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Understanding Post-Traditional Six Nations Militarism, 1814-1930

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Understanding Post-Traditional Six Nations Militarism, 1814-1930 Western University Scholarship@Western Electronic Thesis and Dissertation Repository 10-22-2018 12:30 PM Charting Continuation: Understanding Post-Traditional Six Nations Militarism, 1814-1930 Evan Joseph Habkirk The University of Western Ontario Supervisor Hill, Susan Marie The University of Western Ontario Graduate Program in History A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Evan Joseph Habkirk 2018 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Canadian History Commons, Cultural History Commons, Military History Commons, and the Political History Commons Recommended Citation Habkirk, Evan Joseph, "Charting Continuation: Understanding Post-Traditional Six Nations Militarism, 1814-1930" (2018). Electronic Thesis and Dissertation Repository. 5960. https://ir.lib.uwo.ca/etd/5960 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. i Abstract Until recently, military historians failed to consider First Nations military participation beyond the settlement of a particular region, including the end War of 1812 in Ontario and Quebec, and the post-Northwest Rebellion era in the Western Provinces. Current historiography of Six Nations military between the end of the War of 1812 and the First World War has also neglected the evolution of First Nations militarism and the voice of First Nations peoples, with most military histories including First Nations participation as contributions to the larger non-First Nations narrative of Canada. By charting the military participation of one First Nation community, namely the Six Nations of the Grand River Territory, it will be shown that a dynamic post-traditional military tradition continued to develop from the end of the War of 1812 to the First World War based on the treaty relationship they developed with the British Crown, family genealogies, and their organized recruitment into state militaries. This study will also show that the Grand River Six Nations not only understood the traditional and post-traditional reasons they fought in various conflicts during the interwar period, but they did so as active agents with clear understandings that their participation was different than the non-Six Nations communities that surrounded them. Keywords Haudenosaunee, Six Nations, Iroquois, War of 1812, First World War, World War One, Canada, Indigenous, Military, Militarism ii Acknowledgements This thesis could not have been completed without the help of many. Whether it was morale, academic, or support in the way of food and drink, there were many hands that helped in this process. Although I will try my best to recall everyone, I fear that may be impossible. Monetarily, this thesis could not have been completed without the support of the Ontario Graduate Studies Program and grants and scholarships provided by the University of Western Ontario and their History Department. Research assistantships provided by Dr. Janice Forsyth (Sociology and First Nations Studies) and Dr. Regna Darnell (Anthropology) also did much to elevate financial strain and provide me with many unique and exciting research opportunities. The support by different faculty at Western also ensured the completion of this study. To my Supervisor, Dr. Susan M. Hill, second reader, Dr. Michelle Hamilton, and committee member Dr. Janice Forsyth, for the advice, guidance, and for allowing me to explore many facets of history, thank you. Also thank you to Drs. Roger Hall, David Kanatawakhon- Maracle, Jonathan Vance, Aldona Sendzikas, Laurel Shire, Nancy Rhoden, Jerry White and the front-end staff at the History Department office, especially Kara Brown, for morale, administrative, and academic support. Research support was essential in this process. To the members of the Great War Centenary Association Brantford, Brant County and Six Nations (Geoffrey Moyer, Meghan Cameron, Dr. Peter Farrugia, Paula Whitlow, Dr. Andrew Iarocci, and Vince Ball), the generous use of your information, knowledge, friendship, and events has greatly informed this thesis. The staff at the Woodland Cultural Centre and Deyohahá:ge Indigenous Knowledge Centre were always more than helpful in providing information and support. Another big thank you to Don Lynch, Dr. Sabrina Saunders, Richard W. Hill Sr., and Paula Whitlow for inviting, and sometimes forcing, me to give public presentations at Grand River at the Six Nations Public Library, Woodland Cultural Centre, and Six Nations Polytechnic. This put me into contact with many Six Nations veterans and their families, reminding me that my research impacts the lives of living people. Many other institutions made this thesis possible and allowed me unfettered access to their files including the Diocese of Huron Archives, the Haldimand iii County and Brant County Museums and Archives and the Bell Homestead and Ruthven National Historic Sites. One cannot forget the logistical support needed to conduct this research. As always, a big thank you to Sue and Steve Dungey for their amazing food and place to stay and Kenneth Liggins for my transportation during my research trips in Brant and Haldimand Counties. While completing this study, I was also introduced to a host community of fellow researchers and academics who have also kept me motivated. The support and friendship provided by Drs. Rick Fehr, Rene Bedard, Mara Heiber, Aroha Harris, Kevin White, Mary Jane McCallum, Braden Te Hiwi, Thomas Peace, Jamie Robertson, Claire Halstead, Josh Smith, Ian Puppe and Andrew Dietzel, and Sam Cronk, Brian Wood, John Lutman, Tammy Martin, Ron Monture, Don Monture, Paul Williams, Mary Beth Start, Nessisse Solomon, Taylor McKee, Natahnee Winder, Eric Story, Jonathan Weir, Christopher Shultz, Danielle Soucy, and Marcelo Herrera will never be forgotten. A special thank you needs to go out to Dr. John Milloy who not only saw me through my Master’s degree, but through plans with Dr. Susan Hill, saw to it that I would carry on my academic career to this point. Lastly, I would like to thank my family and friends for either allowing me not to be fully present at events, creating excuses for me to take breaks from my work, or allowing me to skip events for the sake of my work. To my parents, mom, Ted, Barb, my siblings Maggie, Erin, Ryan, and their significant others: you saw me at my worst, and demanded my best. Thank you. A special thank you goes out to my dad for reading almost all my published work and reminding me that if my work is to be effective, it has to be accessible. Many friends also offered invaluable assistance including Ashley, Adam and Ally, Stephen Smith, and Cervoni. Thank you for reminding me that there is more to this world than books. Lastly to my better half Vanessa, thanks for always having a sense of humour and insurmountable patience during this process, making my work a little less bothersome. iv Table of Contents Abstract ........................................................................................................................................ i Keywords ..................................................................................................................................... i Acknowledgements .................................................................................................................... ii Table of Contents ....................................................................................................................... iv List of Figures ............................................................................................................................. x List of Appendices ..................................................................................................................... xi Chapter 1: Charting the Continuation ......................................................................................... 1 1.1 A Question of Culture? Unraveling Understandings of Six Nations Traditional Culture .......................................................................................................................... 2 1.2 Constructing the Six Nations Military ........................................................................ 24 1.3 Theoretically Orientating my Dissertation ................................................................. 35 1.4 Placing Myself Within a First Nations Research Paradigm ....................................... 41 1.5 Outline of the Chapters ............................................................................................... 44 1.6 Implications of the Study .................................................................................................. 46 Chapter 2: Teaching the Role of Warrior ................................................................................. 48 2.1 Understanding Traditional Warriorship ...................................................................... 48 2.2 Teaching Warriorship through Stories and Ceremonies ............................................. 50 2.3 Peace, Warrior Chiefs and Warrior Roles in Six Nations Traditional Culture ........... 57 Chapter 3: Colonial Influences and Six Nations Military Traditions ....................................... 63 v 3.1 Influences on Six Nations Military Service in the War of 1812 ................................
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