Q^. ^^y 
 
 ^' ** 0^^ ^ 
 
 O. ■ ^ * * ^ ' . \' ^ . 
 
 
 /'Tr.s^ ao^^_„ <.^^'-^^ Q^' 
 
 z 
 
 - ^ 
 
 
 v 
 
 
 .^^ °^ 
 
 N' 
 
 
 ./ % '• S 
 
 
 ^ ^ 
 
 WMa '%^4 
 
 
 
 
 .s^^. 
 
 z * 
 
 .^ 
 
 
 \> ^ ^ * /■ '^ 
 
 >— » 
 
 V 
 
 ' -'^^ ^c?^ 
 
 
 -w ^-1 r-^ 
 

 ' .'. .-. s 
 
 .uv ^^ 
 
 V. ^^ 
 
 - '^o' 
 
 z '•^ 
 
 % 
 
 
 ■yT „ Y * 
 
 c?> °^ 
 
 
 cP\^ 
 
 
 
 
 
 : >^ 0^ .^ 
 
 v^^^- 
 
 -^^0^ 
 
 
 
 x^^ 
 
 
 ^'t^/^'^K' 
 
 a«^ 
 
 .C 
 
 
 .>'^. 
 
 /, 
 
 ^\.# *<^ 
 
 * 4r 
 
 ^^0< 
 
 
 
 ^ %.d< 
 
 
 
 _ ^ 
 
 
 ^ 
 
 
 
 ^ 
 
 ^^o^ 
 
 ■^^0^ 
 
 • r ^? 5^ '_ ^,1 
 
 r-.-^c, 
 
 '\"\.<^^'*>^ 
 
 z 
 
 
 
 C^ ^ 
 
 ': '^^o^ 
 
 
 \ »' N Ti ^1 <Vj. < \ V <y /t 
 
 o 
 
 7- 
 
 ^' 
 
 (>'< 
 
 
 
 i> ft s 
 
 A' 
 
 .^'^ 
 
 
 .^^ ^- 
 
 1*0. ^^ 
 
,-?t 
 
 t 
 
'.vV' •<,V7»'?.H^V-'( V.'TifVT*"',i'r; 
 
 \aldwin^ s Biographic a I Book let 
 
 ^ ! 
 
 THE STORY OF 
 
 GEORGE DEWE\ 
 
 FOR YOUNG READERS 
 
 r 
 
 BEL BORT 
 
 WERNER SCHOOL BOOK COMPAN^' 
 
 I 
 
 -h 
 

 ■f "if'' 
 
 .-..sfcr^- 
 
 »)SC 
 
FOREWORD. 
 
 CAUSES OF THE WAR WITH SPAIN. 
 
 On the 23d of April, 1898, war was declared betw^een the 
 United States and Spain. To understand how this came 
 about, we must go back a great many years. 
 
 Ever since the island of Cuba was discovered by Colum- 
 bus in 1492, the one thought of the Spaniards has been to 
 gain wealth from the island without giving anything in 
 return. 
 
 For many years, most of the Cubans have been little 
 better off than slaves. They have always been very poor 
 and have had to do the hard work on the plantations and 
 in the cities. At best, they have never been able to make 
 much more than enough to pay the taxes imposed upon 
 them by the Spanish government. 
 
 The island has been ruled by governors sent out from 
 Spain. Many of these have been very bad men whose 
 only desire has been to get rich and return home. For a 
 long time the Cubans have wished to choose their own 
 governors, and they have frequently tried, by force, to 
 secure the right to do this. 
 
6 
 
 FOREWORD. 
 
 From 1868 to 1878, there was a rebellion known as the 
 ''Ten Years' War. " But, one by one, the insurgent bands 
 were scattered and their leaders killed. This war left 
 Cuba with a heavy debt, and the people poorer than ever. 
 
 The conduct of the Spaniards, after this war, was 
 more cruel and oppressive than before. Fifty thousand 
 soldiers were sent to the island to preserve peace. The 
 people were forced to pay for the support of this arm}^, 
 and the taxes were almost unendurable. 
 
 At last, in 1895, some of the Cubans resolved to stand it 
 no longer. They formed an army whose watchword was 
 "Cuba Libre," meaning "Free Cuba," and began another 
 war with Spain. 
 
 The Spanish governor, General Campos, tried in vain 
 to conquer these insurgents, and was finally recalled to 
 Spain. General Weyler, who was sent in his place, proved 
 to be a very cruel man. 
 
 He surrounded the larger towns with trenches and 
 barbed wire fences, and built wooden forts or blockhouses 
 for his soldiers. Into these fortified towns, thousands 
 upon thousands of poor country people were driven, their 
 homes having been burned and their fields destroyed. 
 
 The sufferings of these poor people were terrible. They 
 were huddled together in sheds and huts without the means 
 even of obtaining food. Sometimes several families were 
 packed into one little palm-leaf hut where they had foul 
 
FOREWORD. 
 
 air, foul water, and almost nothing to eat. Thousands of 
 men, women, and children died from starvation and dis- 
 ease. 
 
 General Weyler hoped by these cruel means to starve 
 the insurgents into submission, but the war went on just as 
 before. Throughout the island a terrible work of destruc- 
 tion was carried on by both the insurgents and the Span- 
 iards. Railroads were destroyed, and buildings and 
 plantations were burned. 
 
 The people of the United States had heard of all these 
 things, but for a long time did not do anything to stop 
 them. But when the American consul at Havana, Gen- 
 eral Fitzhugh Lee, reported that many Americans were 
 among the starving, they could endure it no longer. Food 
 and supplies were sent through the Red Cross Society, and 
 a little of the suffering was thus relieved. 
 
 Matters grew steadily worse in the island until President 
 McKinley felt obliged to warn the Spanish government 
 that they must soon end the war. He declared that if 
 this was not done, the United States would recognize 
 Cuba as an independent country. 
 
 Spain became alarmed at this, and, in October, 1897, 
 the cruel Weyler was recalled, and General Blanco was 
 sent m his place. This new governor tried to stop the 
 war by granting to the Cubans some of the rights they 
 demanded. He allowed them to hold some of the offices. 
 
8 
 
 FOREWORD. 
 
 He released the American political prisoners, and set free 
 the starving country people. 
 
 But it was too late. The crops had been destroyed and 
 the people could not get a living. The Cuban army would 
 
 THE MAINE. 
 
 not be satisfied v/ith anything less than independence, and 
 so the fighting continued. 
 
 At last an event took place which aroused the people of 
 the United States to a deeper interest in Cuba than before. 
 The United States battleship Maine, commanded by Cap- 
 tain C. D. Sigsbee, had been sent on a friendly visit to 
 Havana. On the loth of Februar}^ 1898, while lying in 
 the harbor, she was destroyed by a fearful explosion. Two 
 hundred and sixty-six officers and men were killed. 
 
 President McKinley immediately appointed a committee 
 to find out, if possible, the cause of the disaster. These 
 men reported that the Mame was destroyed by a submarine 
 mine ; but they could not find out who had placed it in 
 the harbor or who had exploded it. 
 
FOREWORD. 
 
 There was intense excitement ail over tlie United States 
 during this investigation. Senator Proctor and others 
 went to Cuba to see for themselves if the reports of the 
 suffering there were true. When they came back, they 
 told the people what they had seen. Senator John M. 
 Thurston made a speech in Congress in which he said : 
 
 "I never saw so pitiful a 
 sight as the people at Matan- 
 zas. I can never forget the 
 hopeless anguish in their eyes. 
 They did not ask for alms as 
 we went among them. Men, 
 women, and children stood 
 silent, starving. Their only 
 appeal came from their sad 
 eyes. 
 
 The government of Spain 
 
 CAPTAIN SIGSBEE OF THE MAINE, 
 
 has not and will not give a 
 dollar to save these people. They are being helped by 
 the charity of the United States. Think of it ! We are feed- 
 ing these citizens of Spain ; we are nursing their sick ; and 
 yet there are people who say that it is right to send food, 
 but that we must keep hands off. I say that the time has 
 come when muskets should go with the food." 
 
 Most of the members of Congress agreed with Senator 
 Thurston. On the 19th of April, 1898, they passed a res- 
 
jQ FOREWORD. 
 
 olution authorizing President McKinley to use the army 
 and navy of the United States to force Spain to abandon 
 all claim to the island of Cuba. 
 
 Spain was not willing to give up her control of the 
 Cubans, and therefore war was formally declared. It was 
 only a few days until actual hostilities began. 
 
 It is the purpose of the following chapters to relate the 
 story of the short but decisive struggle which followed. 
 In that struggle the navy of the United States bore by far 
 the largest share, and it is therefore of the navy and of the 
 brave officers who commanded it that we shall have the 
 most to say. 
 
THE STORY OF ADMIRAL DEWEY 
 
 AND THE NAVY OF 1898. 
 
 I. — The Battle of Manila. 
 
 On the morning of May i, 1898, in the harbor 
 of Manila, one of the most remarkable naval vic- 
 tories in the history of the world was won by the 
 United States. The Spanish fleet, though superior 
 in both men and guns, was entirely destroyed, 
 and hundreds of officers and men were made 
 prisoners. All this was accomplished by an 
 American squadron under Commodore George 
 Dewey, without the loss of a ship or a man. 
 The way in which it all came about was as follows: 
 
 When war was declared between the United. 
 
 States and Spain, Commodore George Dewey was 
 
 at Hong Kong, China, with that part of our navy 
 
 which was known as the Asiatic squadron. He 
 
 was at once ordered to sail to the Philippines, 
 
 and capture or destroy the Spanish fleet there. 
 
 11 
 
12 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 These Philippine Islands are about six hundred 
 miles southeast of Hong Kong. Their capital and 
 largest city is Manila, on the island of Luzon. 
 As Commodore Dewey sailed out of the bay at 
 
 MAP OF MANILA BAY. 
 
 Hong Kong, he signaled to his fleet: "Keep 
 cool and obey orders. " 
 
 At a little before midnight, on the 30th of April, 
 the American vessels in single file, led by the 
 flagship Olyinpia, steamed between the forts which 
 guarded the entrance to the bay of Manila. 
 
 In order not to be seen from these forts, all the 
 lights on the vessels were hidden. Silently and 
 
THE S TOR Y OF A DMIRA L DE WE Y. 
 
 13 
 
 Steadily the vessels moved on, unseen by the 
 
 Spaniards. 
 
 All of the fleet except the Boston and McCtdloch 
 had passed in safety, when the soot in the smoke- 
 stack of the McCtdloch caught fire. Instantly 
 the guns of one of the 
 Spanish batteries were 
 turned upon the fleet. The 
 Boston and McCtdloch re- 
 turned the fire, but kept 
 on their way and were 
 soon out of range, having 
 received no injury. 
 
 When day broke. Com- 
 modore Dewey found the 
 entire Spanish fleet drawn up under the protection 
 of the batteries of the Cavite naval station about 
 nine miles from the city of Manila. It was com- 
 manded by Admiral Patricio Montojo, one of the 
 ablest officers in the Spanish service. 
 
 At about five o'clock, with the flagship lead- 
 ing, the Americans bore down upon the Spanish. 
 Suddenly there was a muffled roar, and a sub- 
 
 ADMIRAL MONTOJO. 
 
J . THE STOR Y OF A DMIRA L DE WE Y. 
 
 marine mine exploded. But, in the excitement, 
 the Spaniards had fired it too soon, and no dam- 
 age was done. 
 
 This was soon followed by the explosion of 
 another mine, but again the Spaniards had been 
 in too great haste, and the Olympia escaped 
 uninjured. 
 
 Although Commodore Dewey did not know but 
 that many other torpedoes might be in his path, 
 he never hesitated. He had been in the battle of 
 Mobile Bay with Farragut, when that brave com- 
 mander had sailed boldly over a line of torpedoes. 
 
 Soon the guns of the batteries and Spanish fleet 
 began to pour a storm of shot and shell at the 
 American squadron. But, as yet, Commodore 
 Dewey had not fired a gun. 
 
 The American sailors were wild with excite- 
 ment. They had been by the guns all night, 
 and were eager to begin the fray. Finally Com- 
 modore Dewey said quietly to the captain of the 
 Olympia: *'You may fire when ready, Gridley." 
 
 The flagship was now within range, and sud- 
 denly one of the great guns sent an answering 
 
THE S TOR Y OF A DM IRA L DE WE Y. j r 
 
 shot. As its echoes went rolling across the waters, 
 every man in the American fleet joined in the 
 shout, ''Remember the Maine T These words 
 were the battle cry at Manila Bay. 
 
 Slowly the American vessels steamed by the 
 Spanish squadron in single file, pouring in deadly 
 broadsides as they passed. Then turning, they 
 retraced their course, drawing a little nearer to 
 the shore. This maneuver was repeated five 
 times. The marksmanship of the Americans was 
 wonderful, and at the end of two hours nearly 
 every ship in the Spanish fleet had either been 
 sunk or was on fire. 
 
 At seven o'clock Commodore Dewey decided 
 to withdraw out of range of the batteries, to 
 give his men a rest and breakfast, and find what 
 damage had been done to his own fleet. Imagine 
 his surprise and joy at finding that not a single 
 man had been killed, and that his vessels were 
 scarcely injured. 
 
 At eleven o'clock the Americans returned to the 
 attack, soon silenced the forts, and burned or cap- 
 tured all that remained of the Spanish fleet. 
 
i6 
 
 THE STORY OF ADMIRAL DEIVEY. 
 
 As soon as the battle was over, Commodore 
 Dewey and his men set to work to care for the 
 wounded Spanish sailors. They treated them 
 like brothers, doing everything possible for their 
 comfort. 
 
 After taking possession of the arsenal at Cavite, 
 Commodore Dewey blockaded the port of Manila, 
 and awaited further orders from the department 
 of war. He knew that if the city of Manila 
 could be captured, it would result in the loss, 
 by the Spaniards, of the entire Philippine group. 
 
 These islands form one of the largest groups 
 in the world, and are so rich and beautiful that 
 they are called the ' ' Pearls of the Ocean. " They 
 were the most important of the colonial posses- 
 sions of Spain. 
 
 When the news of the victory reached the 
 United States, there was great rejoicing all over 
 the land, and Commodore Dewey was the hero of 
 the hour. Congress at once gave him a vote of 
 thanks, and promoted him to the rank of rear 
 admiral. It also presented him with a beautiful 
 sword, and gave a medal to each one of his men. 
 
THE STORY OF ADMIRAL DEWEY. 
 
 17 
 
 II. — The Boyhood of Admiral Dewey. 
 
 Who was this George Dewey who won that 
 famous victory in the Bay of Manila ? He was 
 a native of Vermont, and had spent the greater 
 part of his hfe on the sea with the American 
 navy. 
 
 He was born in MontpeHer on the day after 
 Christmas, 1837. MontpeHer was a pleasant 
 place in which to live. There were hills to 
 climb, and a pretty little river ran through the 
 fields and gardens behind the Dewey home. 
 Here George could wade, sail boats, and fish. ^ 
 
 Although he was not fond of books, he never 
 tired of Robinson Crusoe. With his sister Mary 
 as Friday, he tramped many times over the hills 
 playing that they were shipwrecked on an island. 
 
 Sometimes George's love of adventure got him 
 into trouble. One day he read how the famous 
 Hannibal marched, with an immense army, over 
 the Alps in winter. The winters in Vermont are 
 very cold, and to the ten-year-old boy the snow- 
 covered hills around Montpelier were as good as 
 
i8 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 the Alps. So, with his sister Mary for an army, 
 the youthful Hannibal started on his march. The 
 campaign proved to be too severe for faithful 
 Mary, and she was sick in bed for a week. 
 
 When about eleven years of age, George was 
 sent, one day, on an errand. As it was a long 
 distance, he was allowed to take his father's 
 horse and buggy, and one of his boy friends for 
 company. 
 
 On the way they came to a ford which, though 
 usually shallow, was swollen with recent rains. 
 When his companion wished to turn back George 
 said, ''What man has done, man can do, "and 
 drove, full speed, into the river. The buggy, 
 horse, and boys were soon floundering in the 
 rapid current. 
 
 When the top and box of the buggy began 
 to float down stream, George never lost his 
 presence of mind. Commanding his frightened 
 comrade to follow him, he climbed upon the 
 horse, and the boys reached the shore in safety. 
 
 When he returned home, George did not try 
 to escape punishment, but administered it to him- 
 
THE S TOR Y OF A DM IRA L DE WE Y. j q 
 
 self by going to bed without any supper. But 
 when his father came to his room and began to 
 scold him, he thought it was a little too much. 
 In his lisping voice he replied: "You ought to 
 be thankful that my life wath thpared." 
 
 But George Dewey did not play all the time. 
 His father was a good and wise man, and believed 
 that a thorough education was one of the most 
 important things of life. He obliged George to go 
 to school regularly and conduct himself becom- 
 ingly. 
 
 George had an experience in his first school 
 which he never forgot. The scholars were an 
 unruly set, and they had proved too much for 
 several teachers. When, one day, a new master, 
 Mr. Pangborn, arrived, the boys began as usual 
 to make trouble. George was directed to perform 
 some task and he flatly refused. In a moment Mr. 
 Pangborn seized him and gave him the worst 
 whipping that he had ever had. 
 
 Nor was this all. When he had finished, Mr. 
 Pangborn marched the unruly George home to his 
 father, the whole school following in the rear. 
 
2 Q THE STOR Y OF A DM1 R A L DE WE Y. 
 
 When Dr. Dewey heard the story, he told George 
 that if Mr. Pangborns punisliment was not suf- 
 ficient, he would administer more. 
 
 This settled the matter of disobedience for 
 George. He was too manly a boy not to admire 
 his fearless teacher. They grew to be great friends, 
 and when Mr. Pangborn started a school of his 
 own in Johnson, Vermont, George asked to be 
 allowed to attend. This request was granted will- 
 ingly. 
 
 III. — Dewey as a Naval Cadet. 
 
 When George was fifteen years old, he was sent 
 to a military school at Norwich, Vermont. He 
 liked the training so well that he decided to try to 
 get an appointment in the Naval Academy at 
 Annapolis. 
 
 One day he told one of his school fellows, 
 George Spalding, what he intended to do. ' 'Why, 
 Dewey, " said Spalding, ' ' that is what I am going 
 to do myself." Spalding received the coveted 
 appointment, but as he was not able to go, George 
 went in his place. 
 
THE STOR Y OF ADMIRAL DE IVE Y. 2 I 
 
 George Spalding became a minister, and when 
 the news of Admiral Dewey's victory at Manila 
 reached the United States, he preached a sermon 
 about it in his church at Syracuse, New York. 
 
 The boy who goes to the Naval School at An- 
 napolis must be ready to work hard with both his 
 hands and his brain. The discipline is rigid and 
 no favors are shown or allowances made. 
 
 George Dewey was seventeen years old when 
 he entered the Academy. He was a strong, active 
 boy, and fond of outdoor sports. He was also a 
 lad with whom no one could trifle. 
 
 One day one of the cadets called him insulting 
 names. George promptly knocked him down. 
 Soon afterward another cadet tried to test the 
 courage of the ''new boy, " but received a worse 
 thrashing than the first one had. 
 
 The cadets, however, were a manly set, and 
 they admired George for his courage in defending 
 his rights. Long before the four years' training 
 had expired, George was one of the most popular 
 members of his class. It is greatly to his credit, 
 that, although study was not naturally easy for 
 
2 2 ^-^^ -5; TOR Y OF A DMIRA L DE WE V. 
 
 him, yet he graduated as the fifth in his class. 
 This, at Annapohs, means good honest work. 
 
 George was graduated in 1858, and in order to 
 finish his training, went on a two years' cruise to 
 the Mediterranean in the Wabash. On his return, 
 he visited his old home in Montpelier, and while 
 there the war between the Union and the Southern 
 Confederacy began. He hurried to Washington, 
 where he received his commission as lieutenant. 
 
 IV. — From Lieutenant to Commodore. 
 
 Lieutenant Dewey was ordered to the steam sloop 
 Mississippi, one of the Gulf Squadron, of which 
 Admiral Farragut was the commander. Though 
 but twenty-three years of age, the young lieutenant 
 won the admiration of both officers and men. 
 
 When the fleet passed the forts below New Or- 
 leans, the Mississippi was the third in the line. All 
 through that terrible fight, Lieutenant Dewey stood 
 on the bridge, amid the storm of shot and shell. 
 Whenever the guns flashed out in the darkness, 
 the sailors could see him holding firmly to the rail, 
 
THE STOR Y OF A DM IRA L DE WE Y. ^ ^ 
 
 giving orders as calmly as though a battle were an 
 everyday affair. 
 
 When the Confederate iron-clad, Pejisacola, tried 
 to ram the Mississippi, Lieutenant Dewey never 
 lost his presence of mind. By a quick move, the 
 Mississippi avoided the Pensacola, and passing by, 
 poured such a broadside into the ram that her 
 crew ran her ashore in a sinking condition. Ad- 
 miral Farragut praised the young lieutenant warmly 
 for his brave conduct in this battle. 
 
 About a year later the Mississippi, while trying 
 to pass the forts at Port Hudson, ran aground. 
 The vessel was directly in range of the enemy's 
 batteries, and there was no hope of saving her. 
 Shot after shot came crashing through her sides. ' 
 
 The officers who had the task of saving the crew 
 did not return to the Mississippi after their trip to 
 a place of safety. The rest of the crew were saved 
 by Lieutenant Dewey. He was obliged to make 
 several trips to the nearest vessel before he had 
 placed all of the crew out of danger. 
 
 When no one was left on board but Captain 
 Smith and himself, they set fire to the Mississippi 
 
2 y. THE S TOR Y OF A DMIRA L DE WE Y. 
 
 in five places, so that she should not fall into the 
 hands of the enemy. 
 
 As Dewey and the captain were about to get into 
 their boat, Captain Smith said: ''Are you sure she 
 will burn, Dewey ? " 
 
 **I will take one look more to be sure," replied 
 the brave lieutenant ; and, at the risk of his life, 
 he made his way back and saw that the fires they 
 had started were making good headway. He then 
 rejoined the captain, and they pulled away from 
 the burning ship. 
 
 After the loss of the Mississippi, Lieutenant 
 Dewey was ordered to one of Admiral Farragut s 
 dispatch boats. The admiral often came on board 
 and was very friendly to the young lieutenant. 
 
 In 1864, Dewey was assigned to the Colorado as 
 first lieutenant. This vessel was part of the fleet 
 besieging Fort Fisher. 
 
 During: the second attack on the fort, the Colo- 
 7'ado was ordered to go up close to a certain bat- 
 tery and silence it. Some of the officers objected, 
 as the Colorado was a wooden vessel and had 
 already been badly damaged. Lieutenant Dewey 
 
THE STOR Y OF A DM IRA L DE WE V. ^C 
 
 said, ' ' We shall be safer in there, and the battery 
 can be taken in fifteen minutes." The attack was 
 a success and proved that Dewey was wise as well 
 as brave. 
 
 After the battle, Admiral Porter came to thank 
 the commander of the Colorado for the work that his 
 vessel had done. The commodore replied, ''You 
 must thank Lieutenant Dewey. It was his move." 
 
 Three months later he was promoted to the rank 
 of lieutenant commander on account of the cour- 
 age and ability he had shown. 
 
 After the close of the war, Dewey's father went 
 to see Farragut in New York. The famous admi- 
 ral shook Dr. Dewey's hand warmly and said, "Sir! 
 Your son George is a worthy and brave officer and 
 some day will make his mark." 
 
 In 1884 he was made captain. He did not 
 receive the rank of commodore until 1896. 
 
 During all these years, he worked hard and did 
 his duty faithfully. When not on the sea, he was 
 at work on shore, teaching in the Naval Academy, 
 making marine maps, or looking after supplies for 
 the vessels. 
 
26 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 Admiral Dewey's sailors are very fond of him, 
 for although he is strict he is always just. The 
 two things which he especially dislikes are disobe- 
 dience and untruth. 
 
 On one occasion, when captain of the Dolphin, 
 his lieutenant reported that one of the men had 
 refused to perform some task on the plea that it 
 was not his work. Captain Dewey came on deck, 
 and, looking sternly at the man, said: 
 
 "What! you refuse to do as you are told! 
 Don't you know that this is mutiny?" Calling for 
 the guard, he ordered them to load their guns. 
 "Now, my man," he said, "you have just five 
 minutes in which to obey that order." The cap- 
 tain began counting the minutes, and by the time 
 he had reached four, the order was obeyed. 
 
 At another time, while at Gibraltar, one of his 
 sailors who had been ashore, came aboard late at 
 night, very drunk. Next morning, he tried to 
 excuse himself to the captain by saying that he 
 had only had two glasses of grog, but had after- 
 wards been sun-struck. 
 
 ' ' You are lying, my man, " said Dewey. ' ' You 
 
THE STORY OF ADMIRAL DEWEY. 
 
 27 
 
 were very drunk. I expect iny men to tell me the 
 truth. Had you told me that you were drunk, I 
 would have made the punishment as light as pos- 
 sible. Now you get ten days in irons for lying." 
 
 In January, 1898, Commodore Dewey was 
 ordered to take command of the Asiatic Squadron 
 at Hong Kong, China. 
 
 V. — The American Navy in Cuban Waters. 
 
 While Admiral Dewey had been winning fame 
 at Manila, the Navy Department had organized 
 two other fleets which were to be used nearer 
 home. 
 
 One of these was called the Flying Squadron 
 because it was composed of fast cruisers. It was 
 stationed at Hampton Roads. From this point, 
 it could move quickly either north or south to pro- 
 tect the cities on the Atlantic coast in case they 
 should be attacked by a Spanish fleet. 
 
 The commander of the Flying Squadron was 
 Commodore Winfield Scott Schley, later a rear 
 
28 
 
 THE STOR Y OF A DMIRA L DE WE Y. 
 
 admiral. He was an experienced officer. He 
 had graduated from Annapolis in time to serve 
 all through the Civil War. 
 
 In 1884, he commanded the relief expedition 
 which rescued Lieutenant Greely and his explor- 
 ing party at Cape Sabine. 
 To do this, he had to 
 sail through fourteen hun- 
 dred miles of ice-covered 
 ocean. 
 
 In 1 89 1, he commanded 
 the Baltimoi^e, stationed at 
 Valparaiso. One day, a 
 party of his sailors who 
 had gone on shore for pleas- 
 ure, were attacked by a mob. Two of them were 
 killed and the rest were made prisoners. 
 
 Captain Schley boldly went on shore and 
 demanded the release of his men, and a sum of 
 money for those who had been killed. As he 
 intimated that a refusal would be followed by a 
 bombardment from the guns of his vessel, the 
 demand was granted. 
 
 ADMIRAL SCHLEY 
 
THE STOR Y OF A DM IRA L DE WE Y. 
 
 29 
 
 Such was the man that the government had 
 selected to command the Flying Squadron. 
 
 The other fleet was much larger, and was called 
 the North Atlantic Squadron. It was composed 
 of great battleships, monitors, cruisers, and tor- 
 pedo-boats. This squadron 
 was to blockade the ports 
 of Cuba in order to pre- 
 vent any foreign vessel from 
 bringing aid to the Spanish 
 soldiers. 
 
 This fleet was under the 
 command of Captain Wil- 
 liam T. Sampson, who was 
 also made a rear admiral a 
 little later in the war. The government could well 
 trust this important duty to Admiral Sampson. 
 Graduating from West Point in 1861, he had 
 served through the Civil War, and afterward, 
 step by step, had won promotion. 
 
 During these years he had seen service in both 
 the Pacific and Atlantic Oceans, and had occupied 
 many responsible positions in the Navy Depart- 
 
 ADMIRAL SAMPSON. 
 
^ Q THE S TOR Y OF A DM IRA L BE WE Y. 
 
 ment on shore. He had also been one of the 
 committee that had investigated the loss of the 
 battleship Maine. 
 
 All this had prepared him for the great task of 
 commanding the North Atlantic Squadron. The 
 prudence and judgment with which he performed 
 this duty proved that the government had made 
 a wise selection. 
 
 The people of America were still rejoicing over 
 the victory at Manila, when the news came that 
 the Spanish admiral, Cervera, with four of the 
 finest cruisers in the world, and three of the latest 
 kind of torpedo boat destroyers, had sailed from 
 the Canary Islands for the United States. This 
 caused some alarm, and wild reports were spread 
 as to what these vessels might do. Admiral 
 Sampson, with his fleet, was guarding the West 
 Indian waters, and Commodore Schley, with his 
 Flying Squadron, was waiting at Hampton 
 Roads in case Admiral Cervera should sail 
 north. If the Spanish admiral could evade these 
 fleets, he might bombard the cities on the Atlantic 
 coast. * . 
 
THE STORY OF ADMIRAL DEIVEV. 
 
 31 
 
 VI. — The Cruise of the Oregon. 
 
 In the meanwhile, the greatest anxiety was felt 
 for the United States battleship Oregon. When 
 the Maine was destroyed, this vessel was at the 
 Mare Island Navy Yard near San Francisco. 
 Before war was declared she had been ordered to 
 
 THE OREGON. 
 
 join the squadron of Admiral Sampson as soon as 
 possible. 
 
 To do this she must travel through fourteen 
 thousand miles of stormy sea, through the danger- 
 ous passage around Cape Horn and then up the 
 eastern shore of South America. 
 
 On the 14th of March, commanded by Captain 
 Clark, she sailed from San Francisco, entering 
 the straits of Magellan on the 17th of April. On 
 
. - THE STOR Y OF A DMIRA L DE IVE V. 
 
 3^ 
 
 the same day that Admiral Dewey reached the 
 Phihppines, the Oregon arrived at Rio de Janeiro, 
 Brazil. 
 
 Every American was full of anxiety for the 
 great battleship. Surely Admiral Cervera would 
 arrive in the West Indian waters before the 
 Oregon could pass through them. But swiftly 
 and steadily the great ship came on. 
 
 Finally, on the 24th of May, the Oregon sighted 
 the harbor lights of Key West, and soon reached 
 a safe port. The very next day. Captain Clark 
 reported her ready for duty. She had steamed 
 the length of two oceans and not a valve was 
 broken nor a repair needed. 
 
 Much praise is due to Captain Clark for bring- 
 ing his vessel such a distance in desperate haste 
 in order to help fight the nation's battles. But 
 we must not forget that it was the chief engineer, 
 Robert W. Milligen, and his seventy men, who 
 made this possible. In spite of the terrible heat 
 in the engine rooms, these brave fellows worked 
 untiringly to keep the great ship moving steadily 
 day and night around the continent. 
 
THE STORY OF ADMIRAL DEtVEV, 
 
 33 
 
 Meanwhile, on the nth of May, an unfortunate 
 affair had occurred in the harbor of Cardenas, on 
 the northern coast of Cuba. Three of the Ameri- 
 can vessels blockading this harbor had been 
 ordered to ex- 
 plore the bay. 
 Suddenly the 
 Spanish bat- 
 teries on the 
 shore opened 
 fire. The tor- 
 pe d o boat 
 Wins low, be- 
 ing nearest 
 
 the shore, re- 
 ceived most 
 of the enemy's 
 shells. Al- 
 though brave- 
 
 returnmg 
 
 MAP OF HARBOR OF SANTIAGO DE CUBA. 
 
 the fire, the little boat was soon disabled. Five 
 men were wounded, and Ensign Worth Bagley 
 and four other men were killed. These were 
 
^ . THE S TOR Y OF A DMtRA L DE WE Y. 
 
 34 
 
 the first Americans to lose their fives in this 
 war. 
 
 On the fofiowing day, the Americans heard that 
 the Spanish fleet had arrived at Martinique, a 
 smaH French Island near the coast of Ven- 
 ezuela. This being known, Commodore Schley 
 sailed from Hampton Roads for the West In- 
 dies. 
 
 On the 19th of May, Admiral Cervera sailed 
 into the harbor of Santiago de Cuba, on the south- 
 ern coast of Cuba, and was there several days 
 before the Americans found it out. Commodore 
 Schley hastened at once to the mouth of the har- 
 bor so as to cut off all hope of escape for the 
 Spanish admiral. Admiral Sampson soon arrived 
 with the main squadron, and the entire fleet kept 
 watch, frequently bombarding the forts at the 
 harbor's mouth. 
 
 The Americans did not attempt to pass into 
 the harbor, as the entrance was strongly pro- 
 tected by torpedoes ; so they waited for a land 
 force to arrive, and attack the enemy from the 
 rear. 
 
THE STORY OF ADMIRAL DEWEY. 
 
 35 
 
 VII. — Lieutenant Hobson and the Merrimac. 
 
 Soon after Admiral Sampson arrived off San- 
 tiago, there came to him a young Heutenant, 
 Richmond Pearson Hobson. He had a plan which 
 he wished to propose. He said: 
 
 '* There is the collier 
 Merri77iac, Let a volun- 
 teer crew just large enough 
 to navigate her be selected. 
 Then, after stripping the 
 old ship of everything val- 
 uable, let this crew run 
 her, after dark, into the 
 narrowest part of the chan- 
 nel leading to the harbor; 
 and there let them sink her 
 by exploding torpedoes under her. In this way 
 we can block the harbor so that Admiral Cervera 
 cannot in any way bring out his fleet. " 
 
 He explained that the crew of the Merrhnac 
 would jump overboard as she sank, and, if pos- 
 sible, be picked up by a torpedo-boat or a steam 
 launch, which should be stationed near-by for that 
 
 LIEUTENANT HOBSON. 
 
36 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 purpose. Lieutenant Hobson himself, bravely 
 offered to lead this expedition. 
 
 Admiral Sampson determined to carry out this 
 plan, and called for a single volunteer from each 
 ship. In spite of the danger of the undertaking, 
 almost the entire crew of each vessel, not only 
 offered to go, but begged to be accepted. Fi- 
 nally, eight men were chosen, with Lieutenant 
 Hobson as their leader. At half-past two o'clock 
 in the morning of June 3d, the AIerri7nac was 
 headed straight for the channel. Lieutenant 
 Hobson stood on the bridge dressed in full 
 uniform. The other men were at their posts 
 dressed in tights, ready to swim a long distance, 
 if necessary. 
 
 The crew of the steam launch, which was fol- 
 lowing closely behind, saw the Merrimac swing 
 across the channel and then heard the explosions. 
 At the same time, the air was filled with the 
 flash and roar of the guns of the Spanish forts and 
 ships. 
 
 In the face of all this fire, and without even a 
 cry of distress to guide them, the crew of the 
 
THE STOR Y OF A DM IRA L DE WE Y. 
 
 37 
 
 launch began their search for the heroes of the 
 Merrimac, never giving it up until daylight. 
 Then, seeing nothing but the tops of the masts of 
 the collier, they returned to the admiral's flagship. 
 
 Of what had happened to his men in the mean- 
 time, Lieutenant Hobson himself told afterward: 
 
 ' 'When the boat began to sink, and the Spanish 
 shot to fall^about us, I told the men to lie flat on 
 the deck. It was due to their splendid discipline, 
 that we were not killed. The minutes seemed 
 hours, but I said that we must lie there until day- 
 light. Now and then one of the men would say, 
 * Hadn't we better drop off now, sir?' But I said, 
 ' Wait until daylight. ' I hoped that by that time 
 we might be recognized and saved. 
 
 "The old Merrimac kept sinking. It was splen- 
 did the way the men behaved. The fire from the 
 batteries and ships was dreadful. As the water 
 came up on the decks, we caught hold of the edges 
 of the raft which was tied to the boom, and hung 
 on, our heads only being above water. 
 
 *'A Spanish launch then came toward the Mer- 
 rhnac. As she drew near, the men saw us, and a 
 
38 
 
 THE STOR Y OF A DM IRA L DE WE Y. 
 
 half-dozen marines pointed their rifles at our heads. 
 'Is there any officer in that boat to receive a sur- 
 render of prisoners of war?' I shouted. An old 
 man leaned out of the launch and waved his 
 hand. It was Admiral Cervera. The marines 
 
 THE MORRO CASTLE, COMMANDING THE ENTRANCE OF THE HARBOR OF 
 
 SANTIAGO DE CUBA. 
 
 lowered their rifles and we were helped into the 
 launch. " 
 
 A few hours later, a boat bearing a flag of truce 
 came out to the American fleet. It was from Ad- 
 miral Cervera, and brought the message that 
 Lieutenant Hobson and his men were held as 
 
THE STORY OF ADMIRAL DEWEY. 
 
 39 
 
 prisoners, and that they were well, only two of 
 them being slightly wounded. 
 
 Much honor is due to Lieutenant Hobson for 
 this brave deed. But we must not forget that the 
 lives of the crew were saved through the kindness 
 and nobility of Admiral Cervera. Not every com- 
 mander would so honor his brave prisoners, and 
 his action has been much appreciated in America. 
 
 The sinking of the Merrimac did not obstruct the 
 channel completely. The steering gear was broken 
 by some of the Spanish shot, and Lieutenant Hob- 
 son was not able to place the vessel exactly where 
 he had intended. However, it would be a dan- 
 gerous undertaking for the Spanish admiral to pass 
 out of the harbor at night. 
 
 Admiral Sampson sent word to the War Depart- 
 ment, that, if an army were sent to assist him on 
 land, they could take the city of Santiago, together 
 with the fleet of Admiral Cervera in the harbor. 
 Accordingly General Shafter, with a large army, 
 landed near Santiago and began to drive the 
 Spaniards back into the city. 
 
 Desperate battles were fought at Siboney, El 
 
40 
 
 THE STORY OF ADMIRAL BEJVEV. 
 
 Caney, and San Juan, but the Americans steadily 
 drove the enemy inside the fortifications of San- 
 tiago. During these attacks, the fleets helped the 
 army by throwing shells into the city. 
 
 VIII. — The Destruction of Cervera's Fleet. 
 
 On Sunday morning, July 3d, the American ships 
 were lying quietly outside the harbor of Santiago. 
 
 They were stretched in a 
 line from Commodore 
 Schley's flagship, the 
 Brooklyn, seven miles east- 
 ward, where Admiral Samp- 
 son had gone with his flag- 
 ship New York, in order to 
 confer wdth General Shafter. 
 From the forts on the 
 shore, the great ships 
 looked like mere specks upon the horizon ; and it 
 was hard to realize that they were grim sentinels 
 watching every movement of the Spaniards. 
 
 The ' ' bright work " had all been cleaned and 
 
 ADMIRAL CERVERA. 
 
THE STOR Y OF A DM IRA L DE WE V. ^^ 
 
 the men were at Sunday services, when suddenly a 
 thin film of smoke was observed to rise behind the 
 hills. The scene on the battleships was changed 
 at once into one of greatest activity. 
 
 ''The enemy is coming out!" was signaled in 
 red, white, and blue from vessel to vessel, and on 
 each deck rang out the command, ''All hands clear 
 ship for action ! " 
 
 There was no confusion or noise, and every man 
 was at his post. Powder magazines were opened, 
 and shot and shell were being hoisted to the decks. 
 The engineers stood waiting for the first command 
 with every rod and wheel of the great machinery 
 ready to move. 
 
 Meanwhile the film of smoke had become a thick 
 cloud, and the Americans knew that soon the Span- 
 ish vessels would appear. Suddenly the flagship 
 of the Spanish admiral was seen speeding out of 
 the narrow channel. She passed the wreck of the 
 Merrimac, and with the spray dashing high over 
 her bows, started westward along the coast. 
 
 Close behind her came another vessel, and then 
 another, until the six Spanish ships were all rush- 
 
. ^ THE S TOR Y OF A DMIRA L DE WE Y. 
 
 42 
 
 ing wildly for the open sea. At full speed, the 
 Bi'ooklyn, Texas, Iowa, and Oregon bore down upon 
 the Spanish ships. The Oregon gained headway 
 so rapidly that she passed the Texas and the Iowa, 
 and came in behind the Brooklyn. 
 
 Away to the right between the battleships and 
 the shore, sped the little yacht Gloucester. Her 
 captain, Lieutenant Richard Wainwright, had been 
 an officer on the Maine when that vessel was blown 
 up in Havana harbor, and so was, perhaps, most 
 anxious of all for a chance at the Spanish. 
 
 He sent the C'/^^/^^i'/^rstraight towards the Span- 
 ish torpedo boats. Pinion and Furor. He did not 
 seem to mind the fact that his little yacht was no 
 match for them, and that his decks were covered 
 with Spanish shell. Although aided to some extent 
 by the large vessels, the destruction of the two 
 torpedo boats was due to Lieutenant Wainwright. 
 He never paused in his deadly fire until both of 
 them had surrendered. It was not long, however, 
 until the Spanish shots began to fall about the other 
 American ships, throwing up great columns of 
 water. 
 
THE STORY OF ADMIRAL DEWEY. 
 
 43 
 
 The Brooklyn was the first to reach the Spanish 
 ships and open fire. The O^^egon hastened to 
 assist Commodore Schley. When the Americans 
 saw that not only the Oregon, but the Texas and 
 Iowa were gaining on the Spanish, they were wild 
 with excitement. The stokers in the engine rooms 
 poured in the coal, and the steam rose higher and 
 higher. 
 
 At half-past ten the battle was at its height. 
 Great clouds of smoke settled over the water, and 
 the roar of the guns echoed back from the Santiago 
 hills. Now and then anxious inquiry passed from 
 one American crew to another; but the answer, 
 "All right! " always came back through the din of 
 battle. 
 
 One by one the Spanish guns became silent, 
 and by eleven o'clock all save one of the ene- 
 my's ships had been driven ashore, and destroyed. 
 The Cristobal Colo7i made a desperate dash for 
 freedom, and was not overtaken until she had gone 
 fifty miles west of Santiago. Then she surren- 
 dered, having been forced ashore. 
 
 After the battle was over the Americans bravely 
 
' - THE STORY OF A DM IRA L DE WE V. 
 
 44 
 
 went to the rescue of the Spanish sailors. They 
 dimbed the ladders and went into the burning 
 ships, where magazines were likely to explode at 
 any moment. They lifted the wounded men from 
 the hot decks and took them out of the stifling 
 smoke to their own vessels. Their boats picked 
 up the Spaniards who were struggling in the water 
 or trying to climb up on the shore. 
 
 The Spanish loss on that Sunday was about 
 three hundred killed and one hundred and fifty 
 wounded, while nearly a thousand men were taken 
 prisoners by the Americans. The Spanish vessels 
 were all complete wrecks. There was but one 
 American killed and one wounded. 
 
 Admiral Cervera was a brave man. He took his 
 fleet out of the Santiago harbor against his own 
 judgment, because he had been ordered to do so 
 by the Spanish government at Madrid. 
 
 Everything was against him. Many of his 
 officers had been given their commissions because 
 their families were rich and powerful in Spain. 
 The sailors had not entered the navy from choice, 
 but had been forced to do so by the government. 
 
THE STOR Y OF A DM IRA L DE WE Y. . r 
 
 Many of them had been kidnapped from their 
 homes, or from the wharves of seaport towns, and 
 forced on board. They were ill treated and poorly 
 paid. On the morning of the battle at Santiago 
 they were threatened with pistols before they would 
 go out to meet the Americans. 
 
 On the other hand, every man in the American 
 fleet had been thoroughly trained for the work that 
 he had to do, and was fighting for a country which 
 he loved better than life itself. He felt that it was 
 an honor to serve in the navy, and knew that 
 many of his countrymen would be glad to be in his 
 place. 
 
 Now let us see what has become of Lieutenant 
 Hobson and his men. During all this time they 
 had been held as prisoners in Santiago. Three 
 days after the destruction of the Spanish fleet, 
 arrangements were made to exchange them for 
 some Spanish prisoners. This exchange was 
 made between the Spanish and American lines 
 near Santiago. 
 
 When the formalities were over and Hobson 
 and his men approached the first American line, all 
 
46 
 
 THE S TOR Y OF A DM IRA L DE WE Y. 
 
 the men cheered wildly and crowded one upon 
 another for a chance to shake hands with the 
 heroes. Lieutenant Hobson was the hero of the 
 hour. He alone was calm, and he modestly said 
 that any other man would have done the same 
 thing in his place. 
 
 IX. — The End of the War. 
 
 After the loss of Admiral Cervera's fleet, every 
 one knew that it would be only a question of time 
 until the city of Santiago must surrender. The 
 American army under General Miles and General 
 Shafter surrounded the city on the land, while the 
 navy guarded the harbor. The Spaniards could 
 not escape, nor could any help reach them. 
 
 The next two weeks were spent in trying to fix 
 upon terms of surrender that would be acceptable 
 to both sides. The only fighting was a short bom- 
 bardment of the city by the warships on the loth 
 of July. 
 
 At last on July 17th the city surrendered. The 
 Spaniards agreed to give up not only Santiago but 
 
THE STORY OF ADMIRAL DEWEY. 
 
 47 
 
 also all the cities and forts east of that place, with 
 all the soldiers and military supplies. The Amer- 
 icans agreed to send all these soldiers, numbering 
 about 22,000 men, back to Spain, and pay for their 
 transportation. 
 
 After this surrender, General Miles with an army 
 on transport ships sailed for the island of Porto 
 Rico, which is about four hundred miles from Cuba. 
 As usual, the navy went along to protect the un- 
 armed vessels and to help the army make a 
 landing. 
 
 The first fighting was on the southern coast, near 
 the city of Ponce, in the harbor of Guanica. 
 Lieutenant Wainwright, with his little ship the 
 Gloucester, sailed boldly into the harbor and drove 
 the Spaniards from the shore. The Americans 
 were then landed without the loss of a single 
 man. 
 
 The army was divided into three divisions, and 
 all set out for the city of San Juan upon the 
 northern coast. They drove the Spaniards before 
 them, taking possession of the towns and cities as 
 they advanced. 
 
48 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 General Miles and his soldiers were everywhere 
 welcomed gladly, for the people of this island did 
 not like the Spanish soldiers any better than did 
 the Cubans. 
 
 By the 26th of July, the people of Spain had 
 begun to realize that it was useless to carry on the 
 war any longer. Accordingly, word was sent to 
 President McKinley, by the French ambassador 
 at Washington, M. Jules Cambon, that the Spanish 
 government was ready to consider terms of peace. 
 
 President McKinley and his cabinet at once 
 drew up a paper called a protocol, which stated 
 what the Spanish must do before the war could 
 be ended. 
 
 Spain was to give up all claim to Cuba, recall 
 her officials and soldiers, and permit the people 
 of the island to choose their own government. 
 Porto Rico and all the Spanish islands in the 
 West Indies were to be given to the United 
 States. Spain was also to allow the Americans 
 to hold the city of Manila until it should be 
 decided, by a regular treaty, what should be done 
 with the Philippine Islands. Five men from each 
 
THE STOR Y OF A DMIRA L DE WE Y. j^q 
 
 country should be appointed to draw up the 
 treaty, and in the meantime, as soon as Spain 
 and the United States should sign the protocol, 
 all fighting should cease. 
 
 Spain was glad to get peace, even on these 
 terms, and the protocol was duly signed by both 
 governments on the 12 th of August. Word was 
 at once sent to the armies and navies to cease 
 
 fighting. 
 
 It was very easy to reach the American forces 
 in Cuba and Porto Rico, but before the message 
 could reach Admiral Dewey at Manila, it must be 
 telegraphed to Hong Kong, China, and then sent 
 by a dispatch boat to Manila. During the sum- 
 mer vessel after vessel had sailed from San Fran- 
 cisco, carrying the army of General Merritt to 
 assist Admiral Dewey. War vessels and ammu- 
 nition had also been sent. 
 
 On the 13th of August, not having heard that 
 peace had been declared. General Merritt ordered 
 a combined attack of the army and navy to be 
 made upon Manila. The vessels opened fire upon 
 the Spanish fortifications which protected the 
 
r (^ THE S TOR Y OF A DM IRA L DE WE V. 
 
 town, while the troops of General Merritt drove 
 the Spaniards back into the city. After two hours 
 of sharp fighting the city surrendered. 
 
 The Americans did not lose a single sailor, and 
 only twelve soldiers were killed and forty wounded. 
 The Spanish loss was much greater. In the after- 
 noon the stars and stripes were hoisted over the 
 government building and the Spanish soldiers 
 marched out of the city and laid down their arms. 
 
 Thus with a brilliant victory, Admiral Dewey 
 closed the war as he had opened it. 
 
 After the signing of the protocol Admiral Samp- 
 son and Commodore Schley sailed to New York 
 with most of their squadrons to repair what little 
 damage had been done. When they arrived on 
 the 2oth of August the city gave them a royal 
 welcome. It was arranged that the warships 
 should steam through the harbor and up the Hud- 
 son River as far as General Grant's tomb. Thus 
 every one could see and greet the naval heroes. 
 The people turned out by the tens of thousands 
 and lined the shores cheering and waving flags. 
 The harbor and river were filled with pleasure 
 
THE STOR Y OF ADMIRAL DE IVE V. c I 
 
 boats adorned with flags and streamers, while 
 cannon on the shore thundered salutes. 
 
 In all history there is not an instance of such 
 great victories with so small a loss of men and 
 ships as in this war with Spain. In less than three 
 months the United States had driven the Spanish 
 power from the western hemisphere. It had 
 added new possessions in both hemispheres and 
 had shown that it was entitled to rank with the 
 most powerful nations of the earth. 
 
 As soon as the people of the United States felt 
 that peace was assured they held great jubilees in 
 Chicago and Philadelphia. Triumphal arches 
 were erected under which marched the heroes of 
 the war, cheered to the echo by their fellow 
 citizens. 
 
 Several new battleships more powerful than 
 any that had taken part in the recent splendid 
 victories were launched, with imposing ceremonies, 
 at Newport News, Virginia. 
 
 From all this it would seem that the people of 
 the United States at last realized that at all times, 
 whether in peace or war, the country should have 
 
_ THE S TOR Y OF A DMIRA L DE WE V. 
 
 a powerful navy. This navy should be in keeping 
 with the position that the United States has won 
 among the nations of the world, and worthy of 
 the brave officers and sailors who spend their lives 
 in its service. 
 
 X. — Life on an American Man-of-War. 
 
 When a battleship is hurling shot and shell at 
 an enemy, the brave deeds of the officers and 
 men on board are told from one end of the land 
 to the other; but how many people know how these 
 men live from day to day, when the great ship is 
 lying in the harbor, or cruising peacefully about 
 the seas? 
 
 Who makes the lieutenant's bed and buys his 
 food? Most people think that the government 
 provides all that he needs; but this is not so. He 
 must carry his own bed linen to sea with him and 
 arrange for his own food. 
 
 The officers choose one of their number to buy 
 the provisions, and he must give good meals at 
 one dollar a day for each man. At the end of 
 
THE STORY OP ADMIRAL DEIVEV. 
 
 53 
 
 the month, every officer pays this amount out of 
 his salary. 
 
 The first meal of the day is always eggs, and is 
 served at any time from 7:30 until 8:30 in the 
 morning. If ever a naval officer invites you to 
 breakfast, he does not expect you to come to this 
 meal. He calls a twelve o'clock luncheon break- 
 fast, and will give you a substantial meal at that 
 time. Dinner is served at 6 or 6:30, and, on the 
 flagship, is accompanied by the band. 
 
 The ward-room boys who wait upon the officers 
 are almost all Japanese. Because their names are 
 so hard to pronounce, every one is called ''Wil- 
 liam." When the big ship is hurling shot and shell 
 in time of battle, where is WilHam? In the pantry 
 washing dishes? No, indeed. 
 
 Somebody must be down in the magazine put- 
 ting the powder on the hoists which carry it up to 
 the guns. This is William's work. In time of 
 fire, it is he who holds the nozzle of the hose, or 
 who brings hammocks to smother the flames. 
 
 Now ' ' Jacky, " as the sailor man is called, does 
 not provide his food or his bed-linen. His bed is 
 
THE S TOR Y OF A DMIRA L DE IV E Y. 
 
 54 
 
 a hammock, and it is a very different one from 
 those we swing on our porches in summer. It is 
 made of canvas, with ropes in the ends. He has 
 a mattress and a blanket in his bed, and he always 
 keeps them there. 
 
 At five o'clock in the morning the bugle calls, and 
 Jacky has six minutes in which to scramble out of 
 his bed and get into his clothes. Then he must 
 roll up his hammock and stow it away. Jacky 
 then has some hard tack and coffee before he goes 
 to work. 
 
 From half-past five until six he does his laundry 
 work. He wears white suits and must wash them 
 himself ; untidiness is never excused. The clothes 
 are then hung so as to be dry for the inspection 
 drill which will come at half-past nine. 
 
 Then for one hour, the ship is scrubbed. Water 
 pours over the decks in streams. Every nook and 
 cranny is numbered, and each man has his own 
 number to keep clean. 
 
 By half-past seven there is nothing cleaner on 
 land or sea. The ship shines from prow to stern, 
 and the decks are clean enough to eat from. 
 
THE STORY OF ADMIRAL DEWEY. 
 
 55 
 
 Every piece of metal is polished until it glitters 
 in the sunlight. 
 
 When this is finished, Jacky has his breakfast. 
 The government allows thirty cents a day for the 
 rations of each sailor. The paymaster serves out 
 food enough to last several days or sometimes a 
 week, and if the cook does not make this last the 
 crew must go hungry. 
 
 The sailors are divided into *' messes," each 
 mess having its own cook who is under the direc- 
 tion of the general ship's cook. Jacky has no 
 table-cloth or napkins. He washes his own tin 
 plate, cup, knife, fork, and spoon, when he has 
 finished his hasty meal. 
 
 At eight o'clock, he is dressed for the day, and 
 the colors go up. From then until six o'clock in 
 the evening he is busy with different drills and 
 duties about the ship. In the evening, from six 
 until eight o'clock, Jacky has an easy time. It is 
 then that he takes his ease, smoking his pipe and 
 singing his songs. 
 
 At nine o'clock "taps" are sounded, and once 
 more he rolls up in his hammock for the night. 
 
 > » 
 
56 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 Saturday is mending day, and every man must 
 do his own work. Some of the men make their 
 own clothes, although there is a tailor on board. 
 In the ship's crew there are also barbers, shoe- 
 makers, and printers. 
 
 On Sunday morning, the captain goes about the 
 ship and gravely inspects the men, and it is then 
 that each one tries to look his best. Then they 
 must all attend religious services, after which they 
 rest most of the day. 
 
 The marines on a ship-of-war are men about 
 whom most people know nothing. A marine is 
 not a sailor. He is a soldier who does duty on a 
 warship. He is a kind of policeman, and sees 
 that Jacky behaves himself. He wears a soldier's 
 uniform and has soldier's drills. 
 
 The marines have their own mess and their 
 own sleeping space, forming a community of their 
 own. 
 
 Perhaps some boys and girls may think that the 
 captain and his officers have a much easier time 
 than Jacky or the marines. This is not so. 
 In the first place, they had many studies to 
 
THE STOR Y OF A DM IRA L DE WE Y. 
 
 57 
 
 master before they could be officers. They had 
 to learn a great deal about mathematics, mechan- 
 ical and electrical engineering, navigation, gun- 
 nery, and international law. And then these 
 studies are never ended; the progress that is made 
 in them, each year all over the world, must be 
 known by each officer. 
 
 The officers are responsible for the lives of the 
 crew and the safety of the ship. They must be 
 ready to think and act quickly in emergen- 
 cies. In hours of peril they never leave their 
 posts. 
 
 XI. — Some Facts about the Navy of 1898. 
 
 The Constitution of the United States provides 
 that the President shall be commander-in-chief 
 not only of the army but also of the navy. His 
 chief assistant in the management of naval affairs 
 is the Secretary of the Navy, who is also a mem- 
 ber of his cabinet. 
 
 In 1898 the Navy Department of the United 
 
58 
 
 THE STOR Y OF A DMIRA L DE WE V. 
 
 States was just one hundred years old, having 
 been organized in 1798 with Benjamin Stoddert as 
 Secretary. 
 
 The work of the department is divided among 
 eight bureaus, as follows: 
 
 1. The Bureau of Yards and Docks, which is in- 
 trusted with the construction and maintenance of 
 docks and wharves, and with all civil engineering 
 work in the navy yards. 
 
 2. The Bureau of Navigation, which superin- 
 tends the education of officers and men, controls 
 the enlistment of men and apprentices, and directs 
 the movements of ships and fleets. 
 
 3. The Bureau of Equipment, which attends to 
 the manufacture of ropes, anchors, cables, and 
 other articles required for the equipment of naval 
 vessels, purchases coal for their use, and controls 
 the Naval Observatory. 
 
 4. The Bureau of Ordnance, which has charge 
 of the manufacture of guns and ammunition, also 
 of torpedo stations and magazines. 
 
 5. The Bureau of Construction and Repair, 
 which is charged with the building and repair of 
 
THE STORY OF ADMIRAL DEIVEY. 
 
 59 
 
 small boats and of the hulls of ships, and attends 
 to the purchase of turrets and armor. 
 
 6. The Bureau of Steam Engineering, which 
 directs the building and repairing of machinery in 
 any way connected with the ships. 
 
 7. The Bureau of Medicine and Surgery, which 
 designs, erects, and maintains naval hospitals 
 and superintends their management. 
 
 8. The Bureau of Supphes and Accounts, which 
 is responsible for the purchase and supply of all 
 provisions and stores, and of the accounts relating 
 to the same. 
 
 Each of these bureaus is presided over by an 
 officer of skill and experience, who, while he holds 
 the ofhce, has the rank of commodore. 
 
 The United States has navy yards at Ports- 
 mouth, New Hampshire; Boston, Massachusetts; 
 Brooklyn, New York; League Island, Pennsyl- 
 vania; Norfolk, Virginia; Washington, District of 
 Columbia; and Mare Island, California. At these 
 navy yards ships are overhauled and repaired, 
 machinery is adjusted and renewed, and stores 
 of all kinds are provided. Here, too, on the 
 
6o 
 
 THE STOR Y OF A DM IRA L DE WE V. 
 
 receiving ships, the recruits are received and in- 
 structed. 
 
 There are naval stations at Newport, Rhode 
 Island; New London, Connecticut; Port Royal, 
 South CaroHna; Key West and Pensacola, Florida; 
 and Puget Sound, Washington. 
 
 At Indian Head, Maryland, is the naval prov- 
 ing-ground for the test of armor and guns. 
 
 The Naval Observatory is at Washington, and 
 was at first merely a depot for naval charts and 
 instruments. 
 
 In 1898, the highest officer in the American 
 navy was the rear admiral. The other officers in 
 their order, ranking downward, were commodores, 
 captains, commanders, lieutenant commanders, 
 heutenants, Heutenants junior grade, and ensigns. 
 All these are known as officers of the line. 
 
 At the close of the year there were seven rear 
 admirals, ten commodores, forty-one captains, and 
 
 eighty-five commanders. 
 
 The rank of rear admiral is equal to that of 
 
 major general in the army. A commodore is equal 
 
 to a brigadier general; a captain in the navy ranks 
 
THE STOR Y OF A DM IRA L DE WE Y. 5 j 
 
 with a colonel in the army ; a commander ranks 
 with a lieutenant colonel; and a lieutenant in the 
 navy is equal to a captain in the army. 
 
 The law provides that when an officer reaches 
 the age of sixty-two years he must be retired from 
 active service. One who has been disabled in the 
 service, or who has served honorably for forty 
 years and requests release, may also be retired. 
 Officers on the retired list receive three-fourths as 
 much pay as when on active duty at sea. 
 
 Rear Admiral Dewey will be retired on the 26th 
 of December, 1899. In 1898 there were thirty- 
 three rear admirals on the retired lists. 
 
 The officers while at sea receive more pay than 
 when on shore duty. The salary of an ensign at 
 sea is $1200 a year; that of a rear admiral is 
 $6,000. The salaries of the other officers range 
 between these two extremes. 
 
 Previous to 1898 the number of enlisted men in 
 the navy was limited to ten thousand. These men 
 are received for a period of three years ; and any 
 one after serving continuously for twenty years may 
 be assigned to duty in the navy yards, or on board 
 
62 
 
 THE S TOR Y OF A DM IRA L DE WE Y. 
 
 receiving ships, or to other duties not requiring 
 them to go far from home. All who have served 
 thirty years are entitled to admittance in the Naval 
 Home. The wages of enlisted men vary from $i6 
 to 170 a month, according to the kind of work they 
 perform. 
 
 The law provides that seven hundred and fifty 
 boys may be enlisted as apprentices in the navy. 
 These are received only with the consent of their 
 parents or guardians, and are required to serve 
 until they are twenty-one years old. 
 
 Besides the regular navy of the United States 
 there is a naval militia organized in eighteen states. 
 This militia is under the general direction of the 
 Assistant Secretary of the Navy; and its duty in 
 time of war is to man the vessels designed for coast 
 and harbor defense. 
 
 At the beginning of the year 1898 there were 
 more than four thousand men and officers in the 
 naval militia. During the war with Spain, most of 
 these were mustered into the naval service and did^ 
 duty on the war vessels or in the signal service 
 along the coast. 
 
THE S TOR Y OF A DM IRA L DE WE Y. 
 
 63 
 
 L 
 
 At the close of the year there were belonging to 
 our government nine battleships, all of which had 
 been built since 1890. Four others were in process 
 of construction. The average cost of vessels of 
 this class is about $3,500,000. 
 
 Of other vessels in the navy of 1898, there were 
 two armored cruisers which cost $2,986,000 each; 
 one ram, the Katahdin; six double turreted mon- 
 itors; thirteen single turreted monitors; seventeen 
 protected cruisers; four unarmored cruisers; fifteen 
 gunboats ; and ten torpedo boats. Many other 
 vessels of different classes were being built. 
 
 All these were in active service, or soon to be so. 
 But there were also several other vessels of the 
 old-fashioned style which, although of little use in 
 battle, were valuable in the various peaceful enter- 
 prises in which the navy is always engaged. Of 
 such there were six old iron vessels and ten wooden 
 frigates, all propelled by steam, and seventeen old 
 wooden sailing vessels, some of which were used as 
 receiving ships. 
 
 During the war with Spain, many temporary 
 additions were made to the navy. Eleven mer- 
 
64 
 
 THE STORY OF ADMIRAL DEWEY. 
 
 chant vessels were bought or leased and converted 
 into auxiliary cruisers. Among these were the 
 four fast steamers of the American line, the St. 
 Lotcisy the St. Paul, the Yale, and the Ha7'vard. 
 
 Twenty-eight yachts also were purchased and 
 turned into auxiliary gunboats or torpedo boats. 
 Among these was the Gloucester, which did such 
 fine work during the destruction of Cervera's fleet. 
 It had formerly been a pleasure yacht belonging to 
 Mr. J. Pierpont Morgan of New York. 
 
 In addition to the vessels just named, the gov- 
 ernment also bought twenty-seven tugs to be 
 changed into gunboats or cruisers ; and it obtained 
 seventeen steam vessels of various sizes to be used 
 as transports and for many other purposes. 
 
 Altogether the navy of 1898 comprised an impos- 
 ing collection of vessels of many kinds and of 
 various degrees of efficiency. Of the work which 
 it accomplished we have already learned. 
 
"four 6. m 
 
 James Baldwin, Ph. D. 
 
 flmericans'* Series,.. 
 
 For Young American Readers. 
 
 In order that Baldwin's Biographical Stories may be had 
 in book form, they are bound together, four Booklets to the 
 volume. These volumes, beautifully bound in cloth, will be 
 published and known as the **Four Great Americans" Series. 
 
 VOLUMES NOW READY: 
 
 L Four Great Americans 
 
 GEORGE WASHINGTON, BENJAMIN FRANKLIN, 
 DANIEL WEBSTER, ABRAHAM LINCOLN. 
 
 By James Baldwin, Ph» D. 
 
 Cloth. 246 Pages. . . . Price, 50 Cents. 
 
 IL Four American Patriots 
 
 PATRICK HENRY, ALEXANDER HAMILTON, 
 ANDREW JACKSON, ULYSSES S. GRANT. 
 
 By Alma Holnian Burton, 
 
 Author of ** The Story of Our Country.^^ 
 
 Cloth. 256 Pages. . . . Price, 50 Cents. 
 
 Other Volumes in Preparation. 
 Liberal Terms for Supplies to Schools. 
 
 Send for our Price List and 
 Announcement of 
 EPOCH-MAKING BOOKS. 
 
 WERNER SCHOOL BOOK COMPANY, 
 
 Educational Publishers, 
 
 New York, CHICAGO, Boston, 
 
 78 Fifth Avenue. 378-388 "Wabash Avenue. 73 Tremont Street. 
 
 IIL Four American Naval Heroes* 
 
"FOR BEGINNERS IN READING." 
 
 THE WERNER PRIMER 
 
 Exquisitely Illustrated in Colors. 
 n2 Pages. Price 30 Cents. 
 
 npHE Werner Primer is a growth. It is based on the 
 -■■' Kindergarten idea as taught by Froebel. It in- 
 cludes all the work for the first half year, taking up the 
 subjects of reading, writing, language, number, science, 
 drawing, literature, and occupations, by means of the 
 most perfect inductive, correlative exercises. 
 
 This famous book has accomplished two results: 
 
 1. It has revolutionized methods of teaching" be- 
 ginners in reading". 
 
 2. It has revolutionized the making" of text-books 
 for beginners in reading. 
 
 The "old style" Primers, First Readers, Primary 
 Readers, etc. , have all been relegated to the past. THE 
 WERNER PRIMER stands without a rival in original- 
 ity, in plan, in method, in beauty, in practical value, — 
 in everything needed in the schoolroom for beginners in 
 reading. 
 
 Liberal Terms for Supplies to Schools. 
 
THE 
 
 First Year Nature Reader. 
 
 oJ? o# o# 
 
 For Grades I and II. and ne\"Je f.\ingsley 
 J54 Pages. Price 35 Cents. 
 
 THIS is a remarkably interesting book for children. 
 It is designed to be taken up after the Werner 
 Primer, and has been prepared in the same thorough 
 and beautiful manner. The subject matter follows the 
 seasons as they change from fall to sum.mer, calling 
 attention to the flowers, fruits, birds, and activities of 
 every-day interest. 
 
 The study of Nature is always attractive to the child, 
 and in the First Year Nature Reader are some of the 
 most interesting phases of out-door life, put in a form 
 easily understood and enjoyed by the youngest reader. 
 
 A valuable feature of the book is a list of appropriate 
 stories by well-known authors. These are to be read or 
 told in connection with the reading lessons. At the end 
 of the book are placed many suggestions regarding seat 
 work, such as painting, drawing, modeling, sewing, etc. 
 The book is beautifully illustrated in colors and forms an 
 ''ideal First Reader." 
 
 Liberal Terms for Supplies to Schools. 
 
Legends of the Red Children 
 
 oJ? oJr o? 
 
 For Grades IV and V. mara l. pratt 
 
 \2Q Pages. Price 30 Cents. 
 
 TN contrast with the old, classic tales and the lessons 
 -*- from Nature are these poetic legends of Indian life. 
 Children delight in beautiful stories like these, which 
 carry them into a new and strange world. Not only do 
 the myths form most interesting reading, but they 
 directly cultivate the child's imagination by means of the 
 delightful, poetic fancies. 
 
 The literary style of the author is picturesque and 
 charming, and is peculiarly adapted to interest the 
 children. The following extract, from the preface, shows 
 the pleasing character of the writings: 
 
 " Many years ago, when this country of ours was one great forest, 
 * * * there dwelt a race of happy little children. The Red Children, 
 we call them * * * Some wise men, who loved the Red Children and 
 saw the sweetness of their simple stories, gathered them together and 
 told them in a book, so that you and I might read these legends of the 
 Red Children." 
 
 The little book is attractively bound and illustrated. 
 The chapters include, among others: 
 
 The Legend of the Lightning. The Rainbow. 
 
 The Star Beautiful. The Sun a Prisoner. 
 
 Will-o'-the-Wisp. The Land of the Hereafter, etc. 
 
 Liberal Terms for Supplies to Schools. 
 
The Story of Our Country* 
 
 ^It> <9 o? 
 
 .By 
 
 For Grades V and VI. alma holman burton 
 
 240 Pages. Price 60 Cents. 
 
 THIS is a unique and charming work, which not only 
 forms an admirable primary history, but also makes 
 a remarkably interesting book for supplementary read- 
 ing. It is the story of the people of the United States, 
 and of their progress from the struggles and privations 
 in the wilderness down to the national prosperity of to- 
 day. 
 
 So skillfully is our country's growth depicted that the 
 whole is one continuous story, as charming as any ro- 
 mance and of absorbing interest from beginning to end. 
 The captivating and picturesque style in which it is writ- 
 ten makes the work especially desirable as a supplemen- 
 tary reading book. 
 
 The illustrations are numerous, and are much more 
 than mere pictures, for each one assists in telling the 
 story, and is not thrown in haphazard, merely for embel- 
 lishment. 
 
 The author's aim throughout is to awaken in the child 
 an interest in our country's progress and to cherish feel- 
 ings of patriotic pride and love of country. 
 
 Liberal Terms for Supplies to Schools. 
 
SOHRAB AND RUSTUM 
 
 AN EPISODE 
 
 For Higher Grades. matthew arnold 
 
 J23 Pages. Price 40 Cents. 
 
 ^ I ^HIS little volume presents one of the greatest epics 
 -*■ of modern times, and introduces the student to 
 the rich fields of Persian literature. The subject of the 
 poem goes back to the earliest traditions of Persia, which 
 have been handed down for centuries in the folk-lore and 
 the written chronicles. During the tenth century these 
 traditional data were gathered together by the ** Homer 
 of Persia " into one great epic, and it is on the crowning 
 episode of this great saga that Arnold has based his poem. 
 
 Sohrab and Rustum, more than any other of his 
 works, has placed Arnold among the poets of modern 
 England. It is the masterpiece of his classic and heroic 
 poems. A most interesting introduction, and valuable 
 and abundant notes, have been prepared by Merwin 
 Marie Snell. There is also a bibliography for the use of 
 students. 
 
 This poem has been selected as one of the English 
 requirements for admission into the colleges of the 
 United States. 
 
 Liberal Terms for Supplies to Schools. 
 
[98—10-98] 
 
 afai/ette^ 
 
 THE BOOK OF 
 THE HOUR for 
 THE YOUTH 
 OF AMERICA.. 
 
 Just 
 
 t^ff^^ 
 
 Published. 
 
 The 
 
 J^rienci'^^J^Tnerican jCibertj/ 
 
 Cytic proposal to erect a monument in Paris to the 
 early friend of American liberty, C MINERAL 
 LAFAYETTE, by contributions from the patriotic 
 school children of the United States, has aroused 
 national enthusiasm for the memory of this noble 
 
 In view of the great interest which this 
 fittingf and significant movement has awakened in 
 the life, character and services of the heroic soldier 
 and patriot, the "Werner School Book Company has 
 just issued, edited by Dr. James Baldwin, 
 
 '* LAFAYETTE, 
 
 THE FRIEND OF AMERICAN LIBERTY," 
 
 By Mrs, ALMA HOLMAN BURTON, 
 
 The author of " Four American Patriots/* 
 
 ** The Story of Our Country/* Etc. 
 
 A TIIVSELY CONTRIBUTION OF GREAT VALUE 
 TO PATRIOTIC EDUCATIONAL LITERATURE. 
 
 CUerner School Book 
 
 CHICAGO: 378-388 Wabash Ave. 
 NEW YORK: 78 Fifth Ave. 
 ♦♦.gOfflpany,,, BOSTON: 73 Tremont St. 
 
 Educational Publishers. 
 
pocb^making Qooks 
 
 i( i( 
 
 The term, '* Epoch-Making/* is often used inaccurately. 
 "When properly applied to school-books, it means such 
 works as introduce new conceptions with reference to a 
 given branch of knowledge, or illustrate new and improved methods 
 in the treatment of that branch. Such works, by showing a better way 
 than that which was formerly pursued, bring about a revolution in 
 the making of schooI=books, as well as reform in the meth=> 
 ods of teaching. 
 
 J^"Here are sense 
 
 NOTABLE EXAMPLES OF 
 EPOCH=MAKINQ BOOKS: 
 
 DeGarmo's Language Lessons, Book I ® 30 
 
 DeGarmo's Language Lessons, Book II 40 
 
 DeGarmo's Complete Language Lessons 50 
 
 The Werner Introductory Geography ( Tarbell) 55 
 
 The Werner Grammar School Geography (TarlDell) 1 40 
 
 The Werner Arithmetic, Book I. (Hall) 40 
 
 The Werner Arithmetic, Book IL (Hall) 50 
 
 Gifi&n's Grammar School Algebra 50 
 
 Burton's Story of Our Country CO 
 
 The Story of George Washington (Baldwin) lO 
 
 The Story of Benjamin Franklin (Baldwin) lO 
 
 The Story of Daniel Webster (Baldwin) lO 
 
 The Story of Abraham Lincoln (Baldwin) lO 
 
 Baldwin's Four Great Americans (W. F. W, & L.) 50 
 
 Baldwin's Primary Lessons in Physiology 35 
 
 Bald-rtin's Essential Lessons in Physiology 50 
 
 Hinsdale's Studies in Education 1 OO 
 
 Hinsdale's American Government 1 25 
 
 Hinsdale's Training for Citizenship lO 
 
 Hinsdale's History and Civil Government of Ohio 1 00 
 
 The Werner Primer (Taylor) 30 
 
 Old Time Stories Retold (Smythe) 30 
 
 First Year Nature Reader (Beebe & Kingsley) 35 
 
 Legends of the Red Children (Pratt) 30 
 
 Sent by mail, postpaid, on receipt of the price. 
 Special examination prices to teachers on application. 
 Send for our Price List. Address • . • • 
 
 memer $cI)col fiooR 378=388 wabash Ave. cbicago, 
 ..Company.. ^ '^ ^•"'^ ^^^ ^^ ^^^^^ 
 
 Educational :: Publishers. ^3 Tremont St. bOStCll. 
 
^%. 
 
 - ^' 
 
 
 
 C ' 
 
 
 # 
 
 s- 
 
 0^ 
 
 <j5 o<, - ¥ 
 
 'fM S : .'^^^ 
 
 . ^. 
 
 
 A^^A' '^ . 
 
 ^^^^* <* 
 
 * -^ 
 
 
 ■V r, 
 
 
 
 
 ■ -^ -X * /. ^ 
 
 f 
 
 
 ,%-- 
 
 
 '^-.^^^' 
 
 /. 
 
 %.^^ 
 
 V ^^ *"a ^; 
 
 
 - .^ ^^ %HC^#^,- <^ 
 
 
 
 
 <> ' ' * <> 
 
 // 
 
 
 
 " r.^^ 
 
 
 / ... ^ ^ 
 
 rf' 
 
 o«\ 
 
 
 . -t^^.^^^1 
 
 N^ 
 
 5^ V * / 
 
 
 * .r^^'^^ 
 
 ^^ \> Y * ^ <7i 
 
 % 
 
 ^ ^'T'-^x^ 
 
 ^ % 
 
 V 
 
 .^ 
 
 v^^ ^> 
 
 
 O- 
 
 ^y/J^y-^^-^ ^' 
 
 ^^ ^^' 
 
 :, ^^^K 
 
 
 
 
 \ ', 
 
 
 ''t: 
 
 
 
 
 
 ^' 
 
 
 
 •0^ ^ 
 
 
 « <= s ' Y 
 
 .N^ 
 
 .4 o. 
 
 J-7 7. "^ 
 
 ^0^ 
 
 ,^" ^^ 
 
 
 
 ,^ ^^- 
 
 o 
 
 z 
 
 
 
 
 -.^ -'• "% 
 
 
 
 > * 
 
 rO 
 
 "^ V » . V* 
 
 0" .-. .-. -^ 
 
 
 
 ° -^^ O'' 
 
 tJ 
 
 Q..'-:'^iv^^.#' Q,'-:-'*.^^' 
 
 
 ^o. ^^^ 
 
 ^^c/. 'i 
 
 
 <:."^-^^\a<^' .... <^^^/,. 
 
 ■0^ ^ 
 
 V * o ,, 
 
 .r^^ 
 
 ^0< 
 
 
 3 - 
 
 
 f 
 
 ^■^ 
 
 o^ o 
 
 o.' 
 
 .^'' 
 
 ■^ 
 
 C- // 
 
> 
 
 > * , ^-^ 
 
 
 -.^^ 
 
 
 
 ^0^ ^,^ ^ " "a_ ■"<P 
 
 
 ^ r\M c < / [, 
 
 
 "^^0^ 
 
 
 ,V ^> 
 
 .4 o. 
 
 '"^•"^c ^ <X^ 
 
 L^ o.. - "^ .is o^ -^ i : ^ "^ 
 
 
 ' ^: 
 
 o^ 
 
 
 
 \^ 
 
 <:>> ^'/ 
 
 ^^ .^^ 
 
 '^.''^-■^\r.,.^o/%.''^^^'N>'^ .^""._^ 
 
 ^r 
 
 
 '^<<^. A^- 
 
 *w <) C> 
 
 _ ^ 
 
 ' * 0Jt> '^ %^ - ^Si; . . 
 
 
 
 s^-^ 
 
 x^^ ^ % 
 
 <*> 
 
 
 7 21 
 
 O 
 
 2". 
 
 ^^^ -^ %,^^7^^s".r.^ 
 
 7- 
 
 
 o 
 
 7 
 
 » % 
 
 
 ^ ^ ^ \y . ^ *• » /- ^ \r .- V - " . -^ 
 
 
 c 
 
 
 
 A^ 
 
 .0^ 
 
 
 V <^ • - " / _ "Q. 
 
 
 
 yj? ^ 
 
 
 
 #^. 
 
 v^ 
 
 
 
 
 
 ■ay ■ ^ , x^y.^- ^ r V / 
 
 
 Q^- ^^ \"r^ ^<^^ C^ ^ ' "'- <^^ 
 
 
 ^ ^ ^ ^ 
 
 . '""^--i**' ■* 
 
 
 t,%^, 
 
 2. 'Vt-'^ - ^ ?. 
 
 ^%^^ 
 
 0^"^. 
 
 ^/.n^ 
 
 >. . v^ ^ 
 
 ^ ^^y 
 
 
 
 
 y . . s ^ ^^^ 
 
 ^ - v-^-^/; ^. 
 
 3\ VW 
 
 ^^% / i^4i %'<^^ ^Mh:'^^ %^ :( 
 
 
 ^0' 
 
 .^^ 
 
 
 ■^-^^ 
 
 ,v -^ '.^^ii^j- ^' ^ "', 
 
 ".p^'v„^.,/^^''--^e?^:.r->:'""c^;-*"' '--'"^ ^^ 
 
 
 <o,. 
 
 O- // 
 
 •Ofe ■ ' ^- - 
 
 jS- 
 
 
 -^^.^z, r. 
 
 V^^_ 
 
 
 -^ "^^0^ =r^^' 
 
 ^^ ^^ 
 
 .4 o. 
 
 
 
 \> ^ ^ * " / ^ 
 
 
 
 
 
 > # 
 
 ,# "^. 
 
 
 V^N 
 
 
 
 ' ^i^-. 
 
 
 '/ 
 
 
 
 ^^0^ -^^ 
 
 
 y~\ // 
 
 ^* <*^ 
 
 
 
 ^ A 
 
 .c 
 
 
 
 0^ 
 
 O- 
 
 
 
 - t 
 
 « i' 
 
 
 tP<S 
 
 cy. ''^ 
 
 
 ^V