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An “Unfinished Revolution” May Not Be Much of a Revolution At All

            According to a recent story by Kathleen Moore that appeared in the Albany Times-Union last week, the State Board of Regents had a chance to look at the new way the New York State Parks department will depict the American Revolution.  The parks department’s new displays at several sites will “include powerful new videos detailing the lives of unheard people from that time.” One of the videos, which focuses on the struggles of an Oneida woman who fought the colonists in hopes of keeping her Nation’s land, ends with a black screen with the following words: “Since its founding, the United States has never upheld a treaty made with an Indigenous Nation.”

            That’s a provocative claim. (And a complicated one, but that’s another story.) In all, there are forty videos, which have not yet been released to the public.  The Board of Regents “immediately praised the new pieces, but worried that they would get another deluge of criticism similar to what happened when they approved diversity, equity, and inclusion policies.” They will need to be brave, and the Regents are readying themselves for combat. According to Chancellor Lester Young, Jr., “we are the body that is responsible for the education of all students and it’s important that we maintain the courage to do what’s right.”

            “The new way of viewing the Revolution, as designed by the State Education Department’s Office of Cultural Education and the State Parks Department is called ‘The Unfinished Revolution.’” The Revolution was “incomplete” in that it “did not include women as voters, obviously enslavement was allowed for decades, so how do we grapple with that history?” That is what Devin Lander, the New York State Historian, said when he spoke with Moore.  “The idea,” writes Moore, “is to see the revolution as the impetus for 250 years of striving to meet the ideals of the Declaration of Independence.”

Think about that. 

250 years.

Two and a half centuries.

A quarter of a millennium.

It’s a long time.  We have yet to fulfill the ideals of the Declaration after 250 years.

Maybe we are just not that into the so-called “ideals” of the Declaration. After all, Jefferson’s Declaration also expressed that nasty old hypocrite’s anger that the King was stirring up slave rebellion and bringing down upon the frontiers the “merciless Indian Savages.” Jefferson and the other “Founding Fathers” baked hatred of the other into the American Nation’s founding documents.

Framing the Revolution as “unfinished” will leave students ill-equipped to explain how it was that our supposedly ruthless imperial overlords in Britain managed to abolish slavery and recognize the right of women to vote well before the United States.  It may seem to these students that the enemies of the principles laid out in the Declaration were quicker to realize them than our new “Empire for Liberty.” That might seem strange to them, a real head-scratcher.

The Board of Regents requires that students in New York learn about Cherokee Removal.  The notion that New York could not have become the Empire State without a systematic program of Indigenous dispossession that, at times and places, violated federal law will never be mentioned.  That New York continues to attempt to skim the cream from the barest hint of prosperity that comes to Indigenous nations in the state will never be mentioned. Continued treaty violations, today, are never addressed.  Hochul and Cuomo, both Democrats, were as bad as the Republican George Pataki.

That white New Yorkers, today, are the beneficiaries of this process of dispossession is as heretical a doctrine to racist dingbats as it is to the Board of Regents, who hardly are as courageous as they would like to believe.

In the last election, nearly 75 million people voted for a dim-witted tyrant whose followers, at a convention broadcast on national TV, held pre-printed poster with the slogan, “Mass Deportation Now!” The Republican Presidential candidate and his running mate repeatedly state the known falsehood that immigrants are eating dogs and cats. It’s a vile, racist, lie. And they do not stop. Police violence against people of color is an American reality. I read the history of the past 250 years and it is overwhelming.  The few occasions where this country’s leaders stood up for justice and equality came because people of color compelled them to do so. Maybe, just maybe, we do not value freedom and equality for all Americans. Many of us—too many—are comfortable with deeply entrenched inequality in American life.  Too many people turn away from too much injustice.  That, I am sorry to say, is a beat that runs through much of American history like a throbbing wail.  So instead of saying outright, that we have failed to create a just and decent society, we claim that despite the passage of 250 years, we continue to strive to live up to the ideals of an enslaver who could turn a nice phrase.  We have not failed because we have not had a chance to fail even though 250 years have passed and we have not succeeded. An unfinished revolution, you see, may not be much of a revolution at all.

What You Need to Read, September 2024

Welcome to the new school year. I hope you all had a restful or productive summer, which ever you prefer. Here is your third reading list for the year. A lot of exciting stuff on this list, with more items than my busy schedule will permit me to look at. If I have missed something that you would like me to look at, please reach out.

Adams, Todd, Gary Clayton Anderson and R. David Edmunds, A Reservation Undiminished: The Saginaw Chippewa Case and Native Sovereignty, (Norman: University of Oklahoma Press, 2024).

Bales, Kevin and Christine Annerfalk, “Introducing the Euro-Invasion Conflict Database, 1513-1901,” Western Historical Quarterly, 55 (Summer 2024), 127-146.

Ballew, Zada “’The Indian Side of the Question’: Settling the Story of Potawatomi Removal in the Twentieth Century Midwest,” Journal of the Gilded Age & Progressive Era, 23 (April 2024), 170-189

Bess, Jennifer. “The ‘Crisis’ of Native American Mobility: Border Crossing and the Influence of International Relations on Indian Policy, 1896-1898,” Pacific Historical Review, 93 (Spring 2024), 169-201.

Brownstone, Arni. Indigenous War Painting on the Plains: An illustrated History, (Norman: University of Oklahoma Press, 2024).

Canessa, Andrew and Manuela Lavina Picq, Savages and Citizens: How Indigeneity Shapes the State, (Tucson: University of Arizona Press, 2024).

Coats, Cathy. To Banish Forever: A Secret Society, the Ho-Chunck, and Ethnic Cleansing in Minnesota, (St. Paul: Minnesota Historical Society, 2024).

Dennison, Jean. Vital Relations: How the Osage Nation Moves Indigenous Nationhood into the Future, (Chapel Hill: University of North Carolina Press, 2024).

Dennison, Jean. “Beyond #LandBack: The Osage Nation’s Strategic Relations,” American Indian Culture and Research Journal, 47 (No. 2, 2024).


Fawcett, R. Ben, Ryan Walker and Yale Belanger, “Liminal Spaces and Structural Limitations of First Nation Urban Reserves,” International Indigenous Policy Journal, 15 (April-June 2024), 1-25.

Fixico, Donald L. The State of Sequoyah: Indigenous Sovereignty and the Quest for an Indian State, (Norman: University of Oklahoma Press, 2024).

Fixico, Donald L. Chitto Harjo: Native Patriotism and the Medicine Way, (New Haven: Yale University Press, 2024).

Fixico, Donald L. Indian Treaties in the United States: An Encyclopedia and Documents Collection, (New York: Bloomsbury, 2024).

Gray, Kathryn N. and Amy M. E. Morris, Mataoka, Pocahontas, Rebecca: Her Atlantic Identities and Afterlives, (Charlottesville: University Press of Virginia, 2024).

Gross, Stephen and Elizabethada A. Wright, “Unorthodox Pleas for Contract Schools: Mother Mary Joseph Lynch and the Boarding School for Native Students in Morris, Minnesota, Catholic Studies, 135 (Summer 2024), 23-49.

Hall, Ryan. “Patterns of Plunder: Corruption and the Failure of the Indian Reservation System, 1851-1887,” Western Historical Quarterly, 55 (Spring 2024), 21-38.

Her Many Horses, Emil, et al., Unbound: Narrative Art of the Plains, (Washington: National Museum of the American Indian, 2024).

Hughes, Sakina M. Music, Muscle, and Masterful Arts: Black and Indigenous Performers of the Circus Age, (Chapel Hill: University of North Carolina Press, 2025).

Jaratt-Snider, Karen and Marianne O. Nielsen, eds., Indigenous Health and Justice, (Tucson: University of Arizona Press, 2024).

Keeler, Kasey. “Beyond the White Picket Fence: American Indians, Suburbanization, and Homeownership,” American Indian Culture and Research Journal, 47 (no 2, 2024), 97-115.

Kiser, William. The Business of Killing Indians: Scalp Warfare and the Violent Conquest of North America, (New Haven: Yale University Press, 2024).

Konkle, Maureen. What Jane Knew: Anishinaabe Stories and American Imperialism, 1815-1845, (Chapel Hill: University of North Carolina Press, 2024).

Lannutti, Lena. “’We Have No Tribes’: How Indigenous Boys Helped Close Philadelphia’s Indian Boarding School,” Pennsylvania Magazine of History and Biography, 147 (January 2024), 54-76.

Lavine, Lucianne and Elaine Thomas, eds., Our Hidden Landscapes: Indigenous Stone Ceremonial Sites in Eastern North America, (Tucson: University of Arizona Press, 2023.

La Vere, David. “Making War on the Deer: Deer Hunting and Deerskins in Colonial North Carolina,” North Carolina Historical Review, 101 (January 2024), 24-48.

McLerran, Jennifer. A New Deal for Navajo Weaving: Reform and Revival of Diné Textiles, (Tucson: University of Arizona Press, 2024).

Mihesuah, Devon A. The Bone Picker: Native Stories, Alternate Histories, (Norman: University of Oklahoma Press, 2024).

Morman, Todd Allin. Many Nations Under Many Gods: Public Land Management and American Indian Sites, (Norman: University of Oklahoma Press, 2024).

Mott, Carrie. “’The Last Victims of the Indian War’: Celilo Falls, the Dalles Dam, and Infrastructural Colonization,” Annals of the American Association of Geographers, 114 (Issue 1), 91-106.

Parkhurst, Melissa. “Thematic Analysis of Music-Making in US Residential Schools: Navigating Colonial Archives and Honouring Indigenous Perspectives,” History of Education, 53 (January 2024), 174-188.

Rankin, Charles. “A Western Pocahontas: Myth, Reality, and Memorialization for Spotted Tail’s Daughter, Mni-Akuwin,” Western Historical Quarterly, 55 (Summer 2024), 105-226.

Rapaport, Moshe, ed., Salish Archipelago: Environment and Society in the Islands Within and Adjacent to the Salish Sea, Asia-Pacific Environment Monographs, (Canberra: Australian National University Press, 2024).

Round, Philip H. Inscribing Sovereignties: Writing Community in Native North America, (Chapel Hill: University of North Carolina Press, 2024).

van de Logt, Mark. Between the Floods: A History of the Arikaras, (Norman: University of Oklahoma Press, 2024).

Vaughn, Bill. The Plot Against Native America: Uncovering the Fateful Legacy of the Native American Boarding Schools, (New York: Pegasus Books, 2024).

Voight, Matthias Andre, Reinventing the Warrior: Masculinity in the American Indian Movement, 1968-1973, (Lawrence: University Press of Kansas, 2024).

Whitman, Kyle. “Indians Fish Just Because It Is Their Right to Fish: Michigan Native Americans and the Battle for Fishing Rights,” Michigan Historical Review, 50 (Spring 2024), 45-63.

Zimmer, Eric Steven. Red Earth Nation: A History of the Meskwaki Settlement, (Norman: University of Oklahoma Press, 2023).

Native American History, Fall 2024

I will be teaching three courses this semester, one of which I teach every fall: a survey course in Native American History that aspires to cover the entire topic in an introductory manner in a single semester.

I am posting the syllabus here, and welcome any comments, criticisms and suggestions. For those of you who teach, I wish you all the best between now and December.

History 261                            American Indian History                           Fall 2024

Instructor: Michael Oberg                                                                   

Meeting Times: MW, 10:30-12:10, Newton 213

Office Hours: MW 12:30-1:45                                                          

EMAIL:  oberg@geneseo.edu

Phone: (585)245-5730 (office)

Website and blog: www.michaelleroyoberg.com

The website and blog are designed to complement the textbook. There is a review section for each chapter of the textbook.  Click on the “Manual.”

Required Readings:   

Michael Leroy Oberg and Peter Jakob Olsen-Harbich, Native America: A History,    3d. ed.,  2022.  

Colin G. Calloway, ed., Our Hearts Fell to the Ground: Plains Indian Views of How the West Was Lost, 2d. ed., 2017.

Frederick E. Hoxie, Talking Back to Civilization: Indian Voices from the Progressive Era, 2001.

Francis Paul Prucha, ed., Documents of United States Indian Policy, 3d ed, 2000.                                            

Additional Documents and Articles available on JSTOR and as noted below.

Course Description:  This course surveys the history of Native Americans in the region that ultimately became the United States.  It traces the effects and consequences of the European “Invasion of America,” analyzes changes in and among native cultures in response to the arrival of Europeans, as well as native responses, resistance, and accommodation to European colonization.  We will examine the role of Native Americans as players in the intercultural, imperial politics of the Colonial Period, their    involvement in the American Revolution, and their response to the westward expansion of   Anglo-American settlement in the decades after the American Revolution.  We also will explore the historical background of the problems, issues, and challenges facing Indians in contemporary American society, and, in outline, the challenges posed to native peoples by Settler Colonialism. We will discuss the genocide that Indigenous peoples experienced and survived.          

Participation: I view my courses fundamentally as conversations and these conversations can only succeed when each person pulls his or her share of the load.  You should plan to show up for class with the reading complete; you should plan not just to “talk” but to engage critically and constructively with your classmates.  Our conversations will depend on your thoughtful inquiry and respectful exchange.  We are all here to learn, and I encourage you to join in the discussion with this in mind.

Participation is more than attendance.  As you will see from the attached grading agreement, after four missed classes you will not be able to earn any grade higher than a D for the course.

Writing Assignments:  On two occasions over the semester, I will read your journals.

 You will write each week on short topics I assign you, but also on current events and on any outside reading you choose to do.  I will provide you with these writing prompts in class.

I will also assign two short take home writing assignments, of no more than 1500 words in length. I will pose for you a number of broad questions that will force you to consider widely what you have read to that point in the semester, develop an argument and an effective answer, and to present that answer in writing with grace and style. 

I will assign reading quizzes each week to assess how well you are digesting the material.

With any of these assignments, I encourage you to let me know if you have any questions.  You should be clear on what I expect of you before you complete an assignment. Please use office hours, and if you cannot make these make an appointment to see me. I want to encourage you to ask for assistance and advice with your assignments.

I will write extensive comments in your journals and essays.  I will also make comments on these papers about your class participation.  I will ask you challenging questions, offer what I hope you will view as constructive criticism, and encourage you to push yourself as a writer and a thinker. But I will not give you grades, in the traditional sense, on this work.

I want you to benefit from this course. On the date of our first class meeting, we will discuss the standards for the class.  You and I will work together to arrive at a set of expectations for the sort of work that will earn a specific grade.   In your final journal, and in individual meetings or phone calls scheduled during Finals Week, we will discuss how well you think you did in meeting the agreed upon standards, and what your grade for the course ought to be. 

Discussion Schedule

26 August        Introduction to the Course

Reading:  Oberg and Olsen-Harbich, Native America, Introduction, Chapter One.

28 August        The Columbian Encounter                                                                

Reading: Oberg and Olsen-Harbich, Native America, 23-32; Columbus’s Letter to Ferdinand and Isabella, 1493; The Requerimiento;

Also, have a look at the Re-Envisioning Greater Cahokia Story Map. Students interested in Native American languages might look briefly at the materials placed online by the John Carter Brown Library in Providence, Rhode Island.  

Journal Prompt: Most Americans believe that this country was settled by Europeans who sought freedom. How do Columbus’s letter and the Requerimiento complicate that familiar narrative?

4 September    When Indians Discovered Europe

Reading: Harriot, Brief and True Report  and John White Paintings of Algonquians on the Outer Banks.    

Journal Prompt: Basing your entry on an assessment of Harriot’s Report and White’s artwork, what did English people see when they looked at the Indigenous peoples of out coastal Carolina region?       

9 September    The Shatter Zone

Reading: Oberg and Olsen-Harbich, Native America, 33-44;  Some images from John Smith’s Generall Historie are available here; Take a good look at John Smith’s Map of Virginia as well. Also, read the poem from Leslie Marmon Silko’s novel Ceremony  available here. For students who have the time and some familiarity with Disney’s “Pocahontas,” I encourage you to take a look at “Missing Mataoka,” which includes an alternative audio track to be played as you watch the Disney film.  Your reactions to this film may make for an interesting journal entry. Take a few minutes as well to read John Rolfe’s letter to Sir Thomas Dale, justifying his decision to marry Pocahontas.

11 September  The Shatter Zone, Continued.                                        

Reading: Oberg and Olsen Harbich, Native America, 33-44; Treaty of Middle Plantation (1677). Please read as much as you can of John Eliot’s Tears of Repentance, a history of his efforts to bring Christianity to Indigenous peoples in southern New England.

Journal Prompt: It is often said that Europeans discovered the “new world,” but in what ways did the arrival of the Europeans create a new world for Indigenous peoples?

16 September The Iroquois League and Confederacy. 

Reading: Oberg and Olsen-Harbich, Native American, 44-49, 59-79;Daniel K. Richter, “War and Culture: The Iroquois Experience,” William and Mary Quarterly, 40 (October 1983), 528-559 (Please locate this article on JSTOR, download a copy of it, and makes sure you have a copy with you on your computer for our discussion. If you are unfamiliar with JSTOR, please ask for assistance. Look on the library webpage and click on databases). One of the most important primary sources used by Professor Richter in thiswell known essay was a collection of writings by French Missionaries to New France known as The Jesuit Relations.  You may follow this link to the Relations. I would like you to check Professor Richter’s sources occasionally, and look at how he uses his evidence.Your reaction to this experience may make for an interesting journal                     entry.

18 September Life Behind the Frontier

Reading: Oberg and Olsen-Harbich, Native America, 80-98; Samson Occom, “Short Narrative;” “The Confession of Samuel Ashbo of Mohegan” and Temperance Hannibal’s Narrative, dated 7 February 1754. 

Journal Prompt: From what you read in Richter, Occam, Ashbo and Hannibal, can you describe some of the ways in which Indigenous peoples encountered Christianity?

23 September  Native Americans and the Wars of the Eighteenth Century                                  

Reading: Oberg and Olsen-Harbich, Native America, 98-109; Proclamation of 1763.

25 September  The American Revolution

Reading: Oberg and Olsen-Harbich, Native America, 110-129; Michael Oberg, “What’s So Great About the American Revolution?” and “No Mercy.”

Journal Prompt: It is often said that the American Revolution created a new nation, conceived in liberty.  What were the costs of that new nation for Indigenous peoples?

30 September  What Do We Make of the Revolution and Native Americans?

Reading:  Jeffrey Ostler, “’To Extirpate the Indians’: An Indigenous Consciousness of Genocide in the Ohio Valley and Lower Great Lakes, 1750s-1810,” William and Mary Quarterly, 72 (October 2015), 587-622 (JSTOR)

2 October        Indians and the New American Empire

                        Prophets of the Republic                                           

Reading: Oberg and Olsen-Harbich, Native America, pp. 129-157; Prucha, Documents no. 1-21.

Journal Prompt: Think of Ostler’s article and the teachings of the Indigenous prophets. How important is the concept of genocide for understanding the historical encounter between Indigenous people and European newcomers?

7 October        Discussion Sections: Native Peoples and Long Knives                                               

Reading:  David A. Silverman, “The Curse of God: An Idea and its Origins among the Indians of New York’s Revolutionary Frontier,” William and Mary Quarterly, 3d ser. 66 (2009): 495-534 (JSTOR).

First Paper Due

9 October      The Mechanics of Dispossession: Or, How Chenussio Became Geneseo                   

Reading: Oberg and Olsen-Harbich, Native America, 157-161; Prucha, Documents, Document no. 27, 29-34, 36-38; 1794 Treaty of Canandaigua; 1797 Treaty of Big Tree; Oberg, “The Treaty of Big Tree: Let’s Follow the Money”; and “Chenussio: The Indigenous History of Livingston County.”

16 October      The Removal Crisis                                                                                       

Reading: Oberg and Olsen-Harbich, Native America, pp. 162-174; Prucha, Documents, 39-45, 50.

Journal Prompt: Who is responsible for “removal”?

First Journal Due

21 October      The Indians’ West                                                                             

Reading: Oberg and Olsen-Harbich, Native America, 175-190; Calloway, Hearts, Introduction, Chapters 1-4.

23 October      NO CLASS MEETING. I will be out of town.

28 October      The Indians’ West, Continued                                                          

Reading: Oberg and Olsen-Harbich, Native America, pp. 190-204; Prucha, Documents, nos., 51-66; Calloway, Hearts, Chapter 5; Angela Cavender Wilson (Waziyatawin), “Grandmother to Granddaughter: Generations of Oral History in a Dakota Family,” 20 (Winter 1996), 7-13 (JSTOR).

Journal Prompt: Discuss your feelings after reading and discussing Waziyatawin’s article.

30 October      The Plains Wars: Concentration and Enforcement    Reading: Oberg and Olsen-Harbich, Native America, 204-214; Prucha, Documents, 67-81, 83-85; Calloway, Hearts, Chapters 6-8.

4  November   Reformers and the Indian Problem                       

Reading: Oberg and Olsen-Harbich, Native America, pp. 215-227; Prucha, Documents, no. 82, 97-98, 101-102, 104, 124; Hoxie, Talking Back, Introduction; Calloway, Hearts, Chapters 9-10.

Journal Prompt: What did the end of the Plains Wars mean for Indigenous peoples?

6 November    Wounded Knee

Reading: Black Elk Speaks, (excerpt, available here); Calloway, Hearts, Ch. 12. And this website based on Historian Justin Gage’s We Do Not Want the Gates Closed Between Us. (Take some time to understand Gage’s argument about the Ghost Dance movement and its consequences).

11 November  The Nation’s Wards                                                                            Reading: Oberg and Olsen-Harbich, Native America, 227-247, Prucha, Documents, nos., 105-110, 112, 117-118, 120-123, 126-128, 132-134, 137.

 Journal Prompt: How thoroughly did the United States control the lives of individual Indigenous peoples?

13 November  The Boarding School Experience

Reading: Calloway, Hearts, Ch. 11; Hoxie, Talking Back, Ch. 1-3; Prucha, Documents, 125, 129; The Carlisle Indian School Digital Resource Center

18 November  The Search for American Indian Identity

Rise and Fall of Indian New Deal                                                      

Reading: Oberg and Olsen-Harbich, Native America, pp. 247-263; Prucha, Documents, nos. 136, 138-144; Hoxie, Talking Back, Chapters 4-7, Afterword.

Journal Prompt: Based on an assessment of what you read this week, how well and completely did the agenda pursued by “Red Progressives” assist Indigenous peoples on the western reservations?

20 November  From Termination to Self-Determination                  

Reading: Oberg and Olsen-Harbich, Native America, pp. 263–275; Prucha, Documents, nos. 145, 147-149, 151-160, 162-163

25 November  The War on Native American Families

Reading: Magaret Jacobs, “Remembering the ‘Forgotten Child’: The American Indian Child Welfare Crisis of the 1960s and 1970s,” American Indian Quarterly, 37 (Spring 2013), 136-159; Oberg, “Texas is Making Me Crazy.”

Journal Prompt: Assess the consequences, real and perceived, of the Termination era for Indigenous peoples.

2 December    The Struggle for Sovereignty:  1978                                             Reading: Prucha, Documents, nos. 167, 169-187; Oberg and Olsen-Harbich, Native America, 275-284,

4 December    Native America in the Era of Self-Determination

Reading: Oberg, Native America, Chapter 10; Prucha, 189-190, 201, 204, 207, 210-211.

Journal Prompt: How accurate a name is “Self-Determination” for the policies pursued by the United States in the 1960s and 1970s?

Second Journal Due

9 December:   Final Class Meeting: Where Do We Go From Here?

Oberg, “The Trump Administration and American Indian Policy: A Post-Mortem” and Michael Oberg and Joel Helfrich, “Why Deb Haaland Matters.”

11 December  Final Writing Assignment Due, 10:00AM

13 December Meetings to Discuss Final Grades, 3:30-6:30

Learning Outcomes. This course fulfills the requirements for Diversity, Pluralism, and Power under the college’s new general education curriculum. students understand (i) the diversity of identities that characterizes the United States; (ii) the ways in which systems of power lead to different outcomes for members of diverse groups; (iii) the reasoning and impact of one’s personal beliefs and actions; and (iv) how to participate effectively in pluralistic contexts (e.g., by communicating and collaborating across difference). History 261 also fulfills the requirement for Global Cultures and Values, meaning that Students (i) understand systems of value and meaning as embodied in one or more cultures from different regions of the world; and (ii) assess interconnections among/across local and global systems and cultures. Courses in this category engage extensively with the past and/or present in cultures outside Europe and the United States (though they may also engage with content from cultures located within those regions, e.g., Native/Indigenous cultures).

Ryan Walters Is A Menace

            Oklahoma Superintendent of Public Instruction Ryan Walters has been in the news lately for his plan to require Bible-based instruction in the state’s public schools. Many Oklahomans have protested this clear violation of the Constitution’s establishment clause, and some school districts have vowed to resist. Walters has been chased off stage by angry parents who wished to confront him and, so far, he has only spoken with sympathetic right-wing news sources.

            Last week, his office issued a document intended to provide “guidance” to school districts that, Walters said, must comply with the new policy. He offered “guidelines for teachers on how to approach implementation [of the Bible] in a manner that emphasizes only its historical, literary, and secular benefits ensuring compliance with legal standards and precedents.”

            Under the heading “historical context,” for instance, teachers “must focus on how biblical principles have shaped the fundamental aspects of Western societies, such as concepts of justice, human rights, and the rule of law.” Teachers “must highlight key historical moments where the Bible played a role,” including the Mayflower Compact, the Declaration of Independence, and speeches delivered by Abraham Lincoln and Martin Luther King. Teachers must also emphasize the “literary significance” of the Bible as “a primary source of allusions, themes, and archetypes in Western literature.”  Students in Oklahoma schools will also be taught about how the Bible “has inspired numerous works of art throughout history” and “influenced many musical compositions.”

            The “guidance” concludes that “incorporation of the Bible as an instructional support into the curriculum provides an invaluable opportunity to deepen students’ understanding of historical and cultural developments.” Walters’ guidelines, he claims, require educators “to approach the subject matter thoughtfully and inclusively, fostering an educational environment that is both informative and respectful.”

            Who, the “guidance” implies, could possibly object?  “The focus remains firmly on the educational and secular benefits of literacy and background knowledge rather than religious indoctrination.” All Walters wants, he claims, is to expose students to a text that has had enormous influence on western civilization. His approach will always be inclusive, “informative and respectful.”

            Walters wants to assuage the fears of Oklahomans who worry that teachers will be required to proselytize. But with a Bible in every classroom and the Ten Commandments on display, there are legitimate grounds for concern.  Especially when Walters, in frank moments, tells his right-wing audiences what he truly believes. Educators who refuse to follow the guidelines will be punished, he said, through banishment to the pagan wilds of California where, Walters implies, not a Christian can be found.  When he first announced his biblical crusade, Walters boldly announced that “we are ending the era of woke indoctrination, hatred for our country, and a deliberate attempt to warp kids’ minds.” He wanted to end the days when there is “a bigger concern to keep Gender Queer and Flamer in schools rather than the U.S. Constitution, the Bible, and the Ten Commandments.”

            Walter, waging a bigot’s holy war, told the Washington Examiner that “the radical leftist mob has tried to rewrite the history of Oklahoma.” “It stops today,” Walters said, and Oklahoma schools will “refocus our kids’ education so that they know the value of the Bible in its historical context. The woke radicals will not like it. They will not believe it. However, they will teach it in Oklahoma.”

            Walters, who clearly has a lot going on inside his head, claims to welcome a fight with those who find his bigotry distasteful.  Yet he refuses to meaningfully engage with those who see his intolerance as a menace, and he is easily frightened by parents who wish to call him to account. He is a racist and a bigot who, when asked about the Tulsa Massacre, said “let’s not tie it to skin color and say that skin color determined that,” though he later changed his tune. He has accused librarians of promoting pornography. His denunciations of one school district led to bomb threats phoned in by his supporters. He has already faced, and deflected, efforts to impeach him. 

            All it would take is for a handful of private colleges and universities to announce that they will no longer recognize Oklahoma diplomas for parents in the state to chase Walters back to his tiny hometown. He comes across as a shit-stirrer more than a policy-maker, a zealot who craves attention when offered on terms he can control, and an unlikable Christo-fascist.  A huge minority of Oklahomans despise him.  Yet he is part of a larger and very disturbing national trend, where Talibangelical Christians are testing the limits of long-established Supreme Court precedents, hoping to bring their close-minded crusade before a tribunal that has long since squandered its last shred of legitimacy.

What You Need To Read, June 2024


Althoff, Joshua A. McGonagle, “Managing Settlers, Managing Neighbors: Renarrating Johnson v. McIntosh Through the History of Piankashaw Community Building,” Journal of American History, 110 (March 2024), 625-642.

Aus, Roger David, “The Great Annual Sioux Rendezvous on the James River,” South Dakota History, 54 (Spring 2024), 1-36.

Bales, Kevin and Christine Annerfalk, “Introducing the Euro-Invasion Conflict Database, 1513-1901,” Western Historical Quarterly, 55 (Summer 2024), 127-146.

Bess, Jennifer. “The ‘Crisis’ of Native American Mobility: Border Crossing and the Influence of International Relations on Indian Policy, 1896-1898,” Pacific Historical Review, 93 (Spring 2024), 169-201.

Calloway, Colin. Hard Neighbors: The Scotch-Irish Invasion of Native  America and the Making of an American Identity, (New York: Oxford University Press, 2024).

Dennison, Jean. Vital Relations: How the Osage Nation Moves Indigenous Nationhood into the Future, (Chapel Hill: University of North Carolina Press, 2024).

Hall, Ryan. “Patterns of Plunder: Corruption and the Failure of the Indian Reservation System, 1851-1887,” Western Historical Quarterly, 55 (Spring 2024), 21-38.

Johnson, Amanda. “Ganienkeh, Out of the City and Away from the Reservation: The Making of an Indigenous Space, 1974-1979,” Ethnohistory, 71 (April 2024), 271-291.

Kuethe, Allan J. and José Manuel Serrano, “New Light on Presidio San Luis de las Amarillas,” Southwestern Historical Quarterly 127 (April 2024), 393-420.

Lipman, Andrew. Squanto: A Native Odyssey, (New Haven: Yale University Press, 2024).

Lutz, John Sutton, “The Smallpox Chiefs: Bioterrorism and the Exercise of Power in the Pacific Northwest,” Western Historical Quarterly, 55 (Summer 2024), 87-104.

McCoy, Meredith L. On Our Own Terms: Indigenous Histories of School Funding and Policy, (Lincoln: University of Nebraska Press, 2024).

Morman, Todd Allin. Many Nations Under Many Gods: Public Land Management and American Indian Sacred Sites, (Norman: University of Oklahoma Press, 2024).

Moves Camp, Richard. My Grandfather’s Altar: Five Generations of Lakota Holy Men, (Lincoln: University of Nebraska Press, 2024).

Rankin, Charles E. “A Western Pocahontas: Myth, Reality, and Memorialization for Spotted Tail’s Daughter, Mni-Akuwin,” Western Historical Quarterly, 55 (Summer 2024), 105-126.

Voight, Matthias Andre. Reinventing the Warrior: Masculinity in the American Indian Movement, 1968-1973, (Lawrence: University Press of Kansas, 2024).

West, Cane. “Doctoring Removal: Southern Medicine, Indian Removal, and the Cholera Epidemic of 1832-1834 in Arkansas Territory,” Journal of Southern History, 90 (May 2024),249-284.

Wheeler, Winona. Indigenous Oral History Manual: Canada and the United States, (New York: Routledge, 2024).

Whitman, Kyle. “Indians Fish Just Because It Is Their Right to Fish: Michigan Native Americans and the Battle for Fishing Rights,” Michigan Historical Review 50 (Spring 2024), 45-63.












































































You Live on Stolen Land, Part V: The Dauphin on Tour

About ten years ago, I completed a biography of Eleazer Williams, who played an instrumental role in the history of Oneida dispossession in New York, and Indigenous dispossession generally.  He was a fascinating figure.  I discovered Williams while conducting research for the United States Department of Justice in the Oneida Land claim.  The Oneidas claimed that the state of New York had violated the Federal Indian Trade and Intercourse Acts when it purchased Oneida lands. New York counter-sued the United States, arguing in essence, that if New York did indeed steal Oneida land, the United States had allowed that process to happen. I tell that story in great detail in Professional Indian: The American Odyssey of Eleazer Williams.  Today, as I resume this series of posts about stolen land in New York, I will focus one of the most indelible characters in the story, at the end of his career, when he began touring the Northeast, claiming that he was the Dauphin, the long lost child of Marie Antoinette. Much of what is included in this post derives from some talks I gave based upon that book.  This is a longer post than usual.  I hope you find in it something of value.

Eleazer Williams once had been well-known for his success as a missionary among the Oneidas in New York.  Federal officials involved in the development and implementation of American Indian policy, and the land speculators in league with them who coveted Iroquois land, appreciated the assistance he gave them in “removing” the New York Indians to new homes in Wisconsin.  For a brief period they too accorded him a great deal of respect.  He was something of a celebrity in the 1820s, and knew personally several secretaries of war, commissioners of Indian Affairs, and Presidents of the United States. But that was in the past. By the end of the 1830s, Williams, the Mohawk great-grandson of that unredeemed Puritan captive Eunice Williams, had fallen upon hard times.    The Oneidas who relocated to Green Bay at least in part at his urging cast him out of their community. They felt that he did not pay adequate attention to their religious concerns and they believed that he remained too close to those who clamored for the lands they had left.[1] Those Oneidas who remained behind in New York for the most part felt little affection for him as well.  In addition to falling out of favor with the native communities he had ministered to, he was deeply in debt, hounded by those who sought to attach what little property he still had.  And his marriage had grown cold. After the death of an infant child in the spring of 1838, Williams spent little time with his heart-broken wife. He advised her to accept that the child’s death was the will of God, that it was the Christian’s duty to carry on in the face of tragedy, but he could not fill the great void that remained.  He had, it seems, little else that he could say to her, so he stayed away. He visited his unwelcoming home in Wisconsin only on occasion, and spent much of his time shuttling back and forth between the nation’s capitol where he continued to pursue various schemes in behalf of Indians he claimed to represent and for himself, and the Mohawk reserve at St. Regis (Akwesasne) where he hoped to revitalize his flagging clerical career by establishing a mission school and an Episcopal Church.  It was on one of these journeys, in the fall of 1841, Williams claimed, when he first learned of his royal pedigree, that he was no mere Indian but rather the long, lost son of Louis XVI and Marie Antoinette. 

            Writing the history of a man known by his most charitable biographers as a “charlatan,” and by others as “a fat, lazy, good for nothing Indian,” a traitor to the Kanienkehaka, and an “incubus” who “was the most perfect adept at fraud, deceit, and intrigue that the world ever produced” certainly presents many challenges.[2]  Eleazer Williams, that distant descendant of an unredeemed Puritan captive, veteran of the War of 1812, missionary to the Oneidas, putative leader in the movement of the New York Indians to new homes in Wisconsin and, ultimately, a man who claimed to be the Dauphin was, among other things, a liar and a teller of tales.  Sorting out truth from fiction in his unquestionably important life is simply not always possible. The purpose of this essay is to explore one part of this complicated life and Williams’s most notorious tale—that the humble missionary from Kanawake was no Mohawk but the child of a king and a queen—and the racialized debate it generated.

            François-Ferdinand-Philippe-Louis-Marie d’Orléans, Prince de Joinville, left Buffalo on 13 October 1841 aboard the steamboat Columbusbound for Green Bay.  Newspapers reported on Joinville’s progress.  When the Columbus arrived at Mackinac, several days later, Eleazer Williams boarded.  Williams learned from the captain, he claimed later, that Joinville had asked about him several times.  His desire to meet Williams, it seemed, was relentless. When they finally met, one observer recalled, “the Prince received Williams with an embrace and went with him to his cabin where the two sat in close conversation until a late hour, about two in the morning.”[3]  Whether Joinville sought out Williams because of the latter’s fame as a missionary, or because Joinville had heard that Williams, “skilled in Indianology and acquainted with the Northwest,” might serve as a useful tour guide, or because, as Williams claimed, of his ties to Joinville’s family, or not at all is in the end impossible to tell.  Joinville’s secretary denied that the encounter took place and Eleazer Williams left the only account of the lengthy conversations that reportedly followed their meeting.[4]

            On board the steamboat, Williams remembered, Joinville approached him with unstinting courtesy. Joinville asked Williams if he would “not be intruding too much upon your feelings and patience were I to ask some questions in relation to your past and present life among the Indians.” So said Williams, recalling in 1851 the exact words of a conversation a decade after it had taken place.  He and Joinville spoke of the history of the French in America.  They spoke about missions to the Indians, of their improvability, and of Christianity.  Joinville was polite and interested, but had something else on his mind.  At last he came to his point.   The son of Louis XVI, Joinville told Williams, to avoid the terrible fate that befell his parents during the French Revolution, had been secretly carried across the Atlantic by Royalist sympathizers and deposited among the Iroquois in Canada. Thereafter he disappeared, and had not been heard from since.  Sizing up Williams, Joinville believed that at long last he had found the Dauphin.[5]

            Williams claimed that this startling news left him devastated, that “it filled my inward soul with poignant grief and sorrow.” He continued,

The intelligence was not only new but awful in its nature, to learn for the first time that I am connected by consanguinity with those whose history I had read with so much interest, and for whose sufferings in prison and the manner of their deaths, had moistened my cheeks with sympathetic tear. Is it so? Is it true, that I am among the number who are thus destined to such degradation–from a mighty power to a helpless prisoner of the state? From a palace to a prison and dungeon—to be exiled from one of the finest Empires in Europe and to be a wanderer in the wilds of America—from the society of the most polite and accomplished countries to be associated with the ignorant and degraded Indians?[6]

If it was God’s will that Williams be cast from his seat at Versailles to live with savages, Joinville in 1841 had something very different in mind.  After finding the Dauphin at long last, he wanted Williams to disappear once again, but only after he signed a document formally abdicating any claims to the throne of France.  Williams, with a dramatic flourish, refused.  In his journal for this period, which he likely fabricated entirely, Williams reflected on this series of events. He was, he claimed, overwhelmed.  On the last day of October he recorded that “I am [an] unhappy man, and in my sorrow and mournful state, I would often with a sigh cry out, like David, O my Father, O my Mother.”[7]

            Though the Prince de Joinville later claimed that this conversation never took place, other observers in Green Bay, perhaps eager to claim some connection to royalty, recalled events that seemed to support elements of Williams’s story.  According to a very elderly Wisconsonian named Mary Allen, her grandmother met with Joinville during his visit to Green Bay.  The Prince, Allen said, asked for her grandmother’s opinion of Eleazer Williams. She said that she believed that Williams “had no Indian blood in his veins.”  This answer may have confirmed what Joinville already believed, if Williams was right about their encounter. Then, according to Allen, she proceeded to tell Joinville a story that “staggered” the Prince.  Her husband collected engravings, she said.  One evening, she recalled, Williams leafed through the collection.  Williams stopped at a face that seemed to him disturbingly familiar. Williams seemed stunned, agitated, as if he had seen a frightening ghost.  Williams “arose to his feet, trembling from limb to limb; the cold perspiration was pouring down his face; he caught hold of my chair as a support.”  It was a compelling act that Williams repeated on a number of occasions.  Allen’s grandmother seems to have bought it in its entirety.  Williams bade his hosts good night, with tears in his eyes.  Allen’s grandmother looked at the engraving that had so struck Williams and found that it was “Simon the Jailer,” the sadistic torturer of the child Dauphin.[8]

            Yet if Joinville’s message troubled Williams, and images of his tormenters haunted him, he did little about it at the time.  Over the course of the 1840s he continued to struggle with the financial problems that had plagued him for over a decade.  He still preached on occasion.  Small fringe groups of Oneidas in New York and Wisconsin on rare occasions invited him to visit them.  He traveled frequently, an Indian man-on-the-make in Jacksonian America.[9]

            Despite these rare invitations to preach, Williams’s clerical career was in a shambles and, in 1848, after the “melancholy death of my reputed father” at Akwesasne, the Dauphin story re-emerged.[10]  In February of that year, Williams wrote, he had learned that “a respectable French gentleman, by the name of Belanger,” had died in New Orleans, but not before he “revealed a secret” he had carried with him for many years.  Belanger, Williams reportedly learned, had confided to his closest friends, on his deathbed, that the “Reverend Gentleman who bears the name Eleazer Williams . . . was really and truly the son of Louis XVI, King of France, and that he was the principal agent, under the patronage of the Royalists, in rescuing the Dauphin from the Temple in June of 1795, and whom, he had placed among the Iroquois Indians at the North.”  In a strangely ambiguous note to his wife, written in September 1848, Williams wrote that “the long talk of my foreign descent, is now too true,” a fact that for him had “caused a great grief.” If he sent the letter, and if she received it, no response exists.  Williams’s wife never expressed any interest in his claims to be the Dauphin.[11]

            Once again, Williams was the original source of information on the role reportedly played by Belanger in his rescue from a French dungeon and secret placement in the wilds of Canada. Williams asked one newspaper editor to publish an essay he wrote stating that “an heir to the throne of Louis XVI is still living” and “that the youth [Belanger] had put among the Indians at the North was truly and really the son of Louis XVI.”[12]  Williams met with the occasional reporter passing through Green Bay, when he was there, convincing one that his “appearance, manners, conversation, and mode of expression are not those of an Indian, but of a Frenchman,” and another that not only was he now “a chief of the St. Regis Indians” but that his features “were not only unlike those of an Indian, but were directly in opposition to them.”[13]  He told friends in the Connecticut River Valley that he did “not know what to believe in regard to his origin,” and that he could not tell “whether he is the Dauphin or not,” but he did nothing to dissuade them when they “compared his features with the engraved heads of Louis XVI and Louis XVIII, and found a striking resemblance.”[14]

            It was still a small story, spreading no further than the narrow scope of wherever Williams happened to be at the moment. Only after Williams met the Rev. John H. Hanson did a broader audience begin to wonder if there was indeed “a Bourbon among us.”  A minister for a brief time at Waddington in St. Lawrence County, a short distance upriver from St. Regis, Hanson met Williams for the first time in the fall of 1851.  With his assistance, one critic noted, Williams was transformed “from a secret, surreptitious pretender into an open vindicator of his royal parentage.”[15]

            Their first encounter took place in northern New York on the Ogdensburg Railroad to Rouse’s Point, and then on a steamboat that carried them south along the shores of Lake Champlain.  Hanson claimed a perfect familiarity “with the Indian lineaments and characteristics” and “after attentively comparing his appearance with that of his reputed countrymen,” wondered how “any attentive observer should ever have imagined him to be an Indian.”[16]  Hanson asked Williams “if he believed the story of his royal origin,” and asked Williams what he remembered of his childhood.  Williams, of course, claimed to remember nothing before the age of thirteen or fourteen when, after hitting his head on a rock after diving into Lake George, memories started coming back to him: Frenchmen visiting his “reputed” father in 1795 or 1796, for instance, and shedding “an abundance of tears” over the poor child who had suffered so much.[17] 

            Hanson asked about Williams’s mother.  Surely she could shed some light for him on the story of his royal descent.  Of course Williams anticipated the question. It required little imagination to expect Hanson to ask him about his “Indian” family. Williams indeed had asked her several years after his encounter with Joinville, he told Hanson. When he met her at Kanawake, however, Williams “found that many of the Romish priests had been tampering with her, and that her mouth was hermetically sealed.”  They threatened the elderly woman with excommunication should she reveal to Williams anything about his origins and so, Williams said, “my efforts to extract anything from her were unavailing,” and “her immovable Indian obstinacy has hitherto been proof against every effort I could make.”  It was a masterful answer, or at least masterful enough to convince the entirely guileless Hanson, combining the vigorous anti-Catholicism popular in Protestant New York with stereotypes of the “stolid” and savage “sqauw drudge.”[18]  Williams then told Hanson in detail of his meeting with Joinville a decade before, and of the death of Belanger in New Orleans.[19]

            They spoke for some time as they sat on the deck of the steamship that carried them south along Lake Champlain.  “You have been talking,” Williams told Hanson, “with a king tonight.”  He invited Hanson to join him in the parlor downstairs from where they had been sitting.  There Williams took from his valise some miniatures and a daguerreotype.  One of the miniatures depicted his wife at the time Williams married her.  In one of the few truthful things he said that evening, Williams recalled how he had left her alone in the west.  He did not mention the child he left behind with her, or the wreckage left after the infant’s death thirteen years before.  He did not dwell upon her.  He moved on, showing Hanson another miniature that depicted his “mother,” Marie Antoinette.  He showed Hanson the daguerreotype as well, in which he posed with “a broad band fastened by an ornamental cross passed over his shoulder as worn by European princes.”[20]   And he showed Hanson an ornate dress that he carried with him, a useful prop that completely convinced the credulous Hanson, that Williams claimed had been worn by his mother.  Indeed, Hanson recalled, he felt pleasure “in believing in the truth of the memorials of the past,” and he could not, he wrote, “envy the critical coldness of one who would ridicule me for surrendering myself, under the influence of the scene, to the belief, that the strange old gentleman before me, whose very aspect is a problem, was son to the fair being whose queenly form that faded dress had once contained.”[21]

            Hanson knew little of critical coldness. That much was clear.  And Williams was not finished.  He gave Hanson a copy of what he claimed was his journal for the years 1841 and 1848. He showed Hanson the scars on his knees, over his left eye, and on the right side of his nose, marks entirely consistent he said with the illnesses and injuries the Dauphin reportedly suffered while imprisoned by Simon the Jailer.[22]  Hanson listened to all that Williams told him. He looked at the evidence Williams presented and believed it all.  But in the end the most compelling piece of evidence was, for Hanson, not Williams’s stories and fragmentary memories, but Williams himself.

            Hanson, as their journey continued, “proceeded to scrutinize more closely the form, features, and general appearance of Mr. Williams.”  Hanson found him “an intelligent, noble-looking old man, with no trace, however slight, of the Indian about him except what may be fairly allowed for by his long residence among Indians.” He spoke Mohawk and English, which Hanson thought he pronounced perfectly, but he did not seem to be an Indian.[23]  Williams’s “manner of talking,” Hanson wrote, “reminds you of a Frenchman, and he shrugs his shoulders, and gesticulates like one.”  What Hanson knew about how Frenchmen shrugged, and the manner of their gesticulation, remains murky, but he was entirely convinced by Williams. Wrestling with the language he needed to describe what he saw in Williams, Hanson claimed that his friend had

the port and presence of an European gentleman of high rank, a nameless something which I never saw but in persons accustomed to command; a countenance bronzed by exposure below the eyebrows; a fair, high, ample, intellectual, but receding forehead; a slightly aquiline, but rather small nose; a long Austrian lip, the expression of which is of exceeding sweetness when in repose; full fleshy cheeks, but not high cheek bones; dark, bright, merry eyes of hazel hue; graceful well-formed neck; strong, muscular limbs, indicating health and great activity; small hands and feet, and dark hair, sprinkled with gray, as fine in texture as silk.

In Williams’s carriage, his demeanor and in the shape of his body, Hanson found his most compelling evidence that he had indeed encountered a European of highly-elevated status.  Williams, Hanson believed, was no Indian and he may well be the Dauphin.[24]

            Hanson laid out his argument in an essay that appeared in Putnam’s Magazine early in 1853.  Reciting the tales that Williams earlier had told him, Hanson argued that the Dauphin did not die during his imprisonment in 1795, that he was carried to North America “to the region in which Mr. Williams spent his youth,” that Eleazer Williams was not an Indian, and therefore he was in fact Louis XVII.[25]  Hanson, according to the New York Times, asserted that his evidence was “irresistible” and that he stood willing to stake “his reputation as a man of common sense and common discernment on the issue.”[26]

            A number of critics were willing to take that bet.  Putnam’s, one pointed out, liked to publish sensational stories, though few of them were as absurd as Hanson’s.[27]  Williams, another pointed out, was eight years too young to be the Dauphin and, besides, his mother, who certainly knew better, gave a deposition in which she stated that Eleazer Williams was her fourth child, and “that her son Eleazer very strongly resembles his father Thomas Williams; and that no person whatever, either clergymen or others, ever advised her or influenced her, in any manner, to say that he was her son” (which of course Willaims and Hanson said was evidence that clergymen and others had done just that).[28]  Some were willing to concede that Eleazer Williams was not an Indian but, rather, “the best of human kind.” Still, he was an imposter.[29]  Those who believed that Williams was an Indian on occasion felt sorry for him.  “The true pity,” wrote one observer of the controversy, “is that Mr. Williams has permitted his confidence to be diverted from his truly honorable ancestry, and from the high office to which he has been ordained, to dream of descent from vulgar kings.” The passive verb was important: as an Indian, Williams could not possess the requisite sophistication and cunning to compose so complicated a tale.  Williams should be proud of his descent from Eunice Williams.[30]

            Hanson responded to his critics, gathering additional evidence, challenging his critics’ claims, exposing their biases.  But he also took Williams for examination by an impartial panel of medical experts in New York City, an omen of where this debate was headed.  Hanson’s doctors found that Williams was neither crazy nor an Indian, though nobody had suggested publicly that he was the former.  One physician concluded that Williams had “a lofty aspect, strongly marked outline of figure, obviously European complexion, and,” consistent with the illnesses of the imprisoned Dauphin, “a slight tinge of scrofulous diathesis.” Another found that

The physical development of Mr. Eleazer Williams is that of a robust European, accustomed to exercise, exposure to open air, and indicative of the benefit of a generous diet, and a healthy state of the digestive organs.  He might readily be pronounced of French blood. His general appearance and bearing are of a superior order: his countenance in repose is calm and benignant; his eyes hazel, expressive and brilliant, and his whole contour, when animated, indicates a sensitive and improvable organization . . . . There are no traces of the aboriginal or Indian in him. Ethnology gives no countenance to such a conclusion. The fact is verified by anatomical examination, and no unsoundness of mind or monomania has been manifested by any circumstance evinced in communication with him.

Hanson included this and other medical testimony in his lengthy biography of Williams, The Lost Prince.[31] Indeed, Hanson had Williams examined also by Dr. H. N. Walker of Hogansburg, New York. Walker told Hanson, in a letter published in The Lost Prince, that Williams had “no ethnological connection with the St. Regis Indians, nor with any other Indians I have ever known.” If indeed Williams was an Indian, “it is in the absence of all those ethnological signs discernable in form, features, texture of the skin, hair and other similar tokens well-known to the profession, which, as far as my observations and information extend, are considered decisive.”[32]

            As this debate unfolded in newspapers and magazines, Williams himself struggled to re-establish his clerical career.  Deeply in debt, his efforts to obtain pensions for his service and his father’s service during the War of 1812 had produced nothing.  Neither had Williams managed to obtain payment on promises made him in the 1838 Buffalo Creek Treaty due for the assistance he had provided the Ogden Land Company in its efforts to eject the New York Indians to new homes in the west.  And claiming to be the Dauphin did not yet carry with it any sort of paycheck.[33]

            Williams, in 1849, hoped to return to Wisconsin with the support of the Episcopal Church to minister to the Oneidas, but the relocated Indians wanted nothing to do with him.  “We are persuaded that while among us,” wrote several Oneida chiefs, “his aim was not to benefit us but to destroy us as a nation.”  Williams, they wrote, “watched over us more like a wolf ready to seize upon and devour us than as a shepherd whose care would be to protect and shield us from danger.”  Williams, the chiefs made clear to the Episcopal establishments in both Wisconsin and New York, was not welcome.  He was a liar who would say anything to benefit himself.  He openly disrespected the church and “laughed” at it “as a cold and lifeless body incapable of imparting more than the form of godliness to its members.”  They did not consider Williams “worthy to serve as a minister of the Church in any place.”[34]

            Williams, and a small number of non-native allies, mounted a defense against these charges, asserting that they stemmed from the hard feelings of his clerical rivals and factionalism among the Oneidas.  There are elements of truth in each of these claims, but his arguments left the diocesan officials unmoved.  [35]  Jackson Kemper, bishop in the western diocese, viewed Williams as an incompetent and self-aggrandizing missionary who had neglected his duties and mismanaged church resources.  Kemper, in announcing to Williams that he could not consent to his return to service in Wisconsin, told him that “I have often deeply mourned that a clergyman of your talents and attainments should have utterly wasted the best years of your life.” Find something else to do, Kemper wrote, in a diocese where you are welcome.[36]

            And that is what Williams did.  Through his secretary, Williams informed the Standing Committee of the Episcopal Diocese in New York that he intended to resume his work at St. Regis.  Lest they think of this as a run-of-the-mill mission enterprise, the Committee learned that “at this moment there is a great interest taken in the welfare of your humble missionary, among some of the most respectable characters in America, England, France and Austria.”  Williams’s project at St. Regis, his secretary suggested, was a mission worth supporting.[37]

            Before the Episcopal Diocese of New York could support Williams in his effort to establish a school among the Mohawks, however, its leaders needed to sort out what happened in his relationship with the Oneidas and whether he was worth backing financially.  Protestant missions struggled at St. Regis, and many in the community—“the most venal and heartless set of beings in human shape, ever debauched by a low-bred priest”—maintained ties to the Catholic Church.[38]  The letters preserved in Williams’s file in the archives of the Episcopal Diocese of New York reveal the lengths he went to in order to gain its support.  By 1851 he had, he said, “established a school in the eastern part of their reservation, where the Indian Children to the number of 22 are taught in the rudimental books of the English education.”  With church support, he could establish the Protestant Episcopal Church amongst the Mohawks.  But he needed money.  He described his hardships.  He requested letters from supporters to speak for his efforts.[39]  He attempted to refute the many charges made by his critics.[40] Ultimately, these critics relented, as long as he did his work in New York and not in Wisconsin. Jackson Kemper recommended that the New York diocese “try him again, for he has talents.”  Kemper had heard of Williams’s claim that he was the Dauphin. He knew these beliefs were “unfounded,” and did not know why Williams was making these claims, but Kemper thought these “notions relative to France” will “neither injure him nor impair his usefulness.”[41]

            Williams won from the Episcopal Diocese of New York its blessings to carry on his work among the Mohawks.  He remained, however, in a straitened condition, constantly short of money, and he received little by way of a stipend.[42] According to A. G. Ellis, Williams’s protégé at the Oneida mission in the early 1820s and, much later, his harshest critic, Williams conjured the Dauphin tale “to give him notoriety, to repair his damaged fortunes, and enable him to re-enter those high circles in which he has for so many years failed to appear.”  Williams clearly used the Dauphin story in a calculated and deliberate manner to resuscitate his moribund clerical career.[43]

            Williams wrote letters. In a rare note addressed to his wife, with whom he seldom communicated, he announced that he was returning to St. Regis.  He asked her whether he should continue to serve as “a humble missionary or a king, in a splendid court and at the head of a mighty empire.”  She does not appear to have cared what he did. He did not present the Madam R. V. Hotckiss, a wealthy evangelical reformer, with a choice. “Although royalty and a family title may be connected with your correspondent, and these may sound high with the men of the world,” he wrote, he “would view his station to be sufficiently honorable, when it is said to be an Indian missionary.” He would set aside his claims to the throne and return contentedly to his mission, which he could do more easily and with more effectiveness if she contributed to the funds he had collected “for the building of the church.”[44]

            He spoke frequently, visiting churches throughout the northeastern United States.  He toured to raise money to support himself and his missionary enterprise, to pay for the construction of a church that he would never build and the publication of the Book of Common Prayer in Mohawk, a task that he did complete in 1853. The faithful and the curious came out to see the Dauphin on tour.  They responded with alacrity, according to most accounts, to Williams’s call for donations. Indeed, Williams reported to his old antagonist Jackson Kemper that “my appeal to the churches in your Atlantic cities has been responded well to my satisfaction.”[45]

            We do not have a complete record of what Williams said to these audiences, but by piecing together a number of accounts, along with fragments found in Williams’s papers, it is possible to arrive at some sense of how he constructed his appeal.  Certainly he spent some time describing the state of his mission.  “I have from 18 to 25 scholars,” he told one audience, “who have made a good progress in the first rudiments of an English education.”  Some philanthropists had provided funding but he could do so much more with additional support.  He had yet to build the church, he said, and the inadequacy of his schoolhouse was made clear during the brutal northern New York winters.  With students eager, and their families supportive, all that was required was the assistance of Christians to bring this mission to fruition.[46]

            In Troy, New York, Williams preached on Titus, Chapter 1, verses 2 and 3.  He spoke to his audience about the hope of eternal life, God’s precious gift to mankind.  And then, according to the Troy Daily Traveler, Williams “proceeded to address his hearers in behalf of the American Indians.”  Employing the well-worn image of the vanishing American, Williams appealed to the consciences of his audience.  The Indian, he said, was once “the sole possessor, the undisputed Lord” of a “vast domain” which included “the broad lands which you now enjoy.”  The Indians’ losses would be the white man’s gain.   When “the broad Atlantic bore upon its bosom . . . the ships of another nation, freighted with the subjects of a foreign prince,” the Indians met them “upon the beach,” where the newcomers stood helplessly, with “the ocean behind, and the vast wilderness before them.”[47]

            The newcomers came with the “avowed object” of reclaiming “the savage from heathenism to Christianity—to bring him from the darkness of barbarous life, to the light of Christian truth.” It had not worked out very well.  “Mark the history of the succeeding years,” he said, “to see the Indian fading away before the aggressive march of the white man,” the “moral and physical degradation to which he was led.”  It was the white man who bore responsibility.  It was he, Williams continued, “who pressed the accursed bowl to his lips,” he “who added the vices of civilized life to those of savage existence,” and he “who had proclaimed the gracious design of bringing the savage people to the light of glorious gospel” while robbing the Indian “of the possessions, and for the products of his toil gave him in return the worthless beads and tinsel trappings, which swelled the coffers of the white man’s cupidity and avarice.”  All of Native American history, Williams told his audience, was “a history of wrong.”[48]

            Williams kept moving.  He preached in Connecticut, New York, New Jersey, and spent a considerable amount of time in Philadelphia. He made his appeal for financial support in many churches.  Philadelphians, for instance, might have heard him preach “in several of our city churches” and audiences everywhere he went were “much impressed with the modest and forcible way in which this veteran missionary presented the claims of a much injured people upon the sympathies of American churchmen.”[49]

            Yet many of those who attended his presentations and dropped their coins in the collection plate were drawn in more by Williams’s claim to be the dauphin than by a desire to support missionary activity among the Mohawks at Akwesasne.  Certainly those who promoted Williams’s appearances employed the story “of the Lost Prince” and “a son of the late Louis XVI” who was now “an humble missionary among the Indians, our red brethren of the forest,” to generate interest in their churches.  Reverend Williams, the Middletown, Connecticut Sentinel and Witness reported early in 1855, was “believed to be the son of the unfortunate Louis XVI and his equally unfortunate Queen, Marie Antoinette.”  That a humble missionary like Williams, “descended from the race of kings, of more than three score in number, should, in the providence of God, in a foreign country be an ambassador of the King of Kings, to the feeble and scattered remnants of those who were once themselves, the lords and kings of an immense domain, is certainly a consideration fraught with material for reflection and interest.”[50]  But Williams himself appears to have said little about his parentage, and this frustrated some of those who came to hear him preach.  They wanted him to address specifically where he stood on the question of his asserted royal identity.  Williams clearly had used the notoriety to generate interest in his missionary activity. However, as the Washington, D. C. Daily National Era pointed out in the spring of 1854, “Mr. Williams either does or does not profess to believe that he is the son of Louis XVI.” He should take a stand and do so publicly. “If he does, he should say so; if he does not, he should not permit any one, whether to give him or his mission éclat, or for whatever purpose, to place him in an equivocal position before the world.”[51]

            Some in those audiences found the notion that Williams was the dauphin entirely unbelievable.  But they did not base their skepticism on the obvious problems with his story: Williams was too young by a few years, lacked any evidence to support his ties to the French, and could never provide any evidence to account for its utter implausibility.  Instead, they focused on a variety of “racial” characteristics that to them seemed to demonstrate that Williams was an Indian or, at best, a half-breed, both of which of course disqualified any claim that he might be the Dauphin.

            Williams conducted his missionary appeal at the tail end of a period where race science had come to define native peoples of the “American race” as inferior to “Caucasians.”  Though the environmentalism of earlier eras did not disappear entirely during the Antebellum era, it certainly had come under attack.  Charles Caldwell, for instance, after examining the heads of the members of an Indian delegation visiting the nation’s capitol, asserted that “the native bent” of white people was towards civilization, while with Indians, the reverse was true.  “Savagism, a roaming life, and a home in the forest, are as natural to them, and as essential to their existence, as to the buffalo or the bear.  Civilization is destined to exterminate them in common with the wild animals among which they have lived, and on which they have subsisted.”  The only hope for their survival was cross-breeding with white people.  “By the requisite means, half- and quarter-breeds and those having still less of the Indian in them, may be educated and rendered useful members of civil society.”[52]

            These pseudo-scientific inquiries led rather mechanically to lists of characteristics that defined the different races.  Samuel George Morton, an enthusiastic collector of human skulls, the measurement of which formed the basis of his science, concluded that American Indians were intellectually and physically inferior to Caucasians.[53]  If Caucasians, for instance, possessed “naturally fair skin,” hair that was “fine, long and curling and of various colors,” with a skull “large and oval” and a face “small in proportion to the head, of an oval form, with well-proportioned features,” a “brown complexion, long, black, lank hair, and deficient beard” marked “the American race.”  In Indians, Morton wrote, “the cheek bones are large and prominent, and incline rapidly toward the lower jaw, giving the face an angular conformation.”   The Indians’ “upper jaw is often elongated and much inclined outwards, but the teeth are for the most part vertical. The lower jaw is broad and ponderous, and truncated in front.”  The teeth are also very large, and seldom decayed,” Morton continued, “for among the many that remain in the skulls in my possession, very few present any marks of disease, although they are often much worn down by attrition in the mastication of hard substances.”  Their hair was always straight and black, and among the Indians, “no trace of the frizzled locks of the Polynesian, or the wooly texture of the negro, has ever been observed.”[54]

            Morton could read the skulls and deduce more than mere physical characteristics.  “The bold physical development of the American savage,” he wrote, “is accompanied by a corresponding acuteness in the organs of sense.”  Indians were “vigilant,” a product of “the constant state of suspicion and alarm in which the Indian lives.”  They spoke “in a slow and studied manner, and to avoid committing himself he often resorts to metaphorical phrases which have no precise meaning.”  They employed subterfuge against their enemies, who they pursued relentlessly. The Iroquois especially, Morton said, “possessed all the other Indian characteristics in strong relief.” They “paid little respect to old age; they were not much affected by the passion of love, and singularly regardless of the connubial obligations; and they unhesitatingly resorted to suicide as a remedy for domestic or other evils.”  The Iroquois, he said, “were proud, audacious, and vindictive, untiring in the pursuit of the enemy, and remorseless in the gratification of their revenge.”[55]

            So Williams’s critics seldom dismissed his claims on the basis of their implausibility, or because they thought that the missionary was deluded or insane or nuts, but because in racial terms Williams did not seem to evidence any of the characteristics they associated with noble European birth.  The author of a piece that appeared in the New York Herald, for instance, who wrote under the pseudonym St. Clair and who claimed to have met Williams several years before, argued that “no man acquainted with our aboriginal race, and who has seen Mr. Williams, can for a moment doubt his descent from that stock.”  Williams was an Indian, and “his color, his features, and the conformation of his face, testify to his origin.”[56]  A. G. Ellis said that he was “unquestionably a half-breed Mohawk Indian, having all the distinctive features of the race: the black straight hair, the black eyes, the copper color, and high cheek bone; and all who knew him when young remarked this.”  Years later, Ellis would suggest that Williams was “dark enough for a ¾ Indian.”[57]  C. C. Trowbridge, who knew Williams in Wisconsin, laughed at the Dauphin story.  Williams “had all the peculiarities of a half-breed Indian, as undoubtedly he was . . . .If he had been otherwise, mentally or morally, his hair and complexion would have stamped him as of mixed savage and civilized blood.”[58]

            Science came readily to the assistance of those who doubted Williams’s claims to be the dauphin.  Peter A. Browne, for instance, a race expert in Philadelphia who could “ascertain the race of an individual by the hair upon the head, with as inevitable certainty as a phrenologist can determine character by bumps,” concluded from his examination of Williams that “there is a difference in the diameter of the hairs of Mr. Williams,” and that “some are oval, some cylindrical,” and that “therefore he is a cross of Indian and white” and “consequently he is not the Dauphin.”[59]

            Many others disagreed, but they too framed their views in terms of Williams’s racial characteristics.  Hanson asserted that “there are certain characteristics of the Indian race which are all but indelible, and appear after the lapse of centuries, even on the cheek of beauty.”  Hanson looked at Williams closely and knew him well. “When the fact of origin has died into a tradition,” he wrote, “you can mark the red blood coursing with a duskier hue beneath the mantling blush brought from other climes, and imparting fixity and palor to its softness.  Skin, hair, craniological formation in the closer degrees of affinity, present ready and infallible tests.”[60]

            And so it went.  A correspondent from a New York French-language paper, the Courier de Etats Unis, found that Williams did not look like an Indian and that with him, “the forehead and the lower part of the face show a great analogy to certain physiognomies of” the Bourbons.  Williams reminded the writer “entirely of Louis XVIII, whose countenance has remained perfectly fixed in our memory.”[61] Another New Yorker reported that although Williams’s complexion was “rather dark,” having “become somewhat bronzed by exposure,” his features were “heavily moulded, with the full Austrian lip, eyes dark hazle, and hair, dark, fine, and curling, somewhat sprinkled with gray.”  Williams was of medium height, full-chested, broad across the shoulders, “and inclined to emboument, which is a well-known characteristic of the Bourbons.”  A correspondent from a Troy, New York, newspaper concluded that some thought Williams was of mixed racial descent, but he could find no evidence of that himself.  In Williams’s features “we could trace no works of the Indian.  They are decidedly European.”[62]

            Artists, familiar with the Bourbons, thought Williams looked about right to be a part of the family.  Hanson spoke with M. B. H. Muller, a pupil of David and Gros.  According to Hanson, Muller “was at once struck with the remarkable likeness to the royal family of France, and identified the color of Mr. Williams’s eyes, bright hazel, with those of the Dauphin, having frequently seen authentic portraits of him in France.”[63]  Chevalier Fagnani, another artist living in the United States and who was familiar with the Sicilian and Spanish Bourbons, observed that “the upper part of the face is decidedly of the Bourbon cast, while the mouth and lower part resembles the Hapsburgs.” Fagnani also thought that many of Williams’s physical gestures “were similar to those peculiar to the Bourbon race.”[64]

            While in Philadelphia in the spring of 1854, Williams subjected himself to medical examination once again.  The doctors—this time from the Pennsylvania College of Physicians, the Jefferson Medical College, and the United States Navy—found that Williams possessed scars consistent with those received by the Dauphin, as Hanson had claimed.  Further, they found that

his skin, where it has not been exposed to the weather, is that of a pure white man. His hair is of a silken fineness and curls freely. His hands and feet, his wrists and ankles are very small, indicating an ancestry unaccustomed to any hard use of their bodily organs. His countenance and reception are peculiarly benign and gracious—totally free from the reserve and austerity of the Indians.[65]

            This was another point that some of Williams’s audiences raised.  Not only did he look like a European and unlike an Indian, but he did not act in ways that Indians were believed to act.  In Williams’s “mental likeness,” one newspaper reported, “there is something closely allied to the best Bourbon traits,” though the paper gave its readers no sense of what those traits were.  In Camden, New Jersey, Williams impressed the group who had gathered to meet with him after his missionary appeal.  “Much to our surprise,” one observer wrote, “we found him easy in manners, free and agreeable in conversation, with the polished bearing of a gentleman accustomed to refined and cultivated society.”  In no way, they wrote, did Williams “resemble the Indian, but in zeal for their spiritual interests and temporal welfare; and we venture to say, that of a hundred intelligent and observant men, familiar with the Indian character, visiting him without any previous intimation of his being of Indian extraction, not one would have even the most remote thought of his being of any other than European origin.”[66]

            And then it was over. As Williams traveled through the Northeast, preaching in several cities, newspapers reported on his progress.  He preached at every Episcopal church in Philadelphia and in many other Protestant churches as well. Church-goers and the curious assembled to hear him speak. Many of them asked themselves the same question: was he or wasn’t he? Was Eleazer Williams the son of the King of France or an Indian from the Northern wilds? Was he white or red, civilized or savage? As those in the audience contemplated these questions, they looked closely at Williams. They watched his behavior, studied his comportment. They measured his color, his features, his hair, against what they believed to be the identifiers of “white” and “red.”  They considered and calculated the fraction of Indian blood that flowed through his veins.

            Interest in Williams and his past faded.  As the country hurtled toward Civil War, there may have been other things to worry about than whether an Indian preacher actually had a claim to the throne of France.  Williams returned to Akwesasne.  His health, he said, stood “in a precarious state” owing to the poison that he claimed someone had secretly administered to him during his stay in Philadelphia. This was of course make-believe, as was the assassination attempt he appears to have staged at a Washington, DC boarding house a couple of months before his death in 1858.[67]

            A small number of short trips excepted, like his final trip to Washington where he once again tried to obtain a pension for his service and that of his father during the War of 1812, Williams spent his few remaining years at Hogansburg.  He lived, it seems, off of the small sum he had raised during his speaking tour, but he remained poor.  His house was a hovel, sparsely-furnished, ill-equipped to combat the cold of winter.  If he continued to keep his school—and the evidence that he did is less than clear—it was a small-scale and occasional operation.  Catholicism retained its influence over Mohawk Christians at St. Regis, and Williams never succeeded in building the Episcopal Church he asked his audiences to support.

            It has been, with historians, something of a commonplace to identify Williams as a man living “between Indian and white worlds,” and this chapter in his fascinating life, more than others, has provided evidence that Williams sought acceptance from White America.  His climbing is what alienated so many of the people who knew him and so many of the historians who have studied him since.  As John Demos pointed out, Williams, as the Dauphin, rejected his earlier career as a savage who had progressed and become civilized and Christianized. “Far from starting ‘savage,’” Williams seemed to be saying now “he has been born at the absolute pinnacle.”  Circumstances had kept him down and now he wanted only what was legitimately his in the first place.  “It was,” Demos concluded, “by any standard a bizarre turn of affairs, and, for many in the world of ‘civility,’ an unacceptable one.”[68]

            Perhaps, but Eleazer Williams did not see himself as living ambiguously between two worlds. He saw himself as a catechist, a missionary, a leader, and an advocate for native peoples. He saw himself as a man wronged by many who had not appreciated all that he had attempted to do for them.  His critics would have accepted these labels for him at times, but they would have added to this list a dishonest man, a faithless guardian, a charlatan and a bad debt.  Williams always saw himself as an Indian, even as he used the Dauphin story to generate interest in his mission. He never doubted who he was.

            Williams moved not through a hazy borderland between Indian and white worlds, but through many of the different worlds of the Iroquois in the first half of the nineteenth century.  Kahnawake; the River towns and the clerical community in the Connecticut River Valley; the extended Williams family in New England; the American military during the War of 1812, and the missionary arms of the Episcopal Church.  He spent time in the divided Oneida community in central New York; worked with missionaries, Ogden Land Company investors, and the United States Department of War.  He ministered to the Oneida community established in Wisconsin, helping out as he could as New York Indians became pioneers.  He negotiated with Menominees and Winnebagos, for the New York Indians and for himself, and interacted with the habitant communities and military officers at Green Bay—all before he reached the age of thirty. Late in his life he found himself a celebrity and the subject of a debate over his claim to be the Dauphin that found its origins in the racial science and pseudoscience popularized in the first half of the nineteenth century. If some Americans believed that Indians might be improved and through education might become productive citizens of the republic, others associated with “the American Race” certain fixed characteristics that they either did or did not see reflected in Williams’s face and in his manners.  Williams himself said little directly about the debate.  Others did that for him.  He played his part in small gatherings, but allowed his audiences to wonder.  It was all good so long as they contributed.  The Dauphin, for Williams, was little more than a character he played, with some limited success, in the years before the American Civil War.


[1] Williams’s leadership role in the relocation of the Oneidas to Wisconsin has been overstated by previous historians, especially by William’s one-time protégé and eventual biographer A. G. Ellis. This story can be traced most effectively in Ellis’s “Advent of the New York Indians into Wisconsin,” Collections of the State Historical Society of Wisconsin, 2 (1856), 415-449, but beware Ellis’s considerable hostility towards Williams. Laurence M. Hauptman has briefly criticized Ellis’s positions in a number of his more recent publications.  See Hauptman and L. Gordon McLester III, Chief Daniel Bread and the Oneida Nation of Indians of Wisconsin,(Norman: University of Oklahoma Press, 2002), 9-10; Hauptman, “The Gardener: Chief Daniel Bread and the Planting of the Oneida Nation in Wisconsin,” in Seven Generations of Iroquois Leadership: The Six Nations Since 1800, (Syracuse: Syracuse University Press, 2008), 90-91; but not in Hauptman, Conspiracy of Interests: Iroquois Dispossession and the Rise of New York State, (Syracuse: Syracuse University Press, 1999), 27. Ellis’s work has been relied upon too heavily.  Ellis noted that a number of New York Indians, including Hendrick Aupuamut and Solomon Hendricks had contemplated removal well before Williams became involved. Ellis also pointed out that the Ogden Land Company placed enormous pressure upon New York Indians to leave the state for new homes anywhere in the west. Ellis’s own presentation, in other words, provides a careful reader with the evidence needed to call into question many of his assertions.

[2] Geoffrey E. Buerger, “Eleazer Williams: Elitism and Multiple Identity on Two Frontiers,” in Being and Becoming Indian: Biographical Studies of North American Frontiers, ed. James Clifton, (Chicago: The Dorsey Press, 1989), 115 (Charlatan); William Ward Wight, Eleazer Williams: Not the Dauphin of France, (Chicago: Chicago Historical Society, 1903), 27-28 (fat, lazy); David Blanchard, Seven Generations: A History of the Kanienkehaka, (Kahnawake: Kahnawake Survival School, 1980), 278-82 (traitor); Gen. A. G. Ellis, “Recollections of Rev. Eleazer Williams,” Collections of the State Historical Society of Wisconsin, 8 (1879), 344, 347 (incubus and adept).

[3] Letter from Henry Caswell, dated 10 October 1857, reprinted from the Green Bay Historical Bulletin, 1 (Oct-Dec 1925) and included in the Papers of Eleazer Williams, microfilm edition, State Historical Society of Wisconsin (Hereafter EWP), Reel 1: 281.

[4] “Visitors on the Frontier,” Henry S. Baird Papers, W. S. Mss, V, Box 4, Folder 8, State Historical Society of Wisconsin, (Madison, WI); Wight, Williams, 1.

[5] Eleazer Williams, Journal Fragments, EWP, Reel 4, frame 334.

[6] Ibid.

[7] Eleazer Williams, Journal, EWP, Reel 4, frame 371; Wight, Williams, 2.  J. H. Hanson, the chief proponent of Williams’s claims to be the Dauphin, responded directly and preemptively to address suspicions that Williams may have written his diary at a later date, fabricating entirely the story of his encounter with Joinville.  See Hanson, The Lost Prince: Facts Tending to Prove the Identity of Louis the Seventeenth of France, and the Rev. Eleazer Williams, Missionary Among the Indians of North America, (New York: G. P. Putnam and Co., 1854), 375.

[8] Mary H. Allen, “The Lost Prince: A Reminiscence of 1830,” The Critic, (April 1900).

[9] “An Episcopalian,” to Rev. Dr. Milner, 7 March 1843, EWP Reel 2, frames 173-1074; Mary Williams to Amos Lawrence, 18 August 1842, EWP Reel 2, frames 167-169; Oneida Chiefs to Eleazer Williams, EWP, Reel 2, frame 178; Oneidas in New York to Eleazer Williams, 2 October 1848, Ibid.

[10] Eleazer Williams to Mr. Ostrander, October 1848, EWP Reel 2, Frame 198ff.

[11] Buerger, “Eleazer Williams,” 132; Eleazer Williams to “My Correspondent in Europe,” August 1849, EWP Reel 4, Frame 606; Eleazer Williams to Mary Hobart Williams, EWP, Reel 2.

[12] Eleazer Williams to Dear Sir (Rev. J. Leavitt ?) 18 March 1848, EWP, Reel 2, Frame 592ff; See also the letter dated August 1849 from Green Bay, EWP, Reel 2, Frame 606.

[13] Boston Herald, 24 October 1849; Alfred Cope, “A Mission to the Menominee: Alfred Cope’s Green Bay Diary (Part I), Wisconsin Magazine of History, 49 (Summer 1966), 318.  I have not found Williams’s name on any list of Akwesasne chiefs.

[14] Christian Watchman and Reflector, 6 March 1851.

[15] J. H. Hanson, “Have We a Bourbon Among Us?” Putnam’s, February 1853; Wight, Williams, 30; Journal of the Proceedings of the Bishops, Clergy and Laity of the Protestant Episcopal Church in the United States of America, Assembled in a General Convention, (New York: Daniel Dana, Jr., 1847), 247.

[16] Hanson, Lost Prince, 337-338.

[17] Ibid., 187.

[18] Hanson, “Have We?”

[19] Hanson, Lost Prince, 340-342.

[20] Hanson, “Have We?”

[21] Ibid.

[22] Ibid.

[23] A. G. Ellis said that Williams spoke English with an accent typical of other Mohawks who had learned English as children.  See Ellis, “Recollections,” 323.

[24] Ibid.

[25] Hanson, Lost Prince, 383.

[26] “A Bourbon Really Among Us!” Gleason’s Pictorial Drawing Room Companion, 24 September 1853.

[27] “The Iroquois Bourbon,” Southern Quarterly Review, July 1853.

[28] “Rev. Eleazer Williams, Christian Enquirer, 12 February 1853.  In reality, Williams was only three years too young to be the Dauphin.  “Summary,” National Era, 19 May 1853.

[29] Review of Hanson’s Lost Prince, in Putnam’s, February 1854.

[30] “Eleazer Williams,” Christian Inquirer, 26 February 1853.

[31] Hanson, The Lost Prince, 395-397.

[32] Ibid., 397.

[33] Eleazer Williams to “Rev and Dear Sir,” 17 April 1853,” EWP, Reel 2, Frame 625.  On the Buffalo Creek debacle, see Laurence M. Hauptman, Conspiracy of Interests: Iroquois Dispossession and the Rise of New York State, (Syracuse: Syracuse University Press, 1999).

[34] Eleazer Williams to Rev. William Berrian, 28 February 1849; Elijah Skenandoah, Cornelius Stevens, Neddy Atisquette, Adam Swamp, Thomas King, Henry Powlis, Daniel Williams, Jacob Cornelius and Daniel Bread to Bishop Jackson Kemper, 1 June 1849, both in the Eleazer Williams file, Archives of Episcopal Diocese of New York, New York City (hereafter AEDNY).

[35] H. G. Woutman to Benjamin Haight, 29 October 1849, AEDNY; Woutman to Standing Committee, Protestant Episcopal Church, 25 December 1849, AEDNY; Henry Addison (at the order of Eleazer Williams) to Dr. Haight, 5 July 1850, AEDNY; Eleazer Williams to the Standing Committee, 5 December 1851, AEDNY.

[36] Jackson Kemper to Eleazer Williams, 5 May 1849, AEDNY; Kemper to Dr. William Berrian, 5 May 1849, AEDNY; Kemper to Berrian, 19 June 1849, AEDNY.

[37] H. G. Woutman to Standing Committee in New York, 25 December 1849, AEDNY; Eleazer Williams to the Standing Committee, 5 December 1851, AEDNY.

[38] Cincinnati Weekly Patriot, 21 May 1853, Clipping in EWP; Eleazer Williams to William Berrian, 29 June 1850, AEDNY; Letter to Rev. Dr. Haight from [illeg], 29 November 1851, AEDNY; Eleazer Williams to Haight, 14 April 1851, AEDNY.

[39] Eleazer Williams to Rev. John McVicker, 25 November 1851, AEDNY; John G. Newton to Standing Committee, 16 December 1851, AEDNY.

[40] Eleazer Williams to Dr. Haight, 5 July 1850, AEDNY.

[41] Jackson Kemper to Dr. Haight, 23 August 1851, AEDNY

[42] These financial difficulties date back to at least 1840.  See the leases Williams signed in the summer of 1841 to lands in Wisconsin (perhaps to support his wife and child there) to Joseph Allen and Augustine Lavine, EWP, Reel 2, frame 0161; Eleazer Williams to Bishop Onderdonk, 12 July 1841, EWP Reel 2, Frame 0548; Lien filed against Williams by John Last, EWP, Reel 2, Frame 0170 and Eleazer Williams to William J. Eustis, 3 January 1844, EWP, Reel 2, frame 0562.

[43] Ellis quoted in Syracuse Daily Star, 17 March 1853, clipping in EWP Reel 7.

[44] Eleazer Williams to Mary Hobart Williams, April 1854, EWP, Reel 2, Frame 630; Eleazer Williams to Madam R. V. Hotckiss, EWP, Reel 2, Frame 619; New York Church Journal, 29 September 1853.

[45] Eleazer Williams to Reverend Jackson Kemper, 29 September 1853, EWP, Reel 2, frame 635.

[46] Eleazer Williams, Letter dated 4 august 1852, in undated and unidentified newspaper clipping, EWP, Reel 7.

[47] Troy (NY) Daily Traveler, 23 July 1855.

[48] Ibid.  Williams gave a similar address, at an earlier point in his career, as an Indian, in that he described the efforts of “the man from the East . . . to extirpate us from the face of the Earth.” (Emphasis Added).  See EWP, Reel 7, frames 2-3.

[49] Clipping from The Banner of the Cross, 1 April 1854, EWP, Reel 7.

[50] Sentinel and Witness, (Middletown, CT), 9 January 1855, in EWP, Reel 7.

[51] Washington, D.C. Daily National Era, 2 March 1854, Clipping in EWP, Reel 7.

[52] Charles Caldwell, Thoughts on the Original Unity of the Human Race, 2nd ed., (Cincinnati: J. A. and U.P James, 1852), 80-81; Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism, (Cambridge, MA: Harvard University Press, 1981), 117-118; Bruce Dain, A Hideous Monster of the Mind: American Race Theory in the Early Republic, (Cambridge, MA: Harvard University Press, 2002), vii.

[53] Dain, Hideous, 197-198; Horsman, Race and Manifest Destiny, 127; Robert E. Bieder, Science Encounters the Indian, 1820-1880: The Early Years of American Ethnology, (Norman: University of Oklahoma Press, 19??), 70-75.

[54] Samuel George Morton, Crania Americana; Or, a Comparative View of the Skulls of Various Aboriginal Nations of North and South America, (Philadelphia: J. Dobson, 1839), 5, 67.

[55] Ibid., 74, 191.

[56] “The Eleazer Williams Humbug,” New York Herald, Undated Clipping, EWP, Reel 7, frame 0181.

[57] Syracuse Daily Star, 17 March 1853; A. G. Ellis to Lyman Draper, 19 January 1880, EWP Reel 7, frame 0054.

[58] C. C. Trowbridge to Lyman Draper, 24 September 1872, EWP, Reel 7, Frame 0047.

[59] “Have We A Bourbon Among Us?”  The Daily Dispatch, 29 August 1854.

[60] Hanson, Lost Prince, 395.

[61] Undated clipping, EWP, Reel 7.

[62] “The Bourbon Question,” Clipping from 1853, in EWP, Reel 7; Troy (NY) Daily Traveler, 23 July 1855, EWP, Reel 7.

[63] Hanson, Lost Prince, 393.

[64] J. K. Bloomfield, The Oneidas, (New York: Alden Brothers, 1907), 210.

[65] Newspaper Clippings, EWP, Reel 7.

[66] Clipping from the Literary Repository of the Camden Young Ladies’ Institute, (Camden, N.J.), 1 May 1854, EWP Reel 7.

[67] Eleazer Williams to Edward Henry, 4 December 1856, EWP, Reel 2, Frames 231-233; New York Times, April 15, 1858.

[68] John Demos, The Unredeemed Captive: A Family Story from Early America, (New York: Vintage, 1995), 246.

Cheese Cubes and Celery Sticks: Faculty Appreciation in the Modern Era.

I am wrapping up my thirtieth year in the classroom. Aware always that for every professor there are dozens of Ph.D recipients who would love to work in academia, but will never have the chance, I have worked hard to be the best teacher and scholar I can be. I am aware of the privileges I have enjoyed, and recognize the obligations that places upon me to do good work. Even with a heavy teaching load, large numbers of advisees, and spending my career at small colleges with few resources to support faculty research, I believe it is important to continually be productive and continually to grow and improve as a professor of history.

I began studying the history of Indigenous peoples as an undergraduate student at the California State University at Long Beach, to which I transferred after two years at a local junior college. I did not have the opportunity to work with members of Indigenous Nations until I began my academic teaching career at Montana State University-Billings, a small, open-admissions campus that was part of the larger Montana State University system. I taught survey courses in American history at MSU-B, the department’s required course in Historical Research Methods, and upper-division courses covering the Colonial, Revolutionary, and Early National Periods. I was an effective and popular teacher. I won the college’s Winston and Helen Cox Fellowship for the year 1996-1997, awarded annually to an outstanding junior faculty member, and one year later the Outstanding Faculty Award, presented by the Associated Students.  But I most valued my work with the Crow and Northern Cheyenne students who attended MSU-B, from whom I learned much. Most of them were older students. They traveled a great distance, sometimes every day, to attend class. They struggled with the costs of college, and the burdens of caring for children and grandchildren while attending school. Almost none of them finished in four years. Some were perennial part-time students. Many of them took my course in Native American History, required for the Native American Studies major and minor, and they taught me a great deal about the power of working together.

            For example, I began a research project on race relations between members of the Crow Nation and white residents in Hardin, Montana, a reservation border town in which half the population was Indigenous. A college provost demanded that faculty engage in what she called “applied research,” which seemed to mean “stuff that she felt mattered.” Early American history clearly was not on that list. So I began poking around. After Native American students at Hardin High School protested some callous treatment by non-Indian students, a white supremacist group distributed on doorsteps throughout Hardin a despicable racist pamphlet. I began to investigate the story. I could not accomplish as much as I wanted.  As a single parent at that time, it was difficult to drive the 120-mile round-trip to Hardin and get much work done there, and I found it difficult to get anti-Crow white people to speak honestly and candidly about their town. But I did talk to sympathetic whites, and many Crow people, who described their lived experiences in Hardin, a town where residents remembered seeing “No Dogs or Indians” signs in downtown businesses. It was a searing experience. I never published on the topic, but the experience taught me at an early point in my career the obvious but often overlooked point that an important part of writing the history of a community involves forging relationships with members of that community. Collaboration, I learned, was integral to good community history. We can learn much from even those projects we do not finish.

            Billings was a tough place to work as a professor while being a single parent. Resources were scarce, the pay was low, and the teaching load was seven courses a year. Most of us in the department worked summer jobs to help make ends meet. As much as I loved the students, I could not stay. I never completed the Hardin project because I left Billings in 1998 for a new position at the State University of New York, College at Geneseo. I had signed a contract with Cornell University Press to publish my first book, Dominion and Civility, and that provided an opportunity to make a move that was better for my family. Except for one year I spent at the University of Houston in 2009-2010, I have been at Geneseo ever since.

            Geneseo, like Billings, is a small, underfunded, public college. Though Geneseo was a much more selective college at the time I arrived, my job was essentially what it had been in Billings: teach Colonial and Revolutionary US, Research Methods, and the college’s required course in the Humanities. I also developed and taught my Native American survey, a course on American Indian Law, and an upper-division course in Haudenosaunee history. At Geneseo, as in Billings, I succeeded in the classroom and as a scholar, winning the Chancellor’s Award for Excellence in Teaching in 2003, and the Chancellor’s Award for Excellence in Research and Creative Activities in 2013 (both the highest SUNY system-wide awards given in those areas). I was also named James and Julia Lockhart Professor from 2005 to 2008 and promoted to Distinguished Professor in 2015, the highest rank for any faculty member in the SUNY system. I published six books, including a textbook in Native American history now in its third edition, and developed the college’s minor in Native American Studies. At Geneseo, as in Billings, I greatly value the work I have done outside of the classroom with Indigenous peoples in New York State.

            In Geneseo I was presented with opportunities that were not nearly as available in Montana. Shortly after my arrival in 1998, for example, I was invited by the Tonawanda Seneca Nation to provide research and expert witness testimony in their efforts to recover Grand Island, New York, purchased from them in 1815 by the state of New York in violation of the federal Indian Trade and Intercourse Act.  It was the first of several Indigenous rights cases in which I was involved over the next two and a half decades. I was privileged to work with the Onondaga Nation, the Akwesasne Mohawks, and the Oneida Indian Nation, all on cases involving their efforts to recover lost lands. I have also worked on gaming and taxation issues involving Haudenosaunee nations in New York State. This work brought important benefits, and led to several of my book projects: Professional Indian: The American Odyssey of Eleazer Williams, and Peacemakers: The United States, the Six Nations of the Iroquois, and the Treaty of Canandaigua, 1794, both published in 2015.

            Finally, collaborative work led to the book project I am hoping to finish very soon. In 2014 I began working with the Onondaga Nation on research related to cleaning up Onondaga Lake, once the most polluted body of water in North America. The Superfund law allows Indigenous nations to have a say in the cleanup process if they can demonstrate a cultural tie to the polluted site. My job was to demonstrate that connection. Over several years I completed a 700-page annotated bibliography, with links to copies of all the documents, illustrating this massive history. Working on the history of Onondaga Lake with the Nation led to work writing the history of the Onondaga Nation itself. It has been a massive project. It requires frequent trips to the reservation, 90 miles from my house. Nearly all the research is completed, and I am looking for time to finish the book, revise the manuscript, and work through the project with some of my collaborators at Onondaga Nation to produce a final draft. I have learned a great deal.

            While work on the history of the Onondaga Nation takes up much of my time, since late 2018 I have served as the founding director of the Geneseo Center for Local and Municipal History. I am very proud of this work. New York, under law, requires every municipality, from the smallest crossroads to the largest city, to have an appointed historian. Many of these town and local historians are amateurs. They are elderly, and they may not have much or any training as a historian.  But it seemed to me that partnering with them would benefit our students, help the historians, and increase the public’s awareness of their community’s history. As director, I have applied for five grants. Four of them have been funded fully:

            *          A small, $853 dollar grant that paid for our first organizing meeting.

            *          An $11,000 dollar grant from the Rochester Area Community Foundation to create an online Indigenous History of Livingston County in 2021 (Geneseo is the seat of county seat for Livingston County).

            *          A $176,000 grant from the National Endowment of the Humanities to fund the Center and to provide for 21 paid internships across New York State in September 2021.

            *          And a $453,000 grant from the Robert David Lion Gardiner Foundation to create the Gardiner Foundation Semiquincentennial Summer Fellowship Program. Because the Geneseo administration does not value this work, it will likely cease after this year. During its two years, I managed the program and placed fifty students from seven colleges in paid summer fellowships in local historians’ offices across New York State. I oversaw their work and help disseminate their efforts.

            By the end of next year the Center will have placed 71 students from 7 colleges in high-paying fellowships across the width and breadth of New York State.  Another fifty students, since early 2019, have completed independent studies on local history topics in their communities, and unpaid internships in their hometowns. Given that much of this work was done during the pandemic, I am very proud of what the Center has accomplished.

            In the future, I intend for the Center to do more work to demonstrate that Native American history in New York is Local History. In collaboration with scholars at other universities, local historians, and representatives from Indigenous Nations, we have begun work on what we have dubbed “The 1779 Project” (The Van Schaick raid against the Onondagas and the Sullivan-Clinton expedition against the Senecas and Cayugas took place in 1779, a critical year for Indigenous New Yorkers during the American Revolution). We hope that by telling the stories of these American invasions of Iroquois land, we can complicate the history of the 250th Anniversary of American Independence, by placing Indigenous dispossession at the heart of New York State History in the same way that the “1619 Project” raised provocative questions about the important place of slavery in discussions of American liberty. The project, when we obtain funding, will include a book, curricula and lesson plans for New York teachers, a digital platform addressing the history of these expeditions and Indigenous dispossession in the state, and a series of book clubs and traveling lecturers giving talks about the Invasions of 1779. Our goal is to reach every school and every community in New York State by the time our work is completed.

            I love undergraduate teaching. Apart from the four years I spent in grad school at Syracuse University, my entire career has been spent at undergraduate public colleges where teaching is job one. Despite the challenging times facing public higher education, when I meet my students, I remain optimistic about the future. But that is becoming more difficult than ever before.

Just this week I gave a talk sponsored by the Livingston County History Museum and the Association for the Preservation of Geneseo. I like the work both groups do, so I did not charge (I did accept an unexpected gift from both organizations.) My parsimonious college demanded that we pay $108 to have a representative from the A/V department open the cabinet that contained the microphone and the USB cord for connecting my laptop.

I know this is a small matter. I know that a hundred bucks and change is not a lot of money. But, as they say, it’s the principle. The point of all that I have written above is that I have worked very hard over the past thirty years. I have done some really good work. I know that I have taught many students, over many years, who will vouch for the work I have done. I understand all of this. But it saddens me that I have grown accustomed over the past few years at Geneseo under the college’s current leadership to going above and beyond in all my work and receive for it little recognition, no thanks, and continuous disrespect and humiliation shown by our callous leaders. What I cannot grow accustomed to is working hard and having to pay for the privilege. I would complain but I know by now that nobody in charge cares and that nothing will be done. I do not like whining, but I am thoroughly demoralized.

Racists on the March

I teach the history of a stolen continent at a small rural college that stands on lands torn from its original Indigenous inhabitants. I do so in a country where the teaching of “divisive topics,” in parts and places, is now illegal. All Americans of conscience and character must resist these legislative book-burnings.

            The United States is neither more progressive nor more free than many countries around the globe.  Nor are we particularly happy, according to a recent study. The racists who govern the State of Alabama are only making matters worse. 

            In a bill signed the other day by Grand Master Governor Kay Ivey, Alabama has prohibited the teaching of “divisive concepts.” It’s worth looking at how the State defines that term. Any educator who teaches “that one sex, race or religion is inherently superior to another race, sex or religion;’” that “an individual should be discriminated against or receive adverse treatment solely on the basis of his or her race,” that “an individual, solely by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously;” that “members of one race should attempt to treat others differently solely on the basis of race;” and that “an individual’s moral character is determined solely on the basis of his or her race, sex, or religion.”  Two parts of the original bill stated that teaching “that meritocracy or traits such as a hard work ethic are racist or sexist” and that “with respect to American values, slavery and racism are anything other than deviations from, betrayals of, or failures to live up to the founding principles of the United States, which include liberty and equality,” were struck before the Governor signed.  So let’s get this straight.  Alabama Grand Old Party had the chance to endorse the principle that slavery and racism are betrayals of the American political tradition, and they chose not to.

            This is a problematic list, to say the least.  Teachers who tell their students that one racial group is superior to another are found most commonly only in the fever dreams of right-wing dingbats. Legislators wo feel that any criticism of the United States is pernicious and divisive, however, are increasingly common, though 99% of them are too chickenshit to take questions about their policies.  The Alabama law also said that any teacher who presented to their class the notion that “this state or the United States is inherently racist or sexist” or that asked their students to “accept, acknowledge, affirm, or assent to a sense of guilt, complicity, or a need to work harder on the basis of his or her sex or race” could face dismissal.

An installation at the Lynching Monument in Montgomery, depicting part of Alabama’s history that is totally not racist at all, according to Kay Ivey.

            I ask my students every semester to accept the possibility that they have benefited from the dispossession of Indigenous peoples in New York State.  Indeed, New York could not have become the Empire State through a systematic program of Indigenous dispossession that, at times, violated the laws of the United States. Indigenous peoples, who have merely asked that the state and the United States follow its own rules, would point out that many of us live on land taken illegally from Indigenous peoples. What I do not do, however, is teach the history of Alabama.  I touch on it a bit, of course, when I talk about “Indian Removal,” but the Deep South is not a big player in my courses, most of which focus on the Northeast and Native American history broadly construed.  But I think back to what I have read over the years.  I think of the fact that Alabama left the Union because they feared that Abraham Lincoln would abolish slavery, a “domestic institution” that even non-slaveholding Alabamans were willing to fight and die to defend.  No matter how low you were in Alabama, no matter how poor and how poorly-educated, so long as you were white there was a level beneath which you could never fall. Slavery guaranteed that there would always be a permanent underclass. You know the story of the 16th Street Baptist Church in Birmingham, blown up by white supremacists who had no problem killing black children. Birmingham was the most segregated city in the United States throughout the 20th century.

            Alabama’s government leaders do not want to discuss the state’s long racist history and the lasting legacy of segregation and discrimination.  They do not want anyone to make them feel guilty about the past.  I get that.  But that sounds like a white people problem to me. Alabamans worry that teaching students about the long history of racism with which this nation, after so long, still contends, will weaken their patriotism, diminish their faith in America and its institutions.  That’s cowardly nonsense.  I have been teaching a long time.  Every single semester, I have students who come up to me and say that they are amazed and appalled that they learned none of what I taught them in high school.  They are not hurt by what I tell them.  They do not feel guilt. Rather, they feel anger at a state educational system that has lied to them and white washed its history.  After enrolling in my classes, and in those taught by my colleagues, these students emerge with an awareness of the yawning gap between the way things are and the way things ought to be, and the huge chasm between American principles and American reality.  The best of them dedicate their lives to making things better.  Do not think for a second that Alabama’s leaders don’t know this.  The issue, for them, which they lack the courage to state publicly, is that they prefer a status quo that heaps privilege of white people and that turns a blind eye towards the mountains of evidence of continuing racism and discrimination.  They don’t want young people to learn these lessons because they do not want things to get better.  The Alabamans who wrote this bill and approved of its content are a bunch of nasty, old racists. Their fingernails are cleaner than the troglodytes who cheered lynchings, or the former state governor who pledged himself to upholding discrimination forever, but their goals are precisely the same.

Rules for Historical Writing.

We are approaching crunch time. Two months left in the semester. I have assigned research papers, and I hope the students are working on them. It is such a difficult thing to do, harder even than the students know. To start from nothing, and over the course of 15 weeks read enough to frame a meaningful question, to dive into secondary works that might be difficult for students to read, and, of course, primary sources, which can be extremely challenging. I tell them how difficult the process is. I tell them, half jokingly, because we give ourselves seven years to write something meaningful and they have just a couple of months. In a way, we hold our students to standards higher than we hold ourselves, especially as the demand on faculty to publish has become, sadly and apparently, old school. So some advice. This is not exhaustive. You might not like it. You might find it really helpful. If you want, place your own suggestions in the comments. I would love to read about how you help your students do this difficult work.

  1.  All historical writing begins with a question.  All good historical writing answers that question.  All good historical writing contains a thesis or an argument.  A sound thesis will provide an answer to the question under investigation briefly, in a sentence or two.  The rest of the text, whether it is a term paper, a dissertation, an article or a book, will demonstrate how that one sentence thesis is true.
  2. Some questions are better than other. Ideally, you will ask a new question, or answer an old question in a new way, or apply a broad question to a more narrow case where you can become an expert over that some piece of a larger whole. We value your perspectives and trust your creativity. When we read your papers, we hope to learn from you.
  3. All good historians read the footnotes or endnotes. Indeed, we are the people who read the notes.  We take notes on the footnotes, making sure we record sources, primary and secondary, that may be useful to us in our own work. We like footnotes to a degree that it makes some people uncomfortable.
  4. All good historians are interdisciplinary, or willing to become interdisciplinary. Historians are willing to do the grunt work for the other social science and humanities disciplines that are related to our fields.  
  5. Historians question nearly everything about the work of other historians. Historians are prone to disbelief—we are critical readers, and we should be ready to question all assumptions.
  6. Historians are relentless in their quest for sources, secondary and primary, and they recognize that the work of gathering sources and creating a bibliography is one that is never completely finished.
  7. No, you do not yet have enough sources.
  8. When your professor tells you to check out one source or another, you are obligated to do so.  It is not an option.  If you look at that source, and do not know how to make sense of it, it is your responsibility to learn, or to ask for help from your professor or from a library professional who might assist you. Those of us who are decent people love to talk to you about sources. Some of us especially love when you can explain why a source we recommend to you is not helpful. See? You are teaching us new stuff.
  9. Do not quote secondary sources unless your source says something so astoundingly clever that you cannot possibly do without it.  Leave historians in the footnotes. Some academic disciplines are really into quoting scholars. “As Dirk Broadaxe said in Logjam, his seminal monograph about lumberjacks…” and so on. It’s pretentious, does not read well, and, you know, footnotes. They are right there at the bottom of the page.
  10. History is a discipline.  There are rules.  Research papers should be formatted according to standards included in the Turabian Manual. If you do not know what the Turabian Manual is, you must learn.  Even if it seems to you that it is stupid. We are members of an undisciplined discipline, but you need to conform to some of these base level expectations. You must take the time to learn to format your footnotes and bibliography according to Turabian’s standards.  This is not optional.  It is required.
  11. As Collingwood said, (see above, No. 9), “nothing capable of being memorized is history.”
  12. Treat words like they cost you money.
  13. People with bad grammar hate America.