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).

Elizabeth Schaefer on a New Approach to President Lincoln

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Photo, Wash_DC_20090206_005, mutantMandias, Flickr
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Summer is often a time for professional development. Have you had a chance to learn new content and strategies and visit new places? Or revisit familiar content and places? Here's some of what our teacher-writer Elizabeth Schaefer took away from a summer professional development experience in Washington, DC.

A New Angle on Lincoln and the Civil War

As you plan out your next Civil War unit, consider approaching it from a new angle, a different place. The place, Lincoln's Cottage, is tucked up on the edge of northwest Washington, DC, alongside the Soldiers' Home and is now part of the Armed Forces Retirement Home complex. It was Abraham Lincoln's summer retreat and where he spent a large portion of his presidency. Lincoln's Cottage was closed to the public until 2008 but has opened its doors to tell a fresh story about the humanity of one of the country's greatest presidents.

Lincoln's Cottage in the Classroom

The story of Lincoln's cottage is a human story—one that students can understand. It was a place of personal refuge, grief, and contemplation. Lincoln lived there for a large portion of his presidency and very likely drafted the Emancipation Proclamation in the cottage. Using the cottage as something tangible, here are three themes that you could study in your class:

Lincoln and His Family:
Lincoln's Cottage is an ideal channel to ease students' imaginations into the Civil War unit. The Lincoln family left the White House and moved all of their belongings to the cottage after the death of 11-year-old Willie Lincoln. Paint the picture for your students—a grieving mother, a 9-year-old son who just lost his brother and best friend, and a father who is leading the nation through a civil war. A range of primary sources documenting each of these individuals exists and can be used to personalize the experience and create a human president that is less out of reach. On the cottage tour, visitors are asked to consider the significance of the cottage to a grieving family and the importance of reflection to everyone. The family continued to spend half the year there for the remainder of Lincoln's presidency.

War History:
During the Civil War, although Lincoln's Cottage was a comfortable distance from the heat and bustle of the city, the house was surrounded by reminders of war. Soldiers lived and camped in the surrounding areas and interacted with the family regularly.

This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

On the tour, there are fun accounts of Lincoln's encounters with soldiers and Tad Lincoln's friendships with them that students will greatly enjoy. There is also a soldiers' graveyard on the grounds. It did not exist when the family arrived, but by the time Lincoln was assassinated it was rapidly filling up with deceased young men. The cottage offers another avenue to consider the lives and deaths of the soldiers during the war.

Another way to look at the Civil War is through the position of this "retreat." A church bell tower within feet of the cottage was used to communicate with the forts surrounding Washington, DC, to warn of oncoming attacks. I suggest having your students find the cottage and the White House in relation to these Civil War forts. You can find maps and primary source materials at http://www.nps.gov/cwdw. This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

Historic Changes:
Another theme to consider is how America has changed over time. This will have special impact if your students are in the Washington, DC, area, but the big ideas likely translate to any city. The Lincolns fled to the cottage largely because Mary Todd blamed the horrible conditions of DC for the death of her son. There was a canal flowing directly in front of the White House, and the conditions were unsanitary—hot, bug-ridden, and dirty. Willie is believed to have died from typhoid fever. Not only does this paint a clearer picture of what the cities, hospitals, and battlegrounds were like during the war, it also makes an excellent introduction to the Progressive era and its urban reform campaigns.

What do we not understand about each other? What can we never fully understand from our position in time?

The cottage provides a canvas to humanize the president, but it also provides an opportunity for historic perspective-taking. These figures were living in the 1800s and had things in common with us—grief, fear, the need for quiet time—but what do we not understand about each other? What can we never fully understand from our position in time? Lincoln is assassinated at Ford's Theatre with no real security there to stop Booth's shot. Before that, for six months out of the year, he commuted the three miles between the cottage and the White House on horseback, often alone. This is an excellent opportunity to discuss why this could not happen today. What has changed about technology and what lessons have we learned? How would our understanding of the world be different if a president had never been assassinated? Are there things in the world that we take for granted until something bad happens and everything changes (i.e. security regulations)?

Visiting Lincoln's Cottage

The cottage is a unique historic site because, as explained on the tour, the National Trust "chose to furnish the cottage with Lincoln's ideas rather than his things." Sure enough, as you walk through the space, the rooms are basically empty and, with the help of technology, the rooms are used as platforms for discussion. Within the education center, students can participate in a roleplaying activity to discuss Lincoln's cabinet and their role in emancipation. The site offers free buses for DCPS and DC charter schools. Directions and further information can be found at www.lincolncottage.org.

Acknowledgements

I was introduced to this site by the Civil War Washington Teaching Fellows, led by a collaboration of small historic sites within Washington, DC, including Lincoln's Cottage, Ford's Theatre, Frederick Douglass House, and Tudor Place. They provided a wealth of information and resources about the Civil War and each added something to this post.

Callie Hawkins represented Lincoln's Cottage and through her understanding of its importance to President Lincoln, breathed life into the site and demonstrated its endless educational possibility.

Bibliography

Bayne, Julia Taft. Tad Lincoln's Father. University of Nebraska, 2001. A memoir on the Lincolns' family life.

Pinsker, Matthew. Lincoln's Sanctuary: Abraham Lincoln and the Soldiers' Home. New York: Oxford UP, 2003. This book captures the story of Lincoln's Cottage in detail.

For more information

Field trips may be out of the reach of many teachers, but historic sites can still offer rich teachable resources. Maybe you or your students can learn about opportunities to help preserve and pass on history in your area, or you might design an individualized field trip for students to pursue in their own time, at their own pace.

Reminding students that people in the past differed from us in as many ways as they resembled us can be difficult. A research brief on reading Abraham Lincoln shows how students (and teachers) use modern-day frameworks of thought to approach historical sources. How can you challenge students' assumptions about how people in the past thought, felt, reasoned, and expressed themselves?

Presidents in the Library

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Photo, US Flag, Kennedy Library, Boston, Feb. 16, 2009, Tony the Misfit, Flickr
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Happy (almost) Presidents Day! Have your ever thought about all of the papers a presidency must create? Emails, memoranda, schedules, notes, speeches, letters, drafts, on and on and on, an entire term (or terms) set down in a sea of potential primary sources. But how can educators access this wealth of materials?

In many cases, all you have to do is go online. Before the 20th century, presidents had ownership of their papers, and many were lost to time or split up in private collections. However, in 1939, President Franklin D. Roosevelt decided that his papers should become the property of the American people following his presidency. He donated both his papers and part of his Hyde Park estate to the government, and the first presidential library was born.

In 1955, the Presidential Libraries Act set rules for gifting the government with property and other resources to be used to establish the libraries, and in 1978, the Presidential Records Act made it official—presidential papers were government property.

Today, 13 presidential libraries house the papers of the last 13 presidents. The National Archives and Records Administration, which oversees the libraries, describes them as combination archive-museums, “bringing together in one place the documents and artifacts of a President and his administration and presenting them to the public for study and discussion without regard for political considerations or affiliation.”

Presidential Libraries Online

Each of the libraries maintains its own website. Though the resources available on each vary greatly, almost all provide biographical information on the president and first lady, student and educator sections, and a selection of digitized photographs and documents. Some have extensive searchable databases full of documents, photos, and other primary sources! Here's a list of the libraries:

  • Herbert Hoover Presidential Library, West Branch, IA — features 13 simple online exhibits and Hoover Online! Digital Archives, a collection of suggested units and lesson plans for secondary students with primary sources.
  • Franklin D. Roosevelt Library, Hyde Park, NY — the first presidential library, completed in 1940. Offers five curriculum guides, an online exhibit on the art of the New Deal, and the Pare Lorentz Center, which encourages using multimedia to teach about FDR.
  • Harry S. Truman Presidential Library, Independence, MO — offers a searchable lesson plan database and digitized photographs, audio clips, and political cartoons, as well as documents divided up by topic (topics include such teachable subjects as the decision to drop the atom bomb and Japanese Americans during World War II).
  • Dwight D. Eisenhower Presidential Library, Abilene, KS — features a selection of online documents, grouped by topics (topics include Brown vs. Board of Education, Hawaiian statehood, McCarthyism, and others), and transcripts of oral history interviews.
  • John F. Kennedy Presidential Library, Boston, MA — provides six online exhibits (including exhibits on the space program, the Cuban Missile Crisis, and desegregating the University of Mississippi), a photo gallery, major speeches, and a searchable digital archive. It also houses the Ernest Hemingway Collection.
  • Lyndon B. Johnson Presidential Library, Austin, TX — features a photo archive, the presidential daily diary, selected speeches, and the subsite LBJ for Kids!
  • Richard Nixon Presidential Library, Yorba Linda, CA — includes digitized documents, samples of the Nixon tapes, a photo gallery, video oral histories, four lesson plans, and online exhibits on Watergate, gifts to the head of state, and Nixon's meeting with Elvis.
  • Gerald R. Ford Presidential Library, Ann Arbor, MI — features 10 simple online exhibits, as well as digitized documents and photos.
  • Jimmy Carter Presidential Library, Atlanta, GA — offers selected documents and photographs, including the diary of Robert C. Ode, hostage in the Iran Hostage Crisis.
  • Ronald Reagan Presidential Library, Simi Valley, CA — includes an image archive arranged by topic, and the public papers of Reagan, arranged by month and year.
  • George H. W. Bush Presidential Library, College Station, TX — includes 12 lesson plans, a photo archive, and searchable public papers of his presidency.
  • William J. Clinton Presidential Library, Little Rock, AR — has both virtual exhibits and a digital library in development.
  • George W. Bush Presidential Library — the newest of the public libraries, it does not yet have a permanent building. Many papers from the Bush administration are not yet available to the public (papers become public five years after the end of a presidency, which can be extended up to 12 years).

Remember that many of the presidential libraries offer museum tours and activities for school groups! If your school is close to one, consider a field trip or participating in the professional development opportunities the library may offer.

Beyond the Libraries

Looking for resources on a pre-Hoover president? Several libraries exist outside of the official presidential library system, including the Abraham Lincoln Presidential Library and Museum, Rutherford B. Hayes Presidential Center, William McKinley Presidential Library and Museum, Woodrow Wilson Presidential Library and Museum, and the Calvin Coolidge Presidential Library and Museum. Try the Library of Congress's American Memory collections, as well, for papers that belonged to Abraham Lincoln, Thomas Jefferson, and James Madison.

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.

Digital Library of Georgia

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Postcard, 270 Peachtree Building, Historic Postcard Coll., Digital Library of Ga
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Bringing together a wealth of material from libraries, archives, and museums, this website examines the history and culture of the state of Georgia. Legal materials include more than 17,000 state government documents from 1994 to the present, updated daily, and a complete set of Acts and Resolutions from 1799 to 1995. "Southeastern Native American Documents" provides approximately 2,000 letters, legal documents, military orders, financial papers, and archaeological images from 1730–1842. Materials from the Civil War era include a soldier's diary and two collections of letters.

The site provides a collection of 80 full-text, word-searchable versions of books from the early 19th century to the 1920s and three historic newspapers. There are approximately 2,500 political cartoons from 1946-1982; Jimmy Carter's diaries; photographs of African Americans from Augusta during the late 19th century; and 1,500 architectural and landscape photographs from the 1940s to the 1980s.

Kentuckiana Digital Library

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Image for Kentuckiana Digital Library
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These historical materials come from 15 Kentucky colleges, universities, libraries, and historical societies. There are nearly 8,000 photographs; 95 full-text books, manuscripts, and journals from 1784 to 1971; 94 oral histories; 78 issues of Mountain Life and Work from 1925-62; and 22 issues of Works Progress Administration in Kentucky: Narrative Reports.

Photographs include collections by Russell Lee, who documented health conditions resulting from coal industry practices; Roy Stryker, head of the New Deal Farm Security Administration photographic section; and others that provide images of cities, towns, schools, camps, and disappearing cultures. Oral histories address Supreme Court Justice Stanley F. Reed, Senator John Sherman Cooper, the Frontier Nursing Service, veterans, fiddlers, and the transition from farming to an industrial economy. Texts include Civil War diaries, religious tracts, speeches, correspondence, and scrapbooks. Documents cover a range of topics, including colonization societies, civil rights, education, railroads, feuding, the Kentucky Derby, Daniel Boone, and a personal recollection of Abraham Lincoln.

Was There an African American President Before Barack Obama?

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John Hanson, circa 1770
Question

Someone that I know has been posting that Barack Obama is not the first African-American President, that indeed there was an African-American President before him, John Hanson.

I did my own research and found that John Hanson was the President of the Constitutional Congress, something quite different than the President of the United States (considering the United States wasn't even formed then). I also found that the John Hanson that was the President of the Constitutional Congress was not African, he was indeed Swedish.

I have found web sites that claim there is a cover-up about John Hanson and say that he was an African and that history has been changed to make him appear white. They have a photo of a man that they claim to be him. However, I don't believe these claims. I don't know who the man in the photos is, but I do know that there was a John Hanson who lived a hundred years after the John Hanson that I'm looking for, he was from Liberia and African—but NOT the president of the Constitutional Congress.

I am wondering if you can help clear the air in some way. The only reason I have a problem believing what they say, is because of the time period that they claim this happened in. There is no way that the people of that era would have voted for an African President of anything. I obviously don't agree with discrimination and racism, I just believe that given the circumstances of that time, the claims of John Hanson (president of the Continental Congress) are untrue. Will you please help me prove this to my friend, beyond doubt?

Answer

John Hanson, who held the office that was known officially as "President of the United States in Congress Assembled" from November 5, 1781 to November 4, 1782, died in November 1783 long before the invention of photography. The African-American man in the photograph that you saw on a website could not have been this John Hanson.

The Meaning of Freeman

The possibility remains that the John Hanson in question had one or more African ancestors, either known or not known to his colleagues or even to himself. J. Bruce Kremer, one of Hanson's biographers, states that Hanson's grandfather and his three brothers emigrated in 1642 from Sweden to the recently formed New Sweden settlement on the Delaware River with newly appointed Governor Johan Printz. Kremer points out that one of the Hanson brothers, Andrew, had the same name as "Andrew Hanson, freeman, who once worked as a farmhand" for New Sweden landowner and military leader Lieutenant Måns Kling, the owner of a tobacco plantation on the Schuylkill.

Whether this Andrew was the same man as John Hanson's great-uncle, "must be a matter of conjecture," Kremer concludes.

One could conjecture, therefore, that John Hanson had an African ancestor as he may have been related to a man described as a freeman, that is, a freed black slave. Yet, the term freeman, in the context of the 17th-century New Sweden colony, did not indicate a freed black slave, as one might assume. According to Gregory B. Keen of the Historical Society of Pennsylvania, who has researched and written about the New Sweden colony, "The 'freemen' (frimännen)— so called because they had settled in the colony entirely of their own will, and might leave it at their option—held land granted them in fee, temporarily not taxed, which they cultivated for themselves, being aided also by the [Swedish West India] Company with occasional gifts of money, food, and raiment." Such "freemen" were distinguished from criminals forced to leave Sweden who had to work for a few years in New Sweden before they were classified as frimännen.

Those who believe that John Hanson was black might argue that his signing of the Proclamation of the Freemen of Maryland lends credence to the claim of African heritage. The Freemen of Maryland, however, was not an association of freed black slaves but of men advocating resistance to what they perceived as British tyranny in the period that led to the colonists' break with England. On July 26, 1775, the Freemen of Maryland resolved that the American colonies "be put into a state of defense" and approved armed resistance to British troops.

The Internet provides proponents of conspiracy theories with a way to reach a vast audience. Googling the phrase "John Hanson first black president" retrieves more than 350,000 hits. One website argues that because Hanson's signature is not to be found on the Declaration of Independence or the Constitution, and that a black man appears in the engraving on the back of the two-dollar bill of the signing of the Declaration of Independence, therefore a conspiracy to keep knowledge of Hanson's African-American identity from the public must have occurred. Yet Hanson was not a member of the Constitutional Convention in 1776, the year in which all but one of the signers signed the Declaration. Hanson died before the Constitution was created. Hanson, however, as a delegate to the Constitutional Convention beginning in June 1780 did sign and ratify the Articles of Confederation on March 1, 1781. In addition, while the skin color of one figure on the back of the two-dollar bill is ambiguous, the engraving was based on the painting in the U.S. Capitol by John Trumbull of the signing of the Declaration. In the painting, none of the figures have black or brown skin.

Historical Certainty

Historians cannot claim to prove "beyond doubt" that occurrences in the past did or did not happen. In a recent book on historical epistemology, Allan Megill acknowledges that historians cannot provide proofs of absolute certainty to support knowledge claims about the past. "Some persons of hypercritical bent demand that all knowledge be certain knowledge," he writes. "Following established philosophical tradition, they take all certain knowledge to fall into one of two categories. These are, on the one hand, the immediately certain knowledge of one's experience and, on the other, the logical certainty that is accorded to valid deductive reasoning. Neither of these forms of certainty is attainable to historical knowledge, however." Even a seemingly indisputable factual proposition such as "Napoleon Bonaparte existed," Megill argues, cannot be proven with absolute certainty since the past cannot be experienced in the present and Napoleon's past existence cannot be proven using logical deductive reasoning.

Rather than look for proof "beyond doubt" of beliefs about the past, historians instead should try to determine how well beliefs in question help, in Megill's words, "make sense of the totality of the historical record." In cases in which two or more accounts are credible, he advises that "the responsible historian will clearly indicate that the matter is not beyond dispute."

Historians then will examine evidence that supports rival claims and judge which is the best explanation on the basis of such evidence, an operation he terms "inference to the best explanation." In cases in which one account "is far better at accounting for the totality of the data than the alternatives," he insists that "the historian has every right to claim that such-and-such was the case."

With regard to John Hanson, historians thus have the right to claim that he was not black, with one caveat. As with all European Americans, Hanson may have had African ancestors in the far distant past if the arguments of scientists who claim that all humans have roots in African hominids are to be accepted, as opposed to the views of scientists who offer claims that humans developed independently in multiple regions.

Bibliography

Journals of the Continental Congress, 1774-1789, ed. Worthington C. Ford et al. (Washington, D.C., 1904–37), 19:213–14, 222; 23:582.

J. Bruce Kremer, John Hanson of Mulberry Grove (New York: Albert and Charles Boni, 1938), 60–61.

Gregory B. Keen, "New Sweden, or the Swedes on the Delaware," in Justin Winsor, ed., Narrative and Critical History of America (London: Sampson Low, Marston, Searle & Rivington, 1886), 4:460.

Hester Dorsey Richardson, Side-lights on Maryland History, with Sketches of Early Maryland Families (Baltimore: Williams and Wilkins, 1913), 371–73.

Allan Megill, Historical Knowledge, Historical Error: A Contemporary Guide to Practice (Chicago: University of Chicago Press, 2007), 128–29.

Hands Of An Artist: Daniel French's Lincoln Memorial

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In commemoration of the bicentennial of the 16th president's birth, the National Gallery of Art in Washington, DC, has rolled out a special exhibition called "Designing the Lincoln Memorial: Daniel Chester French and Henry Bacon," which will be on view for the rest of this year. NPR's Susan Stamberg looks at the creation of the monument which has presided over so many public events and gatherings since it was dedicated in 1922.