Mieka Harris Education Manager: Citi Money Gallery, British Museum
A classic children’s story? A fairytale? Or an interpretation on the international exchange rate system? In my role as Education Manager for the Citi Money Gallery I teamed up with students from the Children’s Hospital School at Great Ormond Street Hospital to explore concepts raised in The Wonderful Wizard of Oz.
This year marks the 75th anniversary of the Wizard of Oz film (MGM, 1939) and the creation of those iconic shoes, worn by Judy Garland as Dorothy. But what colour were Dorothy’s shoes originally? In L Frank Baum’s book, originally published in 1900, they were not ruby red, but silver. Therefore some economists, politicians and historians believe that the story is actually a monetary allegory, outlining a proposed move from the gold standard to a bimetallic standard known as the ‘Free Silver Movement’ led by William Jennings Bryan in the US in 1896. For this reason, a copy of the book has a place in the Citi Money Gallery, alongside other objects and artefacts that depict the history of money.
Fixing the dollar against gold, creating a ‘universal’ currency, initially had a positive effect on economies; a lack of fluctuating currencies reduced profit risks and so increased trade. However, the Malthusian trap becomes apparent with any natural reserve, with the mining rate unable to match the growth in trade. At the time, America was in a period of depression and the populist belief suggested that a bimetallic standard would enable the money stock to be increased. So, Dorothy’s silver shoes walking on a gold road could represent the two metals working together to provide a route towards a stable economy.
Like with many things, as soon as something is pointed out, other potential double meanings become apparent. Is the land called ‘Oz’ because this is an abbreviation of ounces, the standard measure for gold? Did farmers (the Scarecrow) need more business sense (a brain) to help them survive during a period of economic instability? Is the all-powerful Wizard really the President, who hides behind a smoke-screen of promises but in fact has very little actual power? Do the different locations of the four witches represent the geographical divides in America? Did advances in industry create automated production lines which reduced the workforce (or created workers with no heart)? The students at the Children’s Hospital School set out to examine some of these concepts, and others.
Students shared their perceptions of The Wonderful Wizard of Oz, identifying key elements in the story. To put the book into context as a potential monetary allegory, students explored the history of money and some key economic concepts by handling objects from the Museum’s collection. A week of activities then followed, based on themes in the book and ideas generated by the students.
In maths, students considered Dorothy’s shoes and the fact that they fit her and so they investigated what information can be gleaned about a person by knowing their shoe size. The shoe theme was carried into art, with students creating shoes using a variety of media.
Science lessons saw students investigating the melting power of water; with jellies being created in the shape of witches! The concept of the tin man having a heart was also explored, considering that if he had a heart, what other organs would he need and where would they all be placed.
Descriptive language used in the book and a character analysis of the Good Witch of the North and the Wicked Witch of the West were analysed during English, resulting in students creating job descriptions or personal statements applying these roles. Ben Alsop, curator of the Citi Money Gallery, supported this session and applied for the role of the Good Witch of the North, but unfortunately was deemed an unsuccessful applicant by the students based on his responses to the questions!
The values identified for these roles were further discussed in Citizenship. Money does not exist in Oz, so the children discussed this as well, creating a currency for Oz using ideas from the earlier session on the history of money.
The variety of activities and resources available to the students, combined with the commitment of the teachers at the Children’s Hospital School, made for a very enjoyable week. Learning was put into a different context, perceptions were challenged and concepts were investigated. Whether the story is a monetary allegory remained unresolved by the students, but the skills to question what we see and read were developed. Did the water have to be a certain temperature to melt the Wicked Witch? Can shoes change sizes? Could a heart function on its own without other organs? All very good questions, but the ultimate question in taking a view as to whether The Wonderful Wizard of Oz is a children’s story or a monetary allegory surely has to be, ‘What colour were Dorothy’s shoes?’.
The work produced by the students at The Children’s Hospital School will be on display in the Clore Centre for Education in the British Museum from 11 December 2014 until 22 January 2015.