All Object Lessons
Everyday Objects

QWERTY: The 150-Year-Old Layout in Your Pocket

⏱ 45 minutes 🎓 Primary & Secondary 📚 history, design, technology, language, mathematics
Core question Why do we still use a letter layout invented for 1870s mechanical typewriters on the phones we use today?
The Sholes typewriter from the 1870s. The same Q-W-E-R-T-Y order on the top row is still on every smartphone today, almost 150 years later. Photo: George Iles / Wikimedia Commons / Public Domain
Introduction

Look at the keys on a phone, a laptop, or a computer in front of you. The top row of letters almost always begins Q, W, E, R, T, Y. We say this out loud as 'KWER-tee'. This order is not natural. It is not in alphabetical order. It does not put the most-used letters in the easiest places. So why is it there? The answer goes back to the 1870s — a time before electricity was common, before cars, before telephones. A man called Christopher Sholes in the United States was building one of the first useful typewriters. He and his team tried many letter orders. The one we now call QWERTY was their final design. The typewriter was sold from 1874. It was a hit. Almost 150 years later, the typewriter is gone, but the QWERTY order is still on the screens in our pockets. This object can teach us a surprising lesson: the technology we use every day was often shaped by old choices made by people we have never heard of. Once everyone learns one way of doing something, it is very hard to change — even when better ways exist.

The object
Origin
Designed by Christopher Latham Sholes and his colleagues in Milwaukee, USA, in the early 1870s
Period
From about 1873 to today
Made of
Originally metal and wood (typewriters); now plastic, metal, and glass (computers, phones)
Size
From a typewriter the size of a sewing machine to a phone keyboard the size of a hand
Number of objects
Billions. Almost every computer, phone, and tablet uses QWERTY in some form.
Where it is now
All around the world. The original Sholes typewriter is in the Smithsonian Museum in the United States.
Before you teach this — reflect

Questions for you

  1. Have you ever wondered why letters on a keyboard are in such a strange order? What did you guess the reason was before this lesson?
  2. Most students use phone keyboards more than computer keyboards. Are they aware that both use the same 1870s order? Why might that matter?
  3. Many students will come to this lesson thinking 'QWERTY was made to slow typists down'. This is only partly true. Are you ready to share a more careful answer?

Common student difficulties — tick any you have noticed

Discovery sequence
1
Write the alphabet on the board, in order: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. Now write the top row of a keyboard: Q W E R T Y U I O P. No letters match in their alphabet position. Why not? If someone was inventing a keyboard from scratch today, what order might they choose, and why?
Points to consider (for the teacher)

Most students will say 'alphabetical order' first. Push them: would that really be best? Some letters are used much more than others. In English, E, T, A, O, I, N are the most common. They should be where the fingers rest most easily. Students may suggest grouping vowels together, or putting common letters on the strongest fingers. All these are real ideas — and all of them have been tried by people designing alternative keyboards (like the Dvorak layout from 1936). The point is that any letter order is a choice. QWERTY is not 'normal'. It is one design among many possible designs.

2
In 1870, the Sholes typewriter was a mechanical machine. Each key was joined to a metal arm with a letter on the end. When you pressed a key, the arm swung up and hit the paper. If you pressed two nearby keys quickly, the two arms could clash and jam. To fix this, Sholes moved letters around so that letters often used together were not next to each other. This is the popular story of why QWERTY was made. It says: QWERTY was made to slow typists down. Does this story sound complete? What might it be missing?
Points to consider (for the teacher)

This story is partly true. The mechanical jamming problem was real. But more recent research, by two Japanese scholars in 2011, found something interesting: the very first uses of the QWERTY layout were not for office typists at all. They were for telegraph operators. These workers wrote down messages tapped out in Morse code. The layout was changed many times to help these operators read and type quickly, not slowly. The simple 'made to slow you down' story leaves this out. The truth is more interesting: QWERTY was shaped by many different users — engineers, salespeople, and especially telegraph workers — over several years. No one person sat down and 'designed' QWERTY in one go. It grew, like a path through a forest grows from many feet walking on it. This is closer to how most technology really gets made.

3
In 1936, an American teacher named August Dvorak designed a new keyboard layout. His goal was to put the most-used letters under the strongest fingers. Studies suggest typists using Dvorak can type a little faster and feel less tired. Today, you can switch your phone or computer to Dvorak in a few seconds. Almost no-one does. Why?
Points to consider (for the teacher)

This is a beautiful question because it has many real answers, all true at the same time. (1) Switching costs are huge: anyone who already types fast on QWERTY would have to learn typing again from scratch. (2) Network effects: every shared computer, every shop keyboard, every phone shows QWERTY. If you learn Dvorak, you cannot type easily on someone else's machine. (3) Schools teach QWERTY. Workplaces use QWERTY. Children grow up with QWERTY. (4) The real gain from switching is small — maybe 5 percent faster — and most people are not professional typists. So a slightly worse design has won, simply because everyone already knows it. This is called 'path dependence' or 'lock-in'. It is one of the most important ideas in the history of technology. Once enough people choose one path, it becomes the path everyone has to use, even if a better path is right next to it.

4
QWERTY was designed for the English alphabet. But today, billions of people who do not speak English use QWERTY-style keyboards too. Speakers of French, German, Spanish, Portuguese, and many other languages use small changes to QWERTY (such as AZERTY in France or QWERTZ in Germany). Speakers of Arabic, Hebrew, Russian, Chinese, Hindi, and Japanese have had to find ways to fit their writing systems onto a keyboard layout originally meant for 26 Latin letters. Is this fair? What problems might it cause?
Points to consider (for the teacher)

This is a real issue, not a small one. A Chinese keyboard, for example, often shows Latin letters and uses them to spell out the sound of Chinese characters; the user then picks the right character from a list. This works, but it is slower and more complex than typing in English. Arabic typists use a layout that fits Arabic letters into the QWERTY shape — but the original design was never made with right-to-left writing in mind. Hindi has more than 40 base letters; squeezing them onto a keyboard meant for 26 takes work. None of this means QWERTY is 'bad' — it means that one early choice, made in one place, has shaped how the whole world types. Students from non-English-speaking families may have noticed this in their own homes.

What this object teaches

The QWERTY keyboard was designed by Christopher Sholes and his team in the United States in the 1870s, for a mechanical typewriter. The layout was shaped by the needs of early telegraph operators and by problems with the machine's metal arms. Once the typewriter sold well, QWERTY spread — first across offices, then to computers, and now to phones. Better layouts, like Dvorak, exist but are almost never used because everyone has already learned QWERTY. This is a clear example of 'path dependence': old choices that we cannot easily change. QWERTY also shows that technology designed for one place and one language can spread far beyond it, sometimes making life harder for people whose languages do not fit.

QuestionQWERTY (1873)Modern phone keyboard
Where are the letters?Q W E R T Y on the top rowQ W E R T Y on the top row — the same
Why this order?To stop metal arms from jamming and to help telegraph operatorsThere are no metal arms or telegraphs — but the order has stayed
Made of?Metal, wood, ink ribbonPlastic, glass, electricity
Who uses it?Office typists, journalists, telegraph workersAlmost everyone with a phone or computer
Could we change it?Yes, but it would be slowYes, in seconds — but almost no-one does
Key words
Keyboard layout
The arrangement of letters and other keys on a typewriter, computer, or phone. Different layouts put the same letters in different places.
Example: QWERTY is one layout. Dvorak is another. AZERTY is the layout used in France.
Typewriter
A machine, common before computers, that printed letters onto paper one at a time when you pressed a key.
Example: The Sholes typewriter from the 1870s is where QWERTY first appeared.
Path dependence
When a choice made in the past keeps shaping the present, even if it was not the best choice. Once people are used to one way, it is hard to switch.
Example: QWERTY is a famous example of path dependence. Better layouts exist, but everyone has already learned QWERTY.
Network effect
When something becomes more useful the more people use it. This makes it hard for new and better things to take over.
Example: QWERTY is on every computer because everyone uses it, and everyone uses it because it is on every computer.
Touch typing
Typing without looking at the keys, by remembering where each letter is. It is a learned skill.
Example: A trained touch typist can write more than 60 words a minute on a QWERTY keyboard.
Frequency
How often something happens. In language, letter frequency means how often each letter is used in normal writing.
Example: In English, E is the most common letter. In Spanish, A is the most common. A good keyboard layout puts common letters in easy places.
Use this in other subjects
  • History: Make a class timeline of writing tools: hand carving on stone, pen on paper, the printing press (1440s), the Sholes typewriter (1870s), the first computer keyboards (1960s), the smartphone (2007), today. Discuss how each tool changed who could write.
  • Mathematics: Count the frequency of each letter in a paragraph of a textbook. Which letters appear the most? Where are those letters on a QWERTY keyboard? Are they easy or hard to reach with the fingers?
  • Science: Why did the metal arms of an early typewriter jam? Discuss simple mechanics — speed, momentum, and how two moving parts can collide. Try the same idea with two pencils swung quickly between fingers.
  • Literature: Look at a piece of writing in a language students know that is not English (Arabic, Hindi, French, Spanish, Mandarin, Swahili). Which letters or sounds in that language do not fit easily on a QWERTY keyboard? What do typists do to solve this?
  • Citizenship: Discuss other examples of path dependence in everyday life: which side of the road we drive on, the size of railway tracks, the shape of plug sockets. Why are these different in different countries? Could they ever be made the same?
  • Art: Design a keyboard from scratch for the year 2100. There may be no fingers — perhaps people will type with thoughts, voice, or eyes. What letters or symbols would your keyboard need? What would it look like?
Common misconceptions
Wrong

QWERTY was designed to slow typists down on purpose so the keys would not jam.

Right

This is partly true but not the whole story. The keys-jamming problem was real, but QWERTY was also shaped by the needs of telegraph operators reading Morse code. It changed many times before it became fixed.

Why

The 'slow you down' story is short and easy to remember, so it spread. The real history is more interesting — a layout shaped by many different users over many years.

Wrong

Keyboards have always had the same letter order. It is just normal.

Right

There is no 'normal' order. Many layouts have been tried (Dvorak, Colemak, AZERTY, QWERTZ). QWERTY is just the one that won.

Why

Things we see every day feel natural. But almost every part of every object around us was designed by someone. It could have been different.

Wrong

We use QWERTY because it is the best layout.

Right

We use QWERTY because everyone else uses it. Studies suggest layouts like Dvorak may be a little faster and less tiring. But the cost of switching is huge, so QWERTY has stayed on top.

Why

This shows that 'best' and 'most used' are not the same thing. Many things in our world are common because they were first, not because they are best.

Wrong

QWERTY works the same in every language.

Right

QWERTY was made for English and the Latin alphabet. Speakers of Arabic, Hindi, Chinese, Russian, and many other languages have had to adapt — sometimes by changing the layout, sometimes by typing the sound of their language using Latin letters.

Why

Most technology has been designed by speakers of a few rich-country languages. This shapes how people in the rest of the world have to work.

Teaching this with care

This topic is mostly low-stakes, but watch for two things. First, do not present QWERTY as 'just the way keyboards are' — students from countries with non-Latin scripts (Arabic, Hindi, Chinese, Russian, Amharic, Thai, and many more) may have personal experience of how awkward this can be in their language, and the lesson should make space for that, not skim past it. Ask if anyone uses a non-Latin keyboard at home and listen carefully. Second, do not turn this into a story of American genius: the typewriter was shaped by many people, in many places, including telegraph workers whose names are largely forgotten. Avoid the 'lone inventor' framing. Finally, the popular story that 'QWERTY was made to slow typists down' is partly wrong. Newer research has changed our picture. Teach the change in understanding honestly, not as a 'gotcha' but as an example of how history is always being re-checked.

Check what students have understood

Answer each question in one or two sentences. Use what you have learned about the QWERTY keyboard.

  1. Who designed the first QWERTY keyboard, and roughly when?

    Christopher Latham Sholes and his team in the United States, in the early 1870s. The first typewriters using QWERTY were sold in 1874.
    Marking note: Award full marks for any answer that names Sholes (or 'his team') and gives a date in the 1870s. Accept 'about 150 years ago'.
  2. Why is the popular story that 'QWERTY was made to slow typists down' not the whole truth?

    It is partly true, because the metal arms could jam if used too fast. But the layout was also shaped by telegraph operators reading Morse code, who needed it to be quick, not slow.
    Marking note: Strong answers will mention telegraph operators or the role of many users over many years. Accept any answer that shows the student knows the simple story is incomplete.
  3. What is path dependence, and how does QWERTY show it?

    Path dependence is when an old choice keeps shaping the present, even if better options exist. QWERTY shows this because better layouts (like Dvorak) exist, but almost no-one switches because everyone already knows QWERTY.
    Marking note: Award full marks for any answer that defines path dependence and gives QWERTY as the example. The key idea: old choices can stay long after the reasons for them are gone.
  4. Give one reason why a person who could switch to a faster keyboard layout might still choose to keep QWERTY.

    They have already learned QWERTY and would have to start typing again from scratch. Other people's computers and phones use QWERTY too, so switching would make life harder, not easier.
    Marking note: Accept any answer that mentions cost of learning, the pull of other people using QWERTY, or the small real-world gain from switching.
  5. How does QWERTY affect people whose languages do not use the Latin alphabet?

    Their languages do not fit QWERTY easily. They have to adapt — sometimes by changing the layout, sometimes by typing the sound of their words in Latin letters and choosing characters from a list.
    Marking note: Full marks for any answer that names a real adaptation (Arabic, Hindi, Chinese, Russian, etc.) or that explains the Latin-letter-then-pick-character method used in many systems.
Discuss together

These questions have no single right answer. Talk in pairs or small groups, then share your ideas with the class.

  1. If you could change the world to use a better keyboard layout tomorrow, would you? Who would gain, and who would lose?

    There is no right answer. Students might say yes — typing would be faster, easier, and less tiring for everyone in the long run. Others will say no — billions of people would have to learn typing again, and the small gain would not be worth it. Push them to think about who is forgotten in the question. Older people who have typed QWERTY for 50 years would have the hardest time. Younger learners might not notice the change. Strong answers will see that there is no neutral choice: any change has winners and losers.
  2. What other things in your life might be 'QWERTY-like' — kept because everyone uses them, even if better options exist?

    Students may suggest examples like: which side of the road cars drive on, the size of train tracks, the shape of plug sockets in different countries, file formats (PDF, MP3), the calendar (why does the year start in January?), spelling rules in English (why is 'enough' spelt 'enough'?). Strong answers will see that path dependence is everywhere, not just in keyboards. The world we live in is full of old choices we did not make.
  3. Imagine you are designing a new keyboard for a phone in 2100. People may type with their voice, eyes, or thoughts. What might disappear? What might stay?

    This question lets students imagine the future without ignoring the past. Some will say the QWERTY order itself might still be there — old habits last. Others will say fingers and keys will be gone, replaced by something we cannot imagine yet. The deeper point is that any new design will inherit something from the old, just as our phones inherit QWERTY from a 19th-century typewriter. The future is rarely a clean break with the past.
Teaching sequence
  1. THE HOOK (5 min)
    Without saying what the lesson is about, write 'QWERTYUIOP' on the board. Ask: 'What is this? Where have you seen it before?' Most students will recognise the top row of a keyboard. Then ask: 'Why are the letters in this order?' Take three or four guesses. Do not correct any of them. Tell the class: 'By the end of this lesson, you will know more than almost anyone you meet about why these ten letters are in this order.'
  2. INTRODUCE THE OBJECT (10 min)
    Describe the Sholes typewriter from the 1870s. A heavy metal machine. Each key joined to a metal arm with a letter on the end. The arms swung up to hit the paper. Two arms next to each other could clash. Sholes and his team moved the letters around again and again until they found an order that worked. The result, in 1874, was QWERTY. Pause and ask: 'How do we get from a metal machine in 1874 to the phone in your pocket today?' Take a few answers.
  3. THE FROZEN CHOICE (15 min)
    On the board, draw two columns: 'Why QWERTY made sense in 1874' and 'Why QWERTY does not need to exist today'. Fill in the first column with the class: metal arms, jamming, telegraph workers, no electronic memory. Then fill in the second column: no metal arms, no telegraphs, computers can put letters anywhere. Ask: 'So why is QWERTY still here?' This is the heart of the lesson — introduce path dependence and network effects in plain words: once everyone has learned one way, it is hard to change.
  4. THE FROZEN CHOICE GAME (10 min)
    Divide the class in two. Group A keeps using their normal way of writing (or pretending to type). Group B has to invent a new 'better' way — for example, writing right to left, or using only the first letter of each word. Each group writes the same short sentence three times. The class compares: which group is faster? Then ask: 'Imagine if everyone in the world used Group B's way and you wanted to change. How would you do it?' This makes the QWERTY problem real.
  5. CLOSING (5 min)
    End by asking each student to think of one other thing in their life that might be 'QWERTY-like' — kept because everyone uses it. Take three or four answers. Possibilities: which side of the road cars drive on, the language of business in the world, the shape of school desks, even spelling rules. Close by saying: 'The world around you was not built by accident. Most of it was built by choices made before you were born — and most of those choices are still in charge.'
Classroom materials
The Letter Frequency Game
Instructions: Take any piece of writing — a textbook page, a story, a newspaper if available. Each student counts how many times one letter appears in a paragraph. Pool the answers on the board. Then look at a drawing or picture of a QWERTY keyboard. Are the most-used letters in the easiest places (under the strongest fingers, on the home row)? Or are they in awkward places? Discuss what a 'better' keyboard would look like.
Example: A class counts letters in one paragraph of a story. Results: E appears 32 times, T 24 times, A 21 times, S 18 times. They look at a QWERTY keyboard: E is on the top row (a stretch). T is also on the top row. A is on the home row (good). S is on the home row (good). Conclusion: about half of the most-used letters are not in the easiest places. A new design could do better.
Design Your Own Keyboard
Instructions: In pairs, students design a new keyboard layout from scratch. They must answer four questions: (1) Which letters get the easiest spots, and why? (2) Where will the space, comma, and full stop go? (3) What will be on the top row? (4) What is the new keyboard's name? Each pair draws their layout on paper or in chalk, then shares with the class. The class votes on the best new design — but no-one is allowed to use it.
Example: One pair designs a layout called ETAOIN, putting the six most-used English letters on the home row. They argue: 'This is faster, less tiring, and easier to learn.' Another pair designs a layout for two people typing on the same keyboard at once, with one half for each person. The class votes ETAOIN as the best — but the teacher reminds them no-one will switch. The pair laughs: 'But ours is better!' This is the QWERTY problem in one sentence.
The Path Dependence Walk
Instructions: Take the class outside, or just imagine the school. Ask them to find five things that are 'the way they are' because of an old choice — not because it is the best way. List them on the board. Discuss: who made the choice? When? Could it be changed today?
Example: A class lists: (1) The school day starts at 8am — because farms used to need help in the afternoon. (2) The desks face the front — from when one teacher had to be heard by 50 students. (3) The pages of books open from the right — because Latin was written that way. (4) Wheels on suitcases were rare until the 1970s — because heavy luggage used to be carried by porters. (5) The door swings inwards — easier to fit a lock. Each item shows path dependence in everyday life. QWERTY is just the most famous example.
Where to go next
  • Try a lesson on the printing press to see how an even older invention shaped how we read today. The press also created lock-in: once books were printed, handwritten manuscripts began to disappear.
  • Try a lesson on the metric system. Most of the world uses metric, but a few countries do not — another example of path dependence and network effects.
  • Try a lesson on the calendar. Why does the year start in January? Why are there 12 months? Why are some months 30 days and some 31? The answers go back thousands of years.
  • Connect this lesson to mathematics by counting letter frequency in different languages. Compare English with French, Spanish, Swahili, or any other language students know. The 'best' keyboard is different for each language.
  • Connect this lesson to citizenship by asking: who decides what technology we all use? Often, no one person decides. Many small choices add up. Is this fair? Could it be done differently?
  • Connect this lesson to design by trying a real activity: students close their eyes and try to type a short sentence on a paper keyboard. How much do their fingers remember? How does habit shape the way the body moves?
Key takeaways
  • The QWERTY keyboard layout was designed in the 1870s for a mechanical typewriter. It is named after the first six letters on the top row.
  • The layout was shaped by many users — including telegraph workers — over several years. The popular story that it was 'made to slow typists down' is only part of the truth.
  • Better keyboard layouts exist (such as Dvorak), but almost no-one uses them. This is because everyone has already learned QWERTY.
  • This is called path dependence: an old choice that stays long after the reasons for it are gone. QWERTY is one of the clearest examples in everyday life.
  • QWERTY was made for the English alphabet. Speakers of other languages have had to adapt their writing to fit a layout that was not made for them.
  • Most of the technology we use every day was shaped by old choices. The world around us is not natural — it was built, by people, over time, and is still in their shadow.
Sources
  • On the Prehistory of QWERTY — Koichi Yasuoka and Motoko Yasuoka (2011) [academic]
  • The Fable of the Keys — Stan J. Liebowitz and Stephen E. Margolis (Journal of Law and Economics) (1990) [academic]
  • The Sholes & Glidden Type Writer (museum object page) — Smithsonian National Museum of American History (2024) [museum]
  • Clio and the Economics of QWERTY — Paul A. David (American Economic Review) (1985) [academic]