USA > Tennessee > History of Tennessee, its people and its institutions > Part 1
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Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34
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Gc 976.8 G19h 1687280
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REYNOLDS HISTORICAL GENEALOGY COLLECTION
ALLEN COUNTY PUBLIC LIBRARY 3 1833 01712 9831
Digitized by the Internet Archive in 2016
https://archive.org/details/historyoftenness00garr_0
First occupied by the Legislature in 1853.
CAPITOL OF TENNESSEE AT NASHVILLE.
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6. 1
HISTORY OF TENNESSEE,
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ITS PEOPLE AND ITS INSTITUTIONS.
BY WILLIAM ROBERTSON GARRETT, A. M., PH. D., Professor American History and Dean of the Peabody Normal College, and Editor of the American Historical Magazine,
AND ALBERT VIRGIL GOODPASTURE, A. M., Formerly Clerk of the Supreme Court of Tennessee. .
NASHVILLE, TENN .: BRANDON PRINTING COMPANY. 1900.
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1687280
COPYRIGHT 1900 BY W. R. GARRETT AND A. V. GOODPASTURE.
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PREFACE.
The competent teacher of history demands of the text-book two essential qualities :
First. The text-book must contain a clear statement of all mate- rial facts, and an adequate discussion of all important topics, arranged in such consecutive order as to cover the subject completely, and to connect all the parts in logical sequence. There must be no missing link in the chain of events. The author of the text-book does not share in the license accorded to the general writer. He has no right to dilate on favorite or sensational topics to the omission or exclusion of essential links in the chain of history. In order to cover the subject in all its parts, it is necessary that the style be concise and the scope be comprehensive. If the text-book be defective in this first essential quality, no rhetorical excellence or charm of style can cure the defect.
Second. In connection with the statement of each important fact, and the discussion of each important topic, the text-book must supply carefully selected page references to the sources of information, and to the best authorities in which the subject is treated more in detail than the restrictions of a school-book will permit. The skillful teacher makes this demand of the text-book, because he needs it as an aid to himself and a guide to the pupil, in order to accomplish the best results. He knows that the limitations of the school-term will not permit him to do more than lay the foundation upon which the pupil, himself, in future years must build the superstructure.
If the teacher is ambitious that his teaching shall live in the future lives of his pupils, he looks beyond the school-room, and is not content to prepare his pupils only for the next recitation, or the next examination. If he aims to train lovers of history, or readers of history, or writers of history, he must give his pupils, at least, a glimpse of the rich and varied field of historical literature, with some training towards forming the habit of historical research, and some practice in the methods of historical investigation. The text-book should aid in this work by supplying references.
As a quality next in importance, the teacher requires that the text-book shall be made as interesting as the limitations of space and
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PREFACE.
the restrictions of a concise style will permit ; yet he can not pardon the text-book which sacrifices historical instruction to sensational composition.
As a means to aid in rendering the conception of the pupil clear and permanent, the teacher also requires that the text-book shall be appropriately and copiously illustrated with maps, charts, pictures, and portraits, suited to convey the vivid impressions derived from the sense of sight, and he demands that these illustrations shall be correct and artistic.
The above-mentioned qualities should be required of every school text-book on history. The text-book purporting to teach the history of Tennessee should also possess certain special features, adapted to the special phases of Tennessee history. If the pupils are to form at school an adequate conception of the history of their State, the sev- eral periods of its development and the rise and growth of its civil and political institutions must be clearly portrayed, and interwoven with the narrative of events.
Beginning with the distinctive and romantic period of Tennessee history, which extends from the advent of the pioneer to the date of the admission of the State, in 1796, the spirit of this period should be taught as well as its facts. It is not enough that the children of the State should learn the events of this period when their fathers acted in the obscurity of the wilderness parts fit to adorn the theater of the world. They should be electrified with the spirit of their ances- tors. They should be taught to comprehend the character and aspira- tions of these pioneer heroes- these heroes, all unconscious of their own grandeur, invested with none of the extravagant attributes which make ancient heroes ludicrous, but simply a noble type of manhood equal to any human emergency, and developed into greatness by their romantic environments. Such instruction can not be imparted by the mere recital of events or anecdotes, however vividly narrated, nor by eulogies of a few leaders, however glowing. The picture must be a consecutive panorama, and must include the unnamed body of pioneers. Fully to appreciate the genius, the struggles, and the triumphs of the founders of Tennessee, the pupil must be so instructed as to form an adequate conception of their envi- ronments. He must have some knowledge of the aboriginal inhab- itants, their characteristics, their traditions, their claims to the soil, their relations to each other and to the white people. He must know something of the contest among the European powers for posses-
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PREFACE.
sion of that portion of America which includes Tennessee. He must understand how this contest affected the early pioneers in their strug- gles with the Indians.
With this knowledge clearly held in mind, he can appreciate not only the heroic acts of individuals, but also the grand achievements of the pioneers as a body. He can understand the dangers with which they were beset, the nature of their struggle, and the grandeur of their triumph over savage foes, British hostility, and Spanish intrigue. . He can recognize their intuitive sagacity in establishing independent governments suited to their needs, ordaining the first written consti- tution framed by native Americans, founding in the wilderness the institutions of civilization, and planting the industries of domestic life. He can study intelligently the growth of the pioneer settlements into strong communities, and trace the result of Indian wars and Indian treaties to the time when the pioneers acquired title to every foot of soil of Tennessee by purchase or treaty. He can understand the reasons why the pioneers sought and obtained recognition from the parent State, surrendered their independent governments, and were merged into the State of North Carolina. He can appreciate the fact that in establishing their independent goverments, as also in surrendering them, their mnotive was always the same-to acquire the boon of being free citizens of a sovereign State, and of the United States.
For about eight years the pioneers had enjoyed State citizenship, when they felt that it was endangered by the act of North Carolina, in 1784, ceding their country to the United States. Alarmed and indignant, unwilling that their rights of citizenship, for which they had struggled so long, should be so lightly regarded by the parent State, they determined to defend it by returning to their original con- dition of independent government, and attempted to establish the State of Franklin. The second cession by North Carolina, made in 1789, and which went into effect in 1790, furnishes the only instance in the history of our country, previous to the " Reconstruction Period," in which the people of any populous community were degraded from the condition of State citizenship to that of "inhabitants of a Terri- tory." The pupil can trace the causes which induced the people of the ceded territory to accept cheerfully, in 1790, the conditions which they had resisted in 1784.
Through the period of apprenticeship under the Southwest Terri- tory, the people looked anxiously forward to statehood, when their
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PREFACE.
rights of citizenship would be placed upon a secure and permanent footing. Impelled by the same ardent longing to enjoy this great boon, they anticipated the action of the United States, organized a State government, and entered upon the exercise of State sovereignty March 28, 1796, more than two months before the admission of the State by act of Congress. When finally admitted, June 1, Tennessee was already a State in full operation, and had the honor to be the first State formed out of Federal territory. With its admission, in 1796, . the distinctive and romantic period ends.
In treating of Tennessee as a State, its history is interwoven with the general history of the United States, and the pupil enters upon a new phase of the subject. He finds less of romance, and deals more with political and economic questions. He must study the formation of constitutions, the development of institutions, questions of internal improvement, State debt, extension of the elective franchise, corpo- rations, etc., all complicated with questions of Federal politics. The narrative is varied with the events of Indian wars, and foreign wars, in all which Tennessee took a leading part and acquired the title of the " Volunteer State."
The pupil must follow Tennessee in its rapid growth in popula- tion and wealth, and in political influence, until it becomes, during the period from 1824 to 1849, the most influential State in the Union. From the end of this period to the present time the history of Ten- nessee reaches forward into the memory of men now living, and . approaches the boundary line which divides history and politics. History deals with past politics, and the historian shrinks from touching political questions of the present. Yet, it is the imperative duty of the teacher and of the text-book to supply to the pupil a true and impartial narrative of all the important events in which Tennes- see has taken part.
The narrative of the Civil War and the " Reconstruction Period " presents to the historian, as well as to the teacher, his most deli- cate task. The children of the State have a right to know all the facts of its history. Events of great importance must not be passed over in silence, or concealed by evasive treatment. The teacher and the text-book owe a duty to the State, to the pupil, to themselves. and to the truth of history. They must relate the events of the Civil War and of the "Reconstruction Period," and must paint a true picture of the bitter irritation of the times.
The teacher or the writer who converts this duty of the historian
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PREFACE.
into an occasion for rekindling buried passions, or for instilling into the tender minds of children sentiments of partisan animosity, is guilty of a crime against society.
Fortunately, the picture has its bright side, and affords the opportunity to illustrate the magnanimous characteristics of the peo- ple of Tennessee, and to inspire generous and patriotic sentiments. The lesson must not end with depicting the passions aroused by war and .reconstruction. It must go on to the pleasing recital of the restora- tion of political rights, followed by the growth of kindly sentiments which, even before the Spanish War, had reached the point of mutual forgiveness and charity to all. In teaching lessons of patriotism. the text-book can do little more than supply the materials. The teacher must rise above the text-book and inspire enthusiasm.
The history of Tennessee from the time of the adoption of the Constitution of 1870 to the present time is a chain of peaceful events. including the annals of successive political administrations, the de- velopment of institutions, and the discussion of social, industria!, and financial interests.
In preparing a text-book for the use of schools, the authors have endeavored to comply with the requirements which they believe to be demanded by the teachers of the State. They have endeavored to supply a complete and reliable guide for class work, which refrains from encroaching on the functions of the teacher by framing the text into a set form of recitation. They have attempted only to furnish the teacher with the materials for his work, leaving him free to use his own skill and judgment in the methods of instruction.
If the book shall meet the approval of the teachers, the authors will be fully repaid for the labor they have undergone, by the cor- sciousness that they have been permitted to aid in the work of in- structing the youth of Tennessee in the history of their State.
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SUGGESTIONS TO TEACHERS
FOR USING THE BOOK.
The Introductory Chapter is not suited for recitation. It contains so many names, dates, and subdivisions that the pupil would be overtaxed and discour- aged, if required to commit them to memory in one lesson.
This chapter is intended to serve two purposes, both of which are valuable in teaching history. First-It is an outline sketch in advance of Part I, and points out its connection with Part II. Second-It is an abstract for future reference.
The following plan is recommended for using this chapter :
On the first day, when the class has been organized, but no lesson has yet been assigned, let the pupils read the chapter in class, pausing at the end of each paragraph. Let the teacher comment on each paragraph as it is read, and on the whole subject when the reading is concluded. He should, also, notify the class that this chapter will be frequently cited, as the work progresses, and will be used as a guide during the entire course. Then assign the lesson for the next day, beginning with Chapter I.
The remainder of the book is a series of topics, especially adapted to topical recitation, but also suited to any method of instruction.
It will be noted that the topic discussed in each chapter is placed at its head in bold-faced type. Similarly, the subdivisions of the topic are placed in bold- faced type at the heads of the several paragraphs. These several topics and their subdivisions form a complete analysis of the subject, running through the book, and so arranged that each heading is at the place where it is needed for use, and so printed as to guide the pupil in studying the lesson, and to catch the eye of the teacher in conducting the recitation.
In addition, a topical analysis is placed at the end of each general division, as an aid for reference and review, and as an exercise for unifying the subject.
In judiciously conducting the topical recitation, the teacher is rewarded by the increased interest of the pupils, and by the elevation of the recitation from a catechism to a discussion. This method of recitation is much better than the method of catechism. It inspires pupils to form enlarged and comprehensive views of historical subjects, and furnishes the best training for practicing them in clearness and fluency of expression.
It also frees the foot of the page from a list of questions which would only serve to annoy the competent teacher, and would lead the pupil to form the bad mental habit of picking up the subject in scraps, and would tend to leave in his mind a confused picture, disjointed into scattered fragments, like the view obtained in looking through a broken lens. The space thus released is utilized to a better
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SUGGESTIONS TO TEACHERS.
advantage by foot-notes, explaining the text, or giving references to books in which the subject is treated more in detail.
In many instances, it has been thought better to include in the text valuable information which the experienced teacher would not require pupils to commit to memory, but which it is important for them to know. For instance, in Chapter II, Paragraph 9, a list is given of the various modes in which the name of the Shawnees has been spelled. This list is too long for a foot-note, and would be los: in an appendix. It is placed in the text, but the skillful teacher would not require it to be committed to memory. He would use it as a means of varying the work of the class by requiring each pupil to bring the list in class written on slate or paper, or by sending a pupil to write the list on the blackboard, and then with pointer in hand, the teacher may demonstrate to the class the evolution of one form of the name from another.
The book is copiously illustrated with maps, charts, pictures, and portraits. The skillful teacher knows how to use them. They address the eye, and implan: impressions which descriptive language is inadequate to convey. It will be a valuable exercise to require the class to draw a few of the maps, or charts, which illustrate subjects which the teacher may desire to impress upon the memory of the pupils; for instance, the map on the Indian Treaties, or the map showing the condition of the public lands at the date of the compact of 1806, by which Ten- nessee acquired the right to dispose of the lands north and east of the Congre :- sional line.
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HISTORY OF TENNESSEE.
INTRODUCTORY CHAPTER.
The beautiful State which we love under the name of Tennessee, has, at different periods of its history, been known by many other names. Some of these names have been applied to the entire State, and others to large portions of it.
NAMES GIVEN BY THE INDIANS.
Natchez .- It is thought that many years before the discovery of America, Tennessee formed a part of the territory of the Natchez Indians, and was known by their name. The Natchez were expelled by the "red Indians of the North" before the country was settled by the whites, and very little is known about them.
The Chickasaw Country .- After the expulsion of the Natchez, the western portion of Tennessee was occupied by the Chickasaws, and was known by their name. The Chickasaws remained in West Tennessee long after its settlement by the whites.
The Cherokee Country .- About 1623 the Cherokees took pos- session of the eastern portion of the State, and gave their name to that romantic section. They retained their possessions long after the set- tlement by the whites.
The Hunting Grounds. - After the expulsion of the Natchez from Tennessee, the Iroquois, or Six Nations, claiming that their ancestors had conquered the country, held Middle Tennessee, with portions of Alabama and Kentucky, as their national park. They designated this park by an Indian word which means "Hunting Grounds." The white settlers called it "The Hunting Grounds."
The Shawnee Country .- At a later period, the Shawnees occu- pied the Hunting Grounds of the Iroquois for a short time, and Middle Tennessee was known by their name, which is still retained by Sewanee Mountain. .
Kentucky .- This name was applied by the Indians to the en- tire region included between the Ohio and Tennessee rivers and
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HISTORY OF TENNESSEE.
the Appalachian Mountains. This country is nearly in the form of a circle. Historians differ as to the origin of the namne. It is gen- erally believed that the Shawnees gave the name, Kentucky, which means "the dark and bloody ground," to the country in which they waged such fierce warfare and sustained such fearful losses during their brief residence.
SPANISH NAME.
Florida .- In the contest between the European nations for the possession of America, Spain, France, and England each claimed Tennessee. Spain included it in her province of Florida.
FRENCH NAMES.
New France .- France explored a portion of the State, estab- lished trading posts at Memphis, Nashville, and other points, and included Tennessee in her province of New France.
Louisiana .- When France reorganized the form of government for her American possessions, Tennessee was included in her province of Louisiana, so named in honor of Louis, Le Grand.
ENGLISH COLONIAL NAMES.
Virginia .- From 1584, when Sir Walter Raleigh began the colonization of America, to 1663, Tennessee was a part of the colony of Virginia-a period of seventy-nine years.
Carolina .- When Virginia was divided in 1663, Tennessee became a part of Carolina, and so remained until 1693-a period of thirty years.
North Carolina. - When Carolina was divided into two prov- inces, Tennessee became a part of North Carolina, and so re- mained until 1790. During this period its settlement by Europeans began. Previous to 1763, Tennessee had not been settled by the whites, and was almost unknown to them, although successively included within the charter limits of the English colonies above named, and also claimed by Spain and France. After the "First Treaty of Paris," in 1763, the title of England was established by treaty, and a flood of immigrants began to pour in. These settlers established independent communities, and gave new names to differ- ent portions of the State.
Watauga. - Settlers in the eastern portion of the State from Virginia and North Carolina, in 1772 organized an independent gov-
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INTRODUCTORY.
ernment, and adopted the famous " Articles of the Watauga Associa . tion." This was the first written constitution adopted west of the Appalachian Mountains, and the first constitution made by native Americans.
NAMES OF TENNESSEE AS A PART OF THE UNITED STATES.
Washington County .- The settlers of Watauga had emigrated west mainly to escape the rule of the British colonial governors. They were uncertain whether their new home was within the char- ter limits of Virginia or North Carolina. They availed themselves of this uncertainty and of their remoteness from the seats of gov- ernment to hold aloof from either colony. When the breaking out of the Revolutionary War, in 1775, afforded the prospect for free- dom from British rule, the hearts of the Watauga settlers turned to their old friends and neighbors who were fighting the battles of the Revolution on the Atlantic coast. They tendered their sympathy and aid. They organized themselves into a military district called Wash- ington, which was the first geographical division named in honor of the Father of his Country. Having discovered that they were located within the charter limits of North Carolina, they applied for recogni- tion from that State. In compliance with this petition, the Legis- lature of North Carolina, in 1777, erected the county of Washington, with the boundaries which now include the State of Tennessee.
Cumberland. - In 1780 the settlers on the banks of Cumber- land River organized an independent government under articles of agreement, entitled the "Cumberland Compact." Fortunately this Compact has been preserved, and is a model of government suited to pioneer life. The middle portion of the State was popularly called Cumberland for many years.
Frankland, or Franklin. - In 1784 the eastern portion of the State attempted to form an independent government. Historians differ as to the name. Judge Haywood, "the father of Tennessee history," calls it Frankland (the land of the free). Later historians call it Franklin. It is certain that the convention which assembled at Greeneville, November 14, 1785, adopted the name Franklin. The "State of Franklin" came to an end in 1787.
Southwest Territory. - In December, 1789, the Legislature of North Carolina passed the act ceding Tennessee to the United States. February 25, 1790, the deed of cession was presented to
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HISTORY OF TENNESSEE.
Congress and was accepted April 2, 1790. An act for the government of the territory was passed by Congress May 26, 1790. The territory was styled in legislation "The Territory of the United States South of the River Ohio"; but was popularly called the Southwest Terri- tory. William Blount was appointed governor, and Knoxville was the Territorial capital. For a period of six years Tennessee remained in territorial apprenticeship.
Tennessee .- In 1796 the Southwest Territory became a State, State, being the first State erected out of the United States Territory. The beautiful name, Tennessee, is said to have been proposed by Andrew Jackson. Let us hope that it will be the last of our many names, and let us echo the memorable prayer of Blackstone and Father Paul, Esto perpetua.
Divisions of the Subject .- Our history is thus divided into two parts, as follows :
PART I.
The history of Tennessee from the earliest times to the date of its admission as a State of the Union, June 1, 1796. Part I embraces three divisions :
(1) Aboriginal History; including sketches of the Indian tribes who resided within the limits of the State, or were connected with its history.
(2) History of the Colonial Relations ; extending from 1584, when the English colonial system began, to 1763, when the First Treaty of Paris established the claims of England; and including the colonial relations of Tennessee to foreign claimants, and to the English gov- ernment, and as part successively of Virginia, of Carolina, and of North Carolina.
(3) The History of the Settlement of the Country by the whites to the date of its admission as a State.
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