanted Poster for Murder of President, 1865
Question

Why did John Wilkes Booth assassinate Abraham Lincoln? What kind of gun did he use?

Answer

On April 14, 1865, John Wilkes Booth became the first person to assassinate an American president when he shot and killed Abraham Lincoln in his box at Ford’s Theater in Washington. Using a .44 caliber derringer pistol—a small, easily concealed handgun—Booth fired a single shot (timed so that that the audience’s laughter would mask the report) into Lincoln’s brain at point-blank range before jumping to the stage and escaping into the night. After a two-week manhunt, Federal troops cornered Booth in a barn in Maryland, where a Union soldier shot him in the neck. Booth died two hours later.

A member of a famous acting family (many considered Booth’s father, Junius Brutus Booth, the finest Shakespearean actor of his generation, and Booth’s older brother, Edwin is commonly named among the greatest American actors of all time), John Wilkes Booth enjoyed a phenomenally successful stage career during the Civil War: by 1864, he earned $20,000 a year, at a time when the average Northern family earned around $300 annually. A Marylander by birth, Booth was an open Confederate sympathizer during the war. A supporter of slavery, Booth believed that Lincoln was determined to overthrow the Constitution and to destroy his beloved South.

After Lincoln’s reelection in November 1864, Booth devised a plan to kidnap the president and spirit him to Richmond, where he could be ransomed for some of the Confederate prisoners languishing in northern jails. Booth enlisted a group of friends from Washington to aid him in his attempt. That winter, Booth and his conspirators plotted a pair of elaborate plans to kidnap the president; the first involved capturing Lincoln in his box at Ford’s Theater and lowering the president to the stage with ropes. Booth ultimately gave up acting to focus on these schemes, and spent more than $10,000 to buy supplies to outfit his band of kidnappers. Neither of the kidnapping plans bore fruit—the second, a ploy on March 17 to capture Lincoln as he traveled in his carriage collapsed when the president changed his itinerary—and several of Booth’s conspirators ultimately left the group.

Now, by God, I’ll put him through. That is the last speech he will ever make

On the evening of April 11, the president stood on the White House balcony and delivered a speech to a small group gathered on the lawn. Two days earlier, Robert E. Lee had surrendered the Army of Northern Virginia at Appomattox Court House, and after four long years of struggle it had become clear that the Union cause would emerge from the war victorious. Lincoln’s speech that evening outlined some of his ideas about reconstructing the nation and bringing the defeated Confederate states back into the Union. Lincoln also indicated a wish to extend the franchise to some African-Americans—at the very least, those who had fought in the Union ranks during the war—and expressed a desire that the southern states would extend the vote to literate blacks, as well. Booth stood in the audience for the speech, and this notion seems to have amplified his rage at Lincoln. “That means nigger citizenship,” he told Lewis Powell, one of his band of conspirators. “Now, by God, I’ll put him through. That is the last speech he will ever make.”

Three days later Booth made good on his promise. Upon learning that Lincoln and his wife intended to see the play Our American Cousin at Ford’s Theater with commanding general Ulysses S. Grant, Booth used his actor’s connections there to gain access to the president’s box. Finally rejecting the notion of kidnapping, Booth now planned to assassinate the president along with top officials his administration: besides Lincoln and General Grant, Secretary of State William Seward and Vice President Andrew Johnson were to be killed the same night by other members of Booth’s gang. Booth appears to have plotted the murders in the belief that the simultaneous assassination of four top officials would throw the North and the Republican Party into chaos long enough for the Confederacy to reassemble itself.

The other parts of Booth’s plan did not come to fruition. General Grant declined the invitation to see the play; Union officer Henry Rathbone took his place. While Booth waited for his opportunity to assassinate the president at Ford’s Theater, two of his co-conspirators journeyed to their assigned targets. Lewis Powell gained entry to Secretary of State’s home, where a bedridden Seward lay recuperating from a carriage accident; Powell stabbed him several times, but none of the blows was mortal. At the same time, another conspirator, George Azterodt, made his way to the hotel where Vice President Johnson was lodging. Armed with a gun and a knife, Azterodt detoured to the hotel saloon, where he got drunk and lost his nerve. He left the bar without confronting Johnson and discarded his knife in the streets of Washington.

Only one of the four intended victims of Booth’s plot was killed, but Lincoln was by far the biggest prize. With Lincoln’s death, Andrew Johnson ascended to the presidency, and the nation lost the one man that most contemporaries, and most American historians, believed best qualified to “bind up the nation’s wounds” after four brutal years of war.

For more information

Roger J. Norton, Abraham Lincoln’s Assassination, 2010.

The Abraham Lincoln Association, 2010.

Abraham Lincoln Papers at the library of Congress.

Bibliography

Michael W. Kauffman. American Brutus: John Wilkes Booth and the Lincoln Conspiracies. New York: Random House, 2004.

Lincoln Archives Digital Project

John Rhodehamel and Louise Taper, eds. Right or Wrong, God Judge Me: The Writings of John Wilkes Booth. Urbana: University of Illinois Press, 1997.

Marjorie Spruill Wheeler and William A. Link. The South in the History of the Nation, vol. II: From Reconstruction. New York: St. Martin’s, 1999.

American Experience: The Assassination of Abraham Lincoln

Description

From PBS:

A highlight of the nationwide Lincoln Bicentennial celebration is this unprecedented two-hour documentary on the life and legacy of the man widely considered one of our best—and most enigmatic—presidents. It addresses many of the controversies surrounding Lincoln about race, equality, religion, politics, and depression by carefully interpreting evidence from those who knew him and those who study him today.

Studebaker National Museum [IN]

Description

The Studebaker National Museum presents the history of the Studebaker Corporation, an automobile manufacturer; and, in doing so, displays U.S. transportation history. The Studebaker brothers' blacksmith shop, founded in 1852, would eventually be reconfigured as the world's largest wagon manufacturer and the producer of both military and civilian vehicles. Collection highlights include a 19th-century Conestoga wagon; military vehicles from six wars; and the presidential carriages of Ulysses S. Grant, Benjamin Harrison, Abraham Lincoln, and William McKinley. Lincoln's carriage is the vehicle he used to travel to Ford's Theater the night of his assassination. The Studebaker Archives house more than 50,000 images, engineering drawings, and 500 motion picture titles comprising the corporate archives of the Studebaker Corporation, the Packard Motor Car Company, and local South Bend industries. The museum structure itself incorporates design elements of Studebaker dealerships of the 1920s and 1930s.

The museum offers exhibits, tours, archival access, and research assistance. Both archival access and research assistance require payment.

Farmington Historic Plantation [KY]

Description

The Farmington Historic Plantation, built between 1815 and 1816 as a working hemp plantation, was home to John (1772-1840) and Lucy Fry (1788-1874) Speed. Today, the Federal-style home is furnished to an 1830s appearance, the period of time when the plantation was at its peak prosperity; and the furnishing of the home was largely guided by Speed's 1940 home inventory. The number of slaves on site varied between 45 and 64 during the plantation's operation, while the average state slaveholder owned only 5 individuals. Reconstructed structures on the grounds include the summer kitchen and cook's quarters and a springhouse. The grounds also hold a blacksmith shop, never originally on the plantation. The plantation is relevant to slavery, the Civil War, period politics, gender roles, and John Speed's close friendship with Abraham Lincoln.

The plantation offers period rooms, periodic re-enactments offering living history interactions, educational programming in compliance with state educational standards, quill pen writing, a scavenger hunt, 19th-century games, and cornhusk doll making. The website offers pre-visit information packages for teachers. Educational programs are available to all students, including home school students.