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!

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.