Michael Dell’s PC’s Limited Turbo PC came with an eighty-four-key AT-style keyboard. The AT-style keyboard was compatible with the IBM PC/AT computer and featured the function keys to the left, ten numerical keys at the top, and light-up buttons indicating Caps Lock, Number Lock, and Scroll Lock. The keyboard connected to the Turbo PC via a five-pin DIN connector.
In the mid-1960s, Dartmouth College professors John Kemeny and Thomas Kurtz developed a computer language intended to be easy to learn and use. They called it BASIC -- Beginners' All-purpose Symbolic Instruction Code. Students learned BASIC on a teletype terminal that communicated with a central computer. Several terminals were linked to one computer as part of a system called timesharing. Students on remote terminals could use the computer without seeing it--or even knowing what kind of computer it was. This particular BASIC tape was used with a MITS Altair 8800, a later microcomputer.
This group of five educational computer programs was developed for the Commodore 64 during the 1980s. Each program has its original box, the 5 ¼” software diskettes, and the user manual.
Word Shuttle
This word processing program was released in 1985 and included a 42-page user guide and two keyboard overlays. Word Shuttle was the official word processor of the Young Astronaut Program which operated between 1984 and 2004. The objective of this international educational curriculum was to promote greater interest in science, technology, engineering and mathematics (STEM) through space-themed activities, experiments, and conferences.
Sky Travel
This astronomy program, designed for persons ages 12 and up, was released in 1984 and included a 138-page manual. It provided an interactive guided tour of the universe—in the past, present, and future. The universe model could show the location of more than 1,200 stars, 88 constellations, 8 planets, deep sky objects, and the (then) future appearance (1986) of Halley’s comet. The program had four basic modes: map, set, sky, and chart. Map was used to select the location on Earth; month, day, year, and time were determined in set; optional displays were chosen in sky; and chart was used to project the sky on a celestial sphere with coordinate lines for creating, viewing, and printing your own star charts.
JUST IMAGINE…
This creative writing program, released in 1984 for individuals of all ages, included a 20-page manual. The user could create colorful animated stories by selecting up to three animated characters from the twenty-five provided, choosing one of nine backgrounds, and a few of the 48 stationary objects. The author then wrote a story to match the selected graphics. While different parts of the program loaded it displayed random trivia facts from the 300 stored on the diskette. The story could be played back and saved to diskette. The introduction in the manual states that “JUST IMAGINE… is another example of Commodore’s commitment to excellence-in-education through technology.”
Reading Professor
This reading program, released in 1984, was designed to teach reading skills to high school-age students as well as adults. Included with the two software diskettes was a 40-page user guide. The program provided a series of ten 20-minute lessons to increase reading speed and improve comprehension by presenting specific techniques for eliminating bad reading habits and developing new skills. It has a library of reading materials with three reading levels--High School, College and Adult, and Professional. Each level contains thirty-two reading selections. The program used seven types of exercises to monitor and log progress and success.
Typing Professor
This typing program, released in 1984 for individuals ages 12 and up, included a 20-page manual, two cassettes for use with a Commodore 16, and a diskette for use with either a Commodore 64 or Commodore Plus/4.
Students could learn the basics of touch typing or learn to improve their typing speed. The program had 19 exercises which increased in difficulty. Each exercise contained a score chart that calculated and recorded the number of errors, error rate, and typing speed. The exercises were timed and the student could not exceed the acceptable error rate before beginning the next exercise. The allowed error rate started at 4% for lesson 1 and decreased to 1% for lessons 16-19. The goal for lesson 19 was 35 words per minute with a less than 1% error rate.
In "The Wizard of Oz", Dorothy's journey from Kansas to Oz is symbolized by a shift from black and white to Technicolor. This camera was one of several used to film the Oz scenes.
Invented in 1932, the Technicolor camera recorded on three separate negatives--red, blue and green--which were then combined to develop a full-color positive print. The box encasing the camera, a "blimp," muffled the machine's sound during filming.
The Early Color Cinema Equipment Collection [COLL.PHOTOS.000039] includes equipment, media and ephemera related to color motion pictures from the birth of the cinema to the mid twentieth century. This collection is comprised of 5 motion picture cameras, 3 movie projectors, more than 34 pieces of editing and other apparatus, more than 60 pieces of early color film and two notebooks illustrating the Technicolor process.
Reproducing natural color on film had been an industry goal since the earliest days of motion picture production, but it took several decades to perfect a technology for making movies in color. Motion picture directors often toned or hand-tinted monochromatic film in the industry’s early days to add life and emotion to their productions. Though movie producers continued to use toning and tinting, these costly and inefficient processes could never produce the full range of color that movie cameras failed to record. Therefore, innovators increasingly focused on the use of color filters during capture and projection to reproduce color detail.
Danish-American inventor August Plahn built and patented a camera and projector that split motion picture images through three color lenses using 70mm film. When the film, with three images printed across its width, was projected through the same colored filters, movies’ natural color was restored. The collection includes forty five short lengths of processed film and documents related to Plahn’s work as well as one camera, three projector heads and over seventy-five pieces of apparatus used by the engineer.
While Plahn had little success marketing his inventions, the Boston-based Technicolor Corporation effectively marketed their similar technology to become the industry standard. The color cinema collection includes four Technicolor cameras as well as over twenty-five pieces of equipment related to the Technicolor process and a book of photographs illustrating Technicolor film processing in a train car.
The Society of Motion Picture Engineers, the industry’s leading trade group, donated examples of a number of other early color film technologies, including Prizma, Kelley-line screen, Krayn Screen, Naturalcolor, Multicolor and Morgana color processes.
This finding aid is one in a series documenting the PHC’s Early Cinema Collection [COLL.PHOTOS.000018]. The cinema-related objects cover the range of technological innovation and popular appeal that defined the motion picture industry during a period in which it became the premier form of mass communication in American life, roughly 1885-1930. See also finding aids for Early Sound Cinema [COLL.PHOTOS.000040], Early Cinema Equipment [COLL.PHOTOS.000037], Early Cinema Film and Ephemera [COLL.PHOTOS.000038] and the Gatewood Dunston Collection [COLL.PHOTOS.000021].
This group of five educational computer programs was developed for the Commodore 64 during the 1980s. Each program has its original box, the 5 ¼” software diskettes, and the user manual.
Word Shuttle
This word processing program was released in 1985 and included a 42-page user guide and two keyboard overlays. Word Shuttle was the official word processor of the Young Astronaut Program which operated between 1984 and 2004. The objective of this international educational curriculum was to promote greater interest in science, technology, engineering and mathematics (STEM) through space-themed activities, experiments, and conferences.
Sky Travel
This astronomy program, designed for persons ages 12 and up, was released in 1984 and included a 138-page manual. It provided an interactive guided tour of the universe—in the past, present, and future. The universe model could show the location of more than 1,200 stars, 88 constellations, 8 planets, deep sky objects, and the (then) future appearance (1986) of Halley’s comet. The program had four basic modes: map, set, sky, and chart. Map was used to select the location on Earth; month, day, year, and time were determined in set; optional displays were chosen in sky; and chart was used to project the sky on a celestial sphere with coordinate lines for creating, viewing, and printing your own star charts.
JUST IMAGINE…
This creative writing program, released in 1984 for individuals of all ages, included a 20-page manual. The user could create colorful animated stories by selecting up to three animated characters from the twenty-five provided, choosing one of nine backgrounds, and a few of the 48 stationary objects. The author then wrote a story to match the selected graphics. While different parts of the program loaded it displayed random trivia facts from the 300 stored on the diskette. The story could be played back and saved to diskette. The introduction in the manual states that “JUST IMAGINE… is another example of Commodore’s commitment to excellence-in-education through technology.”
Reading Professor
This reading program, released in 1984, was designed to teach reading skills to high school-age students as well as adults. Included with the two software diskettes was a 40-page user guide. The program provided a series of ten 20-minute lessons to increase reading speed and improve comprehension by presenting specific techniques for eliminating bad reading habits and developing new skills. It has a library of reading materials with three reading levels--High School, College and Adult, and Professional. Each level contians thirty-two reading selections. The program used seven types of exercises to monitor and log progress and success.
Typing Professor
This typing program, released in 1984 for individuals ages 12 and up, included a 20-page manual, two cassettes for use with a Commodore 16, and a diskette for use with either a Commodore 64 or Commodore Plus/4.
Students could learn the basics of touch typing or learn to improve their typing speed. The program had 19 exercises which increased in difficulty. Each exercise contained a score chart that calculated and recorded the number of errors, error rate, and typing speed. The exercises were timed and the student could not exceed the acceptable error rate before beginning the next exercise. The allowed error rate started at 4% for lesson 1 and decreased to 1% for lessons 16-19. The goal for lesson 19 was 35 words per minute with a less than 1% error rate.
This group of five educational computer programs was developed for the Commodore 64 during the 1980s. Each program has its original box, the 5 ¼” software diskettes, and the user manual.
Word Shuttle
This word processing program was released in 1985 and included a 42-page user guide and two keyboard overlays. Word Shuttle was the official word processor of the Young Astronaut Program which operated between 1984 and 2004. The objective of this international educational curriculum was to promote greater interest in science, technology, engineering and mathematics (STEM) through space-themed activities, experiments, and conferences.
Sky Travel
This astronomy program, designed for persons ages 12 and up, was released in 1984 and included a 138-page manual. It provided an interactive guided tour of the universe—in the past, present, and future. The universe model could show the location of more than 1,200 stars, 88 constellations, 8 planets, deep sky objects, and the (then) future appearance (1986) of Halley’s comet. The program had four basic modes: map, set, sky, and chart. Map was used to select the location on Earth; month, day, year, and time were determined in set; optional displays were chosen in sky; and chart was used to project the sky on a celestial sphere with coordinate lines for creating, viewing, and printing your own star charts.
JUST IMAGINE…
This creative writing program, released in 1984 for individuals of all ages, included a 20-page manual. The user could create colorful animated stories by selecting up to three animated characters from the twenty-five provided, choosing one of nine backgrounds, and a few of the 48 stationary objects. The author then wrote a story to match the selected graphics. While different parts of the program loaded it displayed random trivia facts from the 300 stored on the diskette. The story could be played back and saved to diskette. The introduction in the manual states that “JUST IMAGINE… is another example of Commodore’s commitment to excellence-in-education through technology.”
Reading Professor
This reading program, released in 1984, was designed to teach reading skills to high school-age students as well as adults. Included with the two software diskettes was a 40-page user guide. The program provided a series of ten 20-minute lessons to increase reading speed and improve comprehension by presenting specific techniques for eliminating bad reading habits and developing new skills. It has a library of reading materials with three reading levels -- High School, College and Adult, and Professional. Each level includes thirty-two reading selections. The program used seven types of exercises to monitor and log progress and success.
Typing Professor
This typing program, released in 1984 for individuals ages 12 and up, included a 20-page manual, two cassettes for use with a Commodore 16, and a diskette for use with either a Commodore 64 or Commodore Plus/4.
Students could learn the basics of touch typing or learn to improve their typing speed. The program had 19 exercises which increased in difficulty. Each exercise contained a score chart that calculated and recorded the number of errors, error rate, and typing speed. The exercises were timed and the student could not exceed the acceptable error rate before beginning the next exercise. The allowed error rate started at 4% for lesson 1 and decreased to 1% for lessons 16-19. The goal for lesson 19 was 35 words per minute with a less than 1% error rate.
In 1984 Michael Dell was a freshman at the University of Texas, building PCs and selling them to fellow students and faculty. By 1985 Dell’s company, PC’S Limited, was selling Turbo PC IBM clones that came with an Intel 8088 microprocessor, 640 kilobytes of RAM, a 360-kilobytes drive, a 130-watt power supply, eight expansion slots, and the ability to connect to local area networks (LAN). One of Dell’s selling points was the option to order a PC over the phone with customized components. This connection with the consumer and the ability to keep inventory low until a computer was ordered gave Dell a distinct business advantage going forward. This computer was sold to Clint Johnson, a freelance writer in North Carolina. In 2005 he donated the computer back to Dell Inc., which gave it to the Museum in 2007.
References:
Owen Edwards, “Baby Dell,” Smithsonian Magazine, August 2007.
Nancy Fowler Koehn, Brand New: How Entrepreneurs Earned Consumers' Trust from Wedgwood to Dell (Boston: Harvard Business School Publishing, 2001), 276–305.
Introduced at the Consumer Electronics Show in January 1982, the Commodore 64 was an inexpensive and popular home computer. It used an MOS 6510, 1 mHz processor, and had 64 kilobytes of random access memory -- hence its name. The initial retail price was $595, but by May 1983 it dropped to $250. The computer, which could use a television set as a display terminal, had a sound system, an expansion port, and could support a keyboard, joystick, cassette tape, floppy disk drives, a 2400 baud modem, and a printer. It was more powerful and cheaper than any of its competitors (the Apple II, IBM-PC, or the TRS-80). The success of the Commodore 64 was due in part to marketing – it was not only sold by authorized dealers but in department stores, discount stores, toy stores, and college bookstores as well.
The Commodore 64 was manufactured until 1993. In the eleven years of production between 17 and 30 million were sold worldwide, making it the most popular early home computer. Benj Edwards writing for PCWorld in 2008 said, “This pioneering PC made instant geeks out of millions of people back in the 80s.”
The donor, Deborah D. Hilke, was a staff member of the NMAH Education Department. This computer was one her family purchased in 1983. Her son taught himself how to program in BASIC on this computer—he now works for Microsoft Corporation.
See related objects 1989.0544.01.1-.8, 1989.0544.02-.05
Patterns and experimental pieces form one of the most interesting groups of specimens associated with official coinage. It was customary for the Mint to provide samples of a proposed coin. More patterns were made in 1877 than in any other year. The Gold Rush in California prompted the merchants and bankers in San Francisco to lobby Congress for gold pieces of high denomination for quick counting purposes when a branch mint was established in their city in 1854. The design for the proposed large coin was similar to the $20 double eagle. Senator William Gwin of California introduced a bill for the adoption of this coin. His bill passed the Senate but failed to win approval in the House of Representatives. Although the coin was not approved, the proposal for such a large coin was feasible only after enough of the precious metal was available with the discovery of vast quantities in California. The depiction of Liberty on the obverse was a familiar symbol of national identity by 1877 for Americans.
Reverse Text: TEMPLETON REID ASSAYER / TEN DOLLARS
Description
Before the famous California gold rush, several important strikes were made in the East: in North Carolina, South Carolina, and Georgia. The earliest took place in Mecklenburg County, N.C., in 1799, where a nugget weighing several pounds was discovered. Its finder used it as a doorstop until someone recognized it for what it was! Discoveries multiplied, and a federal branch Mint was eventually set up in Charlotte to process the metal into coinage.
Discoveries in Georgia and North Carolina in the 1820s received wide publicity, and a "gold fever" resulted. Thousands of people began trekking to the areas in search of instant wealth. Most returned home empty-handed, but successful prospectors found millions of dollars' worth of precious metal.
What should they do with their new wealth? Many felt the Philadelphia Mint was too far away for safe travel, and the government wasn't ready to create other coining facilities. A jack-of-all-trades named Templeton Reid had an answer: strike private gold coins, at a private mint. Reid had extensive experience as a watchmaker, gunsmith, and metalworker. In July 1830, he set up shop in the Georgia hamlet of Milledgeville and began his brief career as private moneyer-the first since Ephraim Brasher.
He later moved to Gainesville, which was closer to the gold mining district. His coins came in three denominations: ten dollars, five dollars, and two and one-half dollars, in recognition of "official" denominations. And he put slightly more gold into his products than the federal government did into its coins, just to be on the safe side.
Although historians believe that Templeton Reid conducted business fairly, an unknown adversary, signing himself simply "no assayer," published several notices in newspapers complaining that the coins were not as represented.
Rumors spread and before long Reid was forced to close up the business.
Obverse Image: Eagle standing on a rock, holding a shield, with a ribbon in its beak.
Obverse Text: UNITED STATES OF AMERICA / AUGUSTUS HUMBERT UNITED STATES ASSAYER OF GOLD CALIFORNIA / 1851 / 887 THOUS / FIFTY DOLLS
Reverse Image: Engine-turned design.
Reverse Text: N/A
Description
As early as 1850, agitation began in Congress for the establishment of a San Francisco branch of the United States Mint. This action was blocked by people from New York-who wanted a branch in their own state-and from Georgia and Louisiana-who argued that any California operation would represent unfair competition to the branch mints in Dahlonega and New Orleans.
The opposition won, and San Francisco would go without a mint for another four years. But it did get an odd sort of hybrid, the United States Assay Office of Gold, striking an odd sort of money-a gigantic, fifty-dollar ingot that would also do duty as a coin. The arrangement was made by the Treasury Department under a contract with Moffat & Company, private assayers and gold coiners in San Francisco.
Augustus Humbert came west to oversee the operation, which got under way at the end of January 1851. For most of the next two years, Humbert's fifty-dollar "slugs" were the principal accepted currency in California. He was eventually allowed to turn his attentions to the production of smaller, and altogether more useful, coins, ten- and twenty-dollar pieces. And his operation finally laid the framework for a formal, normal branch Mint, which began the production of ordinary federal coinage in the spring of 1854.
Ronald Reagan, the 1980 Republican presidential nominee, originated the slogan “Make America Great Again.” He and his running mate George H.W. Bush used the phrase on buttons and posters in their successful campaign against President Jimmy Carter and Vice President Walter Mondale. Democrat Bill Clinton started his 1992 campaign with the pledge to “make America great again” and Donald Trump trademarked the slogan for his successful 2016 Republican campaign.
In 1848, the largest single gold rush in history was just getting under way in California. This event soon triggered a mass migration of fortune hunters from around the world. At the outset, much of the California gold was converted to coins by private minters in the San Francisco area. However, supplies of gold were also sent to Philadelphia where the metal was turned into ordinary federal coins.
Smaller quantities of gold made it to various locations including Oregon. Between March and September, 1849, an entity calling itself the Oregon Exchange Company struck $10 and $5 coins, by hand, in Oregon City. Both denominations bore simple designs. Their obverses depicted a beaver, the fur-bearing mammal that had spurred the first interest in the region. Above the animal, there were initials standing for the last names of the principal players in the operation.
The initials O.T. or T.O. (both for Oregon Territory) and the date rounded out the obverse design. For the reverse, the name of the issuing authority and the denomination sufficed. Scholars believe that around 2,850 of the $10 coins were made. Dies for them can still be seen at the Oregon Historical Society in Portland.
But the life of the Oregon mint was brief. The coiners set their products' weight above federal norms, and most of the Oregon coinage was melted down for profit. The mint ceased operation early in September 1849.
Someone once observed that a giraffe was a horse designed by a committee. The same might be said of this coin: what had seemed a good idea around a table in the boardroom proved to be an interesting but spectacular flop as it neared production.
The coin resulted from a project that President Theodore Roosevelt began in 1905 to redesign American coinage. He commissioned sculptor August Saint-Gaudens to create the new designs, and Saint-Gaudens developed a plan for an ultra-high relief $20 coin. The coin here, which appears to have been struck early in 1907, followed Saint-Gaudens' basic designs, but there the similarities ended.
This experimental coin contained twenty dollars' worth of gold, but it was squeezed into a coin the width of a ten-dollar piece. The discrepancy was handled by making the patterns much thicker than ordinary coins. Staff at the Mint wondered whether it was possible to decrease the diameter to have the best of both worlds: a coin in glorious high relief that didn't take quite as many blows of the press to create. The experiment failed. Although the patterns were unacceptable for commerce, word of their existence leaked out to the collecting community. An exasperated Mint Director wanted them called in and melted down. Somehow two escaped. Both are in the Smithsonian Collection.
Obverse Image: Left-facing Liberty wearing a coronet. 13 stars.
Obversre Text: LIBERTY / 1877
Reverse Image: A modified heraldic eagle with a shield over chest, holding a double scroll, clutching arrows and branch. Rays and stars above eagle.
Reverse Text: UNITED STATES OF AMERICA / FIFTY DOLLARS / IN GOD WE TRUST / E PLURIBUS UNUM
Description
Some twenty years after the private sector had abandoned the idea of a fifty-dollar gold piece in the mid-1850s, the Philadelphia Mint considered the possibility of a federal coin of this denomination. There was even talk of a "union," or hundred-dollar coin, and a drawing or two has survived to suggest what the Mint had in mind. But in the end, no such coin was ever produced.
The project went a bit farther in the case of the "half-union." Dies were prepared, the work of William Barber (father of the eventual Mint Chief Engraver Charles E. Barber).
Barber's obverse and reverse designs look vaguely akin to Longacre's work for the double eagle. A few patterns were struck in copper and two in gold; the latter share a reverse die but each has a slightly different obverse die. The project was abandoned soon afterwards, as it became apparent that the new coin simply wasn't needed.
A decade or so after the California Gold Rush began in the late 1840s, gold was discovered on the South Platte River, near the future city of Denver. As with the earlier strike, this one occasioned disputes over the value and purity of gold dust, as well as great difficulties in getting the precious metal all the way to Philadelphia to be coined there, and shipped back again.
Matters would be greatly simplified if a coiner, either private or public, could set up shop near the gold fields. A good candidate existed-Clark, Gruber & Co. Up to now, the firm had acted as brokers, bankers, and assayers. But if a coinage was wanted, Austin and Milton Clark and Emmanuel Gruber were up to the challenge and had the resources to do it right.
Milton Clark went back East to get the necessary machinery, three lots were purchased in Denver, and a two-story brick building soon went up on the property. Trial strikes of the four denominations to be coined ($2.50, $5, $10, and $20) were ready for inspection by mid-July 1860, and formal coinage began about a week after that.
One of the firm's most famous products showed a marvelous, if unrealistic, image of Pikes Peak, beneath which Denver-and the Clark, Gruber enterprise-sat. The facility remained in operation through 1862, although all of its coins were dated 1860 and 1861. It was elbowed out of the coining business in April 1863. It turned first into a federal assay office, then 43 years later, into another branch of the United States Mint.
If you look very closely at the reverse of this, the sole remaining "class two" 1804 dollar, you will discern a slight shifting of the relationship between the clouds and the lettering above them.
This discrepancy, which distinguishes it from the "class one" and "class three" 1804 dollars, suggests that a new reverse die was employed to strike the coin. This new die was necessary because the old one had either been broken, rusted, or simply discarded after the coinage of 1834, when the class one dollars were struck.
This coin was made a quarter-century later, by a group of enterprising coiners who had decided to go into the rarities business. In addition to making a new die, these midnight coiners had to have stock on which to use it. Instead of following the usual procedure of rolling out a strip of metal to the correct thickness, then blanking it to the correct size-a difficult and expensive process, they decided to start with an existing coin and overstrike it with the new die. That way the new coin would be of about the right weight and thickness. This coin shows traces of the original design: it began its life as a Swiss thaler dated 1857!
When word got out about what was going on, the Mint Director swooped down on the miscreants. All their coins but this one were retrieved and ordered melted down. It remains: a somewhat tarnished, but still legendary rarity.
In the mid-1960s, novelist and counterculture guru Ken Kesey used this 38" x 68" plywood sign as an announcement board and invitation card to promote the activities of his "Merry Pranksters" (an itinerant band of free thinkers) during their memorable cross-country rides on an old bus named "Further." Kesey and his band drove Further from northern California to Washington, D.C., and New York, ostensibly to attend Kesey book parties. In the process they used the bus rides to encourage people to discuss anything with them, to try anything, to perform civic pranks of various sorts, and to otherwise call attention to alternative ways of thinking about the issues of the day.
Like the bus, the sign is a colorful smorgasbord of offerings from the Pranksters and visitors to the bus. Splashes of day–glo paint are overlaid with newspaper clippings, political cartoons, doodles, yarn, and the names of influential West Coast figures from the counterculture movements of the 1950s and 1960s. During a 1992 visit to the Kesey farm in rural Oregon to examine the remains of Further, the Smithsonian found this signboard in the loft of a chicken coop, covered with dust and feathers. A family of foxes occupied the rear seat of Further, moldering in a field, so Kesey decided to donate this sign instead of the bus.
Theodore Roosevelt met sculptor Augustus Saint-Gaudens in the 1890s, when T.R. was an aspiring young politician, and Saint-Gaudens was establishing a reputation as a brilliant artist. When Roosevelt was elected President in 1904 and needed an inaugural medal, he gave the commission to Saint-Gaudens after rejecting the standard, unmemorable medal typically produced for this occasion by the United States Mint.
Saint-Gaudens's results shattered precedent. The piece was modern in all senses of the word. There was no attempt to beautify or romanticize the President's head on the obverse, yet the image clearly conveyed vision and power. The reverse was, if anything, even more groundbreaking. The magnificent, left-facing eagle epitomized authority and presence, while displaying a classical ancient style. (The same eagle is used on the Saint-Gaudens $10 in 1907). This bird unquestionably ruled all it surveyed.
Saint-Gaudens's success with this medal convinced Roosevelt that the artist was the partner he needed to collaborate on a pet project: the redesign of America's money. Saint-Gaudens signed on, and the plotting began. But the potential for trouble hovered on the horizon: this medal had been struck, not by the United States Mint in Philadelphia, but by Tiffany & Company in New York. If the Mint hadn't produced Saint-Gaudens's medal, would it agree to produce any of his coins?