The specific purpose of this project is to bring focus to the subject of the
Native American Deeds as recorded in Essex County and also to the Native
American population, which was living here in the 17th Century. Whereas these
recorded instruments cover the geography, now known as Essex County, these
Deeds are offered as an “historic collection”. Between
the earliest Indian conveyance (of Nahant, circa 1630) and the last recorded
Indian Deed (second Boxford Deed, circa October 1701) we encounter names of a
number of important people representative of the resident Indian population
during this period. To look at the Deeds without looking at the people is
only half of the story. The Deeds and related material offered
here places the curious at the threshold of a history of our Native Americans
who “treated”(i.e., traded, negotiated and co-habitated) with the
English settlers. Many questions and answers emerge regarding this
relationship.
The Native American Deeds (the documents) are the heart of this project and are
offered in two formats: a facsimile of the original recording and a verbatim
printed translation. From these documents, we can further explore to learn more
about the location of ancient Indian villages, their migratory life styles and
how they interacted with the English until the land they owned was no longer
their land. To stimulate additional interest we have cited early maps, taken
abstracts from well-written local histories and well preserved town records and
noted archeological surveys to provide more details to this story.
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It has been said by Will LaMoy, former Curator at the James Phillips Library in
Salem, “Essex County is, if not the most, one of the most historically
documented places in the United States”. To offer a complete collection
required locating all Indian Deeds in the ancient records at the Registry of
Deeds. They then needed to be translated to understand the context in which
they were written and recorded at that point in time. A review of histories
written for Essex County and for each town had to be completed to glean many
scattered facts about our Native Americans. Review of other contemporary
documents written by specialists subscribing to a variety of disciplines
including archeology, anthropology, and ethno-history rounded out the research
for this project.
As one reads the “Native American Deeds” it is very clear that the
English parties wanted desperately to place in a public record (namely, the
Colonial Court system) written evidence of a transaction with a Native
American(s) whereby, for certain consideration, there was a land deal
consummated and property rights were transferred. Some of these deeds included
language that, as a result of this transaction, the Indians would bring no harm
to the English. This written evidence was to secure the legal interest in such
property for the purchaser. Both parties dated and signed the document with
their respective signature, seal or mark. The legal description of the property
was vague at first, then later more detailed in its description. There was no
repository to record the information in the Indian world. Later in this project
focused attention is given to how the Native Americans understood what land
they owned and the extent of the boundaries. From the beginning of the Mass.
Bay Colony any disputes of legal interests in the land would be resolved in the
English Court system regardless of whether the plaintiff was native or
non-native.
New found information associated with this project has created a solid
foundation to raise these documents to new heights of historical importance and
educational value. Simultaneously, the research also generated a strong footing
to base a new cultural context for our Native Americans, living in the 17th
century, because it geographically located the villages on lands in Essex
County they claimed as theirs. The Native American Deeds are just the beginning
of a fascination with the intriguing individuals who shaped our earliest
history. As we look deeper into the social structure of that Native American
society, as it evolved to 1600, and then as it virtually disappeared by 1700,
we find real evidence of the interaction between two very different cultures
and which resulted in a drastically changed landscape.
An additional bonus coming out of the research was the discovery of an ancient
map/survey of Merrimack River by John Gardner, reputed to be drawn between 1639
and 1655. There will be further discussion about the importance of this map
later in this book. It was one of several 17th Century iterations of the
Merrimack River geography resulting from an edict by Governor John Winthrop and
the General Court “ to survey the Merrimack River to determine the
northern most reach of the Colony’s patent” (and to using Indian
guides to determine an alternate water transportation route for the fur trade,
diverting southward the trapped furs of Northern New England, away from the
French trading posts in Maine to the East. A special dissertation on this
subject can be found in Appendix.
Ironically, a new mapping technology used at the Registry of Deeds, (referred to
as “GIS” Geographic Information Systems, links computer graphics to
multiple databases) has provided us with a special opportunity to create a view
of history and to show the spatial relationships between the landscapes of
yesterday with their respective landscapes of today. It is hoped that by
combining this technology with that of the Internet and the information
contained herein, it will used as a teachers resource guide to supplement
“Middle School” local history (and Native American studies)
curriculums. It should also significantly help close the factual gaps in
typical history textbooks, which can’t relate to every town’s early
history.
It was decided that by using authentic Native American Deeds, an unusual
opportunity is created to learn more about the Indian names and place names
that we still use today such as Cochickiewick, Masconomet, Merrimack,
Pentucket, Annisquam, Saugus, Nahant, Swampscott, Chebacco, Agawam. In
addition, the “Native American Deeds”, pulls together facts about a
lost culture in a focused manner, which up to now has been dispersed in
libraries throughout the County. By linking this hard to find information to
the “collection” to the Registry of Deeds Website (salemdeeds.com)
it can be easily shared with all who have interest in this subject. By
increasing public access to the “Indian Deeds” also places these
documents on a much higher historically important plane.
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The Process: To accomplish these expressed purposes required assembling as much
related material as possible and then to establish some synergy among all
pieces of primary
importance in telling this story. To facilitate this process, very specific
objectives had to be determined, then applied as a “sorting tool”
for what should be included and what should be “referenced” for
additional study. (This was not an easy task.) A narrative could then be shaped
to increase the understanding of the “connectivity” between each
community in Essex County and their Native American Indian heritage. The
following objectives had to be met:
(1) The information contained in this project had to be prepared in hard copy
and converted for publishing on the Registry’s website: www.
salemdeeds.com.
(2) Target audience selected was “middle school” students and the
actual “Deeds” had to be offered in two formats: “ as
recorded” format and “verbatim translations”
(3) Discussion had to focus on the concept of land “ownership” as
perceived by the Native people system, -Focus Point #1 then contrasted with
that view held by the English - Focus point #3
(4) Since there was no system for recording property rights, a discussion of
how that evolved also had to be included
(5) Readers had to be introduced to the Sachem/Sagamore signatories to the
“Deeds”
And their descendents and with the aid of graphic sand site links illustrate
their lifestyles and village locations. - Focus Point #2
(6) To manage all the data, four parallel timelines from 1600 to 1700 had to be
created to illustrate the evolution of Essex Count. Settlement patterns, noting
establishment and town incorporations was spread out over three different
growth periods. Focus Point #4
(7) A Summary Outline and Maps were used to show the territorial bounds of the
Indian Deeds in order for Essex County residents to identify which Indian Deed
is historically linked to their home city or home town.
(8) The project would present an ancient map (17th century survey) of the
Merrimack River
(9) The project addressed many myths linked to Indian Raids and engagement of
the Colonial Militia during this period- Focus Point #5
(10) Additional references and Internet linkages to related materials and
Teacher resource guides had to be offered for further research.
It is the intent of this project to encourage reading and understanding of all
these documents in order to gain a better understanding of the events and the
people, both here and abroad, that shaped our history and established the land
recording system in America. Substantial historical credibility can be garnered
by having increased access to the original source documents which until now has
been very limited and little pursued
It should be noted that this is a living document designed to be added to as new
pertinent information becomes available. While the material considered in the
preparation of this document is comprehensive, it is not exhaustive and we
welcome new material.
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Sequence: It is important to keep in mind that the English did not land in
Salem or Essex County, but landed in an Indian territory at places they called
“Naumkeag” and “Agawam”. How do we now present this
subject material in a logical order and make judgment about what amount of
background material (“stage setting”) should be necessary to
prepare a reader for the best possible understanding of the content of the
Native American Deeds? The following topical questions were selected toward
that end and serves to outline the series of “Focus Points”
discussed in the “Narrative” section of the Home Page. These can
also serve as a theme or stimulus for teacher’s lesson plans.
• What was this “primitive society” of New England Natives
like?
How many were there, where and how did they live, were there tribal boundaries,
how did they travel, and communicate?
• What is known about the men and women Indians who signed the Indian
Deeds with these settlers?
• How did the Indian understanding of property “ownership”
differ from that of the Colonists?
• Did the Indians understand the terms of the “title to the
land” deeds, which they “agreed” to sign? Was there
“consent”, or were they tricked into selling their lands?
• There appears to be inconsistencies in historical accounts regarding
Native Americans; whom do you believe? Did the English settle a
“virgin” land or a “widowed” land?
• Did Native Americans of Essex County fight with Metacomet (King Philip)
against the colonists, and what about those terrible Indian attacks throughout
Essex County between 1676 and 1725?
• What can be learned from a review of early, then later, maps regarding
“possession of the land” and how it changes over time?
This project attempts to create synergies among the reference subject material
and at the same time allow for a smooth flow between sections of the book. To
accomplish it a series of “Focus Points” are presented as
recommended reading before considering the significance of the collection.
These separate sections include the following topics:
Focus Point 1- Three Indian Landscapes: Pre contact, Contact and Post-Contact
Periods
Focus point 2- Historical Evidence found in the Indian Deeds
Focus point 3- Indian versus English Views Regarding Rights to the Land
Focus Point 4- English Settlement Patterns in Essex County
Focus Point 5- Indian Raids on English settlers in Essex County
These “Focus Points”
take the reader through a 17th century timeline of parallel dynamic elements of
two different cultures – one which will dominate the other in the end
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