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Anthro Notes : National Museum of Natural History Bulletin for Teachers

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Anthro Notes : National Museum of Natural History Bulletin for Teachers an ^628> \NTH anthro notes \ , a newsletter for teachers /<>/ y >r spring 1982 W5 \ \ \ ^-v \ \ PRE-COLUMBIAN SETTLERS: FACTOR K s<$&*V- Native Americans are descendants of the "Lost Tribes"' of Israel". Meso-, Central, and South American pyramids, mummies and hieroglyphs demonstrate American Indian origins from Egypt. Celto-Iberians preceeded Columbus' arrival in America by 2,000 years! Ground drawings on the Nasca Plain in Peru clearly indicate an ancient land- ing strip used by visiting spacemen. A vanished European race preceeding the Indians built the huge earthworks and mounds dotting the eastern United States. (continued on page 2) *^ What do these statements have in and Egyptians — had contact with the common? First, they are claims regard- New World long before the brief visits ing the pre-Columbian contact and colon- of the Norsemen in A.D. 1000. Fell's ization in the Americas. Second, these claims are based on stone inscriptions claims have not been validated by indi- and stone structures found primarily viduals trained and experienced in ar<- in northeastern United States. Lin- cheological research. And third, they guists, archeologists, and historians are accepted as fact by a considerable have shown these "inscriptions" to be segment of the public as well as by for the most part, random marks or some in the anthropological profession. "writing" created by hoaxers, a not There are differences, of course, in that uncommon form of practical joke in some are well meaning misinterpretations the 19th century. But Fell, who has of evidence while others are based on a large and dedicated following, con- hoaxes or conscious misrepresentations. tinues to ignore archeological, his- torical, and other linguistic evidence. What is wrong with claims that, using cultural trait resemblance such In his book Fads and Fallacies as pyramids, suggest historical contact in the Name of Science (New York: between the Old and New Worlds? Scholars Dover, 1957), Martin Gardner describes point out several difficulties. 1) Re- traits shared by pseudoscientists. semblances are taken out of context in First, a pseudoscientist works in al- time and space. 2) While there is a most total isolation from the profes- similarity of form, there may be differ- sional ranks, and therefore, is out- ences in meaning and function. 3) Only side the channels through which new similarities are emphasized, never dif- ideas are introduced and evaluated. ferences. 4) No attention is paid to Second, a pseudoscientist has a ten- the implications of such claims beyond dency toward paranoia which is likely their narrow focus. Unfortunately, to be displayed in five ways: 1) con- racism is an element that still "rears sidering oneself to be a genius, its ugly head." Europeans considered 2) regarding one's colleagues as Native Americans too "primitive" to be ignorant blockheads, 3) believing one- capable of such impressive cultural self to be unjustly persecuted and achievements as moundbuilding or massive discriminated against, 4) having strong Nasca ground drawings. Rather, these compulsions to focus one's attacks on sophisticated technological creations the greatest scientists and best- must be of European origin. established theories, and 5) writing in complex jargon. An example of a North American culture history is pseudoscientist is Augustus Le Plon-. not as well known as might be supposed. geon, a 19th century French adventurer, Historians have concentrated on individual who spent his life unrelentingly de- histories and political events rather termined to demonstrate ancient Egyp- than on regional and ethnic studies, tian contact in Central and South American material culture, and architec- America. Robert Wauchope wrote of tural history. For instance, a number Le Plongeon, "he assumed unquestion- of stone structures, attributed to an ingly that his own identifications ancient culture by Barry Fell, were no were correct, [and] instead of ques- mystery at all to local residents who tioning his own theories when he con- identified them without question as root fronted a mass of contrary evidence, cellars. The stone structures are asso- he merely admitted bewilderment and ciated with 18th and 19th century house walked calmly away from the subject, structures and food storage technology. still convinced of his original hypo- Barry Fell, a marine biologist and self- thesis" (1962:18). proclaimed expert in ancient languages, (continued) has attempted to demonstrate that ancient peoples — the Phoenicians, Carthaginians, Unscientific claims regarding the A provocative commentary on the prehistory of the Americas continue to characteristics of cult archeolo- receive publicity. Interest in what has gies which contribute to their been described as "cult archeology" ap- popular appeal. pears akin to religious fervor (see Cole's article) . One of the most frequent in- Goddard, Ives and William W. Fitzhugh. quiries received by the Smithsonian's Barry Fell Statement . Department Department of Anthropology concerns the of Anthropology, Smithsonian Book of Mormon and the hypothesis that Institution, 1979. the Lost Tribes of Israel help explain the origin of the American Indians. Goddard, a linguist, and Fitzhugh, Pseudoscientists' revelations are appeal- an archeologist, refute Fell's ing to the public and newsmedia alike, interpretation in his book, as is evident in Erich von Daniken's America B.C . , of stone "inscrip- Chariots of the Gods? and other books tions" demonstrating ancient selling over 40 million copies. For peoples' contact with the New most of the general public, science is World prior to A.D. 1000. abstract and dull while pseudoscientists' spectacular interpretations stimulate McKusick, Marshall. The Davenport the imagination. Conspiracy . Iowa City: Univer- sity of Iowa, 1970. What do these claims have to do with teachers, students, scientists, and the A true account of the Davenport general public? It is the responsibility tablets of Iowa which created one of educators to teach logical thinking of the major controversies in the and the process of critical analysis in 19th century concerning the mound- order to create an educated, not a gulli- builders and the prehistory of ble, public. Scientists must keep the America. public informed of their work. They should not ignore what they may feel Neudorfer, Giovanna. Vermont's Stone are fantastic and erroneous claims while Chambers : An Inquiry Into Their the public is being swayed by the titil- Past . Vermont Historical Society, lating media. Assertive counter-argu- 1980. ments by scientists might help stifle the speculations before they ferment An excellent example of a thor- in the minds of the public. Just as ough archeological investigation creationism is now threatening science of Vermont's controversial stone teaching in American schools, so too structures attributed to European pseudoscientif ic archeology prevents Neolithic or Bronze Age settlers, the public from understanding not only with a good introduction on the archeology in particular but science general controversy by William in general. Fitzhugh. Below are a few references which Ross, Anne and Peter Reynolds. might interest those who wish more de- "Ancient Vermont," Antiquity tailed exploration into controversies 52:100-107, 1978. concerning the prehistory of the Amer- icas. A negative assessment of the alleged evidence for pre-Colum- Cole, John. "Cult Archeology and Un- bian Celts in New England by scientific Method and Theory," In British Celtic specialists. Advances in Archaeological Method and Theory , vol. 3, Michael B. Schiffer, editor. New York: Aca- (continued on page 10) demic Press, 1980. SUMMER OPPORTUNITIES FOR TEACHERS AND STUDENTS Alexandria Archaeological Research Center offers spring and summer op- portunities for student and adult volunteers. This season samples will be taken from a large number of 19th-century households from differ- ent socio-economic levels. Artifact analysis, archival research and la- boratory projects will also be con- ducted. Those interested can call Barbara Magid, volunteer coordinator, at 838-4399. Catholic University's summer field school at Thunderbird Archaeological Park, a paleo-Indian complex near Front Royal, Virginia, will begin its first session June 28 - July 16; se- cond session July 19 - August 6. To register write: Summer Sessions Of- fice, McMahon Hall, Room 116, Catho- lic University, Washington, D.C. 20064 Mr. Frank Taylor, Masonville Instruction- Earthwatch offers opportunities for al Center, 3705 Creft Dr., Annandale, the interested public (ages 16-75) to VA 22003; 698-7500. join scientific expeditions through- out the world with museum and univer- George Mason University's five-week field sity scholars of various disciplines. school (May 24 - June 25) will involve For information on joining an expedi- finding the original layout and building tion, write: Earthwatch, 10 Juniper structures of Colchester, an 18th century Rd. Box 127, Belmont, MA 02178. town in Virginia, now a suburban residen- tial area. For more information contact Fairfax County Archaeological Survey Ann Palkovich, Anthropology Program, continues to offer volunteer oppor- George Mason University, Fairfax, VA tunities in survey, excavation and 22030; 323-3492. laboratory work in both historic and prehistoric archeology. High school George Washington University offers two and college interns may receive cre- historical archeology field research ses- dit. For further information call sions in Alexandria, Virginia.
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