Iroquois Indian

The Ohio Treaty and The Iroquois Indians became a part of
Ohio’s History
“HAUDENOSAUNEE”
By Delana Forsyth and my mother Delana Baldwin
The name “Iroquois” is French variant on a term for “snake” given by the Hurons. There were other tribes who spoke the same language, but who were not part of the confederacy. The Erie natives had been related to the Iroquois. They lived east shore Lake Erie in New York and Pennsylvania. The Iroquois Confederacy considered them enemies and wiped them all out.
By 1650, the Iroquois began to push their way into the rich Ohio Country between the Great Lakes and the Ohio River. They conquered and drove out various natives living in the area. The resulting in wars known as the Beaver Wars (1650-1700 A.D.) because the Iroquois wanted more land for hunting and trapping beavers and deer. The participated in the fur trade with the Dutch and the English. Unlike many other tribes east of the Mississippi, most of the Iroquois Nation didn’t favor the French over the English. A small group of Mohawks and Onondagas converted to Catholicism and aided the French. A small number of Iroquois lived in modern-day Ohio, only several hundred at a time, only for hunting. There had been some who stayed and developed their own political system and separated themselves entirely from the ways of life of the east. With said, I have discovered the Mohawk Tribe of Ohio.
I have been blessed to be born of American Indian blood, my blood is of the nation Iroquois. If you look up the history of the Iroquois the American constitution has been taken from many of our ways and beliefs. With that said, I have been studying my family history all my life. There is so much history in my family to be able to write things I am. it has been an adventure for me a long the way along with many tears. To talk to my mother and find out that there had been slavery in my family as well eats at me. In school, we are taught about black slavery, NO ONE EVER TALKS ABOUT THE ABUSE AND SLAVERY MY PEOPLE THE AMERICAN INDIAN HAVE SUFFERED.
The women more so. Men are men no matter what color you are. My grandmother had been sold to my grandfather. Whom happened to be 20 years older and only two children lived out of seven my mother and one aunt.
Iroquois Women
The Heart of the Nation
“There is nothing more real than the
Superiority of the women. It is they who constitute
The tribe, transmit the nobility blood,… and perpetuate
The family. The possess all actual authority; own the land, and
The fields and their harvest; they are the soul of the councils,
The arbiters of peace and war; they have care of the public treasury;
[captives] are given them; they arrange marriages; the children belong to them and their blood confined the line of descent and the order of inheritance.”
By: Joseph-Francois Lafitau
1724

Than one day I came across Ohio. I had been surprised by what I had read. Here is what I had found on the internet about Fort Greenville.
The treaty of Fort Greenville was signed on August 3, 1795. At fort Greenville what is now Greenville, Ohio; it followed negotiations, (which means lie in white language) after the American Indian loss at the Battle of Fallen Timbers a year earlier. It ended the Northwest Indian war in the Ohio country and limited strategic parcels of land to the north and east. (which again was robbed from us by white lies). The parties to the treaty were a coalition of American Indian Tribes, known as the Western Confederacy, and the United States government represented by General Anthony Wayne for local frontiersmen.
Whom, Toledo’s Anthony Wayne Trail is named.
The treaty is considered “the beginning of modern Ohio history.”
The treaty established what became known as the Greenville Treaty Line, which was for several years a boundary between the Indian Territory and land stolen by the White Europeans. The latter American thieves frequently disregarded the treaty, (we got punished for white people wrongs). The treaty line to encroach on American Indian land. The treaty was also established the “annuity system: this is where the yearly grants of federal money and supplies of calico cloth came in to the Indians, and institutionalized continuing government influence in the tribe’s affairs giving outside considerable control over the Indian life in Ohio. the treaty of Greenville, also called a treaty of Fort Greenville, on the same date settlement between whites and the Indians. Indian confederation headed by Miami Chief Little Turtle by which the Indians ceded most of the future state of Ohio and significant portion of what would be the states of Michigan, Indiana, and Illinois.
As whites moved into the Northwest territory in the years following the American revolution their advance was opposed by lose of alliance was mainly Algonquian speaking people. This subject will need to come in another article. The Shawnee and the Delaware to the whites. Their Indian name is Linni Lenape or Lenape. These tribes pushed from New York, Pennsylvania, and New Jersey, to Ohio. both whom have been driven west by prior territorial encroachments, joined the Ottawa, Ojibwa, Miami, and Potawatomi in the Northwest Indian confederation, led by Little Turtle, the American Indian confederation skirmished with settlers and Kentucky militia in the late 1780’s.
In the effort to pacify the region and the stake a concussive claim to areas that had been ceded by the British under the terms of the peace of Paris (1783), a series of expeditions were dispatched in the Northwest Territory. The first under General Josiah Harmer, was routed in a pair of engagements in October 1790. The second, led by Northwest Territory governor Arthur St Clair, was crushed on November 4, 1791 in one of the worst defeats ever suffered by the United States military against an American Indian force. Not much is ever talked about the victories of the American Indians. Because whites are always ashamed for defeat when it comes their ass being handed to them. SMILING.
Emboldened by victories and promise of support from the British, who still occupied strategic forts within the Northwest territory, the confederacy appeared to have checked the American advance. In, 1792 President George Washington appointed General “Mad” Anthony Wayne as commander of the United States Army and tasked him with crushing the resistance. Unlike the previous expeditions which relied heavily on militia troops. Wayne’s force consisted of professional, seasoned infantry. On August 20, 1794, Wayne’s 2000 regulars supplemented, by 1000 mounted Kentucky militia, met 2000 of the confederations warriors near Fort Miami (southwest of modern day Toledo).
In the ensuing Battle of Fallen Timbers. Wayne’s troops had broken the Indian line and the warriors fled. The defeat was compounded by the evaporation of support from the British, which had since become entangled in the French Revolutionary wars and did not wish to risk a confrontation with the United States. Within months of Fallen Timbers, Britain made clear its intentions with the Jay treaty November 19, 1794, wherein it promised to evacuate its forts in the Northwest territory. Beaten in battle and with np prospect of outside assistance, the confederation agreed to terms set forth by the Americans.
On August 3, 1794, Wayne, Little turtle, and their delegations met at Fort Greenville. To conclude the treaty. Both sides agree to a termination of hostilities and exchange of orisons a redefinition of border between the United States and Indian lands. By the term of the treaty, the confederation ceded all lands east and south of a boundary that began at the mouth of the Cuyahoga (in modern day Cleveland) and south to Fort Laurens (modern day Bolivan, Ohio) and then west to Fort Recovery. The boundary then continued south west to the point at which the Kentucky River emptied into the Ohio River. (modern day Carrollton, Kentucky). In addition, the United States was granted strategically significant parcels of land to the North and west of this line, including the sites of the modern cities of Fort Wayne and Lafayette Indiana; Chicago, Illinois; and Toledo Ohio. the treaty also ceded Mackinac Island and its environs, as well as a large track of land encompassing much of the area of modern metropolitan Detroit. After the signing of the treaty. Little advocated cooperation with the United States was not there to keep any order. They got what they wanted once the theft had already been done there was no going back. Tecumsech, who stated that the so-called peace chiefs had given away the land that they not own. All Indian nations understood we did not own the land. We are made of dust and the Great Spirit gives us life. Not all the great Chief, wanted any treaty. They were ready to fight to keep what they had.
Tecumseh had led a brilliant campaign against the Americans during the War of 1812, his death of 1813 and the disintegration spelled the effective end of organized Indian resistance in the known at the time as the Western Confederacy.

Mohawk Institute Residential School
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The Mohawk Institute in 2013
The Mohawk Institute Residential School was a Canadian Indian residential school in Brantford, Ontario, Canada. The School operated under the Government of Canada from July 1, 1885 to June 27, 1970. Prior to 1885 the Anglican Church of Canada was involved in the operation of a school and residential school in the same location. Enrollment at the school ranged from 90 to 200 students per year.

Contents [hide]
1
History
2 It was operated by the Anglican Church of Canada from its founding as the “Mechanics’ Institute” (a day school for boys on the Six Nations of the Grand River reserve) in 1828 until 1969, when control was handed over to the Canadian federal government.[1] The Mohawk Institute was established on 350-acres of farm land, all of which were or had been part of the land of Six Nations at some point.[2]
In 1831, the school began to function as a residential school for boys, and starting in 1834, girls were taken in as boarders as well.[1] Children from Six Nations were sent there, along with some from the New Credit, and Moraviantown, Sarnia, Walpole Island, Muncey, Scugog, Stoney Point, Saugeen, Bay of Quinte and Kahnawake reserves.
While the school was originally nearby the Mohawk village, in 1837 the colonial government of Upper Canada ordered Six Nation residents to resettle south of the Grand River, kilometers from the school.[1] Between 1854–1859, the building was destroyed by fire and rebuilt a few hundred meters from its original location.[1] Around the same time, the school acquired more land, and farming became a prominent part of life for children at the school. In 1885, the year after the Indian Act made enrollment compulsory for Status Indian children under 16,[3] the school began to accept students from reserves beyond Six Nations.[1]
On April 19, 1903, the main school building was again destroyed by fire. On May the barns of the Mohawk School were also destroyed by fire. On June 24, 1903 the playhouse which had been serving as the boys’ dorm since the main fire in April was also burned down. All three of these fires have been attributed to students at the school.[4] The school buildings were rebuilt the following year. The new school building contained separate boys and girls wings, principal’s and teachers quarters, as well as administrative offices.[1] This new school building was designed to hold 150 students and also included the development of barns, stables, and other agriculture related out buildings.[2]
In 1922, the management of the school was formally taken over by the Canadian government, though the Anglican church retained ownership, and the agreement required that the principal be Anglican.[1] A chapel was added to the school in 1930.[2] By 1955, enrollment reached 185 children.[1]
In 1963, farming was discontinued as the children were now given a full day of education without requiring their manual labour.[1] Enrollment decreased as schools were built in reserve throughout Ontario, and in 1970, the school was closed. Six Nations assumed ownership of the building the following year.
Abuse[edit source]

Abuse
3
Principals
4
Present Day
5
Artistic Works
6
See also
7
References

History[edit source]

Mohawk Institute ca.1932
It was operated by the Anglican Church of Canada from its founding as the “Mechanics’ Institute” (a day school for boys on the Six Nations of the Grand River reserve) in 1828 until 1969, when control was handed over to the Canadian federal government.[1] The Mohawk Institute was established on 350-acres of farm land, all of which were or had been part of the land of Six Nations at some point.[2]
In 1831, the school began to function as a residential school for boys, and starting in 1834, girls were taken in as boarders as well.[1] Children from Six Nations were sent there, along with some from the New Credit, and Moraviantown, Sarnia, Walpole Island, Muncey, Scugog, Stoney Point, Saugeen, Bay of Quinte and Kahnawake reserves.
While the school was originally nearby the Mohawk village, in 1837 the colonial government of Upper Canada ordered Six Nation residents to resettle south of the Grand River, kilometers from the school.[1] Between 1854–1859, the building was destroyed by fire and rebuilt a few hundred meters from its original location.[1] Around the same time, the school acquired more land, and farming became a prominent part of life for children at the school. In 1885, the year after the Indian Act made enrollment compulsory for Status Indian children under 16,[3] the school began to accept students from reserves beyond Six Nations.[1]
On April 19, 1903, the main school building was again destroyed by fire. On May the barns of the Mohawk School were also destroyed by fire. On June 24, 1903 the playhouse which had been serving as the boys’ dorm since the main fire in April was also burned down. All three of these fires have been attributed to students at the school.[4] The school buildings were rebuilt the following year. The new school building contained separate boys and girls wings, principal’s and teachers quarters, as well as administrative offices.[1] This new school building was designed to hold 150 students and also included the development of barns, stables, and other agriculture related out buildings.[2]
In 1922, the management of the school was formally taken over by the Canadian government, though the Anglican church retained ownership, and the agreement required that the principal be Anglican.[1] A chapel was added to the school in 1930.[2] By 1955, enrollment reached 185 children.[1]
In 1963, farming was discontinued as the children were now given a full day of education without requiring their manual labour.[1] Enrollment decreased as schools were built in reserve throughout Ontario, and in 1970, the school was closed. Six Nations assumed ownership of the building the following year.
Abuse[edit source]
the Abuse that was happeningMany former students have described suffering physical, sexual and emotional abuse at the school.[5][6][7] The poor quality of food served to students led to the school’s nickname, The Mush Hole.
In 1914 two former students from the Mohawk School charged the school’s principal for cutting off their hair, imprisonment, and physical abuse. The case went to trial on March 31, 1914 where the students were awarded $400 for two of the claims and the Principal was fined.[4]
Formal complaints were registered against the school and staff relating to physical abuse, the use of the strap, and quality of food by students and parents of students in 1937, 1951, 1955, and 1965.[4]

Present Day[edit source]
Following the closure of the Mohawk Institute in 1970 the Woodland Cultural Centre opened on the site in 1972, as an organization focused on research, history, and later the arts.[8] Woodland’s cultural and historical interpretation programming utilizes the historic Mohawk Institute building to teach about the history of residential schools in Canada.[9]
In 2013 a leak in the roof of the residential school building caused significant damage to the historic site. As a result of this leak a community input process was established within Six Nations of the Grand River to determine what the local community wanted to do with the building, 98% of participants voted to save the historic building.[10] In March 2014 the “Save the Evidence” campaign was started to raise money to preserve the Mohawk Institute and to raise awareness about the history of residential schools.[8]

Artistic Works[edit source]
The history and student experience at the Mohawk Institute has contributed to the works of a number of authors and artists including:
Graham, Elizabeth (1997). The Mush Hole: Life at Two Indian Residential Schools. Waterloo, Ontario: Heffle Publishing. ISBN 0-9683179-0-1.
Harper, Maddie (1993). “Mush-hole” Memories of a Residential School. Carlos Freire. Toronto, Ontario: The Turtle Island Publication Group. ISBN 0-920813-98-4.
“Mush Hole Remembered: R.G. Miller”, a series of paintings by artist R.G. Miller based on his experience as a student at the Mohawk Institute.[11]
“Opening Doors to Dialogue” community art project led by Samuel Thomas and the Woodland Cultural Centre used the physical building of the Mohawk Institute as inspiration for a community dialogue, healing, and art.[12]

Iroquois Language;

OKAYONDONGHSERA YONDENNASE

OGHENTONH kARIGHWATEGHKWENH:

Onenth weghniserade wakatyerenkowa desawennawenrate ne kenteyurhoton. Desahahishonne donwenghratstanyonne ne kentekaghronghwayon. Tesatkaghtoghserontye ronatennossendonghkwe yonkwanikonghtaghkwenne, konyennetaghkwen. Ne katykenh nayoyaneratye ne sanikonra? Daghsatkaghtoghseronne ratiyanarenyon onkwaghsotsherashonkenhha; neok detkanoron ne shekonh ayuyenkwaroghthake jiratighrotonghkwakwe. Ne katykenh nayuyaneratye ne sanikonra desakaghserentonyonne?
Niyawehkowa katy nonwa onenh skennenji thisayatirhehon. Onenh nonwa oghseronnih denighroghkwayen. Hasekenh thiwakwekonh deyunennyatenyon nene konnerhonyon, “Ie henskerighwaghtonte.” Kenyutnyonkwaratonnyon, neony kenyoydakarahon, neony kenkontifaghsoton. Nedens aesayatyenenghdon, konyennedaghkwen, neony kenkaghnekonyon nedens aesayatyeneghdon, knoyennethaghkwen, neony kenwaseraketotanese kentewaghsatayenha kanonghsakdatye. Niyateweghniserakeh yonkwakaronny; onidatkon yaghdekeonghsonde oghsonterraghkowa nedens aesayatyenenghdon, konyennethaghkwen.
Niyawenhkowa kady nonwa onenh skennenjy thadesarhadiyakonh. Hasekenh kanoron jinayawenhon nene aesahhahiyenenhon, nene ayakotyerenhon ayakawen, “Issy tyeyadakeron, akwah deyakonakorondon!” Ayakaweron oghnonnekenh niyuterenhhatye, konyennedaghkwen.
Rotirighwison onkwaghsotshera, ne ronenh, “Kenhenyondatsjistayenhaghse. Kendeyughnyonkwarakda eghtenyontatitenrany orighokonha.” Kensane yeshotiriwayen orighwakwekonh yatenkarighwentaseron, nene akwah denyontatyadoghseronko. Neony ne ronenh, “Ethononweh yenontatenonshine, kanakdakwenniyukeh yenyontatideron.”
Onenh kady iese sewweyenghskwe sathaghyonnighson:
Karhatyonni.
Oghskawaserenhon.
Gentiyo.
Onenyute.
Deserokenh.
Deghhodijinharakwenh.
Oghrekyonny.
Deyuywenton.
Etho ne niwa ne akotthaghyonnishon.

  1. Onenh nene shehaawah deyakodarakeh ranyaghdenghshon:
    Kaneghsadakeh.
    Onkwehieyede.
    Waghkerhon.
    Kahhendohhon.
    Dhogwenyoh.
    Kayyhekwarakeh.
    Etho ne niwa ne rayaghdenshon.
  2. Onenh nene jadadeken roskerewake:
    Deyaokenh.
    Jonondese.
    Otskwirakeron.
    Onaweron.
  3. Onenh nene onghwa kehaghshonha:
    Karhawenghradongh.
    Karahenh.
    Deyuhhero.
    Deyughsweken.
    Oxdenkeh.
    Etho ne niwa roghskerewake.
    Eghnikatakeghne orighwakayongh.
  4. Ne kaghyaton jinikawennakeh ne dewadadenonweronh, “Konyennedaghkwen, onenh weghniserade yonkwatkennison. Rawenniyo rawweghniseronnyh. Ne onwa konwende yonkwatkennison nene jinkiyuneghrakwah jinisayadawen. Onenh onghwenjakonh niyonsakahhawe jinonweh nadkakaghneronnyonghhwe. Akwah kady okaghserakonh thadetyatroghkwanekenh.
  5. “Onenh kady yakwenronh, wakwennyonkoghde okaghsery, akwah kady ok skennen thadenseghsatkagh-thonnyonhheke.
    11.”Nok ony kanekhere deyugsihharaonh ne sahondakon. Onenh kady watyakwaghsiharako waahkwadeweyendonh tsisaronkatah, kady nayawenh ne skennen thensathondeke enhtyewenninekenneh.
  6. “Nok ony kanekhere deyughsihharaonh desanyatokenh. Onenh kady hone yakwenronh watyakwaghsihharanko, akwah kady ok skennen deghsewnninekenne dendewadatenonghweradon.
  7. Onenh are oya, konennethaghkwen. Nene kadon yuneghrakwah jinesadawen. Niyadeweghniserakeh saniyeskahhaghs; ken-ony saderesera. Akwagh kady ok onekwenghdarihengh thisennekwakenry.
  8. Onenh kady yakwenronh wak\wanekwenghdarokewanyon jisanakdade, ogh kady nenyawenne seweghniserathagh ne akwah skennen then kanakdiyuhake ji enghsitskodake denhsatkaghdonnyonheke.
  9. Onenh nene Karenna,
    Yondonghs “Aihaigh.”

Kayanerenh deskenonghweronne;
Kheyadawenh deskenonghweronne;
Oyenkondonh deskenonghweronne;
Wakonnyh deskenonghweronne.
Ronkeghsotah rotirighwane,-
Ronkeghsota jiyathondek.

!6. Enskat ok enjerennokden nakwah oghnaken nyare enyonghdentyonko kanonghsakonghshon, enyairon:

  1. ” A-i Raxhottahyh! Ne ji onenh wakarighwakayonne ne sewarighwisahnonghkwe ne kayarenghkowah. Ayawenhenstokenghske daondayakotthondeke.
  2. “Na-i Raxhottahyh! Ne kenne iesewenh enyakodenghthe nene noghnaken enyakaonkodaghkwe.
  3. “Na-i Raxhottahyh! Onenh nonwa kathonghnonweh dhatonghdaghwanyon jienghnonhon nitthati-righwayerathaghke.”
  4. “Na-i Raxhottahyh! Nene ji onenh wakarighwakayonne ne sewarighwisahnonghkwe, ne Kayarenghkowa. Yejisewatkonserghkwayon onghwenjakonshon yejiewayadakeron, sewarighsahnhonkwe ne Kayanerenhkowah. Ne sanekenh aerengh niyenghhenwe enyurighwadatye Kayanerenghkowah.”

  1. Eghnikonh enyerighwawetharho kenthoh, are enjondernnoden enskat enjerenokden, onenh ethone enyakohetsde onenh are enjondentyyonko kanonghsakonghshon, enyairon wahhy:
  2. “A-i Raxhotthahyh! Onenh jattondek kady nonwa jinihhotiyerenh, – orghwakwekoinh natehaotiyadoreghtonh, nene roneronh ne enyononghsaghniratston. A-i Raxhotthahyh! nene ronenh: ‘Onen nonwa wetewayennendane; wetewennakeraghdanyon; watidewennakarondonnyon.’
  3. Onenh are oya eghdeshotiyadoreghdonh, nene ronenh: Kenkisenh nenyawenne. Aghsonh thiyenjidewatyenghsaeke, onok enjonkwanekheren.’ Nene ronenh: “Kenkine nenyawanne. Agsonh denyakokwanentonghsaeke, onok denjontadenakarondako. Nene doka ok yadayakonakarondatye onghwenjakonh niyaonsakahawe, A-i Raxhottahyh,’ nene ronenh, ‘da-edewenhheye onghteh, neok yadayakonakarondatye onghwenjakonh niyaonsakahawe.’
  4. “Onenh are oya eghdeshodiyadoregghtonh, nai Raxhottahyh! Nene ronenh ne enyononghsaghniratston. Nene ronengh: ‘Doka onwa Keneyondatyadawenghdate, ne kenkarenyakeghrondonhah ne nayakoghstonde ne nayeghnyasakenradake, ne kenh ne iesewenh, kenkine nenyawenne. Kendenyethirentyinnite kanhonghdakde dewaghsadayenhah.
  5. “Onenh are oya eghdejisewayudoreghdonh, nene isewenh: ‘Yahhonghdehdeyoyanere nene kenwedewayen, onwa enyeken nonkwaderesera; kadykenh niyakoghswathah, akwekonh nityakawenonhtonh ne kenyoteranen-tenyonhah. Enyonterenjiok kendonsayedane akwah enyakonewarontye, onok enyerighwanendon oghnikawenhonh ne kendeyeretyonny; katykenh nenyakorane nen-yerighwanendon akare onenh enyakodokenghse. Onok na entkaghwadasehhon nakonikonra, onenh are ne eh enjonkwakaronny.’
  6. “Onenh are oya eghdeshotiyadoreghdonh, nene ronenh: ‘Kenkine nenyawenne. Endewghneghdotako skarenhhesekowah, enwadonghwenjadethare eghyendewasenghte tyoghnawtenghjihonh kathonghdeh thinenkahhawe; onenh denghnon dentidewagneghdoten, onenh denghnon yaghnonwendonh thiyaensayeken nonkwateresera.’
  7. “Onenh are oya eghdeshotiyadoreghonh, nene roneronh wedewaweyennendane; wedewennakerghdanyon. Doka nonkenh onghwajok onok enjonkwanekheren. Ken kady ne nenyawenne. Kenhendewaghatatsherodarho ken kanakaryonniha deyunhonghdoyenghdongh yendewanaghsenghde, kennikonghkahdeh. Enwadon ok jiyudakenrokde thadenyedane dogkara nentyewwnninekenne enjondatenikonghketsko ne enyenikonghkwenghdarake. Onokna enjeyewendane yenjonthahida ne kayanereghkowa.’
  8. “Onenh kady ise jadakweniyu ken Kanonghsyonny, Dekanawidah, ne degniwenniyu ne rohhawah Odadsheghte; onenh nene yeshodonnyh Wathadodarho; onenh nene yeshohowah akahenyonh; onare nene yeshodonnyh Kanyadariyu; onenh nen yeshonarase Shdekaronyes; onenh nene onghwa kehhaghsaonhah yejodenaghstahhere kanghsdajikowah.”

  1. Onenh jattondek sewarihwisaanonghkwe Kayarenhkowah. Onenh wakarighwakayonne. Onenh ne okne joskawayendon. Yetsisewanenyadanyon ne sewariwisaanonghkweh. Yejisewahhawihtonh, yetsisewennits-karahgwanyon; agwah neok ne skaendayendon. Etho yetsisewanonwadaryon. Sewarihwisaanonghkwe yetsisewahhawitonh. Yetsisewatgonserghkwanyon sewarihwisaanonghkwe, Kayanerehkowah.
  2. Onenh kady jattondek jadakweniyosaon sewarihwisaanonghkwe:

DEKARIHAOKENH!
Jatthontenyonk!
Jatagweniyosaon,

AYONHWAHTHA!
Jatthontenyonk!
Jatagweniyosaon.

SHATEKARIWATE
Etho natejonhne!
Sewaterihwakhaonghwe,
Sewarihwisaanonghwe,
Kayanerehkowah.

  1. Jatthontenyonk!
    Jatagweniyosaon,
    SHARENHAOWANE!
    Jatthontenyonk!
    jatagweniyosaon,
    DEYONNEHGONH!
    Jatthontenyonk!
    Jatagweniyosaon,

History of The Ohio Treaty, Education into Ohio’s history.

I have been blessed to be born of American Indian blood, my blood is of Iroquosis. If you look up the history of the Iroqusis the American constitution has been taken from many of our ways and beliefs. With that said, I have been studying my family history all my life. There is so much history and it has been an adventure for me along with many tears. To talk to my mother and find out that there had been slavery in my family eats at me. In school, we are taught about black slavery, NO ONE EVER TALKS ABOUT THE ABUSE AND SLAVERY MY PEOPLE, WE HAVE SUFFERED. 

Iroquois Women

The Heart of the Nation

“There is nothing more real than the

Superiority of the women. It is they who constitute 

The tribe, transmit the nobility blood,… and perpetuate 

The family. The possess all actual authority; own the land, and

The fields and their harvest; they are the soul of the councils,

The arbiters of peace and war; they have care of the public treasury; 

[captives] are given them; they arrange marriages; the children belong to them and their blood confined the line of descent and the order of inheritance.”

By: Joseph-Francois Lafitau

1724

  Than one day I came across Ohio. I had been surprised by what I had read. Here is what I had found on the internet about Fort Greenville.

The treaty of Fort Greenville was signed on August 3, 1795. At fort Greenville what is now Greenville, Ohio; it followed negotiations, (which means lie in white language) after the American Indian loss at the Battle of Fallen Timbers a year earlier. It ended the Northwest Indian war in the Ohio country and limited strategic parcels of land to the north and east. (which again was robbed from us by white lies). The parties to the treaty were a coalition of American Indian Tribes, known as the Western Confederacy, and the United States government represented by General Anthony Wayne for local frontiersmen.

Whom, Toledo’s Anthony Wayne Trail is named.

The treaty is considered “the beginning of modern Ohio history.” 

The treaty established what became known as the Greenville Treaty Line, which was for several years a boundary between the Indian Territory and land stolen by the White Europeans. The latter American thieves frequently disregarded the treaty, (we got punished for white people wrongs). The treaty line to encroach on American Indian land. The treaty was also established the “annuity system: this is where the yearly grants of federal money and supplies of calico cloth came in to the Indians, and institutionalized continuing government influence in the tribes affairs giving outside considerable control over the Indian life in Ohio. the treaty of Greenville, also called a treaty of Fort Greenville, on the same date settlement between whites and the Indians. Indian confederation headed by Miami Cheif Little Trutle by which the Indians ceded most of the future state of Ohio and significant portion of what would be the states of Michigan, Indiana, and Illinois. 

As whites moved into the Northwest territory in the years following the American revolution their advance was opposed by lose of alliance was mainly Alogonquian speaking people. This subject will need to come in another article. The Shawnee and the Delaware to the whites. Their Indian name is Linni Lenape or Lenape. These tribes pushed from New York, Pennsylvania, and New Jersey, to Ohio. both whom have been driven west by prior territorial encroachments, joined the Ottawa, Ojibwa, Miami, and Potawatomi in the Northwest Indian confederation, led by Little Turtle, the American Indian confederation skirmished with settlers and Kentucky militia in the late 1780’s.

In the effort to pacify the region and the stake a concussive claim to areas that had been ceded by the British under the terms of the peace of Paris (1783), a series of expeditions were dispatched in the Northwest Territory. The first under General Josiah Harmer, was routed in a pair of engagements in October 1790. The second, led by Northwest Territory governor Arthur St Clair, was crushed on November 4, 1791 in one of the worst defeats ever suffered by the United States military against a American Indian force. Not much is ever talked about the victories of the American Indians. Because whites are always ashamed for defeat when it comes their ass being handed to them. SMILING.

Emboldened by victories and promise of support from the British, who still occupied strategic forts within the Northwest territory, the confederacy appeared to have checked the American advance. In, 1792 President George Washington appointed General “Mad” Anthony Wayne as commander of the United States Army and tasked him with crushing the resistance. Unlike the previous expeditions which relied heavily on militia troops. Wayne’s force consisted of professional, seasoned infantry. On August 20, 1794, Wayne’s 2000 regulars supplemented, by 1000 mounted Kentucky militia, met 2000 of the confederations warriors near Fort Miami (southwest of modern day Toledo).

In the ensuing Battle of Fallen Timbers. Wayne’s troops had broken the Indian line and the warriors fled. The defeat was compounded by the evaporation of support from the British, which had since become entangled in the French Revolutionary wars and did not wish to risk a confrontation with the United States. Within months of Fallen Timbers, Britain made clear its intentions with the Jay treaty November 19, 1794, wherein it promised to evacuate its forts in the Northwest territory. Beaten in battle and with np prospect of outside assistance, the confederation agreed to terms set forth by the Americans. 

On August 3, 1794, Wayne, Little turtle, and their delegations met at Fort Greenville. To conclude the treaty. Both sides agree to a termination of hostilities and exchange of orisons a redefinition of border between the United States and Indian lands. By the term of the treaty, the confederation ceded all lands east and south of a boundary that began at the mouth of the Cuyahoga (in modern day Cleveland) and south to Fort Laurens (modern day Bolivan, Ohio) and then west to Fort Recovery. The boundary then continued south west to the point at which the Kentucky River emptied into the Ohio River. (modern day Carrollton, Kentucky). In addition, the United States was granted strategically significant parcels of land to the North and west of this line, including the sites of the modern cities of Fort Wayne and Lafayette Indiana; Chicago, Illinois; and Toledo Ohio. the treaty also ceded Mackinac Island and its environs, as well as a large track of land encompassing much of the area of modern metropolitan Detroit. After the signing of the treaty. Little advocated cooperation with the United States was not there to keep any order. They got what they wanted once the theft had already been done there was no going back. Tecumsech, who stated that the so-called peace chiefs had given away the land that they not own. Not all the great Chief, wanted any treaty. They were ready to fight to keep what they had.

Tecumseh had led a brilliant campaign against the Americans during the War of 1812, his death of 1813 and the disintegration spelled the effective end of organized Indian resistance in the known at the time as the Western Confederacy.

When you see our American Constitution, you will see the Iroquois Confederacy is copied.

Author: Delana Forsyth

My strength is from God through me. I am a Christian, I believe in Jesus the Man of God

One thought on “Iroquois Indian”

  1. I cannot read long posts ADHD and this also look as you wrote it in your Tribal language I did read some and it is truly interesting. I know little about Native Americans History and I thank you for what I have learned.

    Liked by 1 person

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