3. INDIGENOUS EMPIRES AND NATIVE NATIONS: BEYOND HISTORY AND ETHNOHISTORY IN PEKKA HÄMÄLÄINEN'S THE COMANCHE EMPIRE

How should historians write Native history? To what extent should one privilege Native terms, sources, chronologies, and epistemologies? And to what extent should historians align Native history with concepts developed for other peoples and places? These crucial questions about emic (insider) and etic (outsider) approaches to the past are cast into sharp relief in Pekka Hämäläinen's award‐winning The Comanche Empire. This essay charts the perils and possibilities of each position. It then explores possible ways to move beyond the emic/etic division that has dominated many of the recent debates about Native history through a rereading of an episode in which Comanche history collides with US and Mexican history.     

DATA ON 61 CHEMICAL ELEMENTS FOR THE CHARACTERIZATION OF THREE MAJOR GLASS COMPOSITIONS IN LATE ANTIQUITY AND THE MIDDLE AGES

Sets of 20 soda ash, 16 soda lime and 23 wood ash glasses mainly from excavations in Europe were analysed by microprobe and LA–ICP‐MS for 61 elements and are presented as average concentrations with standard deviations. Concentrations of sodium, potassium and magnesium allow the major glass type to be identified. Specific compositions of the raw materials of glass production indicate certain sources, technical processes and ages. Heavy minerals etc. of quartz sands contain rare earth elements (REE) from crustal fractionations that are different for the three major glass types. Accumulations of P, B, Ba, Mn and K in wood from soils by organic processes can characterize glass from certain regions.     

MASTER AND APPRENTICE, KNIGHT AND SQUIRE: EDUCATION IN THE 'CELTIC' IRON AGE

Summary. The role of education and agency of children as factors in the formation of Iron Age culture is addressed. Historical sources on education from Iron Age Gaul are compared with later 'medieval Celtic' practices. Fosterage, common Celtic *altros, may have been the evolutionary precursor of apprenticeships and knight–squire relationships, as developed in the feudal states of medieval Europe. Fosterage establishes artificial kinship, strengthens kinship alliances by providing hostages, helps to forge strong emotional bonds between foster parents, children and siblings, and helps to confirm social hierarchies, while providing specialized education. Professional specialists gain increased security outside their own group. It gives children a role in the tradition of culture, and allows them to blend artistic styles and create unique adaptations combining 'local' traditions with 'external' innovations. Fosterage can thus be established as an important method of peer polity interaction in Iron Age and medieval 'Celtic' societies.