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The Life Course of Indian Value Adaptation for Eleazar Wheelock's Indian Scholars

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The Life Course of Indian Value Adaptation for Eleazar Wheelock's Indian Scholars University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 1998 "The tawnee family": The life course of Indian value adaptation for Eleazar Wheelock's Indian scholars Stacy Lynn S Hogsett University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Hogsett, Stacy Lynn S, ""The tawnee family": The life course of Indian value adaptation for Eleazar Wheelock's Indian scholars" (1998). Doctoral Dissertations. 2014. https://scholars.unh.edu/dissertation/2014 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. H ie quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. "THE TAWNEE FAMILY": THE LIFE COURSE OF INDIAN VALUE ADAPTATION FOR ELEAZAR WHEELOCICS INDIAN SCHOLARS BY STACY L. S. HOGSETT BA. Trinity University, 1988 M A. University of New Hampshire, 1991 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History May, 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9831946 UMI Microform 9831946 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This dissertation has been examined and approved. Laurel Thatcher Ulrich, Dissertation Director Professor of History Harvard University Colin G. Calloway Professor of History Dartmouth College JL Charles E. Clark Professor of History University of New Hampshire '2j - ( Jar<et Polasky Professor of History University of New Hampshire Lucy Salyer ' O Associate Professor of History University of New Hampshire f, so. DatyDatj ' Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To my family - thank you. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS I would like to acknowledge the financial assistance of the Graduate School, for a Dissertation Year Fellowship, and the American Historical Association, for a Michael Krause Grant. Also, the librarians at the Microtext Center at Dartmouth College were particularly solicitous. I could not have completed my research without the help of Linda Andersen at the Austin Public Library in Austin, Minnesota. Susan Bledsoe also deserves acknowledgment for retrieving articles, often with the benefit of only one key word. I may also owe a thank-you you to the inventors of toner cartridges, but I suppose putting their children through college will suffice. My fellow graduate students of similar tenure, especially Edith Murphy and Elisabeth Nichols, provided invaluable moral support. My friends who were smart enough not to pursue advanced degrees in history were also very supportive, especially Peg Mikkelson, Cathy Lasman, Sarah Burke, and Ann Seymour. My committee helped me to narrow my focus and encouraged me to rewrite portions of this dissertation when I would have rather slept. When my wrists failed, my sister-in-law Carol Guertin accomplished database entries, deciphered dictation, managed to piece together drafts from scrawls, and even ventured to Minnesota. My parents and in-laws have helped in tangible ways. Of my family, Molly first showed me the nuances of parenthood while Franklin taught me deadlines are meaningless. David's support has been unflagging; he has earned his own Ph.T. (Put her Through) along the way. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION ........................................................................................................ iii ACKNOWLEDGMENTS....................................................................................... iv TABLE OF C O N TEN TS........................................................................................ v LIST OF TABLES....................................................................................................vii LIST OF FIGURES................................................................................................. vii ABSTRACT................................................................................................................ ix CHAPTER PAGE INTRODUCTION ................................................................................................. I CHAPTER I: THE DESIGN ................................................................................37 Historical Precedents ..................................................................................45 Wheelock's First Calling ............................................................................. 53 Wheelock's Second Calling .........................................................................69 The School Family ...................................................................................... 85 CHAPTER II: "KEEP HIM IN SUBJECTION" ................................................ 95 Missing W ords ........................................................................................ 101 Cultural Sketch ........................................................................................ 110 Parental Expectations .............................................................................. 130 CHAPTER III: SONS AND SERVANTS .................................................... 147 The First Indian Son ............................................................................. 150 Fellow Creatures ...................................................................................... 157 Defining Roles ........... 166 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Sons and Servants ................................................................................... 186 CHAPTER IV: ’TO LIE LOW IN THE DUST" ......................................... 193 Furtive Defiance ........................................................................................201 Self-censuring Defiance ...........................................................................218 Outright Defiance ....................................................................................228 CHAPTER V: "I LOVE HIM WELL ENOUGH” .........................................235 One Proposal Examined ...........................................................................237 Dangerous Liaisons ....................................................................................244 Sanctioned Courtship ................................................................................255 The Benefits of Marriage .........................................................................270 CONCLUSION......................................................................................................282 BIBLIOGRAPHY.................................................................................................298 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES TABLE PAGE 2.1 Tribal Identification of Indian Students Tutored by Eleazar .... 114 Wheelock or Attending Moor's Charity School, 1748 - 1781. 2.2 Letters from Southern New England Indian Moor's Charity 132 School Students' Parents to Eleazar Wheelock, 1766 - 1772.
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