A People's History of the United States: Teaching Edition. Howard Boone's Zinn

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СКАЧАТЬ in Western Europe, to spur the growth of the new money economy rising out of feudalism, to participate in what Karl Marx would later call “the primitive accumulation of capital.” These were the violent beginnings of an intricate system of technology, business, politics, and culture that would dominate the world for the next five centuries.

      Jamestown, Virginia, the first permanent English setlement in the Americas, was set up inside the territory of an Indian confederacy, led by the chief, Powhatan. Powhatan watched the English settle on his people’s land, but did not attack, maintaining a posture of coolness. When the English were going through their “starving time” in the winter of 1610, some of them ran off to join the Indians, where they would at least be fed. When the summer came, the governor of the colony sent a messenger to ask Powhatan to return the runaways, whereupon Powhatan, according to the English account, replied with “noe other than prowde and disdaynefull Answers.” Some soldiers were therefore sent out “to take Revendge.” They fell upon an Indian settlement, killed fifteen or sixteen Indians, burned the houses, cut down the corn growing around the village, took the queen of the tribe and her children into boats, then ended up throwing the children overboard “and shoteinge owtt their Braynes in the water.” The queen was later taken off and stabbed to death.

      Twelve years later, the Indians, alarmed as the English settlements kept growing in numbers, apparently decided to try to wipe them out for good. They went on a rampage and massacred 347 men, women, and children. From then on it was total war.

      Not able to enslave the Indians, and not able to live with them, the English decided to exterminate them. According to historian Edmund Morgan, “Within two or three years of the massacre the English had avenged the deaths of that day many times over.”

      In that first year of the white man in Virginia, 1607, Powhatan had addressed a plea to John Smith that turned out prophetic. How authentic it is may be in doubt, but it is so much like so many Indian statements that it may be taken as, if not the rough letter of that first plea, the exact spirit of it:

       I have seen two generations of my people die.… I know the difference between peace and war better than any man in my country. Why will you take by force what you may have quietly by love? Why will you destroy us who supply you with food? What can you get by war? Why are you jealous of us? We are unarmed, and willing to give you what you ask, if you come in a friendly manner, and not so simple as not to know that it is much better to eat good meat, sleep comfortably, live quietly with my wives and children, laugh and be merry with the English, and trade for their copper and hatchets, than to run away from them, and to lie cold in the woods, feed on acorns, roots and such trash, and be so hunted that I can neither eat nor sleep.

      When the Pilgrims came to New England, they too were coming not to vacant land but to territory inhabited by tribes of Indians.

      The Pequot Indians occupied what is now southern Connecticut and Rhode Island. The Puritans wanted them out of the way; they wanted their land. So, the war with the Pequots began. Massacres took place on both sides. The English developed a tactic of warfare used earlier by Cortés and later, in the twentieth century, even more systematically: deliberate attacks on noncombatants for the purpose of terrorizing the enemy.

      So the English set fire to the wigwams of villages. William Bradford, in his History of the Plymouth Plantation written at the time, describes John Mason’s raid on the Pequot village:

       Those that scaped the fire were slaine with the sword; some hewed to peeces, others rune throw with their rapiers, so as they were quickly dispatchte, and very few escaped. It was conceived they thus destroyed about 400 at this time. It was a fearful sight to see them thus frying in the fyer.

      A footnote in Virgil Vogel’s book This Land Was Ours (1972) says: “The official figure on the number of Pequots now in Connecticut is twenty-one persons.”

      For a while, the English tried softer tactics. But ultimately, it was back to annihilation. The Indian population of ten million that lived north of Mexico when Columbus came would ultimately be reduced to less than a million. Huge numbers of Indians would die from diseases introduced by the whites.

      Behind the English invasion of North America, behind their massacre of Indians, their deception, their brutality, was that special powerful drive born in civilizations based on private property. It was a morally ambiguous drive; the need for space, for land, was a real human need. But in conditions of scarcity, in a barbarous epoch of history ruled by competition, this human need was transformed into the murder of whole peoples.

      Was all this bloodshed and deceit—from Columbus to Cortés, Pizarro, the Puritans—a necessity for the human race to progress from savagery to civilization?

      If there are necessary sacrifices to be made for human progress, is it not essential to hold to the principle that those to be sacrificed must make the decision themselves? We can all decide to give up something of ours, but do we have the right to throw into the pyre the children of others, or even our own children, for a progress that is not nearly as clear or present as sickness or health, life or death?

      Beyond all that, how certain are we that what was destroyed was inferior? Who were these people who came out on the beach and swam to bring presents to Columbus and his crew, who watched Cortés and Pizarro ride through their countryside, who peered out of the forests at the first white settlers of Virginia and Massachusetts?

      Columbus called them Indians, because he miscalculated the size of the earth. In this book we too call them Indians, with some reluctance, because it happens too often that people are saddled with names given them by their conquerors.

      Widely dispersed over the great land mass of the Americas, they numbered approximately seventy-five million people by the time Columbus came, perhaps twenty-five million in North America. Responding to the different environments of soil and climate, they developed hundreds of different tribal cultures, perhaps two thousand different languages. They perfected the art of agriculture and figured out how to grow maize (corn), which cannot grow by itself and must be planted, cultivated, fertilized, harvested, husked, and shelled. They ingeniously developed a variety of other vegetables and fruits, as well as peanuts and chocolate and tobacco and rubber.

      On their own, the Indians were engaged in the great agricultural revolution that other peoples in Asia, Europe, and Africa were going through about the same time.

      While many of the tribes remained nomadic hunters and food gatherers in wandering, egalitarian communes, others began to live in more settled communities where there was more food, larger populations, more divisions of labor among men and women, more surplus to feed chiefs and priests, more leisure time for artistic and social work, for building houses.

      From the Adirondacks to the Great Lakes, in what is now Pennsylvania and upper New York, lived the most powerful of the northeastern tribes, the League of the Iroquois. In the villages of the Iroquois, land was owned in common and worked in common. Hunting was done together, and the catch was divided among the members of the village.

      Women were important and respected in Iroquois society. The women tended the crops and took general charge of village affairs while the men were always hunting or fishing. As Gary B. Nash notes in his fascinating study of early America, Red, White, and Black, “Thus power was shared between the sexes and the European idea of male dominancy and female subordination in all things was conspicuously absent in Iroquois society.”

      Children in Iroquois society, while taught the cultural heritage of their people and solidarity with the tribe, were also taught to be independent, not to submit to overbearing authority.

      All of this was in sharp contrast to European values as brought over by the first colonists, a society of rich and poor, controlled СКАЧАТЬ