You might not recall historical dates or complex amendments, but if you grew up in America, there’s a high chance you can effortlessly list all fifty states, alphabetically, thanks to a catchy tune. This isn’t just any song; it’s “Fifty Nifty United States,” an earworm that has cemented itself as a quintessential educational tool across generations.
Fifty nifty United States from thirteen original colonies
Fifty nifty stars in the flag that billows so beautifully in the breeze
Each individual state contributes a quality that is great
Each individual state deserves a bow
Let’s salute one now!
While the introductory verses about flags and colonies might be less ingrained, the state roll call that follows is undeniably iconic. Starting with “Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut,” and culminating in “West Virginia, Wisconsin, Wyohhhhhh-ming!”, this alphabetical recitation has been echoing in classrooms for decades. Lin-Manuel Miranda, the celebrated creator of Hamilton, even fondly recalled it as “my favorite song from elementary-school chorus,” before flawlessly performing the state list himself.
But how did a seemingly simple novelty song, initially conceived for a variety show segment in the 1960s, transform into a cornerstone of American education?
The origins of “Fifty Nifty United States” trace back to November 1, 1961, on Perry Como’s Kraft Music Hall. This weekly variety show introduced a segment dedicated to celebrating individual states. The episode focusing on Missouri premiered a new theme song for this feature – “Fifty Nifty United States.” Penned by Ray Charles (not the legendary singer, but a prolific composer for stage and screen), this jaunty tune was intended as a brief, lighthearted tribute. Charles, known for his work on shows like Three’s Company and The Muppet Show, likely didn’t foresee the enduring legacy of this particular composition.
Ironically, Perry Como’s state tribute segment was short-lived, celebrating only 25 states before the show concluded in 1963. Furthermore, the original rendition of “Fifty Nifty United States” was a mere 47 seconds long and lacked the now-famous alphabetical state listing. It was a simple, catchy jingle, but hardly the comprehensive educational tool it would become.
The transformation of “Fifty Nifty United States” into a classroom staple was somewhat accidental. According to Ray Charles’ sons, Jonathan and Michael, the song’s extended life began when someone approached Charles about publishing the music after hearing it on Kraft Music Hall. The brevity of the original 47-second tune posed a challenge for publication. To expand it, Charles made a pivotal decision: he added the alphabetical list of states. This addition, born out of practical necessity for publishing a longer song arrangement, inadvertently unlocked the song’s educational potential.
Charles’s inclination towards alphabetical order wasn’t surprising to his family. Described as a meticulous “saver and archivist,” he had a penchant for organization and order. His extensive music collection, meticulously alphabetized, reflected this love for systematic arrangement. This organizational mindset shaped the extended version of “Fifty Nifty United States,” turning it from a short jingle into an alphabetically structured learning tool.
The mid-20th century witnessed a surge in popularity for choral music, with groups like the Ray Charles Singers dominating airwaves. Music publishers recognized a burgeoning market in providing sheet music arrangements of popular songs for school choirs. Previously confined to classical pieces, choir directors eagerly embraced more contemporary and accessible tunes. The publication of “Fifty Nifty United States” tapped into this trend, offering a catchy, patriotic, and educational song perfectly suited for young learners.
The precise trajectory of “Fifty Nifty United States” into widespread educational use is somewhat hazy, but clues suggest its dissemination through educational networks. In the summer of 1963, the song was performed at the National Education Association’s annual meeting in Michigan, potentially exposing thousands of educators to its catchy mnemonic potential. Further solidifying its reach, in 1970, the American Legion Auxiliary newsletter, widely read by patriotic women, many of whom were teachers, featured the lyrics as a suggested patriotic song. Anecdotal evidence, including Ray Charles’s former lawyer recalling learning the song in a New Jersey public school in the late 1960s, indicates early adoption by some educators. By 1975, the song appeared in a music conference program performed by an elementary school choir, signaling its growing presence in music education.
Debra Erck, a music teacher who has taught “Fifty Nifty United States” for nearly three decades, provides insight into its enduring appeal in classrooms. She began teaching it in 1988 after her school district adopted the Music and You textbook series, which included the sheet music. Erck highlights several factors contributing to its popularity among students: its “catchy tune, quick rhythms, and of course, the challenge” of memorizing all fifty states. She also notes its accessibility compared to other patriotic songs, with “more current lyrics” and a manageable melody range, unlike the challenging vocals of “The Star-Spangled Banner.”
The genius of “Fifty Nifty United States” lies in its simplicity and effectiveness. It’s not a grand patriotic anthem, but rather a straightforward catalog of the nation’s states. This non-jingoistic approach, combined with its memorable melody and alphabetical structure, makes it an ideal learning tool. As Ray Charles himself quipped, knowing the song could “win a bet at the bar.” In a politically divided climate, “Fifty Nifty United States” stands as a unique cultural artifact – a shared piece of Americana, passed down through generations, retaining its innocent charm and educational value. It’s a testament to how a simple novelty tune can, through a twist of fate and a dash of alphabetical organization, become an enduring part of American cultural and educational heritage.
