5 Alternative Teaching Methods

Maria Montessori, an Italian educationalist.
Maria Montessori, an Italian educationalist.
Topical Press Agency, Getty Images

Traditional schools "“ with their lectures, homework, and report cards "“ aren't for everyone. Here are five alternative approaches to education.

1. Montessori

Dr. Maria Montessori, the first woman in Italy to earn her physician's degree, developed the educational model that bears her name while teaching a class of 50 poor students on the outskirts of Rome in 1907. Dr. Montessori, who previously worked with special needs students, rejected the notion that children were born as "blank slates." Rather, she believed that children were born with absorbent minds and were fully capable of self-directed learning. Montessori developed the framework for a prepared educational environment in which children, empowered with the freedom to choose how they would spend their time in school, would seek out opportunities to learn on their own. Her pioneering work formed the basis for the Montessori classroom, which endures primarily in preschool and elementary school settings today.

Montessori believed that children enjoyed and needed periods of long concentration and that the traditional education model, with its structured lessons and teacher-driven curriculum, inhibited a child's natural development. Montessori students are free to spend large blocks of the day however they choose, while the teacher, or director, observes. Dr. Montessori was a major proponent of tactile learning. Classic materials, such as the Pink Tower, Brown Stairs, and the Alphabet Box "“ a set of wooden letters that children are encouraged to hold and feel before learning to write "“ remain staples of Montessori classrooms.

Montessori classes typically span three-year age groups.

The lack of grades, tests, and other forms of formal assessment helps ensure that classes remain non-competitive. The first Montessori school in the United States was opened in Tarrytown, New York, in 1911. The New York Times described the school as follows: "Yet this is by no means a school for defective children or tubercular children or children who are anemic. The little pupils in the big sunny classroom at Tarrytown are normal, happy, healthy American children, little sons and daughters of well-to-do suburban residents." Today, the Montessori method is employed in roughly 5,000 schools in the U.S., including several hundred public schools. A 2006 study comparing outcomes of children at a public inner-city Montessori school with children who attended traditional schools provided evidence that Montessori education leads to children with better social and academic skills. Among the many celebrities who can attest to the value of a Montessori education are Google co-founders Sergey Brin and Lawrence Page.

2. Steiner/Waldorf

steiner.jpgIn addition to creating the field of anthroposophy, which is based on the belief that humans have the inherent wisdom to uncover the mysteries of the spiritual world, Austrian philosopher and scientist Rudolf Steiner developed an educational model that focused on the development of the "whole child" "“ body, soul, and spirit. Influenced by the likes of Goethe and Jean Piaget, Steiner believed there were three 7-year periods of child development, and his educational approach reflected what he thought should and should not be taught during each of these stages.

Steiner founded his first Waldorf school (the term Waldorf is now used interchangeably with Steiner to describe schools with curriculums based on Steiner's teachings) in 1919 in Stuttgart, Germany, for children of workers at the Waldorf-Astoria cigarette factory. The original curriculum spanned 12 years and aimed to prepare students "for living," with an emphasis on creative expression and social and spiritual values. Within 10 years, Steiner's school in Stuttgart was the largest private school in Germany. When the Nazis closed German schools during World War II, Waldorf teachers fled to other countries, contributing to the methodology's increased post-war popularity.

The curriculum that defines the Waldorf method has remained relatively unchanged in the last 90 years. Steiner believed the first 7 years of a child's life, a period marked by imitative and sensory-based learning, should be devoted to developing a child's noncognitive abilities. To that end, kindergartners in Waldorf schools are encouraged to play and interact with their environment instead of being taught academic content in a traditional setting. Steiner also believed that children should learn to write before they learned to read, and that no child should learn to read before the age of 7. From age 7-14, creativity and imagination are emphasized. During this stage, Waldorf school students may learn foreign languages, as well as eurythmy, an expressive dance developed by Steiner, and other performing arts. By age 14, students are ready for a more structured environment that stresses social responsibility.

Some critics of the Waldorf method argue that it borders on religion. According to the curriculum, students learn about Christian saints in second grade and Old Testament figures in third grade. Despite those concerns and the restricting demands of standardized testing, there are more than 800 schools that employ some variation of Steiner's teaching method throughout the world. Rudolf Steiner College, which was founded in 1974 in Fair Oaks, California, serves as the center for anthroposophical studies and the training ground for future generations of Waldorf teachers.

3. Harkness

harkness.jpgThe Harkness method isn't based on a specific curriculum or a particular ideology, but rather one important piece of furniture. Developed by oil magnate and philanthropist Edward Harkness, a large, oval table is the centerpiece of any classroom that employs the Harkness method of teaching. Students sit with their classmates and teacher around the table and discuss any and all subjects, from calculus to history, often in great detail. The Harkness method represents a significant departure from the traditional classroom setup of a teacher at a chalkboard lecturing to students seated in rows of desks. Individual opinions are formed, raised, rejected, and revised at the Harkness table, where the teacher's main responsibilities are to ensure that no one student dominates the discussion and to keep the students on point. No conversation is ever the same, which can help teachers avoid the burnout that might result from teaching the same lesson from year to year.

In 1930, Harkness gave a multi-million dollar donation to Phillips Exeter Academy, a private secondary school in New Hampshire, under the condition that the money be used to implement a new educational method that would involve all students in the learning process. Part of Harkness' endowment paid for the hiring of 26 new teachers, which enabled Exeter to shrink its average class size. This was imperative, as the Harkness method is most effective in classes of 15 students or less. "The classes are now small enough so that the shy or slow individual will not be submerged," Exeter principal Dr. Lewis Perry told the New York Times in the early years of the program. "The average boy, similarly, finds his needs cared for. In short, the Harkness harkness-table.jpgplan is best defined as an attitude. It is a new approach to the problem of getting at the individual boy." The method was effective from the start; Exeter reported a decrease in failing grades of 6 percent during the first three years of the Harkness approach.

The intimate setting of the Harkness table forces students to take responsibility for their own learning and encourages them to share their opinions. In addition to learning about topics being discussed, students also learn valuable public speaking skills and to be respectful of their fellow students' ideas. Studies have supported the method's effectiveness in increasing students' retention and recall of material. It takes time to delve into subjects using the Harkness method, which is one reason, in addition to class size limitations, that it hasn't become more popular in public schools.

4. Reggio Emilia

emilio.jpgReggio Emilia is an educational approach used primarily for teaching children aged 3 to 6. The method is named after the city in northern Italy where teacher Loris Malaguzzi founded a new approach to early childhood education after World War II. Malaguzzi's philosophy was based on the belief that children are competent, curious and confident individuals who can thrive in a self-guided learning environment where mutual respect between teacher and student is paramount. While the first Reggio Emilia preschool opened in 1945, the approach attracted a serious following in the United States in 1991 after Newsweek named the Diana preschool in Reggio Emilia among the best early childhood institutions in the world.

Reggio Emilia schools emphasize the importance of parents taking an active role in their child's early education. Classrooms are designed to look and feel like home and the curriculum is flexible, as there are no set lesson plans. Reggio Emilia stresses growth on the students' terms. Art supplies are an important component of any Reggio Emilia classroom and traditional schools have an atelierista, or art teacher, who works closely with the children on a variety of creative projects. Reggio Emilia teachers often keep extensive documentation of a child's development, including folders of artwork and notes about the stories behind each piece of art.

"It's about exploring the world together and supporting children's thinking rather than just giving them ready-made answers," said Louise Boyd Cadwell, who was an intern at two Reggio Emilia schools in Italy in the early '90s and then wrote a book about the teaching method. "Reggio Emilia is about full-blown human potential and how you support that in both intellectual and creative terms."

5. Sudbury

sudbury.jpgSudbury schools take their name from the Sudbury Valley School, which was founded in 1968 in Framingham, Massachusetts. Sudbury schools operate under the basic tenets of individuality and democracy and take both principles to extremes that are unrivaled in the education arena. In Sudbury schools, students have complete control over what and how they learn, as well as how they are evaluated, if at all. At the weekly School Meeting, students vote on everything from school rules and how to spend the budget to whether staff members should be rehired. Every student and staff member has a vote and all votes count equally.

The Sudbury philosophy is that students are capable of assuming a certain level of responsibility and of making sound decisions; in the event that they make poor decisions, learning comes in the form of dealing with the consequences. While many public and private schools are constantly looking for new ways to motivate students to learn, Sudbury schools don't bother. According to the Sudbury approach, students are inherently motivated to learn. One Sudbury educator uses the example of an infant who learns to walk despite the fact that lying in a crib is a viable "“ and easier "“ alternative as support of this belief.

Sudbury schools, which have some similarities with the "free schools" that gained popularity in the U.S. during the 1970s, do not divide students into different classes by age. Students regularly engage in collaborative learning, with the older students often mentoring the younger students. Annual tuition for the Sudbury Valley School, which welcomes students as young as 4 years old, is $6,450 for the first child in a family to attend the school.

When Theodore Roosevelt's Antique Gun Was Stolen From Sagamore Hill

Wikimedia Commons // Public Domain
Wikimedia Commons // Public Domain

Shortly before hitting the battlefield on July 1, 1898, Theodore Roosevelt had a decision to make. He was about to lead a volunteer cavalry known as the Rough Riders in the Battle of San Juan Heights in Santiago, Cuba, during the Spanish-American War. In protecting both his life and the lives of his men during combat, what sidearm should he choose?

Roosevelt, an avowed arms enthusiast, had an arsenal in his personal collection as well as numerous firearms issued by the U.S. military. The gun he chose to holster on his waist was a Colt Model 1895 .38 caliber double-action revolver with six shots, a blue barrel, and a checkered wood grip. While it may not have been the most formidable weapon at his disposal, it was the most emotionally resonant. The gun, a gift from his brother-in-law, had been retrieved from the wreck of the U.S. battleship Maine, whose sinking had claimed the lives of 266 men and helped usher in the war. He considered the gun a tribute to the sailors and Marines lost in the tragedy.

Now it had become an instrument of that war. In the conflict, Roosevelt aimed his revolver at two opposing soldiers. He missed one. The other was struck—and the wound was fatal. “He doubled up as neatly as a jackrabbit,” Roosevelt later wrote.

Just a few years later, Roosevelt would be president of the United States. The gun remained in his possession until his death in 1919, and eventually came into the care of Sagamore Hill, his onetime home and later a historic site. The Colt occupied a place of honor in the property’s Old Orchard Museum, behind glass and next to the uniform that he wore during the charge.

In April of 1990, a museum employee walked past the display and noticed something unusual. The Colt was gone. The weapon used by the 26th president to kill a man would go missing for 16 years, recovered only under the most unusual of circumstances.

“This poor gun has been through a lot,” Susan Sarna, the museum’s curator, tells Mental Floss. “It was blown up on the Maine, sunk to the bottom, resurrected, goes to San Juan Hill, comes here, then gets stolen—twice.”

 

According to a 2006 article in Man at Arms magazine by Philip Schreier [PDF], the senior curator at the National Rifle Association’s National Firearms Museum, the Colt has indeed had a hectic life. Manufactured in Hartford, Connecticut, in March 1895, the firearm (serial number 16,334) was delivered from the factory to the U.S. government and wound up on board the USS Maine when the ship was first commissioned in September of that year. The gun was considered ship property and remained on board until February 15, 1898, when the Maine exploded in Havana, Cuba. Many blamed the Spanish for the explosion, and hundreds of men lost their lives.

At the time, Roosevelt’s brother-in-law, William S. Cowles, was heading the U.S. Naval Station. He and his team were sent to the site to inspect the scene. Divers retrieved bodies and other items, including the Colt. Knowing Roosevelt—at the time the Assistant Secretary of the Navy under President William McKinley—was fond of weapons and a genial warmonger, Cowles gave it to him as a gift. While it was perfectly functional, it's clear Cowles intended the Colt to serve to honor the memory of those who had died.

The Colt revolver that once belonged to Theodore Roosevelt is pictured on display at Sagamore Hill
Roosevelt's Colt revolver on display at Sagamore Hill.
Courtesy of Sagamore Hill National Historic Site

Roosevelt later took it into battle, using it to shoot at enemy forces. (He would earn a posthumous Medal of Honor in 2001 for his actions that day.) Shortly after, the weapon was inscribed to represent its participation in two exceptional events. On one side of the handle:

From the sunken battle ship Maine.

On the other:

July 1st 1898, San Juan, Carried and used by Col. Theodore Roosevelt.

Following Roosevelt’s death in 1919, the Sagamore Hill estate in Oyster Bay, New York, was home to his wife, Edith, until her death in 1948. The property was later donated to the National Park Service in 1963 and became Sagamore Hill National Historic Site. The gun went on display along with many of the former president's other personal effects, eventually settling in the Old Orchard near the uniform he wore during the Battle of San Juan Heights.

In 1963, the Colt came up missing for the first time. With no guard or contemporary security system in place, someone nicked it from the building. Fortunately, it was soon found in the woods behind the museum, slightly rusty from being exposed to the elements but otherwise unharmed. The perpetrator may have gotten spooked after taking off with it and decided to abandon the contraband, but no one had a chance to ask—he or she was never caught.

By April of 1990, the gun and uniform were in a display case borrowed from the American Museum of Natural History. While somewhat of a deterrent, it didn't offer much in the way of security. “The case could be lifted and the lock just popped open,” Sarna says.

Sarna had just started at the museum back then. According to her, the case had either been disturbed by a thief or possibly left open by someone cleaning the display, inviting a probing set of hands. Either way, the gun disappeared—but it wasn’t immediately obvious.

“No one was sure what day it had happened,” she says; the best guess was that the theft had occurred between April 5 and 7. “You’d have to walk into the room it was in and look in the case. If you’re just walking by, you’d see the uniform, but not necessarily the gun.”

It was chief ranger and head of visitor services Raymond Bloomer Jr. and ranger John Foster who discovered the theft one morning. The lock had been popped but the glass was not broken. Sarna and the other employees conducted a search of the property, believing that perhaps someone had taken the Colt out for cleaning. When that failed to produce any results, they notified the National Park Service, which is the first line of investigation for theft on government-owned park property. The NPS, in turn, contacted local authorities in Nassau County and Cove Neck, New York. Soon, the FBI was involved.

Predictably, law enforcement looked at museum employees with a critical eye. “There were all different types of people here interviewing us,” Sarna says. “In museums, the majority of thefts are an inside job.”

Theodore Roosevelt is pictured in uniform
Roosevelt in uniform while leading the Rough Riders.
Wikimedia Commons // Public Domain

Park ranger and museum staffer Scott Gurney, who was hired in 1993, tells Mental Floss that the suspicion cast over employees—none of whom were ever implicated—remained a sore spot. “I found an old police report about it in a desk and asked a ranger about it,” Gurney says. “He got really mad at me and told me not to bring it up again. It was kind of a black eye for the people working there.”

As Sarna and the others set about installing a security system in the museum, the FBI started casting a wide net to locate the weapon, which was uninsured. “It was basically a shoplifting incident,” Robert Wittman, a retired FBI agent in their art crimes division who worked on the case from the mid-1990s on, tells Mental Floss. “It wasn’t all that unusual. In the 1970s and 1980s, lots of small museums were getting hit.” Worse, one of the museum staff working the front desk within view of the display was, according to Gurney, legally blind. The lack of security, Wittman says, was in part because pieces weren’t initially all that valuable on the collector’s market.

The Colt was unique in that it was so readily identifiable. Thanks to the inscriptions, it would invite questions if the thief attempted to sell the weapon. Any attempt to alter it would destroy its cultural value and defeat the purpose of taking it. The FBI sent notices to gun dealers and monitored gun shows in case it turned up. Nothing seemed promising.

“We heard things constantly,” Sarna says. “Someone said it was seen in Europe. Someone else said it was in private hands, or that a collector had it.” Later, when the museum was able to start receiving emails via the burgeoning world of the internet, more tips—all dead ends—came in. Another rumor had the gun being bought during a gun buyback program in Pennsylvania and subsequently destroyed. This one looked promising, as it bore the same serial number. But it turned out to be a different model.

A reward was offered for information leading to the gun’s retrieval, with the amount eventually climbing to $8100. But that still wasn’t sufficient for the gun to surface. “We really had no lines on it,” Wittman says.

Then, in September 2005, Gurney began receiving a series of calls while working in the visitor’s center. The man had a slight speech impediment, he said, or might have been intoxicated. Either way, he told Gurney he knew where the gun was. “He told me it was in a friend’s house, but that he didn’t want to get the friend in trouble.”

The man continued calling, each time refusing to give his name and ignoring Gurney’s suggestion to simply drop the gun in the mail. The man also spoke to Amy Verone, the museum’s chief of cultural resources. He was certain he had seen Theodore Roosevelt’s gun, wrapped in an old sweatshirt in DeLand, Florida. He described the engravings to Verone, who hung up and immediately called the FBI.

 

After more calls and conversations, including one in which Gurney stressed the historical importance of the weapon, the caller eventually relented and gave his information to the FBI. A mechanical designer by trade, Andy Anderson, then 59, said he had seen the gun the previous summer. It had been shown to him by his girlfriend, who knew Anderson was a history buff. She told Anderson her ex-husband had originally owned the firearm. It had been in a closet wrapped in a sweatshirt before winding up under a seat in the woman’s mini-van, possibly obscured by a dish towel. Presumably, her ex had been the one who had stolen it back while visiting the museum as a New York resident in 1990.

Theodore Roosevelt's Rough Riders uniform is pictured on display at Sagamore Hill
Roosevelt's Rough Riders uniform sits on display at Sagamore Hill next to his Colt.
Courtesy of Sagamore Hill National Historic Site

After Anderson contacted Sagamore Hill, FBI agents were dispatched from the Daytona Beach office to DeLand to question Anderson. He obtained the revolver from his girlfriend and handed it over, though he apparently tried to convince the FBI to let him return the weapon without disclosing the thief’s identity. The FBI didn’t agree to an anonymous handoff, however, and in November 2006 the ex-husband, a 55-year-old postal employee whom we’ll refer to as Anthony T., was charged with a misdemeanor in U.S. District Court in Central Islip, New York.

Wittman remembers that the split between Anthony T. and his wife had been acrimonious and that she had no involvement in the theft. “We were not going to charge her with possession of stolen property,” he says.

Wittman went to Florida to pick up the Colt and brought it back to the Philadelphia FBI offices, where it was secured until prosecutors authorized its return to Sagamore Hill on June 14, 2006. Schreier, the NRA museum’s senior curator, arrived at Sagamore Hill with Wittman, FBI Assistant Director in Charge in New York Mark Mershon, and Robert Goldman, the onetime U.S. assistant attorney and art crime team member who was himself a Roosevelt collector and had doggedly pursued the case for years. When Schreier confirmed its authenticity, the gun was formally turned back over.

There was no reasonable defense for Anthony T. In November of that year, he pled guilty to stealing the Colt. While he was eligible for up to 90 days in jail and a $500 fine, Anthony T. received two years of probation along with the financial penalty and 50 hours of community service. According to Wittman, cases of this sort are based in part on the dollar value of the object stolen—the weapon was valued at $250,000 to $500,000—not necessarily its historical value. “The sentencing may not be commensurate with the history,” Wittman says.

From that perspective, the Colt takes on far greater meaning. It was used in a battle that cemented Roosevelt’s reputation as a leader, one credited with helping bolster his national profile. It was used in commission in the death of a human being, giving it a weight and history more than the sum of its metal parts.

“It’s looked at as one of his greatest triumphs,” Sarna says of the Rough Riders and the U.S. victory in the 1898 conflict. “It brought us into a new century and out of isolationism.”

It’s once more on display at Sagamore Hill, this time under far better security and surveillance. (Though the museum is still vulnerable to heists: a reproduction hairbrush was recently swiped.) Sarna, who wasn’t sure if she would ever see the Colt again, is glad to see it where it belongs.

“Thank goodness they got divorced,” she says.

It’s not publicly known why Anthony T. felt compelled to take the Colt. Wittman describes it as a crime of opportunity, not likely one that was planned. After the plea, Anthony T. was let go from his job, and his current whereabouts are unknown. Prosecutors called it a mistake in judgment.

Anderson, the tipster, lamented any of it had to happen. “We’re talking about a mistake he made 16 years ago,” Anderson told the Orlando Sentinel in November 2006. “I have no regrets, but I never meant to cause trouble. I wish Anthony the best.”

If Anthony T. was an admirer of Roosevelt’s, he might find some poetic peace in the fact that he pled guilty to violating the American Antiquities Act of 1906, which was instituted to prevent theft of an object of antiquity on property owned by the government.

That bill was signed into law by Theodore Roosevelt.

15 Amazing Facts About the Washington Monument

iStock/Sean Pavone
iStock/Sean Pavone

It's the tallest building in Washington, D.C. and it honors the first U.S. president, George Washington. Here are a few more Washington Monument facts to celebrate the anniversary of its completion on December 6, 1884.

1. Building a monument to George Washington was not a unanimously supported idea.

Today, trumpeting George Washington as a hero and a symbol of national pride isn’t going to start any arguments. In the 19th century, however, Washington’s approval rating was far from 100 percent. The very idea of constructing a monument to honor the former president felt like an affront to the Democratic-Republicans—the opposing party to the Washington-aligned Federalists—who both favored Thomas Jefferson over Washington and decried such tributes as unseemly and suspiciously royalist.

2. It took almost 40 years to complete the Washington Monument's construction.

After decades of deliberation about where to build a monument to George Washington, what form it should take, and whether the whole thing was a good idea in the first place, the foundation for a great stone obelisk was laid at the center of Washington, D.C.’s National Mall on July 4, 1848. Although the design looks fairly simple, the structure would prove to be a difficult project for architect Robert Mills and the Washington National Monument Society. Due to ideological conflicts, lapses in funding, and disruptions during the Civil War, construction of the Washington Monument would not be completed until February 21, 1885. The site opened to the public three years later. 

3. A coup within the Washington National Monument Society delayed construction.

In 1855, an anti-Catholic activist group nicknamed the Know-Nothings seized control of the 23-year-old Washington National Monument Society. Once in power, the Know-Nothings rejected and destroyed memorial stones donated by Pope Piux IX. The Know-Nothing affiliation cost the project financial support from the public and from Congress. In 1858, after adding only two layers of masonry to the monument, the Know-Nothings abdicated control of the society. 

4. Early ideas for the Washington Monument included statues, Greek columns, and tombs. 

Before the society settled on building an obelisk, several other ideas were suggested as the visual representation of George Washington’s grandeur. Among them were an equestrian statue of the first president (which was part of Pierre L’Enfant’s original plan for Washington, D.C.), a separate statue situated atop a classical Greek column, and a tomb constructed within the Capitol building. The last idea fell apart when Washington’s family was unwilling to move his body from its resting place in Mount Vernon.

5. Later design plans included an elaborate colonnade ...

Even after Mills’ obelisk model had been accepted, a few flashier design elements received consideration as possible additions to the final project. Mills had originally intended to surround the tower with a circular colonnade, featuring not only a statue of George Washington seated gallantly atop a chariot, but also 30 individual statues of renowned Revolutionary War heroes. 

6. ... and an Egyptian sun.

Mills placed a winged sun—an Egyptian symbol representing divinity—above the doorframe of the Washington Monument’s principal entrance. The sun was removed in 1885. 

7. The monument originally had a flat top.

It has become recognizable for its pointed apex, but the Washington Monument was originally designed to bear a flat top. The monument's design was capped with a pyramid-shaped addition in 1879.

8. The engineer who completed the Washington Monument asked the government to supply his workers with hot coffee.

Several years after the 1855 death of Mills, Col. Thomas Lincoln Casey Sr., chief of engineers of the United States Army Corps of Engineers, assumed responsibility for completing the Washington Monument. Among his most memorable orders was an official request to the U.S. Treasury Department to supply his workers—specifically those assigned to the construction of the monument’s apex—with “hot coffee in moderate quantities.” The treasury complied. 

9. Dozens of miscellaneous items are buried beneath the monument.

On the first day of construction, a zinc case containing a number of objects and documents was placed in the Washington Monument’s foundation. Alongside copies of the Constitution and the Declaration of Independence are a map of the city of Washington, publications of Census data, a book of poems, a collection of American coins, a list of Supreme Court justices, a Bible, daguerreotypes of George Washington and his mother Mary, Alfred Vail’s written description of the magnetic telegraph, a copy of Appleton’s Railroad and Steamboat Companion, and an issue of the arts and leisure magazine Godey’s Lady’s Book, among many other items.

10. Some of the Washington Monument's memorial stones bear strange inscriptions.

The vast majority of the 194 memorial stones lining the Washington Monument are not likely to inspire confusion. Common inscriptions celebrate George Washington, the country, and the states they represent. However, a few of the monument’s stones bear engravings of a more curious variety. A stone donated by a Welsh-American community from New York reads (in Welsh), “My language, my land, my nation of Wales—Wales for ever.” Another stone from the Templars of Honor and Temperance articulates the organization’s rigid support of Prohibition: “We will not make, buy, sell, or use as a beverage any spirituous or malt liquors, wine, cider, or any other alcoholic liquor, and will discountenance their manufacture, traffic, and use, and this pledge we will maintain unto the end of life.” 

11. The apex was displayed at Tiffany's before it was added to the structure.

The men who created the Washington Monument, though reverent in their intentions, were hardly above a good publicity stunt. William Frishmuth, an architect and aluminum magnate connected to the project, arranged for the pointed aluminum top of the monument to enjoy an ornate two-day display at New York City’s luxury jewelry store Tiffany’s. The apex was placed on the floor of the storefront so that shoppers could claim to have walked “over the top of the Washington Monument.” 

12. Opening ceremonies attracted several big-name guests.

Among the 20,000 Americans present for the beginning of construction in 1848 were then-President James K. Polk, three future presidents (James Buchanan, Abraham Lincoln, and Andrew Johnson), former first lady Dolley Madison, Alexander Hamilton's widow Elizabeth Hamilton (John Quincy Adams' widow was too sick to attend), and a bald eagle.

13. The Washington Monument was the tallest structure in the world for about six months.

Upon its official opening on October 9, 1888, the Washington Monument—standing an impressive 555 feet high—boasted the superlative of tallest manmade structure on Earth. The honor was short-lived, however, as the following March saw the unveiling of the Eiffel Tower, which topped out at 986 feet. 

14. It is still the tallest of its kind.

As of 2019, the Washington Monument still reigns supreme as both the world’s tallest all-stone structure and the tallest obelisk. (The stone San Jacinto Monument in Texas is taller, but it sits on a concrete plinth.)

15. A few decades after construction, the monument caught "tuberculosis."

Wear and tear had begun to get the best of the Washington Monument by the early 20th century, prompting an exodus of the cement and rubble filler through the structure’s external cracks. The sweating sensation prompted John S. Mosby Jr., author of a 1911 article in Popular Mechanics, to nickname the phenomenon “geological tuberculosis.”

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