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ANDREW JACKSON and the INDIANS, 1767-1815 by JONATHAN RAY TONY FREYER, COMMITTEE CHAIR DAVID BEITO LARRY CLAYTON HOWARD JONES GR

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ANDREW JACKSON and the INDIANS, 1767-1815 by JONATHAN RAY TONY FREYER, COMMITTEE CHAIR DAVID BEITO LARRY CLAYTON HOWARD JONES GR ANDREW JACKSON AND THE INDIANS, 1767-1815 by JONATHAN RAY TONY FREYER, COMMITTEE CHAIR DAVID BEITO LARRY CLAYTON HOWARD JONES GREGORY WASELKOV A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2014 Copyright Jonathan Ray 2014 ALL RIGHTS RESERVED ABSTRACT Andrew Jackson’s experience with the Indians was an ambivalent relationship. From his childhood along the South Carolina-North Carolina border through his two terms as president, he had extensive interaction with both friendly and enemy Indians. As a child in South Carolina, Jackson grew up around the peaceful Catawba Indians. During the American War for Independence he served as a scout alongside the Catawbas as members of his community fought the British and their Indian allies from the west, most notably the Cherokees. Serving in this capacity he learned the value of Indian alliances that he carried with him throughout his professional, military, and political career. Jackson came into direct contact with the Indians as he moved to Tennessee, as a young lawyer and businessman. In the western territory, various Indian tribes claimed the land the Whites were settling. Jackson learned to distinguish between the tribes that were recognized by the United States government as having legitimate claims to land and those that were not. Several tribes, particularly the Creeks and the Chickamaugas, a dissident faction of the Cherokees, frequently raided the White settlements in Tennessee, forcing Jackson to fight the Indians in defense of his community. He became an Indian fighter out of necessity and fought the enemy Indians while aligning with the friendly Chickasaws. During the Creek War and the War of 1812, Jackson applied his experience of using friendly Indian tribes to defeat the British and their Indian allies. He rewarded those who were loyal and punished those who joined Britain. ii He carried this experience to his post-war career as Indian agent, and later, as president, negotiating dozens of treaties with the Indians as he insisted upon removal as the best policy. In these treaties he exchanged federal territory west of the Mississippi River for Indian land in the east. Although he is most well-known for signing the Indian Removal Act, he promoted the rights of Indians at times as he allowed Indian citizenship, encouraged intermarriage between Whites and Indians, frequently had Indian leaders as guests in his home, and adopted an Indian child. He advocated for removal through the exchange of land in treaties to preserve tribal autonomy. iii ACKNOWLEDGMENTS First, I would like to thank Jesus Christ for his grace, blessings, and making all things possible. I am fortunate to have had the support of my family through this process. Thanks to my beautiful wife Michelle for allowing me to be her partner for life. She provided unwavering support as she sacrificed and patiently waited for me to finish this project. She kept our family strong as I researched and wrote the dissertation. I am proud of “my favorite boy in the world,” my son Alexander, who makes my life fun. I adore my precious daughter Madison. My father and mother, James and Ruby Ray, provided a stable Christian home for me, my brothers, and sister, as well as numerous foster children in my youth. My mother taught me to value education before I started school and laid the foundation for my intellectual success. My father instilled a strong work ethic in me at a young age as I observed how he never took a day off except the Sabbath, when we went to church twice, no exceptions. My parents made sure we never lacked anything we needed and have done this for thousands of children in Mexico through their mission work as well. My siblings, David Ray, Stephen Ray, and Deborah Derrick, took time to be role models and teachers for me throughout my youth and have always been supportive. Their spouses and children are also a blessing: Crystal Ray, Callie Ray, Nolie Ray, Scott Derrick, and Gracie Derrick. Thanks to my in-laws, Jim and Linda Barry, for accepting me into their family so graciously and sacrificing themselves to make this process easier. Professor Tony Freyer had the vision for this dissertation and helped develop my thoughts and research into the final product. He patiently waited for me to submit chapters and iv always had constructive comments that improved my initial drafts. He never rejected a request to meet and was willing to discuss the dissertation at any time. Numerous times he met me on the weekend or at night, sacrificing his time, to help. I sent many e-mails in the middle of the night and received a response from him before 8 a.m. as I was going to work. Truly, without Professor Freyer, I could not have done this. Professors Larry Clayton and Howard Jones taught me how to teach when I was a graduate student and came out of retirement to serve on this committee in this past year. Professor David Beito has been one of my greatest mentors and friends throughout this process as he served on the committee and gave me research jobs to help pay the bills in the meantime. Professor Gregory Waselkov was kind to serve on the committee as he drove to Tuscaloosa from the University of South Alabama and offered valuable comments and support. I am honored to have these men on my committee. I greatly respect their work and integrity. The staff of the History Department displayed kindness and patience in assisting me over the years: Ellen Pledger, Fay Wheat, Kay Branyon, Holly Green, and Christina Kircharr. I would also like to thank other professors and mentors who have helped along the way: Dr. Harold Selesky, Dr. Stephen Slimp, Dr. O. Kimball Armayor, Dr. Linda Royster Beito, Dr. James Mixson, Dr. Steve Bunker, Dr. Lawrence Kohl, Dr. Daniel Riches, Dr. John Giggie, Dr. Lisa Lindquist-Dorr, Dr. Henry Walker, Dr. George Rable, Dr. Maarten Ultee, Dr. John Beeler, and Dr. Margaret Abruzzo. Special thanks to Dr. Kari Frederickson and Dr. Michael Mendle, who, as chairs of the History Department, allowed me to teach courses, which provided the financial support I needed. Josh Hagler has been my best friend since we were in kindergarten. He has challenged me to excel intellectually, physically, and spiritually, and I am a better man because of him. Dr. Chuck Boening, Dr. David Schroeder, and Corley Odom have been excellent mentors and I am v blessed to call them friends. I’ve been fortunate to make music with P.J. Dickey, Jon May, Jeff Brady, Michael Corbell, Tracy Williams, and Bob McKinney as supplemental income. Eric Blaylock, Chris Weaver, Carlos Chang, Kenneth Patterson, Josh Markham, and Michael Bergman have made my life more enjoyable. My friends from Samantha, Alabama, the greatest place on the planet made my youth memorable: Anthony Estes, Steve Bowden, Brad Bolton, Clay Hahn, Thad Harless, Ryan Alverson, Andrea Watkins, Matthew Rice, Jarrod Rice, and Clay Rice. This great nation, the United States of America, of which Andrew Jackson was an integral part, has provided an environment for individuals to flourish and I am proud to call it my home. vi CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iv INTRODUCTION ...........................................................................................................................1 CHAPTER ONE: JACKSON AND THE INDIANS IN BACKCOUNTRY SOUTH CAROLINA TO THE AMERICAN REVOLUTION ...................................................................13 Jackson and the Waxhaws .................................................................................................15 Catawbas, Cherokees, and the Waxhaws ...........................................................................25 Jackson, South Carolina, and the Cherokees .....................................................................32 Jackson, the British, and the Indians during the Imperial Crisis of 1776 ..........................38 CHAPTER TWO: JACKSON, THE INDIANS, AND THE WAR FOR INDEPENDENCE ......47 Americans versus the Cherokees .......................................................................................48 The Waxhaws, the Catawbas, and the War for Independence ...........................................59 The British and the Indians ................................................................................................66 The British and the Waxhaws ............................................................................................73 CHAPTER THREE: FINDING A CAREER AND THE INDIAN CHALLENGE ......................89 Between the War and North Carolina ................................................................................90 The Decision to become a Lawyer .....................................................................................96 Jackson and Population ....................................................................................................104 Indian Land and Treaties in Tennessee, 1763-1788 ........................................................113 vii CHAPTER FOUR: JACKSON IN TENNESSEE, 1788-1796: LAWYER, BUSINESSMAN, AND INDIAN FIGHTER ............................................................................................................121 Jackson
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