Namesake of a Peacekeeper

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General William Tecumseh Sherman
Question

How did General William Tecumseh Sherman get his middle name? It seems unusual for a 19th-century white family to name a son after an American Indian leader who fought against the United States.

Answer

Prior to the War of 1812, the Shawnee chief Tecumseh tried with his brother Tenskwatawa, a religious leader known as the Prophet, to revivify a confederacy of Indian peoples and rebuild it strong enough to halt the rapid expansion into their lands of American settlers, prevent additional lands from being sold to whites, and preserve Indian cultures from European influence. A number of such confederacies had been formed previously but had failed to hold together. Tecumseh ultimately allied with the British in their war against the U.S. and died in battle on October 5, 1813 at the Thames River in present-day Kent County, Ontario, fighting American soldiers who had invaded Canada. His confederation was the final one that posed a serious threat to American westward expansion.

Tecumseh was highly respected by many of the white men who fought with him and against him. Tecumseh's ally, British general Isaac Brock, stated in 1812 that Tecumseh "has the admiration of everyone who conversed with him." Major John Richardson, who became Canada's first novelist, called him "a savage such as civilization herself might not blush to acknowledge as her child." Michigan Territory Governor Lewis Cass, who led militia troops against Tecumseh, praised him as "remarkable in the highest degree" and characterized his oratory as "the utterance of a great mind roused by the strongest motives of which human nature is susceptible; and developing a power and a labor of reason, which commanded the admiration of the civilized, as justly as the confidence and pride of the savage." In journalistic accounts, Tecumseh was represented as an Indian Napoleon, Hannibal, and Alexander. Towns in Michigan, Nebraska, Kansas, Missouri, Indiana, Alabama, Oklahoma, and Ontario today bear his name.

Tecumseh Paradox

Historians have attempted to account for the great admiration that whites had for Tecumseh. R. David Edmunds suggested that his "attempts at political and military unification seemed logical to both the British and the Americans, for it was what they would have done in his place." In addition, Edmunds proposed, "More than any other prominent Indian, Tecumseh exemplified the European or American concept of the 'noble savage,'" pointing specifically to his "kindness toward prisoners [that] particularly appealed to Americans." John Sugden listed qualities that Americans admired in Tecumseh: "courage, fortitude, ambition, generosity, humanity, eloquence, military skill, leadership . . . Above all, patriotism and a love of liberty." Richard White has noted the ironic nature of this admiration: "Tecumseh, the paradoxical nativist who had resisted the Americans, became the Indian who was virtually white."

Family Names

Charles R. Sherman, the father of the future general, who settled in the Ohio Valley in 1811 and later became an Ohio State Supreme Court justice, was among the many admirers of Tecumseh. Lancaster, Ohio, where the general was born in 1820, is less than 40 miles northeast from the old Shawnee town of Chillicothe—just north of the present-day town of the same name— where historians believe that Tecumseh likely had been born some 55 years earlier. The Rev. P. C. Headley, in an 1865 biography of Sherman, one of at least five books about the general published since his military campaign of the previous year, quoted an unidentified person claiming to be from the area of the general's birthplace, who had written to Headley that Tecumseh "was for a long time kept in rather fond remembrance in this immediate vicinity, by those who were engaged in that conflict . . . because they knew that several times he prevented the shedding of innocent blood." The writer went on to relate that the desire of Sherman's father "to have one son educated for military life, led him to choose Tecumseh for the boy, he being born not long after the death of that chieftain."

Some 20 years later, Sherman himself, in the second edition of his memoirs—he had neglected to discuss his early life in the first edition— wrote that the War of 1812 "caused great alarm and distress in all Ohio." He stated, "Nearly every man had to be somewhat of a soldier, but I think my father was only a commissary; still, he seems to have caught a fancy for the great chief of the Shawnees, 'Tecumseh.'" When Sherman's older brother James was born, the general related, his father "insisted on engrafting the Indian name 'Tecumseh' on the usual family list." Sherman's mother, who had named her first son after a brother of hers, prevailed, however, in her desire to name her second son after a second brother of hers. By the time of his own birth, Sherman continued, "mother having no more brothers, my father succeeded in his original purpose, and named me William Tecumseh." As a boy, Sherman was called "Cump" by family members.

In 1872, William J. Reese, Sherman's brother-in-law, wrote that the choice of an Indian name did cause some consternation in the community. "Judge Sherman was remonstrated with, half in play and half in earnest, against perpetuating in his family this savage Indian name," Reese remembered. "He only replied, but it was with seriousness, 'Tecumseh was a great warrior' and the affair of the name was settled."

Cultural Perceptions of Native Americans

The oft-repeated use of the term "savage" in describing Tecumseh and Indians in general points to deeply rooted ideological ways of understanding cultural difference that whites at the time had even with respect to individuals such as Tecumseh, whom they clearly admired. Historian Robert F. Berkhofer has traced "persisting fundamental images and themes" of European understandings of Indians, noting the practice of "conceiving of Indians in terms of their deficiencies according to White ideals rather than in terms of their own various cultures." Whites, Berkhofer contended, often used "counterimages of themselves to describe Indians and the counterimages of Indians to describe themselves." The strength of such persistent dichotomies between savage Indians and civilized whites becomes even more noticeable in light of the irony that in the aftermath of the battle during which Tecumseh died, his corpse was scalped and pieces of skin were removed by American soldiers for souvenir strips and razor strops. Sudgen has written that "Henry Clay was said to have exhibited one in Washington the following winter."

Bibliography

Robert F. Berkhofer, Jr., The White Man's Indian: Images of the American Indian from Columbus to the Present. New York: Knopf, 1978.

Benjamin Drake, Life of Tecumseh, and of His Brother the Prophet; with a Historical Sketch of the Shawanoe Indians. Cincinnati: E. Morgan, 1841; reprint: New York: Arno Press & New York Times, 1969.

R. David Edmunds, Tecumseh and the Quest for Indian Leadership. Edited by Oscar Handlin. Boston: Little, Brown, 1984.

Bill Gilbert, God Gave Us This Country: Tekamthi and the First American Civil War. New York: Atheneum, 1989.

P. C. Headley, Life and Military Career of Major-General William Tecumseh Sherman. New York: William H. Appleton, 1865.

William J. Reese, quoted in Lee Kennett, Sherman: A Soldier's Life. New York: HarperCollins, 2001.

William T. Sherman, Memoirs of General William T. Sherman. 2d Edition, revised and corrected. New York, D. A. Appleton, 1886.

John Sugden, Tecumseh: A Life. New York: Henry Holt, 1997.

Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650–1815. Cambridge, UK: Cambridge University Press, 1991.

All Hands on Deck

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Oil on canvas, 1884, USS Constitution. . . , Davidson, USS Constitution Museum
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The USS Constitution Museum developed All Hands on Deck as a means of introducing K–12 educational elements across subjects (math, art, and more) using the history of one of the United States' most renowned military vessels, the USS Constitution.

The website itself is somewhat disorganized. However, there are a plethora of lesson plans embedded within it for students of any grade level.

The available lessons are divided into five sections—preview activities (to determine pre-existing knowledge), the building of early U.S. military frigates, the War of 1812 and the Barbary Wars, 1800s life aboard a warship, and the lasting legacy of the USS Constitution. These sections have subsections, within which you can find individual lessons intended for grades K–4, 5–8, and 9–12. Alternatively, visiting "How to Use This Online Curriculum" includes a linked list of states. Clicking on any of the available states—IL, MD, WA, SC, TN, MO, TX, NM, CO, MT, and VA—offers a list of the activities available on the website which correlate with state standards. The individual subsections also include recommended field trip sites, films, books, games, music, and more; as well as anecdotes, literature, and other "grab bag" additional items of interest.

The Image Gallery offers a smattering of paintings, illustrations, and photographs of the vessel and its officers. The gallery also contains a single newspaper recruitment ad dating to 1798.

Educators who would prefer a tangible copy of the curriculum can send an electronic request.

Alternatively, you may want to brush up on your USS Constitution history yourself. In that case, the website offers a 19-minute video in which a young girl meets a variety of figures aboard the ship—a captain's wife, a powder monkey, and an African American sailor among them.

A Sailor's Life for Me!

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Illustration, Do you suffer from scurvey, rickets. . . , A Sailor's Life for Me!
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A Sailor's Life for Me! is a superb example of how the web can bring history alive for young students.

The website presents an idea of what daily life would have been like aboard the famed USS Constitution, which actively fought in the Quasi War with France, the Barbary Wars, and the War of 1812. Its ability to withstand enemy fire eventually gained it the moniker of "Old Ironsides."

There are three main sections to the site, as well as supplementary materials. The primary sections are a "life of" game, an exploration of the areas aboard the vessel, and an introduction to the men who would have sailed aboard her.

Explore Old Ironsides is perhaps the most informative section. Here, the ship is divided into 24 interactive scenes which introduce shipboard activities—from battle roles, flogging, and burial to the more common activities of dining, holystoning (deck maintenance), and what sailors did with their moments of free time. Each section can be explored clicking on people and items. Clicking provides commentary from fictional sailors (complete with highlighted vocabulary terms), actions and sound effects that bring the scene to life, short biographies of historical USS Constitution sailors, and information on tasks and objects in the scenes. Life stories of the real sailors range from fairly typical naval experiences to an unfortunate sailor who wounded himself by rolling out of his hammock and down a hatch. Two remaining scenes give an idea of where and why people would sign up for voyages and the triumphant return of Old Ironsides.

These scenes provide a strong introduction to shipboard life, covering the basics in an approachable picture-book-like format. The downside is that there is enough information and detail that this portion of the site takes some time to cover in its entirety. Educators may wish to peruse the vessel sections, and select a few scenes that they feel are most important to the topic at hand. There is a seek-and-find incentive for students interested in exploring the entire ship, however, as the ship's dog, Guerriere (also the name of the most famed enemy vessel confronted by the USS Constitution) is located in 11 of the scenes.

Meet Your Shipmates introduces the crew by job and number. For example, the page shows the rank system aboard the vessel as well as how many individuals fit within each rank—from the one captain to the 276 able seamen, 55 ordinary seamen, and 12 boys. Additional roles include quartermasters, boatswain's mates, gunner's mates, the carpenter's mate, the carpenter's yeoman, the sailmaker's mate, the coxwain, the cook, the midshipmen, master's mates, the sailmaker, the carpenter, the gunner, surgeon's maters, the sailing-master, the surgeon, the chaplain, the purser, and lieutenants. Each of these sections can be clicked on for a brief description of the role of the individual(s) in question. Some roles even include a short "diary" of someone known to have served aboard the vessel—including David Debias, a free-born African American ship's boy who tragically crossed into Mississippi and was mistaken for an escaped slave.

The final main section of the site is the interactive game—the site's centerpiece. You begin the game preparing for life as a ship's boy. If students are interested in rising in the ranks, they will want to login to save their progress. Otherwise, the game can be played without registering. As a boy, you engage in tasks such as holystoning the deck, carrying powder for gun drill, and carrying slops without tripping. You are periodically confronted by superiors who ask questions that will increase and decrease your likelihood of promotion, health and happiness, spending money, and popularity with the crew. The game can be repetitive (not unlike life at sea), but may engage students who would otherwise be uninterested in the topic.

If all of the above isn't impressive enough, the site also offers family activities such as baking ship's biscuits, learning about signal flags, and testing buoyancy, as well as educator's resources. Annotated Scenes takes each of the interactive scenes discussed earlier; and provides related primary sources, artifacts, activities, videos, interactive games, and lesson plans. Classroom integration discusses how best teachers may be able to include the website content in their classroom, and explains its correlation to national standards. Lesson Plans let you search activities, lesson plans, artifacts, primary sources, games, and sailors' stories by grade level, content area, and type of resource. Selecting "Social Studies" alone provides 269 options. War of 1812 Resources discusses how to teach the war in different classroom time allotments, an overview, a timeline, a brief section on African Americans aboard the USS Constitution, and related links and suggested reading.

The only fault of this website is that its content may be a bit overwhelming. However, educators can select what is most appropriate for their students from a wealth of knowledge which often goes uncovered in history classrooms.

The Music of the War of 1812

Description

In this lecture produced by the Maryland Historical Society, early American music historian David Hildebrand discusses the creation of the national anthem. Hildebrand talks about how the Battle of Fort McHenry inspired Francis Scott Key to write the poem that became the lyrics to "The Star-Spangled Banner." In addition, he offers an analysis of musical expressions of patriotism during and after the war and responds to various questions posed by the audience.

Examining the War of 1812

Description

In this video series, HISTORY.com takes viewers on a journey to better understand the War of 1812. Topics discussed include Dolly Madison's rescue of a portrait of George Washington, Francis Scott Key's composition of "The Star-Spangled Banner," and James Madison's prominence in the onset of hostilities. Be sure to check out all eight videos to truly experience this important event in American history.

Jerry Crimmins on Fort Dearborn

Description

From the Pritzker Military Library website:

"Join us for a discussion by Chicago's own prize-winning newspaper reporter and author Jerry Crimmins who will discuss his novel, Fort Dearborn. Told from the perspective of two young boys and their fathers—one a sergeant with the United States First Infantry, the other a Potawatomi warrior—readers can learn of the early days of Chicago's history. Crimmins weaves his story with rich detail from primary source material in the exploration of the events and driving forces that led to the Fort Dearborn Massacre during the War of 1812 in what is now downtown Chicago.

Using scores of letters, historical documents and maps, and long-forgotten Indian speeches Crimmins breathes life into the little known drama that took place. Early in the nineteenth century, the Potawatomi attempted to co-exist with the settlers at the newly built Fort Dearborn. But eventually the Native Americans turn to violence, in an effort to preserve their lands and customs. A suspenseful narrative, Fort Dearborn is also a remarkable historical account, meticulously documented, preserving a key period in early American and regional history."

The Civil War of 1812

Description

From the Pritzker Military Library website:

"The Civil War of 1812 sheds light on the tangled origins of the relationship between the United States and Canada. In a world of double identities, slippery allegiances, and porous boundaries, the leaders of the young American republic and the British empire struggled to control their own diverse peoples. Soldiers, immigrants, settlers, and Indians fought in a northern borderland to determine the fate of a continent. Americans were divided anew, between former Loyalists and Patriots, fighting alongside native peoples defending their homelands. Serving in both armies, Irish immigrants battled one another, reaping charges of rebellion and treason, while dissident Americans flirted with secession and aided the British as smugglers and spies.

After fighting to a standstill, the Americans and the British were forced to coexist. Taylor concludes that, by ending in a stalemate, the War of 1812 provided assurance that both sides needed—that they could survive each other’s presence on a shared continent, and could settle later border disputes without recourse to another war."

The Indian War of 1812

Description

Professor David Henkin examines the ongoing war between Native American nations and the United States in 1812 and prior to and following 1812. He also considers popular memory of Native American history and failure to integrate it into U.S. history as a whole.