Leaping the Mark

This chapter discusses how, almost from the moment he graduated, William T. Sherman came under pressure to think about leaving the Army. When asked why he did not resign, he gave a forthright answer in 1842: “Why should I? It is the profession for which my education alone fits me, and as all the appearances indicate the rapid approach of action when the soldier will be required to do his proper labor, when a splendid field will be spread before him, every reason exists why I should remain.” The “action” Sherman referred to was the Second Seminole War (1835–42) in Florida. Sherman’s posting to Fort Pierce threw him into his first taste of warfare. He very quickly grasped the nature of this war and the Seminole tactics that had defied the best military minds in America. In June of 1842, the Regiment found itself on the move again, posted to Fort Moultrie, Charleston, South Carolina. Sherman’s main duty consisted of appearing in court martials, as his grasp of military law impressed all. While clinging to the profession he liked best, he developed two attitudes that underwrote his army life. The first concerned party politics, while the second matter involved religion. Both these qualities would be needed by a successful attorney. Yet he remained an army officer and these studies became an important part of his continuing military education.

How the West Was Known

Although the Second Seminole War marked the effective end of the Gulf South as a borderland, encounters instigated by imperialism in the Southwest continued to affect the pursuit of knowledge in America. The rise of the Smithsonian Institution and the extension of U.S. governance into the West were interrelated processes: territorial expansion influenced the Smithsonian’s foundational mandate and early activities, while the Smithsonian organized, facilitated, and patronized an array of expansion-promoting scientific projects in collaboration with federal officials. The relationship between the conquest of the Southwest and the emergence of the Smithsonian reflects that violence, competition, exchange, and encounters with the environment and history were still inextricable from knowledge production at both the local and imperial levels.

Skulls, Scalps, and Seminoles

This chapter focuses on the Second Seminole War (1835–1842) and how whites and natives both developed new knowledge about the Seminoles as a unique ethnic group through violence against each other’s dead. On the one hand, Euro-Americans looked to native skulls to add scientific legitimacy to assertions that the Seminoles were a clearly defined ethnicity whose supposed predisposition for violence and lack of ancestral bonds to Florida justified their removal. On the other hand, the collection and circulation of white scalps strengthened the Seminoles’ understanding of themselves as a distinct people and allowed them to rebuild complete communities—ones that integrated the living, the multiethnic dead, and Floridian land—despite the trauma of the war.