Getting to the Tooth of the Matter

 

Do you know what these are?

If you guessed dental tools you would be correct?

Now, who owned them?

None other than America’s silversmith and favorite son of Liberty who rode the countryside warning the folks that the British were coming. 

No…not William Dawes, but that other one.  Yes, old what’s his name?

Yes!  Paul Revere!

Following the French and Indian War the economy in the colonies had been what is described by some today as an economic downturn.

Actually, folks were really hurting financially. Not only did the colonies take a hit with the French and Indian War there was something called the Stamp Act that severely impacted Paul Revere’s business.

With creditors after his property and no orders coming in for his metal working Revere turned towards dentistry.

Seems logical. Right?

A surgeon staying with a mutual friend taught Revere some of the tricks of the trade.

Yes, five years before his midnight ride the following ad appeared in the Boston Gazette and Country Journal dated August 20, 1770 titled “Artificial Teeth” that stated:

“Paul Revere, Takes this Method ‘of returning his most sincere Thanks to the Gentlemen and Ladies who have employed him in the care of their Teeth, he would now inform them and all others, who are so unfortunate as to lose their Teeth by accident or otherways, that he still continues the Business of a Dentist, and flatters himself that from the Experience he has had these Two Years (in which Time he has fixt some Hundreds of Teeth) that he can fix them as well as any Surgeon-Dentist who ever came from London, he fixes them in such a Manner that they are not only an Ornament, but of real Use in Speaking and Eating:  He cleanses the Teeth and will wait on any Gentleman or Lady at their Lodgings, he may be spoke with at his Shop opposite Dr. Clark’s at the North End, where the Gold and Silversmith’s business is carried on in all its Branches.”

Revere made his dentures from walrus ivory.

Now, I know what you are thinking…

No, as far as I know Revere never crafted a set of dentures for George Washington.

I’ve written here about the tragic death of Dr. Warren at the Battle of Bunker Hill (Breed’s) using Trumbull’s iconic painting with students.

Amazingly, Paul Revere was the one who was able to identify Warren's body nine months after the battle because he recognized a tooth he had replaced in Dr. Warren's dental work.

Paul Revere...forensic dentistry.

Don't you love the twists and turns of history? 

John Miller: Anonymous Activist

It seems these days everyone has a forum or two to make their opinions known on every subject possible.  We can post to Facebook or Twitter.  

We can have our own blog or self-publish our own books.   We can text, we can make regular comments online at various sites, and we can call in to various television and radio shows.

Over the last few years we’ve seen how social media can help to accelerate revolutions and impact protests in foreign countries, we can see how fast ideas travel and take on momentum via videos and Internet links that go viral.

I often wonder if we aren’t literally drowning in TOO much information….

I often wonder if the present quagmire of partisan politics isn’t caused by TOO much information….

Just imagine for a few minutes how events could have been shaped during the 1700s leading up to the American Revolution if people in England and the Colonies had access to some of the technology we do today along with the resulting partisanship, finger pointing and spin….not to mention the “gotchas”.

Thankfully….I think….the best bet someone had back then to get their point of view out for others to see involved paper and ink in the form of letters and newspapers.

As early as 1722 Ben Franklin was penning his Silence Dogood letters in the colonies, but from 1769 to 1772 folks in London England were reading the Letters of Junius…..letters that some historians claim sparked the concept of freedom of the press and influenced our own American Revolution.

If you haven’t heard of the Letters of Junius I’m not surprised.  I was never taught about them either….even though I’ve sat in numerous World history and British history courses where it would be appropriate to mention their impact.

The Letters of Junius were anonymous letters written in England attacking members of government including the King of England regarding all sorts of matters including immorality.  All total there were 69 letters….29 were sent directly to the publisher of the Public Advertiser, a London newspaper, while 40 letters were sent to individuals…mainly government officials, but they were later made public.

The government brought charges against several people for publishing the letters including Henry Sampson Woodall, owner and editor of the Public Advertiser.  Many historians credit Sir Philip Francis, an English politician with writing the letters.  However, there are others who name at least 40 other people who might be Junius including Benjamin Franklin since he was in London at the time the letters were published.  Franklin was known to send open letters to the paper using his own name including his letter addressed to Lord North in 1774.

Today, McGill University in Canada maintains a large collection of the Junius Letters.  Their website state, “The letters themselves after more than two hundred years are a most startling example of political polemic (when someone provides their views) and invective (expressing blame or censure).”

The objective of the letters was simple.   They were written to inform the public of their historical and constitutional rights and liberties as Englishmen, and to highlight where and how the government infringed upon these rights.

All total Junius used three other pseudonyms including the name Philo-Junius…a character who appeared to rescue Junius when it appeared he was being misunderstood by the public at some point.

Junius had a real impact on the British government.   Many people were influenced by the letters and real concepts of liberty were sparked.  The letters even provoked some rioting.

The letters are important because of their political significance, their style and the fact a mystery surrounds who wrote them.   Many critics state the author of the letters no matter who he was ahead of his time.

Some views of Janius include:

*We owe it our ancestors to preserve entire those rights, which they have delivered to our care; we owe it to our posterity, not to suffer their dearest inheritance to be destroyed…1769

*When the constitution is openly invaded, when the first original right of the people, from which all laws derive their authority, is directly attacked, inferior grievances naturally lose their force, and are suffered to pass by without punishment or observation….October 17, 1769

*They [the Americans] equally detest the pageantry of a king, and the supercilious hypocrisy of a bishop….December 19, 1769

*The injustice done to an individual is sometimes of service to the public.  Facts are apt to alarm us more than the most dangerous principles…..November 14, 1770

*The government of England is a government of law.   We betray ourselves, we contradict the spirit of our laws, and we shake the whole system of English jurisprudence, whenever we entrust a discretionary power of the life, liberty, or fortune of the subject to any man or set of men, whatsoever, upon a presumption that it will not be abused……May 25, 1771

You can view the entire contents of one of the letters here.

Of all of the possible authors regarding the Junius Letters the most interesting man to me is John Miller….mainly because he is the great-grandfather of a man who is prominent in the history of my hometown.

John Miller was an English printer who immigrated to South Carolina in 1783.  Prior to arriving in the colonies John Miller had created quite a reputation London as being a bit outspoken regarding many topics including the government, and of course, he supported a free press. He was brought to trial several times regarding items he printed and served time in prison. 

John Miller eventually settled in Pendleton County, South Carolina where he has his own historical marker.

Hurley E. Badders who wrote Remembering South Carolina’s Old Pendleton District said, “The stories he, as well as other newspapermen told, likely led to freedom of the press being written into our Bill of Rights.”

Badders also stated, “Miller had been classed as a radical in England, but in America he showed conservative tendencies often refusing to print political contributions.   For this and his foreign birth he was frequently denounced.”    Even so, Miller was a member of the Pendleton Franklin Society – an anti-federalist group concerned with the new nation’s policies.      Miller was very fond of saying, “Laziness in politics is like laziness in agriculture; it exposes the soil to noxious weeds.”

Following 1783 Miller devoted time to agriculture and politics helping to choose a site for the Pendleton County Courthouse, and he served as the first clerk of court.  I find it an interesting coincidence that his grandson, Richard M. Wilson would also serve as the first clerk of court in Douglas County, Georgia. 

Prior to his death Miller did return to journalism.

John Miller’s Weekly Messenger was established on January 16, 1807.   The name was later changed to the Pendleton Messenger following Miller’s death at the end of the year.   It was sold to an Anderson paper in 1858.

Other than the few historical markers in Pendleton John Miller slipped into obscurity upon his death…..just one more person who fought for what he believed in and made his mark by avoiding the sidelines.

There’s a lesson in there somewhere, and I’m not just referring to historical content either.

I’ve written about John Miller’s grandson and his role in our American story here.

Polking....Yes, Polking the Liberty Bell

I was taught early on in grammar school the Liberty Bell was one of our most important symbols.  I'm certain that you were taught that as well since it is considered to be one of our most important symbols and represents what the United States is all about.

I really don't dispute the idea that the bell represents freedom, however, I do dispute how it became our symbol of liberty.

I would imagine if I sent out a quick little survey to folks nine out of ten would tell me the bell we refer to as the Liberty Bell became famous and became etched into our collective memory when it was rung to announce the Declaration of Independence on July 4, 1776.

Nice story.

It does evoke certain patriotic stirrings, doesn't it?

The story is false.

It didn't happen.

While bells were used to mark the reading of the Declaration of Independence in 1776 there is no definitive proof the Liberty Bell rang.  In fact, most historians today refute the claim mainly due to the fact that the Second Continental Congress made no such announcement or conducted a formal reading of the document on July 4th.  They approved the document on July 2nd and sent it out for printing on July 4th.  For more about this see my post from 2006 titled July 4, 1776, An Imagi-Holiday here.

The story that the bell and our independence went hand in hand stems from a fictional story that was published in January, 1847 and was written by George Lippard.

He once described his work as writing "historical fiction and legends."  Lippard didn't deal with the facts.  He wrote what HE thought should have happened.

Basically, he was one of the first American writer's who published his own form of history - a revisionist version.

The fictional story he wrote concerning one of our most precious symbols of freedom was known as The Fourth of July, 1776 or more commonly known as Ring, Grandfather, Ring.  The story tells how once the Second Continental Congress approved the Declaration of Independence our liberty was announced to the people of Philadelphia by ringing the bell in the State House know known as Independence Hall and during the process the bell cracked.

It is a great story.

It just never happened.

Bells tolled throughout the city on July 8th in recognition of independence, but historians doubt the bell hanging in the State House steeple was rung because at the time the steeple was in very poor shape.  In fact, the town leaders knew the steeple was in need of repair as early as 1774.

Had you been in Philadelphia during the early days of the American Revolution and had asked about the Liberty Bell the citizens of Philadelphia would have given you a blank stare and a "Huh?".

They didn't refer to the bell as the Liberty Bell at all.  It was just the town bell that hung in the State House steeple, but it WAS important to them.   A town bell in Philadelphia dates back to 1682 with William Penn introducing the first town bell to citizens.   Town bells served as the lifeline of communication back then.  They announced proclamations and announced civic danger.  In fact, during the months leading up to Lexington and Concord the State House bell rang several times.   Some of the events that were announced by the bell were:

*In September, 1764 to announce the repeal of the Sugar Act

*In October, 1765 to announce ships carrying the tax stamps were sailing up the Delaware River.  The bell was actually muffled for this announcement.

*In June, 1774 to announce the Introlerable Acts...again,  the bell was muffled.

On September 11, 1777, Philadelphia was left defenseless after Washington's defeat at the Battle of Brandywine.  It was necessary for the city to prepare for the British since it was inevitable they would take the Continental seat of government and occupy it.

The Patriots knew they must strip the city bare of anything the British could use against them including the bells located throughout the city since they could be melted down and made into ammunition or cannons.   A total of eleven bells including the State House bell, and the bells from Christ Church and St. Peter's Church were removed and prepared for travel.  They were concealed in wagons filled with hay and manure.

Washington appointed Colonel Thomas Polk of North Carolina to move the State House bell and other items needed to be removed to Allentown, Pennsylvania, a 60-mile journey that would take seven days.

Polk commanded 200 North Carolina and Virginia militamen and used a fleet of 700 wagons to protect and move the bell along with the archives of the Continental government, army stores, and the town bell now known as the Liberty Bell.

This website advises on September 18, 1777....the entourage and armed escort arrive in Richland Township (Quakertown).   The Bell is pulled to a small house, owned by Evan Foulke, at the crossroads (the building now known as "Liberty Hall", 1237 West Broad Street). The proprietor of McCoole's Tavern (Abel Robert's Tavern, currently the Red Lion Hotel) extends full support, Polk's horses are cared for and fed as the Cavalry bivouacs for the night, before continuing the journey.   Seven days later, on September 24th, the long and arduous trip from Philadelphia to Allentown ends.  The Bell is safely hidden in the basement of Zion Reformed Church, where it is to stay until the end of the Revolution.

The 84" x 240" acrylic on plaster mural [seen below....painted by James Mann] depicts the Liberty Bell, escorted by Col. Thomas Polk's cavalry of 200 troops, as it arrives from Philadelphia, late in the day, at the intersection of what is now, Broad and Main Streets in the Borough of Quakertown, Pennsylvania.   Liberty Hall is on the right, the Red Lion Hotel, is in the foreground and part of the Thomas residence (demolished 1891), is visible behind it.

The British triumphantly marched into Philadelphia on September 26, 1777.   Except for Tories and peaceful Quakers the town was all but abandoned and her belfries were empty.

It was not until the 1830s that the State House bell was referred to as the Liberty Bell.  Abolitionists adopted it as the symbol for their cause, and called it the Liberty Bell.  Once Lippard's story hit in the 1840s the Liberty Bell name stuck in the psyche of the American public.

Just a side note....Thomas Polk's Grandnephew was our 11th President, James K. Polk.   

Claudius Smith and His Band of Cowboys

Claudius Smith's exploits are the perfect subject matter for me to share here at History Is Elementary.  He's a true figure in American history yet he is wrapped in many myths.  For every story you find out about him there are naysayers.  What most agree upon is he lived, he died and somewhere in the middle he robbed a few folks.  Another reason why he's a perfect candidate for me to write about is he represents a segment of history that is mentioned but rarely examined closely.

Smith lived in Smith's Clove...an area of New York more than likely named for his family.  The area is known  for its ponds, streams and mountain gorges making up what is also referred to as the Ramapo Valley.  Today the area falls under the jurisdiction of Orange County, New York and the county seat is Monroe - named for President Monroe.  The area also has the distinction of being the birthplace of Velveeta cheese.

No joke.

During the American Revolution the Smith's Clove area was bisected by important trade routes.  It was the perfect place for Claudius Smith to conduct guerilla warfare, but instead of helping the Patriots, Smith helped the British.

Yes, Claudius Smith was a Tory, and his actions built up quite a reputation stealing livestock and ambushing travelers on the Orange Turnpike between Canada and New York.  His exploits earned him the nickname "Cowboy of the Ramapos" since he stole so many cattle.  His band of men - including three of his four sons - were known as "The Cowboys."

To some, Smith was just a Robin Hood type targeting the wealthy while being generous to the poor, but it is documented he comitted acts of banditry, burglary, horse stealing and the murder of American Army major, Nathaniel Strong.

The governor of New York, George Clinton issued a warrant for his arrest.  The wanted poster stated Claudius Smith was "accused of stealing money, pewter and silver plate, saddles, guns, oxen, cattle and horses."   Often these items and livestock were sold to the British.

The warrant went on to state Smith ambushed John McLean, a messenger being sent to George Washington along the road and stole his dispatch, beat him and tied him to a tree by the side of the road.

The murder charge arose when Major Nathaniel Strong was found lying dead with two projectiles in his neck and head on October 6, 1778.  Witnesses including Strong's wife testified that Claudius Smith and his band of Cowboys broke into Strong's home to burglarize it and ended up killing the major in the process.

Smith was eventually captured on Long Island and hung in 1779 in Goshen, New York.  His last request was to remove his boots because he wanted to prove his mother wrong.  She had always told him his activities would cause him to die with his boots on.

Smith's son, James, was executed at Goshen soon after his father.  It is also reported that a  second son named William was killed prior to his father's hanging and the youngest son was actually able to escape with other members of the band to Nova Scotia after peace was finally declared.

Most of the booty Smith and his Cowboys stole were stored in various caves throughout Smith's Clove.  One cave in particular has been identified as his hide-out and is known as "Claudius Smith's Den".   It's located in Harriman State Park and is pictured with this post.  Legend has it that Smith's spirit guards the cave's entrance.

Claudius Smith was buried in what is now known as Presbyterian Church Park.  Rumor has it that at some point in 1842 the church made some changes to the grade level in the cemetery and some graves were disturbed.   Because of his rumored height (some said he was nearly seven feet tall) Smith's bones were easily identified and certain members of the town took them as their own.  Apparently his skull was treated as a trophy and stored in a meat market until the new courthouse was completed.  The skull was filled with cement and walled up about the main entrance to the courthouse.  The town's leading blacksmith also took Smith's wrist bone as a trophy.   Apparently it was passed down for years to other family members.

I'm thinking that would be an inheritance I would like to avoid.  What about you?

Chain...Chain....Chain..Chain of Fools

I walk over to my laptop and make a quick “click”. The sounds of Aretha Franklin fill the classroom….

Chain, chain, chain, chain, chain, chian
Chain, chain, chain, chain of fools
Five long years I thought you were my man
But I found out I'm just a link in your chain....
 found out I’m just a link in your chain….

Go ahead – click on the video and listen. I’ll wait.



I’m certain you are thinking I’ve lost it. Why is ElementaryHistoryTeacher playing this particular song for nine and ten year olds as the opening salvo to a lesson regarding an aspect of the American Revolution?

Don’t click off just yet. I have a connection.

Teaching history isn’t all about reading a lesson in a book or having a teacher tell a fascinating story for kids to take notes from.

Teaching history is all about making connections and visualizing the links – links in a chain of events that ebb and flow through history to the present day. In this particular exercise where I play the Queen of Soul’s famous song for my students I’m trying to allow them to own and claim the content and build some links of their own to the content.

I want them to listen to the song. I might even play it two or three times.

Okay, I might even play it a fourth time just for me.

I pop the lyrics up on my classroom screen and we read through them together. Some of my more talented students actually sing through them having already picked up the melody.

I pick up with the lyrics where I left off above….. (Read through them very carefully)

You got mw where you want me
I ain't nothing but your fool
You treated me mean oh you treated me cruel
Chain, chain, chain, chain of fools
Every chain has a wink link
I might be a weak child, but I'll give you strength
You told me to leave you alone
My father said come on home
My doctor said take it easy
Whole bunch of lovin is much too strong
I'm added to your chain, chain, chain
Chain, chain, chain, chain
Chain, chain of fools
One of these mornings the chain is gonna break
But up until then, yeah I'm gonna take all I can take
Chain, chain, chain, chain of fools

Students are sitting in small groups, so I proceed to tell them to take another look at the lyrics and discuss how the situation between the British and the American colonies is similar to the lyrics of the song.

Seriously…….think about it. I’ll wait. They don’t tell you in teacher education school, but most of good teaching is knowing when to hush and let the student’s think.

So?????

What did YOU come up with?

My students don’t disappoint me. They make some great connections between the contemporary lyrics and the plight of the American colonists.

Students volunteer the following:

*The British government had the colonies where they wanted them. Taxing them, but not allowing them any representation in Parliament.
*The colonist felt they were being treated mean and cruel. Students cited situations like the Intolerable Acts as proof.
*The colonists were a chain of fools. They were being taken advantage of and needed to stand up for themselves.
*The weak links in the chain were Tories.
*Everyone has an opinion regarding what should be done…….the Sons of Liberty, Committees of Correspondence, newpapers, the members of the Continental Congress.
*The chain is finally broken with Lexington and Concord.

Yes, this lesson is a great way to review. It’s also a great way to bring up new content tying into the chain theme.

Let me throw a few names out to you…..Peter Townsend, Sterling Iron Works, Captain Thomas Machin, Colonel Timothy Pickering.

Do they ring a bell?

What about New York, West Point, the Hudson River? Those are more familiar, aren’t they?

They all have something to do with one another. Early on during the American Revolution the Patriots were concerned about the security of the Hudson River and the military outpost at West Point. To keep the British from advancing up the Hudson they installed a chain across the river from Constitution Island over to the west bank of the river. It wasn’t the only chain, but it is remembered as The Great Chain. It was an ideal place in the river since a heavy S-curve existed there. Ships had to slow down because of the curves and it was the perfect location for artillery to shoot at enemy ships.

Peter Townsend was the owner of Stirling Iron Works, the company hired to build the chain. The Stirling name hails from William Alexander, Lord Stirling – the one-time owner of the land where the ironworks was located and a Major General in the Continental Army. Captain Thomas Machin and Colonel Timothy Pickering oversaw the project.

The whole thing weighed around 65 tons and stretched out to 600 yards. Each link in the chain was two feet in length and weighed 114 pounds.

To compensate for the changing current and tide pulleys, rollers, ropes, and mid-stream anchors were used in tandem with the chain. The chain was supported by huge logs. To avoid damage by ice the chain was removed each winter during the war and replaced each spring.

One point of interest about the chain regards Benedict Arnold who informed the British it was possible to break the chain because he had actually weakened it. Arnold escaped to the British when he realized the Patriots knew he had been an informer.

The picture below shows 13 links of the chain that are on display at Trophy Point, West Point. Yes, 13 links for the 13 colonies.

History tells us the British fleet never attempted to break the chain.


You can find out more about the chain and Peter Townsend at this link.

This post from The New York Times dated February, 1895 provides more detail regarding how the chain was installed.

There's More to Samuel Adams Than Just Beer...

I wrote the following blog post in March, 2006. Enjoy!

Introducing American History to children isn’t always easy. I employ the “take two steps forward, one step back” method. I constantly review. I constantly connect old content to new content.

Over the last several days we have become knee deep into the American Revolution. During our review of taxes, taxes, and more taxes we were making a list of the different ways colonists protested the taxes. As they volunteered I wrote-----boycotts, smuggled goods, letters to Parliament, petitions, and violence. A young man volunteers, “The Sons of Liberty.” Immediately a girl speaks up and says, “Daughters,too----the Daughters of Liberty!” I make separate entries on the board to please the masses.

I say, “I think we have them all. What about important people who spoke out about the taxes?” Students rattle off the following names---James Otis, Mercy Otis Warren, and Patrick Henry. “There’s one more that we’ve talked about, so far,” I prompt.

A voice says hesitantly, “Samuel Adams?”

Another voice counters, “No, John Adams. Sam Adams is the name on my Dad’s beer.” The room erupts in laughter, shouts, and counter-shouts from all corners. I raise my hand----the Harry Wong ‘guaranteed to get them quiet’ way.

I ask the class to turn to the appropriate page in the book where Sam Adams is highlighted. I wait for everyone to come on board. You see, even opening textbooks and finding page numbers can create momentary chaos in a room full of nine and ten year olds.

“Ok,” I finally say. “Samuel Adams’ cousin, John, called Sam “a plain, simple, decent citizen of middling stature, dress, and manners. The Governor of Massachusetts, a loyalist, called him the most dangerous man in Massachusetts.”

Then I continued, “Boys and girls, Sam Adams IS the name of a beer.” Looks of ‘I told ya’ sos’ are flashed around the room. “Our job right this minute is to reread about Sam and figure out what he did to get a beer named after him.”

We learn that after graduating from Harvard in 1740 Samuel Adams studied law, and worked as a clerk and merchant. He managed a brewery before being elected tax collector.

That tidbit of knowledge causes some titters as the realize one of the most important tax protesters actually had collected taxes. We read on and learn more.

As more and more taxes were levied against the colonists Samuel Adams found out he was a good organizer and speaker. He helped to organize Boston’s chapter of the Sons of Liberty. Adams’ main talent was to bring together rich and poor alike. He wrote several pamphlets urging Americans to rebel against the British. One pamphlet called “The Rights of the Colonists” centered on three ideas: the rights of colonists as men, the rights of colonists as Christians (imagine that!), and the rights of colonists as subjects. These same rights are introduced into the founding documents of our nation---the rights of life, liberty, private property, and freedom of religion.

I stop our process of reading and tell students to remember this. I tell them in a few days we will talk about the Declaration of Independence, and I will ask them to remember Sam Adams’ pamphlet.

Samuel Adams played an important role in the first actual battle of the Revolution. The British soldiers began to move against Lexington and Concord because they had information that John Hancock and Sam were there with a store of weapons. Luckily they were warned.

We talk about what we just read and identify the qualifications that could get a beer named after you. We then discuss which is more important, having a beer named after a historical figure or the contributions of that person. We decide the contributions are more important, and we discuss why the beer company would want to have a famous name attached to it. Having completed our review I inform students it’s time to go.
Several hands appear in the air, and one young man asked, “Well, what happened at Lexington and Concord?”

“Oh, young grasshopper,” I say in my pitiful ‘Kung-Fu’ imitation, “that’s a story for another time.”

That’s the secret.

Leave ‘em wanting more.

If you are wondering why I’m republishing past postings see my explanation HERE.

Thars Gold in Them Thar Hills!

Sadly most American classrooms don’t mention gold in relation to North American history until the 1840s are discussed ….you know the drill….American River, John Sutter, Forty-Niners, San Francisco.

Three American History books aimed at fourth and fifth grade and two books for high school I have at my disposal all tell the tale of the discovery of gold in California along with the large numbers of people who headed to the region to get rich.

Students examine how the gold-miner wannabees reached California. In some classrooms the situation is used to teach a bit of economics regarding the law of supply and demand and of course, Levi Strauss is always brought up regarding his contribution to the blue jean industry. Other points are also brought up. For example, the Gold Rush in California caused discrimination since so many ethnic groups ended up living close together, yet it also increased the population to the point California became a state in 1850.

The California Gold Rush a valid point in American history that should be taught. I have no problem with it per se, but what about other gold rushes?

What about other great finds of gold other than the one that occurred at Sutter’s Mill?

Poor little Conrad Reed is often shortchanged in the credit department regarding history, and I’m really not sure why. I’m mean afterall….one of the ways we interest kids in history is by pointing out that kids make history just as often as adults….and little twelve year old Conrad made history in the best way possible.

One day in 1799, while walking along the creek bed on his father’s farm in Cabarrus County, North Carolina little Conrad found a rather large rock….actually it was a nugget of gold, but no one realized it for three years while the nugget served as a door stop. At 17-pounds it was a rather large nugget, and once it was identified as gold, Conrad’s discovery ushered in the very first North American gold rush.

Yes, the very first gold rush was not in California….it was in the South.

Part of teaching the American Revolution, of course, involves introducing students to the use of Hessian soldiers by the British, but what we rarely tell students is sometimes the Hessians remained in the newly formed United States and contributed to American society in different ways. Conrad’s father, John Reed aka Johannes Reith (one suggested spelling), was one of those Hessians who stayed behind after the Patriots won independence. During the war Reed had actually abandoned his post outside of Savannah and never looked back.

While John Reed might have been an excellent farmer he was very uneducated in the gold department and allowed a jeweler to purchase the nugget for $3.50 (a whole week’s wages at that time) and only later discovered the nugget was actually worth $3,600.

Not wanting to be taken again Reed began mining gold on his property and soon after a slave by the name of Peter found a 28-pound nugget. At his death in 1845 John Reed died a very rich man.

You can visit the Reed Gold Mine site here.

American Philatelist has an interesting article here regarding gold mining in North Carolina.

13: The Discovery of HMS Ontario

When we think of the American Revolution we tend to focus on land battles like Lexington, Trenton, and Yorktown….rarely do we discuss ships and how they played a role in the War for Independence.

Recently a 22-gun British warship was located at the bottom of Lake Ontario near the southern shore. Many shipwreck enthusiasts have named the HMS Ontario the “Holy Grail” of shipwrecks because it was considered a lost cause as far as locating it.

1. During a gale on October 31, 1780, 130 people lost their lives as the HMS Ontario plummeted to the lakebed. There was a garrison of 60 British soldiers, a crew of approximately 40 men, and possibly about 30 American war prisoners aboard.

2. The ship was finally found in water up to 500 feet deep using side-scanning sonar and an unmanned submersible making it the oldest and only fully intact British warship ever found in the Great Lakes

3. Luckily the finders of the wreck understand the ship is a war grave and have no plans to raise it or remove any of its artifacts.

4. In an interview the finders also indicated the ship is still considered to be property of the British Admiralty.

5. The finders located the ship resting partially on its side, with two masts extending more than 70 feet above the lake bottom.

6. One of the finders was quoted as saying, “Usually when ships go down in big storms, they get beat up quite a bit. They don’t sink nice and square. This went down in a huge storm, and it still managed to stay intact. There are even two windows that aren’t broken. Just going down, the pressure difference, can break the windows. It’s a beautiful ship.”

7. The fact that the waters of Lake Ontario are very cold and deep are positives that helped the HMS Ontario remain pristene. There was little light and no oxygen to hasten decomposition, and little marine life to feed on the wood.

8. The HMS Ontario only saw five months of water travel. It was used to ferry troops and supplies along the frontier of upstate New York. Ship enthusiasts state she was the largest British ship on the Great Lakes at the time.

9. Once the British knew HMS Ontario had been lost they searched for her while keeping her disappearance a secret from the Continentals, but a day after the sinking hatchway gratings, the binnacle, compasses, and several hats and blankets drifted ashore. Later the ship’s sails were found drifting on the lake.

10. Six bodies thought to be from the HMS Ontario were found near Wilson, New York.

11. Two centuries later the ship was finally found. One of the finders had been searching for the HMS Ontario for over 35 years. For the last three years over 200 square miles were searched before the ship was found earlier this month

12. The finders state there should be no disputes regarding their identification of the find since the HMS Ontario had a rare feature…..two crow’s nests on each mast. Another was a decoratively carved bow stem. Two cannons were found, two anchors, and the ship’s bell.

13. Finally, what really clinched the ship’s identification was the quarter galleries on either side of the stern --- a kind of balcony with windows typically placed on the sides of the stern-castle, a high, tower-like structure at the back of a ship that housed the officers’ quarters.

Currently a documentary is being planned to detail the find.

You can see a video of the submerged ship at this YouTube link.

You can find more bloggers participating in Thursday Thirteen here.

Yes! There's More About Fort TIconderoga...13 Things

1. Built in the narrows of Lake Champlain Fort Ticonderoga could view trade routes from the Hudson River Valley controlled by the English and the Saint Lawrence River Valley controlled by the French. My post yesterday provides more details regarding the strategic location of the fort.

2. Through its long history the fort has seen four important battles. The French constructed the fort also known as Fort Carillon in 1755 The fort’s main objective was to control Lake Champlain and keep the British from advancing into the area.

3. I always like to show students a picture of the fort and ask them….if the objective was to hold the lake why was the fort built on a bluff high above…….answer is it was important to maintain the integrity of the fort. It was harder for enemies to attack because they had to climb the walls

4. This fact didn’t keep the British from attacking during the final French and Indian War aka the Seven Years War on July 8, 1758….parts of the fort were still under construction….unfortunately the British were repulsed. This was the greatest victory for the French during the Seven Years War; however, in 1759 the Battle of Ticonderoga was fought with a British victory.

5. Surprisngly the British allowed the fort to fall into disrepair, and maintained it with a small garrison. Students are always amazed that the garrison was less than a hundred….less than 50…less than 30….more like 20. When Benedict Arnold, Ethan Allen and the Green Mountain Boys the Americans entered through a breach in the wall and it was taken without a single shot being fire. The picture below shows the side the structure where Allen entered and demanded the Fort’s surrender.

6. Cannons and gunpowder were seized and were then hauled by Henry Knox in 1775-76 to assist with the siege of Boston

7. In my post Saving History I recount how today the fort is privately owned and is considering selling off some of the artifacts in order to cure huge financial missteps and dwindling numbers of tourists. While this saddens me we probably wouldn’t have Fort Ticonderoga to visit at all if it wasn’t for the fact that the property has been privately maintained since William Ferris Pell (pictured below) purchased the property in 1820. Ironically he was the member of an exiled Loyalist family during the American Revolution.

8. Pell was a businessman, horticulturalist, and preservationist. At the time he became the owner of the property many of the locals had been pilfering the huge stones and other building materials for use on their own properties. Pell was able to secure the fort though he conducted no reconstruction.

9. Pell built a magnificent home on the grounds called The Pavilion which he later turned into a hotel. Today, along with the Fort, The Pavilion is listed on the National Register of Historic Places.

10. Pell’s great-grandson, Stephen Pell, seen below, took over the restoration of the Fort in 1908. While the Fort becomes a tourist destination, The Pavilion becomes a private family residence. Stephen Pell is credited with building the museum that the Fort is today due to the fact that he was an avid collector of Revolutionary War relics.

11. Stephen Pell was a decorated war veteran, having served in both the Spanish-American War and the First World War. You can find out more about him here

12. The official website for Fort Ticonderoga can be found here.

13. Members of the Pell family are still involved with the Fort and sit on the Fort Ticonderoga Association and Board of Trustees. A family cousin, Deborah Pell Dunning is working on a book which will detail the Pell family’s involvement with the Fort, but does not have a publisher as of this date.

There is a great online article here concerning the history and restoration of the Fort.

Other bloggers have published lists of 13 things as well today….you can find them here.

Wordless: A Stategic Location

Today’s images are the famed Fort Ticonderoga I mentioned yesterday in my post regarding selling history. The Mohawk Indians named the area Ticonderoga long before the French decided to build a fort at the location. The very word Ticonderoga means “land between the waters” meaning the peninsula where the fort was built (between 1755 and 1759) is between Lake Champlain and the drainage of Lake George (La Chute River). In fact, the fort could reach the Vermont shore with cannon fire, and anyone who had control of the Fort had control of a very important north-south water route.

The image below is another view of the Fort…You can see Fort Ticonderoga and Rattlesnake Hill (Mount Independence) from Sugarloaf Hill (Mount Defiance). Fort Ticonderoga sits on the end of the peninsula to the left. Rattlesnake Hill is the peninsula to the right. You can clearly see how the fort is strategically located where the lake narrows.

More on Fort Ticonderoga tomorrow!

Other bloggers are also posting wordless images today. You can locate them here.

Selling History

I had lunch on Sunday with some friends of ours and the subject of my writing came up. I mentioned that perhaps it was the heat of July and August or perhaps it was because I had been busy with numerous projects over the summer, but I just haven’t been very enthusiastic regarding my writing topics until……until I saw this article regarding Fort Ticonderoga.

I mentioned to my lunch companions that apparently the fort is a bit cash strapped because they are looking into selling some of the property’s artwork and artifacts. Instantly one of my companions remarked, “Wait, how can they do that? The government owns the fort, don’t they?”

Read the article and you will discover as I did that Fort Ticonderoga is privately owned and is only on the National Historical Register. It is not part of the National Parks Service as many historical locations are. Therefore, they can sell what they wish, and it appears they are wishing hard. One item in particular is a painting by Thomas Cole titled Gelyna: View Outside of Ticonderoga (1829). See it to your left. You can click on it to see a larger view. It’s rather interesting, don’t you think?

Apparently the money mess began when the fort’s main benefactors, Deborah and Forest E. Mars, Jr. (of candy bar fame), pulled out cold turkey because they had a problem with some of the museum folk. If you read the article I linked to above as well as this Topix thread the whole thing sounds like a financial soap opera.

Sheesh people…this is history….this is Fort Ticonderoga. Quit trifling with it over power issues.

One Light-Emitting Diode If By Land, and Two If By Sea

Somehow this post title doesn’t have the same stirring ring to it as “one if by land, and two if by sea”, but the Old North Church in Boston is changing with the times. This article greeted me this morning as I was preparing to start my day.

LEDs, or light-emitting diodes, are energy-efficient lights and are being used to illuminate the vaults inside the church which dates back to 1723. The church steeple was used to display two lanterns as a signal about British troop movements on April 18, 1775, and is aptly described in Henry Wadsworth Longfellow’s famous--- if not somewhat inaccurate poem--- which included the line: “One if by land, and two if by sea.”

So, what’s so important about April 18, 1775? On that evening church sexton, Robert Newman, climbed the steeple and held high two lanterns to signal Paul Revere, William Dawes, and the other midnight riders that the British were marching to Lexington and Concord by sea and not by land.

What followed is commonly referred to as the 'shot heard round the world'.

While the installation has been done with historic sensitivity, and while it is as one visitor remarked no different than updating a building with air conditioning or running water it is a little sad that eventually the steeple’s compact fluorescents will be replaced with LEDs.

It might be a little interesting, however, to tie in the concept of historic preservation with the march of time and technology when studying Lexington and Concord.

My links to Paul Revere and the ‘shot heard round the word’ are from the site
Archiving Early America which has a few slideshows that could be useful to introduce a topic, review a topic, or for small group and individual use.

Controversy...It's a Good Thing!

Controversy…our very world is full of it! It only takes a few clicks in the blogosphere to become embroiled in one controvery or another and everyday it seems we are heaping on more and more controversy involving subjects from religion to politics and from education issues to social ones like teen pregnancy or abortion. Historians have their fair share of controversies as well---the atomic bombing of Hiroshima and Nagasaki, the Crusades, the causes and effects of any war---and because there are no definitive black or white answers due to individual analysis and conjecture many issues remain controversial until more evidence is located that cannot be refuted in any way.

Think about it for a minute…you see something in a blog, newspaper, or book that goes against the grain, your ire is up and you want to voice your own opinion in response. Many of you would rely on your own prior knowledge and a large number of you would dig a little deeper to verify some of the things you disagreed with in the original article….just to make sure, you know. In the process your horizons are broadened just a bit with some of your prior knowledge being confirmed and some of it being thoroughly debunked. You, my good friend, have learned something in the process.

I’m not one that really wants to get embroiled in a controversy and at first glance I might balk at the idea of actually planning for one in the classroom! Who needs the hassle, right?

In his book Creative Controversy---Intellectual Challenge in the Classroom, Dr. David Johnson advises conflict has considerable value for educators and students when the controversy is managed constructively [by the teacher]. Controversial questions can actually teach students to deal with all types of controversy; they can help to structure debate in the classroom, and reinforce conflict resolutions skills.

Dr. Johnson advises academic controversy exists when one person’s ideas, information, conclusions, theories, and opinions are incompatible with those of another party, and both parties have to reach an agreement. However, in today’s world where many believe controversial issues have no gray areas but are either white or black we see no concessions or even a hint of an admission that with some issues we simply don’t have enough information to have an exact answer.

Last week’s wordlesss image was a portion of a painting by Arnold Friberg called VaThe Prayer at Valley Forge (1975). An earlier engraving of Washington’s Prayer by Henry Brueckner also exists. Friberg explains in his own words the reasons why he completed the painting and the research he conducted in the process. From the site Friberg states The well known American legend is without documentation. But from Washington's own words there can be no doubt of his deep and humble dependence upon whom he chose to call "that all wise and powerful Being on whom alone our success depends."
I decided to use the painting of Washington praying due to the very controversies surrounding it (if you haven’t already this would be a good time to check out the comments made regarding my mystery image here):

*A man, George Washington, is praying. Some believe it is wrong to show public school students an image of someone in prayer. I’ve read where this painting has been banned from public buildings including schools, but I have no specific locations.
*There is a strong religious message as you view the painting that sends the separation of chuch and state crowd into a tizzy.
*Washington in prayer?!? Some believe Washington was Christian while others argue he was a Deist and not a Christian.
*The backstory behind the painting is suspect and many historians argue that it is nothing more than an American myth.

I strongly feel there is nothing illegal or irresponsible by showing students the painting by Mr. Friberg. As many of my commentors suggested this image can be used to teach about Valley Forge, American myths, the evaluation of historical sources, and can even lead to a discussion on the exact wording of the Constititution regarding freedom of religion and as Polski3 stated Jefferson’s own opinion regarding the separation of church and state.

Everyone had really great ideas concerning how to use the painting. Following Dr. David Johnson’s ideas on academic controversy, however, I have in the past shown the painting to students and discussed its background. After carefully pairing students together I have provided them with several bits of information concerning the various controversies surrounding the painting that I mentioned above. The trick with a lesson surrounding academic controversy is to allow the students to explore the information, evidence, and points of view and allow them to arrive at solutions on their own.

Each team receives information based on only one point of view. They must digest the information and understand the point of view so that they can relate the position to their partner. After both sides have been presented the partners trade information and the process begins again resulting in each partner presenting the alternative point of view. Many students state it is very interesting to see how differently their partner can interpret the same information.

Following the second set of presentations the partners work together to analyze both sets of information and they attempt to discover which point of view seems the most plausible. Finally, students synthesize their new knowledge by arriving at a concensus that each student must word on his or her own in writing to turn in. Sometimes the concensus my students have arrived at is simply agreeing to disagree while others disagree greatly with one point of view but certainly understand where it came from.

I have found these types of activities motivate my most reluctant students and also begin to help them understand how to listen to a different point of view that can affect their lives inside and outside of the classroom.

Our hot-button issues in history, science, religion, politics, education, and our social and cultural lives aren’t going away anytime soon. What concerns me is it doesn’t seem that any of the sides to an issue are willing to concede even an inch of ground to move on. Unfortunately some controversies are not white or black. They are very gray, and allowing students an opportunity to mix points of view in order to see the gray is a very powerful thing to do---not necessarily to teach tolerance or to teach compromise at all costs, but to teach students what it is to have an intelligent informed dialogue regarding controversial subjects and to understand with some issues we might never have a meeting of the minds.

Tomorrow I will post a list of various online sources that can be used to formulate materials for students to view when Friburg’s painting is used in an academic controversy lesson.

UPDATE: My source list is now published here

An Ending or a Preview

Last week I shared with you an unfinished painting for my wordless image. It was begun by Benjamin West (pictured left) who was born in Pennsylvania in 1738. His most formal lesson as a boy regarding painting was at the hand of local Native Americans who taught him how to mix paint using clay and bear grease. By 1763 he had traveled to England where he became one of the leaders of the Royal Academy even though he had no formal art training and couldn’t spell very well either. Once in England West began to work on several commissioned works at the request of King George III. Though West left the colonies before the American Revolution he did have strong connections there. He had been named for Benjamin Franklin, was a great friend of his, and had painted a portrait of him.

I usually end my American Revolution unit by showing students the unfinished work of West, and I tell them the purpose of the painting was to memorialize the signing of the Treaty of Paris (1783). I ask students to think for few minutes and based on what they have learned write a few sentences in their notebooks regarding why they think the painting is unfinished.

It’s so easy to present content to students regarding a war and tie it all up in a nice little bow by telling them Cornwallis surrendered at Yorktown, the British sailed home, the Treaty of Paris was signed, and then BAM…..we move on to the formation of American government.

It just wasn’t that simple.

Generally the British were not that happy with the surrender, and anti-American sentiment was high. True, British citizens were tired of war, but they didn’t like loosing either. Negotiations for the treaty went on for sometime. Benjamin Franklin and his group of negotiators held firm regarding the independence of America and that the British nation should formally recognize it. Some historians have stated that the actions of the American negotiators are the greatest triumph to date of American diplomacy. However, it must be noted that the treaty was only a stop gap measure and many problems remained between the two nations until the signing of the Jay Treaty or Treaty of London in 1794.

In the painting from left to right we see John Jay, John Adams, Benjamin Franklin, Henry Laurens, and William Temple Franklin, the grandson of Benjamin Franklin. Yes, I’m aware that he resembles George Washington in the painting. My students usually pick up on this as well. Of course we know that Washington was not part of the negotiations. He was busy doing other things.

The team of Jay, Adams, and Franklin did the majority of the negotiations. Henry Laurens, former president of the Continental Congress, was one of the Peace Commissioners, but he didn’t sign the primary treaty. He did serve an important purpose involving a second agreement that involved the Netherlands and Spain. Laurens (picture at left) who hailed from South Carolina was a major planter and slave holder. Ironically his former business partner in the slave trade, Richard Oswald, was the leader of the British delegation. Laurens’ son, John, was an aide-de-camp for George Washington and was known for several brave exploits during the American Revolution. He also petitioned for the inclusion of slaves into the Continental force in return for their freedom. Georgia’s Laurens County is named for John Laurens. I have detailed bits of his life over at Georgia on My Mind.

The unfinished section of the painting was for the British delegation, but they refused to sit for Mr. West. Their disdain and outright hatred for the Americans kept them from consenting to become immortalized for all time. Many of my students connect to the many disagreements they have with their friends and realize the British really knew how to hold a grudge. Their refusal to sit for the painting is a powerful symbol for students, and serves as a preview for problems ahead that eventually lead to the War of 1812.

By presenting this painting to students I provide a few details regarding peace negotions and press upon the fact that a peace treaty doesn’t mean that all issues are resolved. Some are ongoing and eventually lead to another war.

13 Things About Arthur St. Clair

Welcome to my 31st Thirteen list.

If you are regular reader around here you are aware that I love to share with students obscure yet important figures in American History. These people have very interesting stories and are often instrumental behind the scenes. They often are participants in the little stories that motivate students into further learning action

Arthur St. Clair is one of those interesting fellows. He served his country in many different positions, and made some mistakes, however, he didn’t stop participating.

Eric over at Secondhand Thoughts almost immediately guessed who my mystery image was yesterday for Wordless Wednesday. Check out the comments for my thoughts on lesson planning and how students can be taught to analyze images as well.

Here are 13 facts about Arthur St. Clair:

1. He was born and educated in Scotland. There is some discrepancy regarding his birth year (1734 to 1736), however, the information presented at this site states Arthur St. Clair was descended from the St. Clair family of Roslin Chapel fame via a common ancestor with the Earl of Roslin. Roslin Chapel played an inportant role in the plot line of the novel, The Da Vinci Code.

2. He traveled to the American Colonies during the French and Indian War after he purchased a commission in the British army.

3. Following the war he settled in the Ligonier area of Pennsylvania where he became the largest landowner in western Pennsylvania and owned several mills.

4. As a citizen of the colony of Pennsylvania, St. Clair became very active in the colony’s legal system from the court of common pleas to the orphan’s court, and served as a member of the proprietary council.

5. When Virginia claimed a part of Pittsburgh as their own, St. Clair was the individual who issued the arrest order for the leader of the Virginia troops. This little known skirmish between the two colonies became known as Lord Dunmore's War in 1773 and 1774 and it had much to do with Native Americans who lived in the area.

6. During the American Revolution, St. Clair once again donned a military uniform except he wore the uniform of a Continental. He took part in organizing the New Jersey militia, crossed the Delaware with Washington and took part in the battles of Trenton, Princeton and Ticonderoga.

7. It was his failure at Ticonderoga that led to a court martial where he was eventually acquitted. He returned to duty and completed his service at Yorktown.

8. Many Americans don’t realize the United States has not always had the Constitution as its plan of government. Our first plan was the Articles of Confederation and several different men served as our president under the Articles. St. Clair was the ninth president under our first plan of government. In fact, he was in charge during the time of Shay's Rebellion which is one of the key events people like me teach to students in order to show the Articles of Confederation were flawed and made our vulnerable infant country extremely weak.

9. Following a loss of the governorship of Pennsylvania, St. Clair was appointed as governor of the Ohio Territory under provisions provided for in the Northwest Ordinance, a key factor in the settlement of the west that I teach to students. Once the territory was divided he was the governor of Ohio where he was instrumental in establishing Maxwell’s Code, the first written law in the area. Unfortunately his efforts to establish treaties with the Native Americans in the area often were met with extreme resistance on the part of the various tribes.

10. In 1791 he became the highest ranking officer in the United States Army and led his forces against many different Native American leaders. President Washington requested his resignation, however, after the Battle of Wabash (also known as St. Clair’s Defeat or the Columbia Massacre) as over 600 American soldiers along with many women and children were killed. It was a tremendous defeat for the Americans.

11. Thomas Jefferson removed St. Clair from his role as governor of Ohio in 1802. He was seen by many to be partisan, and he didn’t always consult all parties before acting. Critics state his arrogance in governing led to a weak Ohio government early on.

12. St. Clair died in 1818 in Pennsylvania. He was basically penniless as he had given away wealth over the years and just as his career had its ups and downs so did his business ventures as well.

13. You can learn more about St. Clair here as well as see some of his handwriting.

You can see his home here.

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