Is the Story of George Washington and the Colt a True Story?

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George Washington with his mother. published 1926, Library of Congress
Question

Like most people, I realize that the story about George Washington cutting down his father's favorite cherry tree is fictional. However, what about the story of Young George and the Colt?

Answer

This version of Young George and the Colt is attributed to Horace E. Scudder.

There is a story told of George Washington's boyhood—unfortunately there are not many stories—which is to the point. His father had taken a great deal of pride in his blooded horses, and his mother afterward took pains to keep the stock pure. She had several young horses that had not yet been broken, and one of them in particular, a sorrel, was extremely spirited. No one had been able to do anything with it, and it was pronounced thoroughly vicious as people are apt to pronounce horses which they have not learned to master.

The struggle was a sharp one; when suddenly, as if determined to rid itself of its rider, the creature leaped into the air with a tremendous bound.

George was determined to ride this colt, and told his companions that if they would help him catch it, he would ride and tame it. Early in the morning they set out for the pasture, where the boys managed to surround the sorrel, and then to put a bit into its mouth. Washington sprang upon its back, the boys dropped the bridle, and away flew the angry animal.

Its rider at once began to command. The horse resisted, backing about the field, rearing and plunging. The boys became thoroughly alarmed, but Washington kept his seat, never once losing his self-control or his mastery of the colt. The struggle was a sharp one; when suddenly, as if determined to rid itself of its rider, the creature leaped into the air with a tremendous bound. It was its last. The violence burst a blood-vessel, and the noble horse fell dead.

Before the boys could sufficiently recover to consider how they should extricate themselves from the scrape, they were called to breakfast; and the mistress of the house, knowing that they had been in the fields, began to ask after her stock. "Pray, young gentlemen,'' said she, "have you seen my blooded colts in your rambles? I hope they are well taken care of. My favorite, I am told, is as large as his sire.''

The boys looked at one another, and no one liked to speak. Of course the mother repeated her question. "The sorrel is dead, madam,'' said her son, "I killed him.'' And then he told the whole story. They say that his mother flushed with anger, as her son often used to, and then, like him, controlled herself, and presently said, quietly: "It is well; but while I regret the loss of my favorite, I rejoice in my son who always speaks the truth.''

Historians have not put much credence in the sorrel colt story.

Historians have not put much credence in the sorrel colt story. Washington's biographer Marcus Cunliffe identified the story as having appeared in print for the first time in an article written by Washington's step-grandson (the grandson of Martha Washington), George Washington Parke Custis, that was published in the United States Gazette on May 13, 1826, some twenty years after the cherry tree anecdote had first been included in the fifth edition of Rev. Mason L. Weems's The Life of Washington. Custis's article subsequently was reprinted in additional publications of the time, including the January 1827 issue of Casket (available online in the ProQuest subscription database "American Publications Series"), where it was entitled "The Mother of Washington" and identified as taken from the "'Recollections of Washington,' a new work by George W. P. Custis." That work, however, would not be published in book form until 1860, three years after Custis's death.

Custis, Cunliffe surmised, "did more than anyone to propagate the cult of the Mother of Washington. . . . [but] he does not carry conviction as a historian." Although the story was repeated in numerous accounts of Washington's life—a version sans didactic ending was reproduced as fact in a biography published as late as 1997—a few authors even in the 19th century expressed reservations about the story's veracity. Caroline M. Kirkland, in her Memoirs of Washington, published in 1857, cautioned, "The story of his having ridden to death a fiery colt of his mother's . . . sounds a little too much like a modernized version of Alexander's taming Bucephalus; so we shall not repeat it here." In his 1889 two-volume biography, Henry Cabot Lodge discounted the tale, commenting, "How Mr. Custis, usually so accurate, came to be so far infected with the Weems myth as to tell the colt story after the Weems manner, cannot now be determined."

. . . dedicated to "the pious, retired, domestic MOTHERS OF THE UNITED STATES. . . . for the use of their children."

Horace E. Scudder (1838–1902), a biographer, author of children's books, compiler of stories, and also the editor of Atlantic Monthly, was one of the many 19th- and early 20th-century authors who related the story, especially in books intended to educate children. David Ramsay dedicated his 1807 book on Washington to the "Youth of the United States," while John Corry offered his 1809 biography to "the Youth of America." James K. Paulding included the colt story, while omitting that of the cherry tree, in his 1835 biography of Washington dedicated to "the pious, retired, domestic MOTHERS OF THE UNITED STATES. . . . for the use of their children."

Historian Barbara Welter has noted that according to the dominant domestic ideology of the time, "mothers must do the inculcating of virtue [in children] since the fathers, alas, were too busy chasing the dollar." During the Revolutionary era, mothers especially were urged to instill virtue in their sons. In his biography of Washington that was published as part of the "Riverside School Library," Scudder asserted that Washington "owed two strong traits to his mother—a governing spirit and a spirit of order and method." The mother of the father of our country, Scudder related, "taught him many lessons and gave him many rules; but, after all, it was her character shaping his which was most powerful. She taught him to be truthful, but her lessons were not half so forcible as her own truthfulness." While Washington himself honored "my revered Mother; by whose Maternal hand (early deprived of a Father) I was led from Childhood," historians have found no evidence with which to validate the truth of the sorrel colt story.

Bibliography

Horace E. Scudder, George Washington: An Historical Biography (Boston and New York: Houghton, Mifflin; Cambridge: Riverside Press, 1889), 26–28

Marcus Cunliffe, "Introduction," in Mason L. Weems The Life of Washington, ed. Marcus Cunliffe (Cambridge: Harvard University Press, 1962), xli–xlii

George Washington Parke Custis,Recollections and Private Memoirs of Washington (New York: Derry & Jackson, 1860), 132–34

Caroline M. Kirkland, Memoirs of Washington (New York: D. Appleton, 1857), 59; Henry Cabot Lodge, George Washington (Boston: Houghton, Mifflin; Cambridge: Riverside Press, 1889), 1: 43–44

François Furstenberg, In the Name of the Father: Washington's Legacy, Slavery, and the Making of the Nation (New York: Penguin Press, 2006), 289

James K. Paulding, A Life of Washington (New York: Harper & Brothers, 1835)

Barbara Welter, "The Cult of True Womanhood: 1820–1860," American Quarterly 18 (Summer 1966): 171–72

Mary Beth Norton, Liberty's Daughters: The Revolutionary Experience of American Women, 1750–1800 (Ithaca: Cornell University Press, 1980), 248

George Washington to Fredericksburg, Virginia, Citizens, February 14, 1784, Letterbox 5, Image 165, George Washington Papers at the Library of Congress

Barry Schwartz, George Washington: The Making of an American Symbol (Ithaca: Cornell University Press, 1987).

The Historical Society of Pennsylvania

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"Founded in 1824 in Philadelphia, The Historical Society of Pennsylvania is one of the oldest historical societies in the United States and holds many national treasures. The Society's building, designed by Addison Hutton and listed on the City of Philadelphia's Register of Historical Places, houses some 600,000 printed items and over 19 million manuscript and graphic items." The Society's library is one of the preeminent libraries in the nation, housing extensive manuscript collections from the 17th, 18th and 19th centuries. Finally, the Historical Society has paired with Genealogical Society of Pennsylvania through a Strategic Alliance Agreement, and the Society has become "a chief center for the documentation and study of the ethnic communities and immigrant experiences."

The site offers an online catalog, 10 online manuscript collections, an online event calendar, exhibit information along with nine online exhibits, purchasing information for the society's publications, and educational resources, including lesson plans, readings, primary sources, online exhibits, and information on educational workshops.

The Book Blitz Classroom Activity: Getting Students to Read Historical Novels

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Eighth-grade American history educator Eric Langhorst describes the "Book Blitz," an activity he uses to encourage students to explore the historical fiction novels available in their school library.

To listen to this "how to" podcast, scroll down to the blog archive links along the right hand side of the site. From there select "2009" and "January." Now scroll down to the end of the Friday, January 09, 2009 entry; and push play.

Characteristics of Census Tracts in Nine U.S. Cities, 1940-1960

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Logo, Data & Information Services Center
Annotation

A 28-page study, including charts, of 1960 census data compiled according to residence areas, or "tracts," within the cities of Atlanta, Baltimore, Chicago, Cleveland, Detroit, Newark, New Orleans, Philadelphia, and Pittsburgh. Also provides census data for 1940 and 1950 with regard to Chicago and Detroit. Offers raw data and percentage computations on total population of tracts, number of males and females, African-American ethnicity, foreign origin, age, marital status, income level, education, units of substandard housing, rent amounts, employment figures, and salary levels. Also provides medical-related data, such as numbers of hospitals, hospital beds, pharmacists, and types of physicians in each tract. Of use for those studying mid-20th-century urban history. See "History Matters" entry Data and Program Library Service: Online Data Archive for information on other social science studies available at this site.

Preservation Trades Network

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"The Preservation Trades Network (PTN) is a non-profit membership organization founded as an education, networking, and outreach organization. PTN was established on the principle that conservation of the built environment is fundamentally dependent on the quality, availability, and viability of the skilled trades. We believe that opportunities for education, employment, and compensation of people in the trades are directly reflected in the quality of the built environment, and the effective stewardship of cultural heritage."

Valerie Tripp: Salty Ham: Using the Senses in Historical Research

Date Published
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Photo, Lemon Bars, 1 March 2009, kochtopf, Flickr, creative commons
Article Body

Historical research usually begins with reading. Books and articles open your eyes, and open the door to a period. They engage and entice you, and before you know it, you're immersing yourself in literature written about the period you're studying. It is wonderful to read literature—both fiction and nonfiction—written during the period, as well. Children always get a kick out if it when I tell them that when I was researching Felicity, my character who lived in Williamsburg, Virginia just before the Revolutionary War, I read a journal kept by a tutor who lived with a family that had eight children in it. My 21st-century readers laugh when I tell them that two of the sisters in the family had a fight because one sister borrowed the other sister's hairbrush without asking. The hairbrush owner was so mad that she waited for her sister to fall asleep, and then she cut off her eyebrows! And this was in 1773!

If you can find books and stories written for children or about children from the period your class is studying, those stories will be a great way to engage your students. Books with paintings, photographs, and advertisements for your students to scrutinize are fun, too. Your students will see that though clothes and conveyances, art and architecture, design and concepts of beauty have changed, human nature—especially children's natures—have not!

Noses, Hands, Tongues, and Ears Are Excellent Learning Tools

But reading, that is, using your eyes to research a period, is not the only way to make a period from the past come to life. Your students will enjoy learning by using all of their senses. For example, to help children have a tactile sense of how Felicity felt in her 18th-century clothes, I ask children to take a deep breath and then use their hands to push in on their rib cages as hard as they can. I explain that boys, men, ladies, girls, and even babies wore stays in the 18th century, and stays were sort of like a very tight vest. The children see that their imaginary stays make them stand up very straight. They feel constricted. They can hardly breathe. I explain that just as Felicity's body was held in by the stays, so too her life was held in and constricted by rules that she was expected to follow. The children understand the metaphor—and they sigh with relief when I tell them to let go! They're glad they live in the 21st century, when our bodies and our lives are freer.

Scent makes a direct and powerful connection to memory; when we smell a familiar scent, we are automatically transported back to the time it reminds us of . . . .

Scent is particularly evocative. When I speak to children about Josefina, who lived on a rancho in New Mexico in 1824, I give the children herbs to smell: peppery, flowery, minty, musty, fishy, soapy, and yeasty-smelling herbs. The children can close their eyes, smell the herbs, and be transported back in time to Josefina's rancho. There is a subtlety to the sense of smell, and smells are fun, too! If you can collect soaps, herbs, spices, or flowers connected to the period you're studying, your students will enjoy it. Scent makes a direct and powerful connection to memory; when we smell a familiar scent, we are automatically transported back to the time it reminds us of and we recall the circumstances, emotions, and sensations. Once your students have smelled cod liver oil, commonly dosed to children in the 19th and even early 20th centuries, they'll never forget it!

Taste is equally evocative, and equally revealing about an historical period. That salty ham from Felicity’s period can lead to a discussion about food preservation, lack of refrigeration, transportation, health, nutritional differences between economic strata, celebrations, hygiene—well, you get the idea! I remember a wonderful event for children at which we ate food from the World War II era, as if we were my character, Molly McIntire. Tasting cake made without sugar or butter, bread made with tomato juice, mashed turnips, and Spam sandwiches led to a great discussion about rationing, Victory Gardens, black market shenanigans, vitamins, food advertising, grocery shopping, regional food specialties, and even body consciousness. (It was considered healthy for a child to be rather stout and sturdy, and parents sought ways to encourage their children to eat up. We know better now!)

Seeing, feeling, smelling, tasting, and hearing are varied and vibrant avenues for teaching about historical periods.

Last but not least, your students' sense of hearing can enchant them and educate them about an historical period. Listening to the rousing John Philip Sousa marching music from the turn of the last century—the period my character Samantha lives in—will thrill your students and tell them a great deal about the highly patriotic Zeitgeist of 1904. Listening to the clackety-clack of typewriter keys and the ding! of the carriage return on a 1930s manual typewriter and comparing those sounds to the quiet tap-tap-tap of computer keys will inform them about how our communication tools have evolved from the Depression era to today. Sounds that have NOT changed can be fun and informative, too. I still laugh when I remember that when I was writing about Josefina, I needed to know the sound a piano made when it was dropped. I called all the piano movers in the Washington, DC area yellow pages. You'll be distressed to learn that every single mover could tell me—and imitate!—exactly the sound a dropped piano makes! I tried to describe the sound in words so that my readers could "hear" it, too.

Seeing, feeling, smelling, tasting, and hearing are varied and vibrant avenues for teaching about historical periods. They're fun, and using them is just good sense!

For more information

To read more by Valerie Tripp, try her two earlier blog entries for Teachinghistory.org: "Vitamins in the Chocolate Cake: Why Use Historical Fiction in the Classroom?" and "Looking Backward, Looping Forward: How to Make a Period of History Matter to Your Students." She also contributed to our Roundtable "What Role Should Fiction Have in the U.S. History Classroom?"

Interested in adding taste and sound to your teaching? Take a look at our Website Reviews. More than 80 websites feature music resources—the Library of Congress's National Jukebox is a rich starting point. To whip up some historical recipes, try Michigan State University's Feeding America, which features more than 70 cookbooks published between 1798 and 1922. The University of Wisconsin's Recipe for Victory: Food and Cooking in Wartime can also give students a sense of how foodways reflect changes in the world at large.

Portrait of Medgar Evers

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Smithsonian curators examine a photograph of civil rights activist Medgar Evers (1925-1963), looking at what it says about the tension between racial groups at the time and the call for social change an accumulation of such media objects can communicate.

Confronting the "Official Story" of American History

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"Washington Crossing the Deleware". Emanuel Gottlieb Leutze. 1851 oil on canvas
Article Body

Keith Barton of Indiana University and Linda Levstik of the University of Kentucky wanted to understand the "official" story of American history so often presented in classrooms and textbooks. What happens to aspects of history that don’t fit the way we usually teach U.S. history? And how do students respond?

Barton and Levstik interviewed 48 children, grades 5–8, to see how middle-schoolers understand the significance of particular events. Students were asked to choose from a number of historical events in order to determine which eight to include on a timeline of the last 500 years.

Many students alighted on a central theme in U.S. history: steadily expanding rights and opportunities. While stories like this help structure students' thinking about American history, traditional themes (such as perpetual progress or expanding freedoms) left them ill-equipped to deal with issues like racial inequality or political dissent.

While stories . . . help structure students' thinking about American history, traditional themes . . . left them ill-equipped to deal with issues like racial inequality or political dissent.

This study suggests that middle-grade students may need help grasping the complexities of the past or finding a place for stories that don’t fit common narratives. The authors proposed that teachers expose students to more complex and diverse perspectives by identifying what such narratives leave out. How has progress not been achieved? Where have freedoms not been expanded? What are the exceptions, the outliers, the cases that don’t fit? The researchers believe that students can learn traditional thematic narratives, while at the same time exploring the richness and complexity of history.

Thematic Trends

When Barton and Levstik interviewed the students, they found a core group of themes emerged from the events students chose as the most significant. Stories of national origin, American exceptionality, expanding freedoms, and technological progress consistently appeared among the students' choices. Such themes represented an "official version" of American history that all students seemed to recognize.

Alternative Stories

Some students viewed events as important despite the fact that their themes did not easily fit into the more popular narratives. Racism and sexism directly contradict themes of progress and expanding freedoms. Other events like the Great Depression and the Vietnam War fly in the face of American exceptionality. In both cases, however, students found it challenging to explain why they found these events significant. While students were convinced of the importance of such events, they struggled to reconcile them with common themes of U.S. history.

Two Ideas in Their Minds

American history presents a wide variety of events and themes. Some, like our nation’s heritage regarding race, class, and gender, pose particular challenges. Accustomed to justifying the importance of events by referencing a few common themes, many students find themselves at a loss when confronted by events they know are important, but which don’t seem to fit the stories they are used to hearing. Lacking an overarching framework to help make sense of such events, they develop overly simplistic explanations to reconcile jarring events with the official story. As the sample application below shows, their explanations may put events together, but at the expense of historical accuracy.

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Photomechanical print, Progress, Keppler & Schwarzmann, c. 1901, LoC
In the Classroom
  • Have students create a timeline of important events in American history, asking them to explain why they make particular choices.
  • After students create their timeline, discuss the major themes that arise from their picks. Do they seem to represent an "official" history?
  • Once they have identified common historical themes, ask students to pick out events that don’t fit the "official story." What might explain this lack of fit?
Sample Application

When learning about the Great Depression, one group of students demonstrated a characteristic dilemma. As far as they knew, throughout its history the United States had been on a steady march of economic progress. Consequently, students weren't sure how the Great Depression fit into this story:

  • "It wasn't a good part of history."
  • "It was something to learn from."
  • "It was the first time our country had become really poor."
  • "They realized that they weren’t the god of all countries."
  • "It’s not going to be perfect all the time."

As these quotes demonstrate, students had accumulated a wide range of conceptions about the Great Depression. They knew bad things had happened, but thought these occurred uniformly to all Americans. As a result, they concluded that the nation had been punished for being too prosperous or self-satisfied. They entirely missed the fact that the Great Depression occurred for many specific and complex reasons, and affected different Americans in dramatically diverse ways.

Bibliography

Keith C. Barton and Linda S. Levstik, "'It Wasn’t a Good Part of History': National Identity and Students' Explanations of Historical Significance," Teachers College Record 99, no. 3 (Spring 1998): 478–513.

John Hope Franklin: The Historian and the African American Experience

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Distinguished historian and lifelong civil rights activist Professor John Hope Franklin joins archivist Allen Weinstein and Dr. Lonnie Bunch, director of the new National Museum of African-American History and Culture, to discuss his careers as educator, scholar, and activist.

To watch this interview, scroll to "John Hope Franklin," and select "Watch the Video."

Close Reading for Vocabulary, Context, and Tone

Article Body

This student think-aloud shows a high school student reading a New York Times article about the Scopes Trial and working to make sense of its meaning. During this 74-second video, she identifies words she is unfamiliar with and draws on outside information in order to analyze the tone of the document. As a result of this close reading, she is able to better understand not only the meaning of the document, but also the viewpoint of its author—a big city reporter visiting a small town in Tennessee. A commentary on the think-aloud is also available and you can find the document the student reads here.