Class ^=_Q£.. Book______J COKflilGliT DEPOSOi / •^•■•>t.. o .S~^^K Hay ^ V '^ o o O I ^ '^ N b- v.v .^ \> .R rc> \ J r^ ^IPfiBp K^ C" ^ -^ ■•'■■■ _";.■■ ^ .'ifaishtisi^^ ^^K^- ^ (/ y' DLQNIAL COSTUMES eAF,:.i PUKl ^/-K CCiTUMt A DIGNITARY -IN THE IS''? CENT. A GENTLEMAN A MERCHANT A GOVEKNOR IM THE l/T: CEKT AN OFFICER IN THE REVOLUTION A GENTLEMAU ABOUT THE TIME OF THE REVOLUTION. A PURITAN DIVINE. ASENTLEIMAM ABOUTTHETIMc OFTHE REVOLUTION. A COLONIAL GOVERNOR IN THE IS'^-'CENT A HISTORY OF THE UNITED STATES AND ITS PEOPLE FOR THE USE OF SCHOOLS BY EDWARD EGGLESTON •7iJHr ■'^•S" I AUr»25l888 NEW YORK D. APPLETON AND COMPANY 1888 Copyright, 1888, Bv D. APPLETON AND COMPANY. PREFACE. One of our American humorists has said that it is better not The first re- to know so much than to know so many things that are not true, i""'^'"^"*- Errors accepted in childhood become articles of faith, and are not easily got rid of. The absence from this book of certain well-worn fables, which have served more than one generation of American school-children for historic facts, will be regretted, perhaps, on sentimental grounds. It does not seem worth while, however, to keep current in elementary books statements which every sound historical scholar rejects. No work of history ever yet escaped error, but I have at least tried to make this a genuine history, in harmony with the best historical scholarship of the time. Many laborious years passed in the critical study of original printed and manuscript authorities for the history of American institutions and American life have perhaps given the author of this history some right to speak with assurance on questions relating to our early history. Next to correctness the most important feature in a book for Lucidity and the young is clearness. To achieve this one must not treat more '"*^"s*- subjects than can be handled with sufficient fullness for compre- hension. Attempts to write a little about everything are fatal to lucidity. The writer for the young finds all his skill taxed to be clear and to be interesting, and the two things lie close together. One of the highest benefits that a good text-book in the hands of a good teacher can confer is to leave the pupil with a relish for historical reading. The order in which the various topics are treated has much Arrangement to do both with the clearness and the interest of a history. In ° ^°^^^^- the strictly chronological history the reader skips from theme to theme, resuming under several dates the broken thread of now this and now that story. The relation of cause and effect is almost entirely lost, and history becomes a succession of events with little logical connection. The understanding is benumbed, the attention is but feebly roused, imagination slumbers, and IV PREFACE, memory gets small hold on occurrences that are presented like beads unstrung. The rigid grouping of a history by epochs is fatal to a truly logical arrangement. One of the most important of the novel features of the present history is its arrangement. Discoveries, settlements, Indians and Indian wars, colonial life, the French wars, government in colonial time and the rise of the Revolution, and other kindred topics, are severally grouped together, so that, for instance, the pupil learns about the nature of Indian life, the chief Indian wars, and the means of attack and defense used by white men and Indians in successive chap- ters, pursuing this general subject until it is finished. Cause and effect are thus clearly set before his mind, and history be- comes a reasonable science. /Position of Xhe reviews are not placed at regular intervals, according to a stiff mechanical rule, but these also follow in the main the same rule of grouping as the chapters. When a chief topic is com- pleted, there is a review, whether the chapters be many or few. The history of The " proper knowledge of mankind is man," and the real importance of history lies in the light that it throws upon humanity. For this reason liberal attention has been here given to the domestic and social life of the people, their dress, their food, their modes of thought and feeling, and their ways of making a livelihood. The succession of events in minor wars would only weary the attention, but the modes of attack and defense and the character of the arms of the various belligerents are essential facts in the history of man in this New World. And the story of the progress of civilization, as marked by the introduction of new inventions and by changes in modes of living, is of primary importance in any history written in the modern spirit. A teaching This is from first to last a school-book. No other aim has been in view in its preparation than that of making the best possible teaching book of American history. The length and arrangement of the chapters, the questions, topical and geo- graphical studies, and skeleton outlines, as well as the reviews, are all arranged with reference to the needs of teacher and pupil. An effort has here been made to apply to history in a thorough and practical way the great Pestalozzian principle of teaching through the eye. The suggestions for blackboard illustrations. book. PREFACE. V" the diagrams, the abounding illustrations, and the little maps scattered through the pages, are all part of a plan to make the facts of history visible, and by that means to render the study easily comprehensible and therefore delightful. Instead of a few large maps in various colors and confused The maps, with many names, among which the pupil must grope painfully for the places that pertain to the events under consideration, there are in this history more maps than chapters, and every one of the smaller maps is arranged to bear upon one fact, or at most upon two or three in close relation. Only so many names are put upon each map as are necessary to make clear the event under consideration. Not only is the pupil saved from much needless toil by this plan, but maps thus arranged serve the dou- ble purpose of elucidating the narrative and impressing it on the memory at the same time, by giving it form to the eye. Each little map becomes a local diagram of some historical fact, and the form of the map will remain in the memory inseparably asso- ciated with the event to which it belongs — a geographical body to an historical soul. Educational writers have said much about the importance of teaching geography and history together. There is not, perhaps, any better device for teaching the two branches in unison than these simple and perspicuous maps, each imme- diately associated on the page with the single event to which it pertains. Though the illustrations are by som^ of the best artists and The illustration^ engravers of the time, and are many of them of high artistic merit, and though they are far more abundant than is usual in books of this kind, there has been no thought of making this a mere picture-book. The illustrations are part and parcel of the teaching apparatus ; their primary use, like that of the maps, dia- grams, and blackboard exercises, is to make the history visible. A very considerable body of historical knowledge of the most im- portant kind might be acquired from these cuts alone. Illustra- tions of costumes, manners, implements, arms, jewels, vehicles, and inventions are valuable in proportion to their truthfulness. Those here given have been made under the author's personal supervision, and they have cost quite as much labor and study as the text itself. Many are founded on rare prints, others are from ancient original drawings not before printed, and a few VI PREFACE. have been carefully drawn from descriptions of contemporary writers. The device of placing many of the smaller cuts in the margin serves to make the page more pleasing to the eye, while it has rendered it possible to illustrate abundantly without unduly increasing the size and cost of the book. The author can not forbear expressing his appreciation of the liberality with which the publishers have availed themselves of so many of the re- sources of the modern art of illustration to enhance the value of this history. The illustrations have been made under the artistic supervision of Mr. John A. Fraser. In " English as She is Taught,' a definition is cited from a school-boy's exercise-book to the effect that " the Constitution of the United States is that part at the back of the book which no- body reads." Since no school-boy or school-girl ever does read it, and since it is not a document meant to be construed by chil- dren, it seemed better to utilize the space for other things than to reprint the Constitution for mere clap-trap. The same remark applies to the Declaration of Independence. But I have, instead, explained the purport of the Declaration of Independence in its place, and I am sure the pupil will get far more from the account given in this work of the various departments of our government, their origin, and their operation under the Constitution, than from reading the letter of the Constitution itself. By omitting the numbers usually placed at the beginning of paragraphs, the book has been relieved of stiffness ; by printing the subject of each paragraph in the margin, a means of reference far more convenient is provided, with the further advantage that the margins serve as a rdsiim^ of the subjects treated in the text. This feature is part of the general design of the book, which aims to keep before the minds of teacher and pupils the salient feat- ures of the topic under discussion, and thus to discourage mere memoriter study. In giving titles of books for reading and reference, I have thought it better to mention a few accessible books rather than to bewilder the student with a long list. E. E. SUGGESTIONS REGARDING THE USE OF THE BOOK. Questions for Study follow each chapter. These are intended, in the Questions for first place, to guide the pupil in mastering his lesson, to make him test study, his understanding of the subject by analyzing and reasoning about his facts, and by associating them with related facts. The teacher will also find these questions helpful to him in preparing and hearing a recitation. The Study by Topics which follows the questions is meant chiefly to Study by topics, aid the teacher in conducting a recitation, or, at least, a review of a recita- tion. The topical method of recitation develops the pupil's power of grasping and holding each branch of a subject in its entirety. But it can not be used to the exclusion of the use of questions and answers without danger of its degenerating, on the one hand, into an inadequate statement, or, on the other, into a mere repetition of the words of the text-book. Some teachers will use now one and now the other method, testing Questions and the pupil's understanding of the subject at one recitation by questions, topics, at the next developing his power of synthesis and his mastery of language by giving him a division of the subject to be stated in his own way and with his own words, and then, when he has completed his statement, pointing out his omissions or misapprehensions. Other teachers will prefer to combine the two plans in the same recita- ^ tion. This may be done — i. By a thorough examination of the subject by questions, followed by a topical review of the whole chapter, each division of the subject being assigned to a pupil in his turn. 2. Another mode of combining the two is by following the recitation of each topic by questions meant to bring out from the class points forgotten or obscured in the pupil's account of that branch of the subject. No recitation can fully accomplish its purpose without the use of questions at some stage. The Skeleton Summary appended to many of the chapters will sug- Skeleton sum- gest its proper use. It may be copied on papers or on slates and filled ""^ry. in by each pupil, or the teacher may have it written on the blackboard and then have the blanks filled by suggestions from the class. The geographical facts connected with each event should be brought Geographical out distinctly. When larger or fuller maps than those in this book are ^^^'^y- needed, the atlas or the school wall-map can be easily referred to. The small maps accompanying the text may be sketched on the blackboard, as further described, or they may be used from the page. Vlll SUGGESTIONS REGARDING THE USE OF THE BOOK. Blackboard. In general, the blackboard should be used wherever possible. In particular: 1. The Study by Topics may be written on the blackboard with advantage in almost every recitation. The subject under consideration is thus displayed in a natural order. This may be done before the recita- tion begins, or each topic made be added as the recitation proceeds, thus constructing a visible table of the subject before the eyes of the class. 2. When diagrams are given in the book, they may be put on the board, to give a visible illustration to some proportion of size or number. 3. Word-diagrams are often useful. See, for example, pages 13 and 121. In these the location of the words or phrases helps the mind to group and the memory to hold important facts. 4. It is an excellent plan to sketch the small map on the blackboard. This should not be done elaborately or with too much attention to detail. The most useful maps of all are mere diagrams of location sketched by a pupil rudely but readily, as he might do in explaining a fact in conversation. Pictures. The cuts, especially those illustrating life and manners, are a part of the history, and the teacher should, by remark or question, draw attention to the facts illustrated by them. Reviews. The Reviews which close each group of chapters may be treated as a briefer topical recitation,- developing rapidly the salient points of the chapters reviewed. The review may also be put upon the blackboard, in sections, if not as a whole. The school his- In the prevailing movement to lighten the labors of the pupil in tory as a class school, historv is sometimes taueht by using the text-book for a reader. reading-book. ^ -' , , , , ^ ,. r • • 1 In such cases, there should be a line of comment or question maintained by the teacher sufficient to make sure that the chapter read is fully understood, and sufficient to impress what has been read on the mem- ory. By writing the Study by Topics on the blackboard, a habit of thoughtful reading will be promoted. The abundant illustrations of cus- toms and the little special maps in this book will prove of the greatest advantage to teachers using this as a reading-book. School compo- Topics for school composition are now and then suggested from the sitions. subjects treated in the current chapter. There is a double advantage in these : The puzzled pupil is helped to a topic for writing, while the best results of historical study are secured by giving him occasion to exercise his thoughts upon the subjects studied. The teacher will easily sug- gest other topics ; particularly may the pupil write ui)on the several actors in our history in those schools where access can be had to works of biog- raphy or books of reference. CONTENTS. CHAPTER PAGE I. — How Columbus discovered America . . . . i II. — Other Discoveries in America ...... 7 III. — Sir Walter Ralegh tries to settle a Colony in America . 13 IV. — How Jamestown was Settled . . . . . ■ ^9 V. — The Starving Time, and what followed . . . .24 VI. — The Great Charter of Virginia, and the First Massacre by the Indians ........ 29 VII. — The Coming of the Pilgrims ...... 34 VIII. — The Coming of the Puritans -39 IX. — The Coming of the Dutch ...... 45 X. — The Settlement of Maryland and the Carolinas . . 50 XI. — The Coming of the Quakers and Others to the Jerseys and Pennsylvania ....... 57 XII. — The Settlement of Georgia, and the Coming of the Ger- mans, Irish, and French ...... 62 XIII. — How the Indians Lived 71 XIV. — Early Indian Wars . . 79 XV.— Traits of War with the Indians 85 XVI. — Life in the Colonial Time 91 XVII. — Farming and Shipping in the Colonies . . . -98 XVTII. — Bond-Servants and Slaves in the Colonies . . . 104 XIX. — Laws and Usages in the Colonies ..... 109 XX. — The Spanish in Florida and the French in Canada . .116 XXI. — Colonial Wars with France and Spain . . . .122 XXII. — Braddock's Defeat and the Expulsion of the Acadians . 128 XXIIl.— Fall of Canada 135 XXIV. — Characteristics of the Colonial Wars with the French . 142 XXV. — How the Colonies were Governed ..... 151 XXVI. — Early Struggles for Liberty in the Colonies . . . 156 XXVII. — The Causes of the Revolution 161 XXVIII. — The Outbreak of the Revolution and Declaration of Inde- pendence ......... 168 XXIX. — The Battle of Trenton and the Capture of Burgoyne's Army 175 XXX.— The Dark Period of the Revolution 181 XXXI.— The Closing Years of the Revolution . . . .186 CONTENTS. CHAPTER ^ XXXII. — Traits and Incidents of the Revolutionary War XXXIII. — The Adoption of the Constitution . XXXIV. — The New Republic and its People .... XXXV. — Home and Society in Washington's Time XXXVI. — Washington's Presidency, from 1789 to 1797 XXXVII. — Troubles with England and France. — Presidency of John Adams ..... XXXVIII.— Election of Jefferson.— War with Tripoli XXXIX.— The Settlement of the Great Valley XL. — Beginning of the Second War with England XLI. — The Navy in the War of 18 1 2 XLII.— The Army in the War of 1812 XLIII. — Expansion of the Union . XLIV. — From Monroe to Van Buren. — Rise of Whigs and Democrats ....... XLV. — The Steamboat, the Railroad, and the Telegraph . XLVI. — Annexation of Texas. — Beginning of the Mexican War XL\TI. — The Close of the Mexican War, and the Annexation o New Territory ....... XLVIII. — The Question of Slavery in Politics . . XLIX. — Break-up of Old Parties. — Approach of the Civil War L. — How the Great Civil War began .... LI. — Confederate Victory at Bull Run. — The First Western Campaign ....... LI I. — The War at the East. — From Bull Run to Gettysburg LI 1 1. — Various Operations in 1862 and 1863 . LIV. — The Campaign between Nashville and Atlanta LV. — From the Wilderness to Petersburg. — The War in the Valley LVI.— Close of the Civil War LVII. — Traits and Results of the War. — Death of Lincoln LVIII. — Political Events since the Civil War LIX. — Later Developments of the Country LX. — Population, Wealth, and .Modes of Living LXI. — Literature and Art in the United States . PAGE 192 203 209 213 220 224 240 250 257 264 271 276 283 292 298 310 324 330 337 345 350 359 366 372 377 CHAPTER I. How Columbus discovered America. It is now about four hundred years since Columbus Trade with india in the time of Co- discovered America. Before that time people in Europe lumbus. knew nothing of any lands on the western side of the Atlantic. Trade with India was carried on by caravans, and travelers who had gone to China and Japan brought back wonderful stories of the riches of their cities, and of the curious people who lived in those far-away countries. In order to reach these lands of wonder and to open a trade with India by sea, the Portuguese had been for a long time pushing their discoveries down the western coast of Africa. But the seamen of that time sailed mostly in the Mediterranean, and they were timid in the Atlantic Ocean. The Portuguese sent out expedition after expedition, for seventy years, before they succeeded in discovering the Cape of Good Hope, and they had not yet got around that cape when Columbus offered to find a new and shorter way to India. As learned men already believed the world to be coiumbus pro- poses a new way round, Columbus asked : K Why try to get to India and A SAILOR OF THAT TIME. to India. China by going around Africa? Why not HOW COLUMBUS DISCOVERED AMERICA. False notions in the way. --^1 sail straight to the west around the world to Asia ? He did not know that America was in the way, and he thought that the world was smaller than it is, and he believed that he could reach the rich lands of gold and spices in Asia by sailing only two or three thousand miles to the westward. So that Co- lumbus discovered America in consequence of two mistakes. He first offered to make this discovery for the city Christopher Columbus was bom in Genoa, in Italy. The date of his birth is uncertain. His father was a humble wool-comber, but Columbus received a fair education. He knew Latin, wrote a good hand, and drew maps exceedingly well. He sometimes supported himself by making maps and charts. He was well informed in geography as it was then understood. At fourteen he went to sea, and before he sailed on his great voyage he had been almost all over the known world. He had gone some dis- tance down the newly discovered coast of Africa, with the Portuguese, and north as far as Iceland. Columbus married the daughter of a Portuguese navigator, and came into possession of his charts. He was a man of great perseverance, and he held to his idea of sailing to the west through many long years of discourage- ment. He made four voyages to Amer- ica, setting out on the first in 1492, the second in 1493, the third in 1498, and the fourth in 1502. Though a great navigator, he was not a wise governor of the colonies he planted, and he had many enemies. In 1500 he was cruelly sent home to Spain in chains. But Ferdinand and Isabella, as well as the people, were shocked at this degradation, and he was at once set free. His last voyage was unfortunate, and when he returned to Spain, in November, 1504, the monarchs paid little attention to him. Queen Isa- bella died soon after his return, while Columbus lay sick, and when the great navigator came to court the king was deaf to his petitions. Worn out with fatigue, exposure, and anxiety, the great admiral died on the 20th of May, 1506. oi Genoa, in which he was born. **^ plan to the King of Portugal, great Atlantic Ocean seemed It was called thfe ' ^-'^-Jl^s'^ those days. Then he offered his But a voyage on the a dreadful thing in ' Sea of Darkness," be- cause no one knew anything about it, and people STERN OF ANCIENT WAR-SHIP. HOW COLUMBUS DISCOVERED AMERICA. 3 believed that it was inhabited by hideous monsters. As the world was round, some thought that, if a ship sailed down the sides of it, it would find it impossible to get back tip again. They said that people could not live on the other side of the world because they would be upside down. The King of Portugal was an enlightened man, a ship sent out secretly, and the ideas of Columbus made an impression on him after a while. But he did not like to grant the great re- wards demanded by the navigator if he should find land ; so he secretly sent out a ship under another commander to sail to the westward and see if there was any land there. The sailors on this ship were easily discouraged, and they „m_' m ^. ^ ..^r— -. returned laughing at Columbus /~J^ ^10'^^ ^'^^ ^^^ notions. When ^^^mk i i^-/ Columbus found that coiumbus goes he had jJ|^^^^B^ A_ U^ been cheated, he left Portugal ^'^^l/f^^ ^^^%:'((^^'' to offer his idea to the King and ^ Queen of Spain, the celebrated Ferdinand and Isabella. The Spanish mon- archs were very busy in their war with the Moors, and Columbus, who was poor and obscure, spent about seven years in trying to persuade them to furnish him ships and sailors. At length, after he had waited so long, they refused his terms, and he set out for France, but certain officers of Queen Isabella, who believed in Columbus's theory, persuaded her to call him back and to send him on his own terms. Columbus sailed from Spain, with three small ves- His departure on his great voyage, sels, on the 3d of August, 1492, and was more than two and his discovery months on the voyage. The sailors were more and more frightened as they found themselves going farther and 4 HOW COLUMBUS DISCOVERED AMERICA, THE PART OF THE WORLD KNOWN WHEN COLUMBUS SAILED IS IN WHITE. What he had found. His return to Spain. farther out of the known world. They sometimes threatened to pitch Co- lumbus overboard and return. He kept their courage up bv every means he could think of, even by conceal- ing from them how far they had come. One night Columbus saw a light, and at two o'clock the next morning, which was the 1 2th of October, 1492, a sailor on one of the vessels raised the cry " Land ! " There was the wildest joy on the ships. Those who had hated Columbus, and wished to kill him, now reverenced him. Instead of finding the rich cities of Asia, Columbus had come upon one of the smallest of the West India islands, which was inhabit- ed by people entirely naked, and living in the rudest manner. He afterward dis- covered larger islands, and then sailed homeward. He carried with him some gold and some of the inhabitants of the islands. He was received by Ferdi- nand and Isabella with the greatest honor. They even made him sit down in their Discoveries before Columbus. — There is some reason to believe that America may have been visited from Eu- rope before the time of Columbus. The inhabitants of Scandinavia (the country now divided into Denmark, Sweden, and Norway) were known as Norsemen. In the old romantic tales of Scandinavia there are stories which go to show that these Norsemen, under the command of Leif, the son of Eric, in the year looi, and afterward, probably explored the coast of America from Labrador south- ward for some distance. Fanciful theo- ries have been built on these stories, such as the notion that the old stone windmill at Newport, R. I., is a tower built by the Norsemen. There is also a tradition in Wales that one Madoc, a Welsh prince, in the year 1170, discov- ered land to the west of Ireland, and took a colony thither, which was never heard of afterward. If these stories of Leif and Madoc represent real voyages, the discov- eries which they relate would probably never have been recalled to memorj' if Columbus had not opened a wide door at the right moment. J HOW COLUMBUS DISCOVERED AMERICA. f presence, a favor never shown except to the greatest grandees. The people who had believed him a fool when he went away, followed him with cheers as he walked along the street. Columbus, in his second vova2:e to America, planted l^*^"" voyage! ■^ Y . . °f Columbus. a colony on the island of Hispaniola, or Ha3-ti. In this and in two other voyages he discovered other islands and a portion of the coast of South America, which he first saw in 1498. He never knew that he had found a new world, but lived and died in the belief that the large island of Cuba was a part of the mainland of Asia. Who discovered America? How long is it since Columbus discov- Questions for ered America? What did people in Europe know about America 400 study, years ago ? What did they know about the roundness of the world ? How was the trade with Asia carried on ? What stories were told in Europe at this time by travelers ? How did the Portuguese try to get to India at this time ? Had they reached India by sea when Columbus sailed to America ? How many years had they spent exploring the coast of Africa before they got to the Cape of Good Hope? Where is the Cape of Good Hope? What shorter route to India from Europe has been made in our time? [Ans. The canal through the Isthmus of Suez.] How did Columbus propose to get to India? In this plan there were two mistakes : what were they ? What is in the way between Spain and Asia if one sails straight to the west ? How far did Columbus think it? Is it much farther? To whom did Columbus first make his offer? To what king did he next offer his plan ? What was the Atlantic Ocean sometimes called in that day? What kind of creatures were thought to live in it ? What foolish notion of up-hill and down-hill did men get from the roundness of the earth ? W^hat did the King of Portugal do to find out whether Columbus's notion was correct or not? Was this fair to Columbus ? How far did this ship sail ? What did Columbus do when he found that he had been cheated ? (How near is Portugal to Spain ?) What were the names of the King and Queen of Spain at this time ? In what war were they engaged ? How long did Columbus have to wait in order to persuade them to let him have ships? To what king was he going when Isabella called him back ? In what year did Columbus start on his voyage ? On what day of what month did he sail? Leaving on the 3d of August, 1492, he was how Study by topics. O HOW COLUMBUS DISCOVERED AMERICA. long on the voyage? How did the sailors feel as they sailed farther and farther into the unknown "Sea of Darkness"? What threats did they make against Columbus? How did he deal with them? What day of October was it on which Columbus first saw land on this side of the ocean? The 12th of October in what year? How long ago is that? [Subtract 1492 from the present year.] Had Columbus found Asia and its rich cities ? What had he found ? What was the appearance of the people ? How did they live ? What did he discover afterward ? What did he take home with him ? How was he received by the king and queen ? How by the people ? Where did he plant his first colony? Did he ever know that he had found a new continent? What did he think about Cuba ? Tell about — 1. Columbus in Portugal. 2. Columbus in Spain. 3. Columbus on his voyage. 4. Columbus after his return from the first voyage. a. Mention three false notions which made men oppose Columbus. 1. That it would be sailing up-hill coming back. 2. That there were monsters in the unknown seas. 3. That nobody could live on the other side of the world. b. Tell what you know of two mistaken notions held by Columbus that promoted his voyage. Skeleton sum- {Fill Up the blatiks.) — Columbus discovered America about years "^^^y- ago. He wished to reach by sailing to the . He offered to make this discovery for the King of , who secretly sent out a ship to find out the truth of Columbus's idea. When Columbus saw that he was cheated, he went to to lay his plans before the king and queen, whose names were and . He waited in Spain nearly years. He sailed from Spain in August, , and discovered land in the month of . He first saw the continent of in 1498. But he died supposing that the island of Cuba was part of the continent of . The pupil may find out what he can of the life of Columbus. A subject for composition may be had by the scholar's supposing him- self to have just returned with Columbus from his first voyage. Let him write a letter to a supposed friend in England telling him all he can of Columbus, of the ships, of the voyage, of the Indians, and of their recep- tion by the king and queen. To teachers. The " Study by Topics" may always be written on the blackboard with advan- tage, especially where there is no other blackboard exercise. Voluntary work. Composition. HOW COLUMBUS DISCOVERED AMERICA. " Life of Columbus," by Washington Irving. The latest conclusions of the learned about Columbus and his discoveries, in Winsor's " Narrative and Critical History of Amer- ica," voL ii. For the events of the time, Prescott's " Ferdinand and Isabella." For a history of the Portuguese dis- coveries and the Spanish colonies, Helps's " Span- ish Conquest of America." Books for refer- ence and reading. THIS MAP SHOWS HOW COLUMBUS FOUND AMERICA IN TRYING TO GET TO ASIA. IT ALSO SHOWS THE VOYAGES OF DA GAMA AND MAGELLAN, AS TOLD IN CHAPTER II. CHAPTER II. Other Discoveries in America. A PART of the glory of Columbus's great discovery Naming of was taken away from him by accident. An Italian, Amerigo Vespucci [am-a-ree'-go ves-poot'-chee], whose name in Latin was written Amer'icus Vespu'cius, was with an expedition that discovered part of South America in 1499. A false Americus Vespucius was born in Florence in 1451. He went into mercan- tile life at Florence, and afterward re- moved to Spain a little before Columbus sailed on his first voyage. Vespucius claimed to have made four voyages to the New World, the first in 1497. But it is now believed that this first date is not correct, and that Vespucius was in Spain during all of that year. He undoubtedly went to America several times, both from Spain and Portugal. In 1503 Vespucius built a fort on the coast of what is now Brazil ; and he left there a little colony, the first in that part of South America. Ferdinand of Spain made him pilot-major of his kingdom in 1508, and he died in 1512. claim was made, indeed, that Americus saw that con- tinent two years earliei , which would be before Columbus discovered it in 1498. Americus Vespucius wrote pleasantly about the new lands which he had seen, and some German ge- ographers were so pleased with his descriptions that 8 OTHER DISCOVERIES IN AMERICA. they called the country America, in honor of Americus, supposing him to have first seen the continent. When North America came to be placed on the maps, this name was applied to it also. Thus, nearly half the world goes by the name of a man who had no claim to be called its discoverer. John Cabot. Yhe voyage of Colum- bus was undertaken, as we have seen, to open a trade with the SpiCe Islands of Asia, and the failure to find these was disappointing. There was another great Italian navigator living at the same time as Colum- bus, whose name was Zuan Cab-ot'-o. He is called in English John Cab'-ot. He had been in the city of John Cabot, or Zuan Caboto, as he was called in the Venetian dialect, was probably born in Genoa, but he was nat- uralized in Venice. He was living in Bristol, in England, with his wife and three sons, in 1495, when he laid his plans before Henrj' VII. He received a charter for discoverj' from that king in 1496, in which his three sons were named, and he sailed on his first voyage in 1497, and the second in 1498. It is probable that his son Sebastian went with him on both voyages. There is no account of John Cabot's second return, nor do we know any more about him after his sailing to America the second time. His son Se- bastian, who was a great geographer, and who lived to be very old, seems to have always spoken of the voyages as though he had made them alone, but we now know that it was John Cabot who dis- covered North America. Mecca, in Arabia, and had there seen the caravans bringing spices from India. He inquired of the people of these caravans where they got their spices. They said that other caravans brought them to their coun- try, and that the people in those caravans said that they bought them from people who lived yet farther away. From all this John Cabot concluded that the spices so much valued in Europe must grow in the most easterly part of Asia, and that he could reach this part of Asia by sailing to the west, as Columbus had done. The King of England at this time was Henry VII. While Columbus was trying to persuade Ferdinand and Isabella to send him on a voyage of discov- OTHER DISCOVERIES IN AMERICA. J^EH. CABOT AT MECCA. he Columbus and Henry VII. ery had sent brother, rtholomevv lumbus, to lake a like offer to the English king. When Bar- tholomew re- turned to Spain with King Henry VII's answer, Christopher Columbus had already discovered the New World. But, though Columbus had found what he believed to cabot discovers North America. be a part of Asia, he had not found the region of gold and spices. John Cabot, who was then living in England, believed that he might be more fortunate. He got per- mission from Henry VII to sail at the expense of certain English merchants, and in May, 1497, nearly five years after Columbus had started on his first voyage, Cabot set sail from Bristol with only one small vessel and eighteen persons. He discovered the Conti- nent of North America, which he of course INDIAN NEEDLES FOR MAKING NETS. 10 OTHER DISCOVERIES IN AMERICA. >econd voyage of he Cabots. Balboa discovers he Pacific Ocean. Magellan finds a vay around the vorld. " A GREAT MAN OF THAT TIME. supposed to be a part of Asia. He did not meet any Indians, but he brought to King Henry one of their traps for catching game, and a needle for making nets. He was received with great honor, and he who had gone away a poor Venetian pilot was now called " the Great Admiral," and dressed himself in silks, after the manner of great men of that time. The next year, accompanied by his son Sebastian, he set sail with a much larger expedition, to find his way to Japan or China. After going far to the north, he sailed along what is now the coast of Canada and the United States as far to the south as North Carolina. But, as he did not find the riches of Asia, the English appear to have lost much of their interest in Western voyages. After both Columbus and John Cabot were dead, people began to suspect that the newly discovered lands were not part of Asia. In 15 13 Vasco Nunez de Bal- boa [vas'-co noon-yeth deh bal-bo'-ah] crossed the Isth- mus of Panama [pan-ah-mah'] and discovered the Pacific Ocean at the west of America. It now became a question of finding a way through or around America, so as to come to the rich trade of the East Indies, which the Portuguese had reached in 1498, when Vasco da Gama [vas'-co dah gah'-mah] sailed there around the Cape of Good Hope. In 1520 Magellan [ma-jel'-lan], a Portuguese in the employ of Spain, sailed through the straits which bear his name, and so into the Pacific. It was not then known that OTHER DISCOVERIES IN AMERICA. II Fernando da Magalhaens [mah- I gal-yah'-ens], as his name is written and ' pronounced in Portuguese, but who is i known in English as Magellan, was born in Portugal. He served the Portuguese government in the East Indies, and was in the expedition that discovered some of the Spice Islands. Having received a slight from the Portuguese government, he publicly renounced his country and entered the service of the King of Spain. He sailed on his famous voyage in Sep- tember, 1519, with five ships. On the coast of South America he lost one of his vessels and suppressed a mutiny. In October, 1520, he entered the straits that bear his name. His men were verj' re- luctant to go on, and one ship turned back out of the channel and sailed home. With the three ships left he entered the Pacific. At the Philippine Islands he was killed in a battle with the natives. Only one of his ships, the Victoria, suc- ceeded in getting around the world, and she had but eighteen men left alive when she got back, and they were sick and almost starving. one could pass around Cape Horn. Magellan lost his life in the Philippine Isl- ands, but one of his small- est ships succeeded in mak- ing- the circuit of the earth '-' MAGELLAN. — the first that ever accom- plished that feat. Magellan's route was too other explorers , . , seek the North- iong a course lor trade, west passage, and many other navigators sailed up and down the American coast, expect- ing to find some passage by which they could get through the continent to go to China, India, and Japan, They thought America very narrow, and, in- deed, they believed that it might prove to be cut through in some places by straits, if they could only find them. Several great English navigators tried to discover what they called the Northwest Passage, by spamsh explorer. sailing along the coast of Labrador. and into the rivers and bays of America. For a long time nobody in England thought it worth colonies pro- posed, while to send colonies to North America; it was re- garded only as a bar to all attempts to reach Asia by the west. But, the colonists sent from Spain having found gold in great quantities in Mexico and South America, the English at length began to think of settling colonies in North America, to look for gold there also. Frobisher and Sir Humphrey Gilbert, in" the time of Queen Eliza- 12 OTHER DISCOVERIES IN AMERICA. beth, proposed to settle such colonies, but it was not until Sir Walter Ralegh undertook it that a hopeful besfinninsf was made. Questions for study. INDIAN'S TRAP. How did our part of the world get the name of America? Who was Amerigo, or Americus ? Was he the discoverer of America ? Who first proposed to give the name of America to South America ? What was the object of Columbus's first vcyage? What other great Italian navigator of that time had the notion of finding the trade in spices by going to the west ? Where had John Cabot seen the caravans bringing spices? What questions did he ask of the men of these caravans ? Where did these men say that they got their spices ? What opinion did Cabot form about the country where spices grew ? How did he propose to reach the eastern part of Asia ? Who was King of England at this time? What had Columbus to do with Henry VH ? When Bartholo- mew Columbus got back to Spain, what had happened ? What permission did Cabot get from Henry VH ? W'ho bore the expense of the voyage? How long was this after the sailing of Columbus? How many men did Cabot have when he sailed from Bristol in 1497? How many ships? What did he discover? What did he suppose North America to be? What specimens of Indian work did he bring back with him? How was he received? What was he called? How did he dress ? When did he go on his next expedition ? What part of the American coast did he see ? What seems to have made the English people lose most of their interest in American voyages after this? After Columbus and Cabot were both dead, what suspicion arose about the new western countries? What discovery in 1513 rendered it probable that America was not a part of Asia ? Who discovered the Pacific Ocean ? In' what year? What land did Balboa cross to find that ocean ? After the discovery of the Pacific, what new question came up in regard to a way of trading with the East Indies? Who first found a way from the Atlantic to the Pacific ? In what year did Magellan make this discovery ? By what strait did he pass into the Pacific? Why did he not go around the world ? What ship first went around the world ? Why was the route through the Straits of Magellan not a good one for trade? How did other navigators try to find a way to Asia? What did they think ,^v% CAUGHT IN AN INDIAN TRAP. OTHER DISCOVERIES IN AMERICA. 13 about the width of America? Where did they try to find a north- west passage? How was North America regarded by the explor- ers? What effect did the gold found by the Spaniards in Mexico and South America have on the English? Who tried to settle colonies to look for gold in North America ? Who was Queen of England in those times? Who made the first hopeful beginning in settling English colo- nies in America ? Tell what you can of four famous men: i. Amerigo Vespucci, or Americus Vespucius. 2. John Cabot. 3. Balboa. 4. Magellan. Tell what you can of — i. The naming of America. 2. The efforts to find a passage through America. A table showing the order of events in the two chapters. This may Blackboard illus- be drawn as far as possible from the answers of the scholars. Thus : tration. Study by topics. The Age of Discovery. Columbus, 1492. John Cabot, 1497. Vasco da Gama, 1498. Columbus, 1498. Balboa, 1513. L Magellan, 1520. 1. American islands "^ 2. North America 1 3. To India by Good Hope ,. , , „ , . . y discovered by -< 4. South America 5. Pacific Ocean 6. A way around the world Six great discoveries in twenty-nine years ! The best account of the Cabots is by Charles Deane, LL. D., in Winsor's " Narrative and Critical History," vol. iii. CHAPTER III. Sir Walter Ralegh tries to settle a Colony in America. Sir Walter Ralegh was the first that landed a Raiegh sends an colony of English people in this country. Having re- dition. ceived from Queen Elizabeth a charter which gave him a large territory in America, he sent out an exploring expedition in 1584, ninety-two years after the discovery by Columbus. This expedition was commanded by two captains, named Amidas and Barlowe. They landed on H SIR WALTER RALEGH The country named Virginia. Sir 'Walter Ralegh, while yet a young man, fought for years en the side of the Huguenots in the French civil wars, and afterward in the war in Ire- land. On his return from Ireland, it is said that he won the Queen's favor by throwing his new plush cloak into a muddy place in the road for her to walk on. He fitted out ships and fought against the Great Armada, or fleet, of Spain, when that country tried to con- quer England. He was a great states- man, a great soldier, a great seaman, and an excellent poet and historian. He is said to have first planted the potato in Ireland. King James I kept him in prison in the Tower for more than twelve years, and then released him. In 1618 the same king had this great man put to death to please the King of Spain. When Ralegh was about to be beheaded, he felt of the edge of the a.\e, and said, " It is a sharp medicine to cure me of all my diseases." the coast in that part of America which we now call North Carolina. The country pleased them very much. They wondered at the wild grape-vines, which grew to the tops of the highest trees, and they found the Indians very friendly. They stayed about six weeks in the New World, and, everything here being strange to their eyes, they fell into many mistakes in trying to de- scribe what they saw and heard. When they got back to England, they declared that the part of America they had seen was the paradise of the world. Ralegh was much encour- aged by the accounts which his two captains gave of the new country they had found. It was named Virginia at this time, in honor of Queen Elizabeth, who was often called the " Virgin Queen." But the name Virginia, which we apply to two of our states, was then used for nearly the whole eastern part of what is now the United States, between Maine and Georgia. SIR WALTER RALEGH TRIES TO SETTLE A COLONY IN AMERICA, 15 QUEEN ELIZABETH. In 1585, the year after the return of the first expedition, Ralegh sent out a colony to remain in America. Sir Rich- ard Grenville, a famous sea- man, had command of this ex- pedition ; but he soon returned to England, leaving the colo- ny in charge of Ralph Lane. There were no women in Ralph Lane's company. They made their settlement on Roanoke Island, which lies near to the Raiegh-s first colony. coast of North Carolina, and they explored the main- land in many directions. They spent much time in try- ing to find gold, and they seem to have thought that the shell-beads worn by the Indians were pearls. Like all the others who came to America in that time, they wei^e very desirous of finding a way to get across America, which they believed to be very narrow. They hoped to reach the Pacific Ocean, and so open a new way of sailing: to China and the East Indies. The Indians by this time were tired of the white men, Lane tries to find the Pacific and anxious to be rid of them. 1 hey told Lane that the ocean. Roanoke River came out of a rock so near to a sea at the west that the water sometimes dashed from the sea into the river, making the water of the river salt. Lane believed this story, and set out with most of his men to find a sea at the head of the river. Long before they got to the head of the Roanoke, their provisions gave out. But Lane made a brave speech to his men, and they resolved to go on. Having nothing else to eat, they killed their two dogs, and cooked the meat with sassafras- i6 SIR WALTER RALEGH The colony re- turns to England with Sir Francis Drake. Tobacco Drought to England. SIR FRANCIS DRAKE. Ralegh's second colony. leaves to give it a relish. When this meat was exhausted, they got into their boats and ran swiftly down the river, having no food to eat on the way home. Lane got back to Roanoke Island just in time to keep the Indians from kill- ing the men he had left there. Sir Francis Drake came to see the colony on his return from an expedi- tion to the West Indies. He furnished the company on the island with a ship and with whatever else they needed. But, while he remained at Roanoke, a storm arose which drove to sea the ship he had given to Lane. This so discouraged the colonists that they returned to England. Ralph Lane and his companions were the first to carry tobacco into England. They learned from the Indians to smoke it in Indian fashion, by drawing the smoke into their mouths and puffing it out through their nostrils. Ralegh adopted the practice, and many distin- guished men and women followed his example. Some of the first tobacco-pipes in England were made by using a walnut-shell for the bowl of the pipe and a straw for the stem. It is related that, when Ralegh's servant first saw his mas- ter with the smoke coming from his nose, he thought him to be on fire, and poured a pitcher of ale, which fetching, over Sir Walter's head, to put the fire out. Ralegh set to work, with the help of others, to send out another colony. This time he sent women and chil- TRIES TO SETTLE A COLONY IN AMERICA. 17 dren, as well as men, intending to make a permanent settlement. The governor of this company was John White, an artist. Soon after White's company had set- tled themselves on Roanoke Island, an English child was born. This little girl, being the first English child born in Virginia, was named Virginia Dare. John White, the governor of the colony, who was Raiegh's second IT- ■ • T~^ J 1 r 1 11 T-'iir colony disap- Virginia Dare s grandfather, went back to England for pears, supplies. He was detained by the war with Spain, and, when he got back to Roanoke Island, the colony had dis- appeared Ralegh had spent so much money already that he was forced to give up the attempt' to plant a colony in America. But he sent several times to seek for the lost people of his second colon}^, without finding them. Twen- ty years after John White left them, it was said that seven of them were still alive among the Indians of North Carolina. INDIAN PIPE DECORATED WITH FEATHERS PIPE MADE OF THE SHELL OF THE ENGLISH WALNUT. Who gave Ralegh a charter ? Of what country was Ehzabeth Questions for queen? What did Queen Elizabeth grant to Ralegh in this charter? study. In what year did he send out an exploring expedition ? There were two captains in this expedition; what were their names? In what part of America did they land ? How long did they stay in America ? What did they think of the country ? When the two captains got back, the country they had explored in America was named what ? How large was Virginia at that time ? Why was it called Virginia ? In what year did Sir Walter Ralegh send out his first colony? Who was left in charoe of it ? On what island was it settled ? What i8 SIR WALTER RALEGH. Study by topics. Skeleton sum- mary. Geography. Blackboard illus- tration. Books. was Ralph Lane looking for when he went up the Roanoke River .'' What did his men eat when out of food ? Who came to see the colony the next year .'' What put the men on Roanoke Island into the notion of going back to England .'' What did Lane and his men learn from the Indians.' What plant did they first take into England .'' What kind of pipes were sometimes used .'' What story is told of Ralegh's smoking.' Who was Governor of Ralegh's last colony } Why did John White go back to England ? What delayed him there .' What was the fate of his colony .' Three expeditions are mentioned : 1. Under Amidas and Barlowe, 1584. 2. Under Grenville and Lane, 1585. 3. Under John White, 1587. Tell what you know of each of these. Also, tell what you can about — 1. Sir Walter Ralegh. 2. The naming of Virginia. 3. The first use of tobacco in England. ( IVriii: this out or read it, and fill up the blatiks.) — Having re- ceived a charter from Queen , Ralegh sent an exploring expedition under and to that part of America which we call . On their return the new land was named , in honor of . In the year Ralegli sent out his first colony, under the command of Sir Richard and Ralph . This colony was taken back to Eng- land by Sir Francis . It remained in America . In 1587 Ralegh sent another colony, under John . The Governor went back for supplies ; when he came again to America, the colony had . Both of Ralegh's colonies were settled on Island. Have each pupil, on a large sheet of paper, make an outline map of the coast of North Carolina and Virginia. On this, mark the place of Ralegh's colonies on Roa- noke Island, with the date (1585) of the first colony. Note distinctly on this map the Roanoke River. Preserve the map for use in studying the next chapter. If thought best, the pupil may make an outline map of the whole coast of the United States for use in all the chapters relating to colonization. This map should be made on a piece of Manila paper not less than eighteen inches or two feet square. We can hardly suppose Lane to have passed over more than about one twenty- fifth of the distance from the Atlantic to the Pacific. Draw a horizontal line say twenty-five inches long. Then mark one inch from the left of the line to show how small a proportion of the way the explorers had traveled. The outline map described above may be drawn on the blackboard for the whole class. Edwards's " Life of Ralegh," or Gosse's " Life of Raleigh." (Note. — The name is spelled in various ways by different writers. We have followed Ralegh's own spelling.) HOW JAMESTOWN WAS SETTLED. \9 CHAPTER IV. How Jamestown was Settled. After the total disappearance of Ralegh's second colony, many years passed before another attempt was made. In 1602 Bartholomew Gosnold tried to plant a colony on the Island of Cuttyhunk, in Buzzard's Bay. If this had succeeded, New England would have been first settled, but the men that were to stay went back in the ship that brought them. In 1603 Queen Elizabeth died, and her cousin, James VI, King of Scotland, came to the throne of '^^^ Virginia Company. England as James I. In 1606, while Ralegh was shut up in the Tower of London, a company of merchants and others undertook to send a new colon}^ to Amer- ica. Some of the men who had been Ralegh's part- ners in his last colony were members of this new " Vir- ginia Compan3^ " It was in the stormy December of 1606 that the little Departure of the colony. colony set out. There were, of course, no steamships then ; and the vessels they had were clumsy, small, and slow. The largest of the three ships that carried out the handful of people which began the settlement of the United States was named " Susan Constant." She was of a hundred tons burden. Not many ships so small cross the ocean to-da}-. But the " God-speed " which went along with her was not half so big, and the smallest of the three was a little pinnace of only twenty tons, called " Discovery." A MERCHANT OF THE VIRGINIA COMPANY. 20 HOW JAMESTOWN WAS SETTLED. The voyage, and the arrival in Virginia. PRESENT APPEARANCE OF JAMESTOWN. Settlement at Jamestown. Misery of the colonists. On account of storms, these feeble ships were not able to get out of sight of the English coast for six weeks. People in that time were afraid to sail straight across the unknown Atlantic Ocean ; they went away south by the Canary Islands and the West Indies, and so made the distance twice as great as it ought to have been. It took the new colony about four months to get from Lon- don to Virginia. They intended to land on Ro- anoke Island, where Ra- legh's unfortunate colo- nies had been settled, but a storm drove them into a large river, which they called "James River," in honor of the king. They arrived in Virginia in the month of April, when the banks of the river were covered with flowers. Great white dog-wood blossoms and mass- es of brig-ht-colored red-bud were in "■^'" bloom all along the James River. The new-comers said that heaven and earth had agreed to- gether to make this a country to live in. After sailing up and down the river they selected a place to live upon, which they called Jamestown. They had now pretty well eaten up their supply of food, and they had been so slow in settling themselves that it was too late to plant even if they had cleared ground. One small ladleful of pottage made of worm-eaten barley or HOW JAMESTOWN WAS SETTLED. 21 wheat was all that was given to a man for a meal. The settlers were attacked by the Indians, who wounded seventeen men and killed one boy in the fight. Each man in James- town had to take his turn every third night in watching against the Indians, lying on the cold, bare ground all night. The only water to drink was that from the river, which was bad. The people were soon nearly all of them sick ; there were not five able-bodied men to defend the place had it been attacked. Sometimes as many as three or four died in a single night, and some- times the living were hardly able to bury those who had died. There were about a hundred colonists landed at Jamestown, and one half of these died in the first few months. All this time the men in Jamestown were living in wretched tents and poor little hovels cov ered with earth, and some of them even in holes dug into the ground. As the sickness passed away, those who remained built themselves better cabins, and thatched the roofs with straw. One of the most industriou^pien in the colony at this ^ time was Captain John Smith, a young man who had had many adventures, of which he was fond of boasting. He took the little pinnace " Discovery " and sailed up and down the rivers and bays of Virginia, ex- ploring the country, getting acquainted with many tribes of Indians, and exchanging beads, bells, and other trink- A SOLDIER WITH MATCHLOCK GUN AND LIGHTED FUSE. 22 HOW JAMESTOWN WAS SETTLED. Captain John Smith. Smith leaves the colony. CAPTAIN JOHN SMITH. Captain John Smith was born in England in 1579. While yet little more than a boy, he went into the wars in the Netherlands. He was afterward shipwrecked, robbed at sea, and suf- fered great want in France. He fought against the Turks and slew three of them in single combat. He was at length made prisoner by the Turks and reduced to slaverj'. By killing his master he got free, escaping into Russia, after sixteen days of wandering. He got back to England and soon departed with the first company to Jamestown. After leaving Virginia he was the first to examine care- fully the coast of New England, and he received the title of " Admiral of New England." He was a bold and able ex- plorer and a brave man, with much prac- tical wisdom. His chief faults were his vanity and boastfulness, which led him to exaggerate his romantic adventures. But without him the Jamestown colony would probably have perished. Like many other worthy men, he died poor and neglected. ets for corn, with which he kept the Jamestown people from starving. In one of these trips two of his men were killed, and he was made captive, and led from tribe to tribe a prisoner. But he managed so well that Powhatan [povv-at-tan'], the head chief of about thirty tribes, set him free and sent him back to Jamestown. It was in this captivity that he made the acquaintance of Pocahontas [po-ka-hun'-tas], a daughter of Powhatan. She was then about ten years old, and Captain Smith greatly admired her. Many years afterward he told a prett)" story about her put- ting her arms about hSr neck and saving his life when Powhatan wished to put him to death. John Smith explored Chesapeake Bay in two voy- ages, enduring many hardships with cheerfulness. He and his men would move their fire two or three times in a cold night, that they might have the warm ground to lie upon. He managed the Indians well, put down HOW JAMESTOWN WAS SETTLED. 23 mutinies at Jamestown, and rendered many other serv- ices to the colony. He was the leading man in the new settlement, and came at length to be governor. But when many hundreds of new settlers were brought out under men who were his enemies, and Smith had been injured by an explosion of gunpowder, he gave up the government and went back to England. ^ After Ralegh's failure, how long was it before another colony was Questions for tried ? When Ralegh sent his colonies, Queen Elizabeth was reigning study, over England : who had taken her place by the time the new colony was sent ? Where was Ralegh when this new company was formed to send another colony to Virginia ? In Ralegh's last colony he had had some partners : what part did these take in the company ? In what year did this company send out its colony .'' How many ships were sent ? What can you tell about the size of these vessels ? How long did it take the ships to get out of sight of England ? Did they sail straight for America.'' By what route did they go ? How long did it take them to get to Virginia from the time they left London ? (How long does it take to cross the ocean in our time ?) Did the new colony settle in the same place as Ralegh's colony? Why not ? What did they call the river into which they sailed? (What is it called to-day? Where is it ? What city is on its banks ?) How did the country look when they saw it ? What did they think about it ? When they had chosen a place for their town, what did they call it ? Why did they call the river James River, and their town Jamestown ? What kind of food did they have ? How much did each man get for a meal ? What did the Indians do at this time ? How often did each man have to stand watch at night ? What kind of water did they have ? What is said of their sickness ? How many died in the first few months ? What sort of houses did they have during tl^||j|ime of their sickness ? What kind of houses did they build as they^Pew "better ? Who was very industrious at this time? Where did Captain Smith sail in the little pinnace " Discovery " ? What did he buy from the Indians ? What did he pay for the corn with ? What happened to him on one of these trips ? After he had been led from village to village, he was brought to a head chief: what was the name of this chief? He was at the head of how many tribes ? What did Powhatan do with Captain Smith ? What is said of Powhatan's daughter ? What great bay did Smith explore ? How did it happen that he went back to England ? H HOW JAMESTOWN WAS SETTLED. Study by topics. P Skeleton sum- mary. Voluntary work. Geography. ^ Roanoke \ Island What do you know about — I. The voyage, and the arrival in Virginia .'' Food ) Houses )- at Jamestown ? Sickness ) 3. John Smith and what he did in Virginia ? The colonists came from . They settled on the River, in the year — 07. They called their town . The most active man was . Scholars who wish to know more than the lesson gives them, may find out what they can of the life of Captain John Smith. Books. Let the scholar take the map made for the previous chapter, and extend it so as to include the Chesapeake Bay and James River. Mark 1607 at the site of Jamestown. Write John Smith, 160S, in Chesapeake Bay. Then, in order to get relations with modern times, mark the present site of Richmond with R., of Washington with W., of Baltimore with B. " Life of John Smith," by Charles Dudley Warner. " Life of Pocahontas," by E. Eggleston and Mrs. Seelye. Bancroft's " United States." CHAPTER V. The Starving Time, and what Followed. The starving time. When Captain John Smith went back to England, in 1609, there were nearly five hundred white people in Virginia. But the settl^^ soon got into trouble with the Indians, who lay in the woods and killed every one that ventured out. There was no longer any chance to buy corn, and the food was soon exhausted. The starving people ate the hogs, the dogs, and the horses, even to their skins. Then they ate rats, mice, snakes, toad- stools, and whatever they could get that might stop their THE STARVING TIME, AND WHAT FOLLOWED. 25 hunger. A dead Indian was presently eaten, and, as their hunger grew more extreme, they were forced to consume their own dead. Starving men wandered off into the woods and died there ; their companions, find- ing them, devoured them as hungry wild beasts might have done. This was always afterward remembered as " the starving time." Along with the people who came at the close of John sir Thomas Gates o • 1 ! • 1 111 1 1 • 1 1 r wrecked on the Smith s time, there had been sent another ship-load 01 Bermuda islands, people, with Sir Thomas Gates, a new governor for the colony. This .vessel had been shipwrecked, but Gates and his people had got ashore on the Bermuda Islands. These islands had no inhabitants at that time. Here these shipwrecked people lived well on wild hogs. When spring came they built two little vessels of the ce- dar-trees which grew on the island. These they rigged with sails taken from their wrecked ships, and getting _^^ their people aboard they made ^ their way to James- town. When they got there they found alive but sixty of the four hundred and ninety people left in Virginia in the autumn before, and these sixty would all have died had Gates Gates reaches been ten days later in coming. The food that Gates ^""^ °"'"' brought would barely last them sixteen days. So he 26 THE STARVING TIME, AND WHAT FOLLOWED. put the Jamestown people aboard his little cedar ships, intending to sail to Newfoundland, in hope of there falling in with some English fishing-vessels. He set sail down the river, leaving not one English settler on the whole continent of America. Arrival of Lord J3^t befoTc Gatcs and his people got out of the Tames De ia Warr. r r & River they met a long boat rowing up toward them. Lord De la Warr had been appointed governor of Vir- ginia, and sent out from England. From some men at the mouth of the river he had learned that Gates and all the people were coming down. He sent his long boat to turn them back again. On a Sun- day morning De la Warr landed in amestown and knelt on the ground a while in prayer. Then he went to the little church, where he took pos- session of the government, and rebuked the people for the idleness that had brought them into such suffering. De la warr's Duriug this summcr of 1610 a hundred and fifty of the time. settlers died, and Lord De la Warr, finding himself very ill, left the colony. The next year Sir Thomas Dale took charge, and Virgiiira was under his government and that of Sir Thomas Gates for five years afterward. Sir Thomas Dale was a soldier, and ruled with extreme severity. JDale's govern- ment. He forced the idle settlers to labor, he drove away some of the Indians, settled some new towns, and he built fortifications. But he was so harsh that the people hated him. He punished men by flogging and b}' setting them THE STARVING TIME, AND WHAT FOLLOWED. 27 to work in irons for years. Those who rebelled or ran away were put to death in cruel ways ; some were burned alive, others were broken on the wheel, and one man, for merely stealing food, was starved to death. Powhatan, the head chief of the neighboring tribes. The capture of 1 1 1 1 f 1 1 1 • 1 <- Pocahontas. gave the colony a great deal oi trouble during the first Her marriage. part of Dale's time. His daugh •^ ter, Pocahontas, who, as a child, had often played with the boys within the palisades of Jamestown, and had shown herself friendly to Captain Smith and others in their trips among the Indians, was now a woman grown. While she was visiting a chief named Japazaws, an English captain named Argall hired that chief with a copper kettle to betray her into his hands. Argall- took her a captive to Jamestown. Here a white man by the name of John Rolfe married her, after she had received Chris- tian baptism. This marriage brought about a peace between Powhatan and the English settlers in Virginia. When Dale went back to England in 1616 he took Pocahontas in '^ England. with him some of the Indians. Pocahontas, who was now called "the Lady Rebecca," and her husband went to England with Dale. Pocahontas was called a " prin- PORTRAIT OF POCAHONTAS. 28 THE STARVING TIME, AND WHAT FOLLOWED. Tobacco first raised in Vir- ginia. Questions for study. cess " in England, and received much attention. But she died when about to start back to the colony, leaving a little son. The same John Rolfe who married Pocahontas was the first Englishman to raise tobacco in Virginia. This he did in 1612. Tobacco brought a large price in that day, and, as it furnished a means by which people in Vir- ginia could make a living, it helped to make the colony successful. But in 161 6 there were only three hundred and fifty English people in all North America. GETTING READY TO GO TO VIRGINIA ; SHOWING THE DRESS OF PEOPLE IN THAT TIME. How many people were left in the colony in 1609, when John Smith went back to England.'' How did the settlers get on with the Indians at this time .'' Why could they not get corn .'' Mention some of the things eaten by the people in their hunger. What was this time called ? What had become of the ship in which Sir Thomas Gates had sailed the year before .'' What did Gates and his people find to eat on the Ber- muda Islands.' How did they get away from Bermuda? What state did they find the Jamestown colony in when they came to Virginia ? How many days' supply of food for all the people did Sir Thomas Gates have.' THE STARVING TIME, AND WHAT FOLLOWED. 2Q What did he conclude to do ? What happened to Gates before he got out of the river ? Who had sent this long- boat ? What did Lord De la Warr do first when he landed at Jamestown ? What took place at the church > How many of the people died in the sickness of this summer ? Why did Lord De la Warr leave Virginia ? What was Dale's profession ? What kind of a person was he ? What good effect came from his government? But the people hated him: why? Mention some of the punishments used by him. How did Pow- hatan and the Indians behave during the early part of Dale's time ? What was the name of Powhatan's daughter who had often come to Jamestown ? Where was she staying ? How did Argall get her on board his ship ? Where did he take her? To whom was she married? What effect did this have? When Pocahontas went to England, how was she treated ? What happened to her when she was about to sail to America? Who first raised tobacco in Virginia? What effect did this have on the colony ? How many people were there in Virginia in 1616? The colony first reached Virginia in 1607: how long had it been settled when Dale left in 1616? Subtract 1607 from 1616. Tell about — study by topics. 1. The starving time. 2. Sir Thomas Gates's shipwreck. 3. Gates's arrival at Jamestown and the departure of the colony. 4. Coming of Lord De la Warr. Also — a. Dale's government, b. Pocahontas, c. Tobacco in Virginia. CHAPTER VL The Great Charter of Virginia, and the First Massacre by the Indians. ing in common. During all the early years of the Virginia colony the Living and work- people were fed and clothed out of a common stock of provisions. They were also obliged to work for this stock. No division was made of the land, nor could the industrious man get any profit by his hard work. The laziest man was as well off as the one who worked hardest, and under this arrangement men neglected their work, and the colony was always poor. The men had been 30 THE GREAT CHARTER OF VIRGINIA. ENGLISH COUNTRYMAN AT THAT TIME. The Great Char- ter of 1618. Features of the charter govern- ment that remain. promised that after five years they should have land of their own and be free, but this promise was not kept. In 1 6 14 Sir Thomas Dale gave to some who had been long- est in Virginia three acres of ground apiece, and allowed them one month in the year to work on their little patches. For this they must support themselves and give the rest of their work to the common stock. This arrangement made them more industrious. But the cruel militaiy laws put in force b}' the governor made Virginia very unpopular. Argall, who came after Dale, governed very badly, and the colony was almost ruined. In 1618 many new emigrants were sent, and Lord De la Warr was again sent as governor, but he died on the way. The " Vir- ginia Company," of London, which had the government of the colony in November, 161 8, granted to Virginia a " Great Charter," under which the people of the colony were allowed a voice in making their own laws. This was the beginning of free government in America. Under this charter the government of Virginia was put into the hands of a governor, a " council of estate," and a "general assembly." The other American colonies after- ward took pattern from this threefold government. The government of the United States by a president, a senate, and a house of representatives shows that the ideas put into the Great Charter have left their mark on the constitution of our country. The governments of all our States also show traces of the same idea. Each State has a governor, a senate, and a house of representatives. So that the plan arranged in 1618 for a few hundred peo- ple in Virginia was a tiny stream that has spread out into a great river. THE GREAT CHARTER OF VIRGINIA. 31 COUNTRYWOMAN OF THE TIME. The Great Charter also gave the people of Virginia Division of land the right to divide the land into farms, and to own and work ground each for himself. When the new governor, Sir George Yeardley, got to Virginia in the spring of 1619, bringing this good news that the settlers were to live under laws of their own making, and were to enjoy the fruits of their own labors, they thought themselves the happiest people in the world. About this time it was thought that the colony would be more firmly planted if the colonists had wives. Young women were therefore sent out to be married to the settlers. But, before any man could marry one of these, he wa'S obliged to gain her consent, and to pay the cost of her passage, which was about a hundred and fifty pounds of tobacco. This venture proved very satis- lending of wives ^ '■ ' -^ to Virginia. factory to the Virginians, and women were therefore sent for wives from time to time for years afterward. When the colonists had land of their own, they felt themselves at home in America, and no longer thought of going back to England. Before this there had been a good many small wars "jack of the and troubles of one kind or other with the Indians. But, as the Indians had few fire-arms, the white men could easily defend themselves. After 1619 many efforts were made to civilize and convert the savages. Money was given to educate their children, and a college was planned for them. One ambitious In- dian brave, whom the white people called "Jack of the Feather," and who was believed to be proof against bullets, was suspected of wishing war. At length he killed a white man, and 32 THE GREAT CHARTER OF VIRGINIA. The first massacre by the Indians. The Virginia Company dis- solved. the white man's servants, in trying to take him to the governor, shot him. The Indians did not show any resentment at his death at first, and O-pe-chan'-ka-no, who had become head chief on the death of Powha- tan, said that the sky might fall sooner than he would break the peace. But on the 22d of March, 1622, while the men of the col- ony were in the fields, the In- dians suddenl}^ fell on the set- tlements, killing the white peo- ple mostly with their own axes, hatchets, and hoes. Three hun- dred and forty-seven men, wom- en, and children were killed in a single day. One Indian lad, living in a white man's house, had given warning during the night be- fore, and some of the settlements had time to prepare themselves for defense. From this time on there was almost continual war with the In- dians for many -years. In 1624 the Virginia Company, of London, was dis- solved, and the colony wa^s put under the government of the king. But the king, James I, wdien he put down the company, promised to the colony all the lib- erties which they then enjoyed. This promise was not well kept by his successors in after-years ; the Vir- ginians were often oppressed by the governors sent to them, but the right to pass laws in the General Assembly was never taken away. THE GREAT CHARTER OF VIRGINIA. 33 How were the settlers in Virginia clothed and fed during the early Questions for years of the colony? What was done with the proceeds of their work? study. How was the land held at first ? What was the result of this system ? What encouragement would a man have to work industriously? Do you think such a system fair? What promise had been made to the colonists ? How was it kept ? What arrangement did Sir Thomas Dale make in 1614? What effect did this have on the industry of the colonists ? What made Virginia unpopular at this time ? What kind of laws did the colony have ? What kind of a governor was Argall ? Who was sent for governor in 1618 ? What happened to him ? What was the beginning of free government in America ? Who granted the Great Charter of 1618 ? It established three branches of the government in Virginia : what were they ? What three law-making powers in the government of the United States to-day correspond somewhat to the governor, the council of estate, and the General Assembly of Virginia under the Great Charter? How do the governments of our States resemble this first government ? What other rights did the char- ter of 161 8 give to Virginia? When Sir George Yeardley, the new governor, got to Virginia, with the Great Charter, how did the people feel about it ? In what year did Yeardley reach Virginia ? What measures were taken in 1619 to supply the Virginians with wives? What did a man have to pay for his wife ? Had there been any Indian wars before this time ? What advantage did the white man have over the Indians? What was done for the Indians after 1619? What is said of "Jack of the Feather"? Why and how was he killed ? Who was chief in place of Powhatan ? What did Opechankano say about the peace ? What took place on the 22d of March, 1622 ? How were the white people killed ? Who gave warning the night before ? How many of the colonists were killed ? What was the rela- tion between the white people and the Indians after this ? What change took place in the government of Virginia in 1624? What did the king promise to the colonists when he made this change ? Who was king of England at this time ? How was his promise, that the Virginians should have all their liberties, kept by his successors ? What right was never taken away ? Tell what you know of— study by topics. 1. Common land and common living in Virginia. 2. The division of the land. 3. The Great Charter and the three branches of government. Also tell what you can — 1. Of the sending of wives to Virginia. 2. Of the Indian massacre. 4 34 THE GREAT CHARTER OF VIRGINIA. BlacKboard illus- tration. r 1 >^ Undivided. Separately owned. LABOR For a common stock. Each for himself. LIVING From a common store. From one's own purse, j -. HISTORY TEACHES. Note. — In this and the preceding chapters some statements are made which will be unfamiliar even to those well acquainted with the history of the settlement of Virginia. These are founded, however, on a careful study of the oldest existing manuscript authorities, preser\'ed in the Librar>' of Congress, in the British Museum, and in the British Public Record Office. The Separatists. The Pilgrims Holland. CHAPTER VII. The Coming of the Pilgrims. In the seventeenth century (that is, between the year 1600 and the year 1700) there was much religious persecution. In some countries the Catholics persecuted the Protestants, in other countries the Protestants perse- cuted the Catholics, and sometimes one kind of Protest- ants persecuted another. There were people in England who did not like the ceremonies of the Church of Eng- land, as established by law. These were called Puritans. Some of these went so far as to separate themselves from the Established Church, and thus got the name of Sepa- ratists. They were persecuted in England, and manv of them fled to Holland. Among these were the members of a little Separat- ist congregation in Scrooby, in the north of England. Their pastor's name was John Robinson. In 1607, the THE COMING OF THE PILGRIMS. 35 PURITAN OF THE MIDDLE CLASS. year in which Jamestown was settled, these persecuted people left England and settled in Holland, where they lived about thirteen years, most of the time in the city of Leyden [li'-den]. Then they thought they would like to plant a colony in America, where they could be re- ligious in their own way. These are the people that we call " The Pilgrims," on account of their wanderings for the sake of their religion. About half of them were to go first. The rest went down to the sea to say farewell to those who were going. It was a sad parting, as they all knelt down on the shore and prayed together. The Pilgrims came to America in The voyage to 1 • 11 1 I T\ T n ^T^i 1 1 America in the a ship called the Maynower. 1 here were about a hun- Mayflower, dred of them, and they had a stormy and wretched pas- sage. They intended to go to the Hudson River, but their captain took them to Cape Cod. After exploring the coast north of that cape for some distance, they se- lected as a place to land a harbor which had been called Plymouth on the map prepared by Captain John Smith, who had sailed along this coast in an open boat in 1614. All the Indians who had lived at this place had died ^he landing of the Pilgrims. a few years before of a pestilence, and the Pilgrims found the Indian fields unoccupied. They first landed at this place on the nth day of December, 1620, as the days were then counted. This is the same as the 21st of De- cember now, the mode of counting having changed since that time. (Through a mistake, the 22d of December is generally kept in New England as " Forefathers' Day.") Before landing, the Pilgrims drew up an agreement by which they promised to be governed. The bad voyage, the poor food with which they were provided, and a lack of good shelter in a climate colder PURITAN OF THE MIDDLE CLASS. 36 THE COMING OF THE PILGRIMS. Half of the Pil- grims die. First acquaint ince with the [ndians. Myles Standish ind the Indians. than that from which they came, had their natural effect. Like the first settlers at Jamestown, they were soon nearly all sick. Forty-four out of the hundred Pilgrims died before the winter was ended, and by the time the first 3^ear was over half of them were dead. The Pil- grims were afraid of the Indians, some of whom had attacked the first exploring party that had landed. To prevent the savages from finding out how much the party had been weakened by disease, they leveled all the graves, and planted Indian corn over the place in which the dead were buried. One day, after the winter was over, an Indian walked into the village and said in English, " Welcome, Englishmen." He was a chief named Sam-o'-set, who had learned a little English from the fish- ermen on the coast of Maine. Samoset afterward brought with him an Indian named Squanto, who had been carried away to England by a cruel captain many )-ears before, and then brought back. Squanto remained with the Pilgrims, and taught them how to plant their corn as the Indians did, by putting one or two fish into every hill for manure. He taught them many other things, and acted as their interpreter in their trading with the Indians. He told the Indians that they must keep peace with the white men, who had the pes- tilence stored in their cellar along witli the gunpowder ! The neighboring chief, Mas-sa-so'-it, was also a good friend to the Pilgrims as long as he lived. Captain Myles Standish was the military commander at Plymouth. He dealt severely with any Indians sup- THE COMING OF THE PILGRIMS Pilgrims at Home. — The Pilgrims held their meetings in a square house on top of a hill at Plymouth. On the flat roof of this house were si.\ small cannon. The people were called to church by the beating of a drum. The men carried loaded fire-arms with them when they went to meeting on Sunday, and put them where they could reach them easily. The town was surrounded by a stockade and had three gates. Elder Brewster was the religious teacher of the Pilgrims at Plymouth ; their minister, John Robinson, having stayed with those who waited in Holland, and died there. It is said that Brewster, when he had nothing but shell-fish and water for dinner, would cheerfully give thanks that they were " permitted to suck of the abundance of the seas and of the treasures hid in the sand." 37 posed to be hostile. Find- ing that certain of the Massachusetts Indians were planning to kill all the whites, he and some of his men seized the plotters sud- denly and killed them with the knives ,_ - which the In- dians wore suspended from their own necks. The people of Plymouth suffered much from scarcit}- of food for several years. They had often nothing but oysters or clams to eat for a long time together, and no drink but water Like the Jamestown people (see page 29), they tried a plan of living out of a common stock, but with no better success. In 1624 each family received a small allot- ment of land for its own, and from that time there was always plenty to eat in Plymouth. Others of the Pilgrims came to them from Holland, as well as a few emi- grants from England. Plymouth Colon}' was, next to Virginia, the oldest colony of all. PILGRIMS ESCORTING THE GOVERNOR, ~"V ' ^ ^ ELDER BREWSTER, AND MYLES STANDISH TO MEETING. D- 38 THE COMING OF THE PILGRIMS. Plymouth united but it did not grow very fast, and in 1692, by a charter with Massachu- setts in 1692. from King William III, it was united with Massachu- setts, of which its territory still forms a part. Questions for When we Say "the seventeenth century," what years do we mean ? ^^"'^y- What is said of persecution in the seventeenth century ? What cere- monies did the Puritans dislike ? What were those Puritans called who went so far as to separate from the Church of England ? What hap- pened to these Separatists ? When they were persecuted, where did they go ? What is said of the Separatists of Scroobv ? What was their pastor's name ? Where did they go when they were perse- cuted ? To what city in Holland ? How long did they live in Holland ? What did they then propose to do ? What name is now given to these people ? How many of them were to go to America first ? How did the rest say farewell to them ? What was the name of the ship in which they came to America ? What kind of a voyage did they have ? W^here did they select a place to land ? Who had called this Plymouth ? (Who was this Captain John Smith ?) What had become of the Indians who lived at Plymouth ? (What is a pestilence ?) What advan- tage did the Pilgrims get from settling where there had been an Indian village? In what year did the Pilgrims land at Plymouth? In what month? On what day of December? But the "old style" which they used then has been changed since that time : What day of the month now is the same as the nth of December, 1620? How did the Pilgrims arrange about their government ? What four things helped to make the Pilgrims suffer with illness ? How many died dur- ing the first winter ? How many died in the first year ? How did the Pilgrims feel about the Indians? Had they seen any of them? What did they do to hide from the Indians the fact that so many of them had died ? What did the first Indian say who came into Plymouth ? What was his name ? Where had he learned these words ? What was the name of the Indian that Samoset brought with him afterward ? How did Squanto get to England ? What did he do for the Pilgrims ? What story did he tell to frighten the other Indians ? What is said of Massa- soit ? Who was Captain Myles Standish ? How did he deal with hostile Indians ? What did he do to the Indians who planned to put all the English to death ? What kind of food did the people at Plymouth have to eat ? What plan of work and living did they try ? What colony had tried this before ? How did it work in Plymouth ? What change was made jn 1624? Which was the oldest of all the American colonies ? Which was next? What is said of the growth of Plymouth colony? What happened to it in 1692 ? THE COMING OF THE PILGRIMS. 39 1. The Separatists in England. 2. The Pilgrims in Holland. 3. The voyage to America. 4. The Pilgrims at Plymouth. 5. The Pilgrims and the Indians. The native country of the Pilgrims was . They first settled in . In the year — 20 they settled at , in America. The captain ^ in their wars was . Let the pupil make a sketch-map of that part of the coast-hne of New England from the extreme point of Cape Cod to Plymouth. Mark Plymouth, and put the date 1620 there. Leave room on the paper to extend the coast of New England in both direc- tions in future lessons. The relation of Jamestown to Plymouth should be studied. Note how far apart were the first two settlements in our country. Study by topics. Skeleton sum- mary. Geography. CHAPTER VIII. The Coming of the Puritans. about be the Before the Pilgrims had become comfortably settled in their new home, other English people came to various parts of the New Enorland coast to the northward of Plymout^^ About 1623 a few scatter- ing immigrants, mostly fishermen, traders with the Indians, and timber-cut- ters, began to settle here JOHN wiNTHROp. ^i^(\ thcrc along the sea Massachusetts Bay, and in what afterward came to colonies of New Hampshire and jNIaine. Settlers along the New Eng- land coast. 40 THE COMING OF THE PURITANS. ■he English We havc sceii in the preceding chapter that the 'uritans. Pilgrims belonged to that party which had separated itself from the Chinxh of England, and so got the name of Separatists. But there were also a great many people who did not like the ceremonies of the Established Church, but who would not leave it. These were called Puritans, because they sought to purify the Church from what they thought to be wrong. *"'/ >^ ■ . * They formed a large part of the Eng- lish people, and at a later time, under Oliver Cromwell, they got control of England. But at the time of the settlement of New England the party opposed to the Puritans was in power, and the Puritans were perse- cuted. The little colony of Plymouth, which had now got through its sufferings, showed them a way out of their troubles. Many of the Puritans began to think of emigration. rhe Massachu- In 1 628, whcn Plymouth had been settled almost etts Company ends out its first eight years, the Massachusetts Company was formed. This was a company like the Virginia Company that had governed Virginia at first. The Massachusetts Company was controlled by Puritans, and proposed to make settlements within the territory granted to it in New England. The first party sent out by this company settled at Salem in 1628. Others were sent the next year. But in 1630 a new and bold move was made. The Massachusetts Company resolved to change the place of holding its meetings from London to its new colony in America. This would give the peo- / PURITAN GENTLEMAN THE COMING OF THE PURITANS. 41 John Winthrop, the principal founder of Massachusetts, was born in 1588. He was chosen Governor of the Massachusetts Company, and brought the charter and all the machinery of the government with him to America in 1630. He was almost continually gov- ernor until he died in 1649. He was a man of great wisdom. When another of the leading men in the colony wrote him an angry letter, he sent it back, say- ing that " he was not willing to keep such a provocation to ill-feeling by him." The writer of the letter answered, " Your overcoming yourself has overcome me." When the colony had little food, and Winthrop's last bread was in the oven, he divided the small remainder of his flour among the poor. That very day a shipload of provisions came. He dressed plainly, drank little but water, and labored with his hands among his servants. He count- ed it the great comfort of his life that he had a "loving and dutiful son." This son was also named John. He was a man of excellent virtues, and was the first Governor of Connecticut. pie in the colony, as mem- The great migra- , , , tion to Massachu- bers 01 the company, a setts. 1630. right to govern themselves. When this proposed change became known in England, many of the Puritans de- sired to go to America. John Winthrop, the new governor, set sail for Mas- sachusetts in 1630, with the charter and about a thou- sand people, Winthrop and a part of his company set- tled at Boston, and that became the capital of the colony. No colony was set- PURITAN LADY. Connecticut set- tled. 1636. New Haven Colony settled, and after- ward united with tied more rapidly than Mas- sachusetts. Twenty thousand people came between 1630 and 1640, though the colony was troubled for a while by bitter disputes among its people about matters of religion and by a war with the Pequot Indians. Some of the Puritans in Massachusetts were dissatis- fied with their lands. In 1635 and 1636 these people crossed Connecticut through the unbroken woods to the Connecticut River, and settled the towns of Windsor, Wethersfield, and Hartford, though there were already trading-posts on the Connecti- cut River. This was the begin- REV. JOHN DAVENPORT. 42 THE COMING OF THE PURITANS. Roger Williams lays the founda- tions of Rhode Island. 1636. New Hampshire. MERCHANT'S WIFE IN 1620. ning- of the Colony of Connecticut. Another colony was planted in 1638 in the region about New Haven. It was made up of Puritans under the lead of the Rev. John Davenport. In 1665 New Haven Colony was united with Connecticut. In 1636 Roger Williams, a minister at Salem, in Mas- sachusetts, was banished from that colony on account of his peculiar views on several subjects, religious and political. One of these was the doctrine that every man had a right to worship God without interference by the government. Williams went to the head of Narragansett Bay and established a settlement on the principle of entire religious liberty. The disputes in Massachusetts resulted in other settlements of banished people on Narragansett Bay, which were all at length united in one colony, from which came the present State of Rhode Island. The first settlement of New Hampshire was made at Little Harbor, near Portsmouth, in 1623. The popula- tion of New Hampshire was increased by those who left the Massachusetts Colony on account of the religious disputes and persecutions there. Other settlers came from England. But there was much confusion and dis- pute about land-titles and about government, in conse- quence of which the colony was settled slowly. New Hampshire was several times joined to Massachusetts, but it was finally separated from it in 1741. As early as 1607, about the time Virginia was set- tled, a colony was planted in Maine ; but this attempt failed. The first permanent settlement in Maine was made at Pemaquid in 1625. Maine submitted to Mas- sachusetts in 1652, but it afterward suffered disorders THE COMING OF THE PURITANS. 43 from conflicting governments until it was at length an- nexed to Massachusetts by the charter given to that colony in 1692. It remained a part of Massachusetts until it was admitted to the Union as a separate State, in 1820. (See Chapter XLIII.) The New England colonies were governed under Government in ,.,,,, . ,- , . the New Eng- charters, which leit them, in general, tree irom inter- land colonies, ference from England. Plymouth, Massachusetts, Con- necticut, New Haven, and Rhode Island were the only colonies on the continent that had the privilege of choos- ing their own governors. In 1684 the first Massachu- setts charter was taken away, and after that the gov- ernors of Massachusetts were appointed by the king, but under a new charter given in 1692 the colony enjoyed the greater part of its old liberties. What took place along the coast to the northward of Plymouth ? Questions for What occupations did the first few settlers follow .'' To what ^ " y- religious party did the Pilgrims belong ? There were people who disliked the ceremonies of the Church of England, but were unwilling to sepa- rate from it : what were they called ? How strong were the Puritans .'' Which party was in power at the time of the settlement of New Eng- land .'' Who were suffering persecution at this time ? What made the Puritans think of emigrating to New Eng- land .'' In what year was the Massa- chusetts Company formed ? What kind of a company was this .'' By whom was it con- trolled .'' What did it propose to do ? In what year did it send out its first party.'' Where did they settle ? What new bold move was made in 1630? Why did the leaders of the company wish to change their government to America ? What effect did this have ? Who was the new governor that brought over the charter? In what year did Winthrop come over ? How many people came at the same time ? Where did Winthrop make his home ? What town be- "Plymouthi Providence* 1620. New Haven f ' ( , -J 44 THE COMING OF THE PURITANS. Study by topics. came the capital ? How many people came in the next ten years ? From what troubles did the colony suffer in that time ? What cause of dissatisfaction led to the settlement of Connecticut ? In what year did the people go to Connecticut from Massachusetts ? What towns in Connecticut did they settle first.' What other colony was planted within what is now Connecticut ? Who was the leader of the New Haven Colony .'' In what year was the New Haven Colony united with Connecticut .'' In what year was Roger Williams banished from Massachusetts ? For what cause was he banished ? What was one of the opinions held by him ? Where did Williams go when he was banished .'' What town did he establish ? On what principle did he found his colony .-' What caused other settlements in Narragansett Bay ? What became of these settlements ? By what were the little settlements on the coast of New Hampshire increased .'' But what made this region settle slowly ? With what colony was New Hamp- shire sometimes united ? In what year was the first attempt made to plant a colony in Maine .'' How did the real settlement begin ? What caused disorders in the Maine settlements ? With what colony was Maine at length united .'' How was it at last separated from Massachusetts in 1820 ? How were the New England colonies governed .'' Which colonies had the privilege of choosing their own governors ? How were the Massachusetts governors appointed after 1684? But what is said of the liberties of Massachusetts under its new charter of 1692 .-* Tell about — I. II. III. IV. The settlers along the coast. The coming of the Puritans. 1. The Puritans in England. 2. The Massachusetts Company. 3. The settlement of Massachusetts. Other New England colonies. 1. The settlement of Connecticut and New Haven. 2. The settlement of Rhode Island. 3. The development of Maine and New Hampshire. The liberties of New England. CoiT'land. \ New York, South Caro- ( lina, and other colonies. r New Jersey. Pennsylva- to \ nia, the Southern colo- ( nies, and elsewhere. \ Pennsylvania, and thence ( southward. HOW THE INDIANS LIVED. 71 CHAPTER XIII. How the Indians Lived. Before the white people settled ^he Indians. America it was inhabited by many tribes of the people we call Indians. They were called Indians because the first discoverers believed America to be a part of India. The Indian is of a brown or copper color, with black eyes and straight hair. In what is now the United States the clothing of the The dress of the Indians. Indians was mostly made of deer-skin. A whole deer-skin was thrown about the shoulders, a strip of the same material was hung about the loins, and the leggins worn in winter were also of deer-skin. Some of the Southern Indians wore man- tles woven from the fiber of a plant which now grows in gardens un- der the name of " Spanish bayonet," but which in that day was called " silk-grass." The women w^ore deer-skin aprons. Women of the Northern tribes wore mantles of bea- ver-skins. Shoes, or moccasins, were of deer-skin, some- times embroidered with porcupine-quills or shell beads. INDIAN CHILDREN PLAYING THE GAME OF DEER AND WOLF. 72 HOW THE INDIANS LIVED. ml STRINGS OF WAMPUM. The Indian warriors were fond of staining their faces in stripes, spots, and splashes of red, yellow, and blue. Some of the Virginia Indians wore bears' or hawks' claws, and even living snakes, dangling from their ears ; and sometimes, also, the savage Indian war- rior would wear the dried hand of his dead enemy in the same way. The use of such ugly adornment was to make the savages seem as fierce and terrible as possible. Both men and women decorated themselves with beads, which they made from sea-shells. These were called " wampum," and were worn in strings, or wrought into belts, necklaces, and bracelets. Wampum was also used among them as money, and as presents in making treaties between the tribes. DIA;, WOMAN MAKING POTTERY. Indian houses, or wigwams, were mere tents of bark or of mats, supported by poles. Among the Indians of the Western prairies, skins of animals were used to cover the Indian houses. Indian wigwams were not divided into rooms. The inmates slept on the ground, or sometimes HOW THE INDIANS LIVED. 73 AN EARTHEN POT. on raised platforms. The fire was built in the middle ot the wigwam, and the smoke found its way out through an opening at the top. In some tribes long arbor- like houses were built of bark. In these there were fires at reg- ular intervals. Two families lived by each fire. The Indians had very little furniture. There were a few mats and skins for bedding. Some tribes had for house- hold use wooden vessels, which they made by burning and scraping out blocks of wood, little by little, with no other tools than shells or sharp stones. These Indians cooked their food by putting water into their wooden kettles and then throwing in heated stones. When the stones had made the water hot, they put in it whatever they wished to cook. Other tribes knew how to make pots of earthenware ; and yet others cut them out of soap - stone. Vessels of pottery and soap-stone could be set over the fire. Often fish and meat were broiled on sticks laid across above the fire ; green corn was roasted under the ashes, as were also squashes, and vari- ous roots. Indian corn, INDIAN BOTTLE OF POTTERY FROM ARKANSAS. Furniture of wig- wams, and modes of cookery. AN INDIAN VASE. INDIAN MANNER OF BROILING IN 1585. 74 HOW THE INDIANS LIVED. Indian agricult- ure. put into a mortar and pounded into meal, was mixed with water and baked in the ashes, or boiled in a pot. Some- times the meal was parched and carried in a little bag, to be eaten on a journey. A few tribes near to salt springs had salt, the rest used leaves of several sorts for seasoning. For tilling the ground the Indians had rude tools ; their hoe was made by at- taching to a stick a piece of deer's horn, or the shoul- der-blade bone of an ani- mal, or the shell of a turtle, a bit of wood, or a flat stone. They raised Indian corn, beans, squashes, and tobacco. They prepared the ground by girdling the trees so as to kill them ; sometimes they burned the trees down. Some tribes had rude axes for cutting small trees ; The handle of by tying a stick withe about it. The coming of the white people made great changes in the Indian life. The furs and skins, which the Indians did not vahie except for necessary clothing, were articles of luxury and ornament of great value in Europe. Many a half-starved Indian was clothed in furs that a Euro- pean prince would have prized. The savage readily exchanged his beautiful beaver coat for a bright-colored blanket and thought he had made a good bar- gain, though his furs were worth to the white man the price of many blankets. The cheap glass beads and tiny bells, such as the people of old time hung about the necks of the hawks with which they hunted birds, were greatly prized by sav- ages. Jews-harps were also much liked by them, and were sometimes used in paying them for land. The Indian who could possess himself of a copper kettle was a rich man in his tribe. The cheap iron hatchets of the trader drove out the stone axes, and knives were eagerly bought, but guns were more sought after than anything else ; and, though there were many laws against selling fire-arms to the Indians, there were always men who were glad to enrich themselves by this lawless trade. The passion of the .savage for intoxicating drinks was so great that evil men among the traders were often able to strip them of all their goods by selling them strong liquors. The white settlers generally bought the land they occupied from the Indians. As land was not worth much, the price paid was trifling. Manhattan Island, on which New York now stands, was sold to the Dutch, by the Indians, for about twenty -four dollars. The land -sales made trouble, for the lines were not well defined, and were often matters of dis- pute. The Indians did not understand business, and they sometimes had to be paid over and over again for a piece of land.' these were made of stone, the stone axe was formed to it, or by twisting a green Sometimes an Indian would INDIAN GIRL WITH BASKETS. HOW THE INDIANS LIVED. 75 INDIAN KINDLING FIRE. split open a growing young cutting-toois. tree and put the axe into the cleft ; when the tree had grown fast around the axe he would cut it down and shorten it to the prop- er length for a handle. The Indians had no iron. For knives they had pieces of bone, sharp stones, and shells. The Indian procured fire Making fire. by twirling the end of a stick against another piece of wood. To give this twirling stick a quick motion, he wrapped a bow- string about it, and then drew the bow swiftly to and fro. The most remarkable product of Indian skill was the canoe ; this made in some tribes by burning out a log, little by little, and scraping the charred parts with shells, until the " dug-out " canoe was sufificiently deep and rightly shaped. Many canoes made in this way, without any other tools than shells and shai-p stones, would carry from twenty to forty men. The North- ern tribes constructed a ""jp^ more beautiful canoe, of ""^^ ^^^^^ white -birch bark, stretched PIUTE INDIAN GIRLS WITH WATER-JARS. 76 HOW THE INDIANS LIVED. on slender wooden ribs, and sewed together with roots and fibers. Such canoes were made water-tight by the use of gums. One Indian is seen scraping out the charred wood, another is fanning the fire, while a third is burning down a tree to begin a new canoe. Division of labor. Wars between the tribes. MAKING A CANOE. Among the Indians, the hardest work fell to the women. Hunting, gambling, and making war, were the occupations of the men. The male Indian was from childhood trained to war and the chase. Game and fish, with such fruits, nuts, and roots as grew wild in the woods and swamps, were the principal dependence of the Indians for food. As they suffered much from hunger and misery, the population of the country was always thin. Moreover, the continual wars waged between the various tribes, in which women and children as well as men were slain, kept the red-men from increasing in numbers. Large tracts of country were left un- inhabited, because tribes at war dared not live near to one another, for fear of surprise. In all the coun- try east of the Mississippi River there were but a few hundred thousand people ; hardly more than there are in one of our smallest States, and not enough, if they had all been brought together, to make a large city. HOW THE INDIANS LIVED. 77 What were the people called who lived in America before white Questions for rnen catne? Why were they called Indians? (Are there any of them study, remaining yet ?) What is the color of their skin ? What kind of eyes have they ? What sort of hair ? What material was mostly in use among them for clothing? What garments did they wear? Of what plant did the Southern Indians make mantles ? What sort of man- tles were used by women in the Northern tribes ? How were their shoes made ? With what were their shoes embroidered ? How did the Indian " braves," or warriors, stain their faces ? What did they some- times wear hanging to their ears ? What kind of beads did the Indians wear ? For what other purpose was wampum used ? What was the Indian house, or wigwam, made of ? How did the Indians sleep ? Where was the fire made ? How did the smoke get out ? Some tribes built long houses : what is said of these ? What did the In- dians have for bedding? What POTTERY FROM MISSOURI. INDIAN WIGWAMS OF BARK. kinds of vessels for household use ? How did they hollow out their wooden vessels? How did those tribes that had only wooden vessels cook food in them ? How did those that had pottery and soap-stone ket- tles use them for cooking ? How were fish and meat sometimes broiled ? How were green corn and other vegetables roasted ? How was corn made into meal ? How was bread baked ? What did the Indians do for salt ? What can you tell about the va- rious sorts of hoes made by the Indians ? What plants did they cultivate ? How did they clear the ground ? Some tribes had axes : what were these made of ? How did they put handles to them ? Had the In- NAVAOO INDIAN WOMAN WEAVING A BELT. 78 HOW THE INDIANS LIVED. .^ST; MEDICINE-MAN, SILK-GRASS. dians any iron ? How did they commonly make knives ? How did they produce fire.' What was the most remarkable product of Indian industry? How was the dug-out canoe made without metal tools .i^ How many men would the larger of these carry? Of what did the Northern tribes make their canoes ? How did they sew them ? How did they make them tight ? What was the difference between the work of the women and the occupations of the men ? What is said of the education of Indian boys? On what did the Indians mainly depend for food?* What effect did their pov- erty have on the population ? What other cause kept the Indians from increasing in numbers ' What is said of the Indian population east of the Mississippi River? Tell what you know about — I. The appearance of the Indian. 1. Complexion, hair, eyes. 2. Articles of dress. 3. Things worn for ornament. II. The Indians' mode of living. 1. Houses: their construction. 2. Houses : their inside arrangements. 3. Furniture. 4. Cookery. III. The Indian at work. 1. Tools. 2. Plants cultivated. 3. Canoes. IV. Men's and women's work. V. Effect of poverty and war on the Indian popu- lation. Divide the board horizontally into three parts. Then write, from suggestions made by the pupils, in the topmost division, the various items of dress and ornaments belonging to an Indian's head ; in the second, those worn on the body ; in the third, those used on the feet. WITH A MANTLE OF DRAWN IN 1585. Let the pupil suppose himself to be a settler in America in the early colonial times. Let him write a letter to a supposed friend in England, telling in his own words what is told in this and the two following chap- ters, especially about Indian customs and the trade between them and the white people. Major Powell's Reports of the Ethnolog;ical Bureau. Century Magazine, May, 1883, "The Aborigines and the Colonists." EARLY INDIAN WARS. 79 CHAPTER XIV. Early Indian Wars. There were, between the two races, occasions enough for quarreling. Dishonest white men were sure to cheat the ignorant Indians, and the violent among the Indians were as sure to revenge themselves. If an Indian suffered wrong from one white man, he thought he had a right to take vengeance on any man, woman, or child of the white race when he found opportunity. We have seen how suddenly the In- dians massacred the Virginians in 1622 (page 32). This led to a long war, with man}^ treacheries and cruel sur- prises on both sides. After some years the Indians were sub- dued by the Virginians, un- der the lead of William Clai- borne. But in 1644 the old chief Opechankano, who had led in the first massacre, planned a second. He was so old that he could not walk without assist- ance, and could not see, except when his eyelids were held open. He was carried to the scene of bloodshed. The Indians had by this time secured guns. By a sudden sur- ,,,„„, „,,,„„, ,,,,. 7 Dishonest traders and the Indians. Early Indian massacres in Virginia. 8o EARLY INDIAN WARS. INDIAN MASK. The Pequot war in 1637. SHELL AXE. Indian wars in New York, Mary- land, and Vir- ginia. prise they killed about five hundred white people in a single day. But they paid dearly for their victorv, for the colony had grown strong enough to defeat and pun- ish them. They were driven away from their villages. Opechankano was taken prisoner, and, while a captive, was suddenly killed by an infuriated soldier. The Pe'-quot war in Connecticut grew out of the differences between the Dutch and the English settlers. The English brought back the Indians whom the Pequot tribe had just driven away. The Pequots began the war by killing some English traders. The attempts of the English colonists to conquer the Pequots were at first of no avail. The Indians were light of foot, and got away from men in armor. They continued to seize and torture to death such English as they could catch. In 1637, John Mason, a trained soldier, at the head of a company of Connecticut men, with some from Massachusetts, marched into the Pequot country. At Mystic, Con- necticut, just before daybreak, the Connecticut men surrounded the palisaded village of Sassacus, the dread- ed Pequot chief. In the first onset Mason set the vil- lage on fire. A horrible slaughter followed. Indian men, women, and children, to the number of five or six hundred, were shot down or burned in the village, or in trying to escape. In the war which followed this attack, the whole Pequot tribe was broken up, and the other Indians were so terrified that New England had peace for many years after. xA.bout the same time cruel Indian wars raged be- tween the Dutch of New Netherland (now New York) and the Indians in their neighborhood. At one time the Dutch colony was almost overthrown. There was EARLY INDIAN WARS. 81 Many of the white people sincerely desired to do the Indians good. Schools for the education of Indian children were set up in Virginia and in New England. Catholic missionaries labored among the Indians of Maryland. John Eliot, of Massachusetts, preached to thousands of Indians, and translated the whole Bible into their language. He is called the " Apostle to the Indians." But, even in trj'ing to do the Indians good, the white men offended them. The chiefs and " medicine-men " of the Indians did not like to see their ancient customs treated with contempt, and their own influence destroyed by the new religion. BELT OF WAMPUM. also a war between the Maryland ers and the Sus-que- han'-nah tribe. In 1656 the Virginians suffered a bitter defeat in a battle with the Indians at the place where Richmond now stands. The brook at this place got the name of Bloody Run. In 1675 there broke out in New England the terrible Indian war known ever since as King Philip's War. Philip was the son of Massasoit, the Indian chief who had been long a friend to the Plymouth settlers. Philip was a proud man, and thought that he was not treated with enough re- spect by the rulers of Plymouth Colony, who act- ed with imprudent bold- King Philip's ness in their dealings with war. 1675. him. He was also irritated because large numbers of his people were converted to the Christian religion, through the labors of John Eliot. These converted people, or " praying Indians," formed themselves into villages, and lived under the government of the Massa- chusetts colony. Philip won some successes at first, and Indians of The " swamp Fight" at the other tribes came to his assistance. Many New Eng- Narragansett land towns were laid in ashes, and hundreds of peo- ple were killed or carried away into captivity. The powerful tribe of Narragansetts gave Philip secret aid, and in the winter the white men boldly attacked their stronghold. This was always known as the " Swamp Hundreds of Indians were slain, and their Fight." MASK MADE BY IROQUOIS INDIANS. 82 EARLY INDIAN WARS. Captain Church and the death of Philip. Bacon's war with the Virginia Indians. 1676. The Westoes and Tuscaroras defeated. village burned. The colo- nists also lost two hundred men in this battle, and the Narragansetts took a ter- rible revenge by burning houses and killing people in every direction. But after a while the white men learned how to fight the Indians. By de- grees Philip's power was broken, as his men were most of them killed or capt- ured. Captain Benjamin Church was the most fa- mous fighter against the In- dians in this war. Church's men surrounded Philip in a swamp and killed him. The rest of the Indians were soon subdued. Most of the captive Indians were cruelly sold into slavery in Barbadoes. About the time of Philip's war the Doegs and Sus- quehannahs were ravaging the Virginia frontier, while the governor of that colony refused to allow any one to march against them. But Nathaniel Bacon, a young man of great spirit, was chosen by the people to lead them, which he did in opposition to the governor's orders. This disobedience led to " Bacon's Rebellion," as it is called, the story of which is told in Chapter XXVI. All the colonies suffered from Indian wars. The in- fant settlement in South Carolina was almost ruined by Benjamin Church was one of the first of the Indian fighters. He knew how to manage men, and had great influ- ence over them. He would even persuade captive Indians to join his band and lead him to the haunts of their friends. It was one of these Indians who shot Philip. Church let him take Philip's scarred hand for a trophy. This he carried about the country, making money by showing it. Captain Church was tireless, fearless, and full of e.\pedients. He first taught the Englishmen to practice the arts of the Indian in war. When Philip was dead, only old Annawon, Philip's head-man, remained in the field with a party. When Church at last found him, he was shel- tered under some cliffs. Church had but half a dozen men with him ; Annawon ten times that number of resolute braves. But by creeping down the cliffs, while an Indian woman was making a noise by pounding corn in a mortar, Church suc- ceeded in capturing the guns of the In- dians, which were stacked at Annawon's feet. Seeing his boldness, the Indians thought that Church had surrounded them with a great many men, and they therefore surrendered. Church also per- formed many famous exploits in the war with the Indians of Maine. EARLY INDIAN WARS. 83 a war with the Indians called Wes'-toes, ten years after the arrival of the first white men, and in the very year that Charleston was settled ; that is, in 1680. In 171 1 the warlike Tuscaroras [tus-ca-ro'-rahs] ravaged the scattered settlements of North Carolina, putting people to death by horrible tortures. It was only by the help of the Virginians and South Caro- linians, and the Yam-as-see' In- dians, that the settlers, after two years, finally defeated the Tuscaroras, capturing and send- ing many hundreds of them to be sold as slaves in the West India Islands. But in 171 5, two years after the close of this war, the Yam- assees, who had helped the white people to put down the Tuscaroras, joined with the Spaniards in Florida, and with all the other Indians from Flor- ida to Cape Fear, in an attempt to destroy the colony of South Carolina. There were six or seven thousand Indian warriors in this league, while South Carolina could only muster fifteen hundred white men and two hundred trusty negroes. Governor Craven knew that a single defeat would ruin the colony, so he marched with the utmost caution until he brought on a gi-eat NORTH CAROLINA WARRIOR IN 1686. The Yamassee war in South Carolina. 1715. battle, and overthrew the Indians, about three years. The war lasted 84 EARLY INDIAN WARS. Questions study. for IT CALUMET, OR PEACE-PIPE. What followed the Indian massacre in Virginia in 1622.^ What was the nature of that war.-' Who led the settlers when the Indians were at length subdued."* What Indian chief conducted the massacre in 1644? What was the condition of Opechankano in 1644.'' What kind of arms did the Indians have by this time .-' How many white people did they kill in the first attack? What was the result of the war to the Indians.^ What happened to the old chief Opechankano.^ What was the cause of the Pequot war in Connecticut ? How did the Pequois begin it .' How did the colonists slacceed in their first attempts to subdue the Pequots.'' Why did they not succeed ? What did the Pequots continue to do."* Who was put in command of the Connecticut troops in 1637.' Where did he lead his men? At what point did he attack the Indians? Whose village did he surround? What kind of a village was this? (What is a palisaded village? Answer: A village surrounded with up- right posts or palisades for defense.) How was the village destroyed ? What became of the people in it ? What do you think of this way of carrying on war ? What is said of the wars of that day ? What became of the Pequots? What other Indian wars were waged at this time? Where did the Virginians suffer defeat in 1656? What is the brook called where the battle was fought ? What war broke out in New England in 1675? W'ho was Philip? What feelings inclined him to make war ? What is said of the converted, or praying, Indians ? What effect did Philip's successes have on other Indians ? What took place in the attack on the Narragansetts ? What did the white men learn ? Who was especially famous in this war with the Indians? How- did Philip lose his life? What became of the remainder of King Philip's Indians ? What colony was rav^aged by the Doegs and Susque- hannahs ? What did the governor of the colony do ? Who was chosen to lead the people ? By whom was he chosen ? To what did this lead ? How long after the arrival of settlers in South Carolina was it when the war with the Westoes broke out? What effect did this first war have on the feeble settlements? In what year did the Tuscarora war break out in North Carolina? What did the Tuscaroras do with the people they captured ? What colonies helped to put down the Tuscaroras ? What Indians helped to conquer them ? How long did the Tuscarora war last ? What was done with the captured Indians? Did the Yamassees keep their peace with South Carolina ? With whom did they join? How many Indians were against South Carolina? How many white soldiers were there ? What would have been the result of a single defeat? What was the result of Governor Craven's fight with the In- dians? How long- did the Yamassee war last ? -sf-^^^^fp^:^ MATCHLOCK-GUN. EARLY INDIAN WARS. 85 Tell about — i. The principal Indian war in Virginia. 2. The Pequot and Philip's war in New England. T,. The Indian wars in South and North Carolina. Study by topics. The three topics above may be set down and the brief mention of Blackboard iiius- particulars, as drawn from the answers of the pupils, added. For ""^ '°"" example: "Pequot war: English brought back the expelled tribe. Pequots killed traders. English failed at first. Cap- tain Mason. Attacked Sassacus's fort. Palisaded. Set fire. Six hundred men, women, and children killed." Let the other prominent wars be treated in the same way. !4 MATCHLOCK. CHAPTER XV. '^ Traits of War with the Indians. The most important weapon of the Indian, when the Indian weapons. white men came, was the bow and arrow. The arrow was headed with a sharpened flint or a bit of horn. Sometimes the spur of a wild-turkey or the claw of an eagle was used to point the arrow. Next to the bow and arrow the Indian warrior depended on a war-club, which had a handle at one end and a heavy knob at the other, or upon a tomahawk, made by fastening a wooden handle to a round stone, or a stone axe. But all their rude weapons were given up as soon as the Indians could get knives, hatchets, and guns from the white men. In some cases, it is said, they were so eager for gunpowder that they sowed what they got at first, sup- posing it to be the seed of a plant. The Pequots com- manded two white girls, whom they had captured, to make some gunpowder, supposing that all white people knew how to make it. At the first arrival of white men, the}' protected themselves by wearing armor, and the Indian arrows matchlock-gun. 86 TRAITS OF WAR WITH THE INDIANS. Armor and arms couM HOt clo them much liurt. But US soldicrs could of the white men. r • i i • i i not get about very fast in heavy armor and with clumsy guns, they could not do much hurt to the Indians. Some of the guns used were matchlocks. In -''^ order to shoot, the soldier had to place in Srif front of him a " rest " — a kind of forked stick or staff — and lay his heavy gun across it. In firing, the powder on the lock of his gun was set off with a lighted fuse or match ; and the soldier had to carry a burning fuse in his hand. If he let ,^ his fuse go out, he could not use his gun until he ■ got fire again, for friction-matches were unknown. But the Indians would not stand still while the white men got ready to shoot. This awkward match- lock-gun was sometimes used as late as 1675, the time of Philip's war. The snaphance, or flint-lock, was already coming into use when the colonies were settled. The flint-lock was set off by the striking of the flint against a piece of steel, when the trigger was pulled. (Guns with percussion - caps are a much later invention.) Some of the white men at first were armed with pikes or spears ; but it was found to be a very dangerous business to poke an Indian out of the brush with a pike. During Philip's war the pike began to go out of use in America. When the Indians had procured fire-arms, the armor which the sol- diers wore, being of little use against bullets, was rather a burden than an The Indians get fire-arms. White men change their mode of fighting. advantage. Lonsr after the first set- PIKEMAN OF THAT TIME. TRAITS OF WAR WITH THE INDIANS. 87 SNOW-SHOES. tlements were made, white men ceased by degrees to wear the head, and breast, and back pieces of metal, and they laid aside also the heavy buff-coats, which were made of leather and stuffed, to resist bullets. The colonists also learned to march in scattering parties, as the Indians did, in order to avoid surprise, and to lie in ambush, and to load their guns while lying down. For a long time the savages made attacks on the Northern settlements in the winter, when the snow was so deep that the soldiers could not move about ; but, after stupidly suffering this for many years, the Northern colonies at length put their soldiers on snow-shoes too, and then all was changed. The Indian did not hesitate to resort to treachery to Indian strata entrap his foes. He would profess friendship in order to disarm an enemy. He gloried in ingenious tricks, such as the wearing of snow-shoes with the hind part . before, so as to make an enemy believe that he had gone in an opposite direction. He would sometimes imitate the cry of the wild-turkey, and so tempt a white hunter into the woods, that he might destroy him. An Indian scout would dress himself up with twigs, so as to look like a bush. Many of these things the white people learned to practice also. The Indians were very cruel ; it was part of their plan to strike terror by their severity. This is why they tortured their prisoners to death and disfigured the dead, and why they slew women and children as well as men. They not only put their prisoners to death in the most cruel way their ingenuit}^ could de- vise, but, in some tribes, they even devoured them after- ward. Sometimes, however, a prisoner was adopted into an Indian family, and kindly treated. Many hundreds Treatment of prisoners by the Indians. 88 TRAITS OF WAR WITH THE INDIANS. of white children were thus adopted, and forgot their own language. Some of them afterward engaged in war against their own people. One boy, named Thomas Rice, was carried off from Massachusetts in childhood, and became a chief of the tribe which had captured him. Defense of the jhc scttlcrs Icamcd after a while many ways of de- settlements. fending themselves. They built block-houses in every exposed settlement, for refuge in case of attack. When Indians were discovered lurking about in the night, a messenger would be sent from the block-house to warn the sleeping settlers. This messenger would creep up to a window and tap on it, whispering, " Indians ! " Then the family within would get up, and, without speaking or making a light, gather the most neces- sary things and hurry away --' " along dark paths through pT^ ' 'if the woods to the block- ^ s^ house. In some of the r^^-r^f^Hr more exposed regions the dogs were even trained not BLOCK-HOUSE. to bark unless command- ed to. In some, if not all, of the colonies, the firing of three shots in succession was the sign of danger. Every man who heard it was re- quired to pass the alarm to those farther away, by firing three times, (ind then to go in the direction in which the shots had been heard. In stories of Defense. — A town in Maine was attacked and almost destroyed by Indians, when one man sent his fami- ly by boat out of the back door of his fortified house, remaining there alone. By frequently changing his hat and coat, and then appearing without a hat and then without a coat, and by giving orders in a loud voice, he made the Indians be- lieve that his house was too full of men for them to attack it. Some Swedish women, near where Philadelphia now stands, saw Indians coming, and took ref- uge in their fortified church, carrying with them a kettle of hot soap. They defended themselves until their husbands came by throwing the boiling soap, with a ladle, at every Indian who approached the church. A maid-servant in Massa- chusetts, left alone with little children, drove away an Indian, who tried to enter the house, by firing a musket at him and throwing a shovelful of live coals on his head. A young girl in Maine held a door shut until thirteen women and children had time to escape by a back door into a block-house. The Indians, when they got in, knocked the girl down, but did not kill her. TRAITS OF WAR WITH THE INDIANS. 89 many places large dogs were kept and trained to hunt for Indians, as highway robbers were hunted down in that day in England. In all ex- posed places, a part or all of the men took their arms to church with them. The people became very brave, and were fierce and even cruel during these long-continued Indian wars. A wounded soldier would beg to have a loaded gun. put into his hands that he might, before he died, kill one more Indian. Captives often escaped from the Indians by ingenious devices, and sometimes suffered dreadful hardships in getting back to the settlements. Escape of Prisoners. — A young girl in New England, after three weeks of captivity, made a bridle out of bark, caught a horse running in the woods, and, by riding all night, reached the set- tlement. Two little lads named Bradley got away, but they were tracked by the Indian dogs, who came up with them while they were hidden in a hollow log. They fed the dogs part of their provisions to make them friendly. After traveling nine days the elder fell down with ex- haustion, but the younger, who was the more resolute, dragged himself starving into a settlement in Maine, and sent help to his brother. Hannah Dustin, Mary Neff, and a boy were carried off from Haverhill, Massachusetts. At midnight, while encamped on an island, they got hatchets and killed ten In- dians, and then escaped in a canoe down the river. This bold escape soon be- came famous in the colonies, and the Governor of Maryland, hearing of it, sent to the returned captives a present for their courage. Courage of the people. What was the Indians' chief weapon when the white men came to America ? How was the head or point of the arrow made ? What kind of a war-club was used ? What sort of a weapon was the tomahawk ? Why were these weapons abandoned ? What stories are told of the Indians' eagerness to get gunpowder.'^ How were the white sol- diers protected from the Indian arrows at first ? Why could not the white men in armor do much harm to the Indians ? What kind of guns were some of those in use ? How did the soldier arrange his gun in order to shoot ? How did he fire his gun ? If his fuse went out, what Questions for study. 90 TRAITS OF WAR WITH THE INDIANS. Study by topics. was the result .' How late was the matchlock-gun used .'' What newer gun was coming into use when the colonies were settled .'' How was the flint-lock fired off.'' How are guns made to go off in our time.' How were some of the white men armed at the time of the settlement of the colonies ? Was the pike good for Indian war? When did it go out of use in America? When the Indians had procured guns, what difference did this make in the value of the armor that the soldiers wore ? What pieces of the armor used in this country were of metal ? What sort of a coat was worn for defense ? What did the colonists learn from the Indians about marching ? What about ambush and the method of loading their guns ? What change took place in the mode of making war in winter ? What is a snow-shoe ? What is said of Indian treachery? Tell some of the ingenious tricks to which Indians re- sorted. Why were the Indians cruel to their prisoners, and given to disfiguring the dead ? Why did they kill women and children ? What did some tribes do with prisoners after they had put them to death? When they spared a prisoner's life, what did they do with him ? What is said of white children adopted by the Indians ? What kind of buildings were constructed for th« defense of the settlements? How were the people warned that Indians were about ? What precautions were taken against discovery by the Indians? What was a com- mon mode of giving alarm in some of the colonies ? What must a man do who heard three shots ? What were dogs trained to do ? What pre- cautions against surprise at church were taken ? What effect did the Indian wars have on the people? What is said of wounded soldiers? What is said of the escape of captives? I. Indian weapons. i. Their first weapons. 2. The change to those of the white men. II. Arms of the white men. i. Their defensive armor. 2. Their fire-arms. a. Matchlocks. b. Flint-locks. 3. Pikes. III. Change of armor and tactics. i. Defensive armor abandoned. 2. Indian tactics adopted. IV". Character of Indian war. i. Indian strategy. 2. Cruelty of Indian war. 3. Treatment of prisoners by the Indians. V. Defense of the settlements. i. Block- houses. 2. Alarms. 3. Keeping dogs and carrying arms. VI. Courage of the people. Blackboard illus- tration. Indians change from bow and arrow stone war-club ) ( fire-arms. V to - . ( heavy armor White men change from < matchlock-guns ( pikes hatchet. no defensive armor. flint-locks. no pikes. LIFE IN THE COLONIAL TIME. 91 CHAPTER XVI. Life in the Colonial Time. When people first came to this country, they had to First houses of the colonists. take up with such houses as they could get. In V'ir- ginia and New England, as in New York and Philadel- phia, holes were dug in the ground for dwelling-places by some of the first settlers. In some places bark wig- wams were made, like those of the Indians. Sometimes a rude cabin was built of round logs, and without a floor. As time advanced, better houses were built. Some of these were of hewed logs, some of planks, split, or sawed out by hand. The richer peo- ple built good houses soon after they came. Most of these had in the middle a large room, called "the hall." The chimneys were generally very large, with wide chimneys and c ^ o • 1 • • 1 1 r windows. nrepiaces. Sometimes there were seats inside the fire- place, and children, sitting on these seats in the evening, amused themselves by watching the stars through the top of the chimney. In the early houses most of the windows had paper instead of glass. This paper was oiled, so as to let light come through. Except in the houses of rich people the furniture Furniture and dishes. was scant and rough. Benches, stools, and tables were home-made. Beds were often filled with mistletoe, the CABIN OF ROUND LOGS. 92 LIFE IN THE COLONIAL TIME. down from cat-tail flags, or the feathers of wild-pigeons. People who were not rich brought their food to the table in wooden trenchers, or trays, and ate off wooden plates. Some used square blocks of wood instead of plates. Neither rich nor poor, in England or America, had forks when the first colonies were settled. Meat was cut with a knife and eaten from the fingers. On the tables of well-to-do people pewter dishes were much used, and a row of shining pewter in an open cupboard, called a dresser, was a sign of good housekeeping. The richest people had silver-ware for use on great occasions. They also had stately furniture brought from England. But carpets were hardly ever seen. The floor of the best room was strewed with sand, which was marked off in ornamental figures. There was no wall-paper until long after 1700, but rich cloths and tapestry hung on the walls of the finest houses. How the coio- Cooking was done in front of fireplaces in skillets nists cooked . i ni , i i i i their food. and on griddles that stood upon legs, so that coals could be put under them, and in pots and kettles that hung over the fire on a swinging crane, so that they could be drawn out or pushed back. Sometimes there was an oven, for baking, built in the side of the chimney. Meat was roasted on a spit in front of the fire. The spit was an iron rod thrust through the piece to be roasted, and turned by a cr^nk. A whole pig or fowd was some- times hung up before the fire and turned about while it roasted. Often pieces of meat were broiled by throw- ing them on the live coals. What they ate. A uiug of homc-brewcd beer, with bread and cheese, or a porridge of peas or beans, boiled with a little meat, constituted the breakfast of the early colonists. Neither LIFE IN THE COLONIAL TIME. 93 tea nor coffee was known in England or this country until long after the first colonies were settled. When tea came in, it became a fashionable drink, and was A WEDDING IN NEW AMSTERDAM. served to company from pretty little china cups, set on lacquered tables. Mush, made of Indian-corn meal, was eaten for supper. In proportion to the population, more wine and '^^^^ ^^^y spirits were consumed at that time than now. The very strong Madeira wine was drunk at genteel tables. 94 LIFE IN THE COLONIAL TIME. What they wore. How they trav- eled. Rum, which from its destructive effects was known everywhere by the nickname of " kill-devil," was much used then. At every social gathering- rum was pro- vided. Hard cider was a common drink. There was much shameful drunkenness. Peach-brandy was used in the Middle and Southern colonies, and was very ruin- ous to health and morals. People of w^ealth made great display in their dress. Much lace and many silver buckles and buttons were worn. Workingmen of all sorts wore leather, deer- skin, or coarse canvas breeches. The stockings worn by men were long, the breeches were short, and buckled, or otherwise fastened, at the knees. Our forefathers traveled about in canoes and little sailing -boats called shallops. Most of the canoes would hold about six men, but some were large enough to hold forty or more. For a long time there were no roads except Indian trails and bridle-paths, which could BIRCH CANOES. ^S '^'jy, :.»i^* ^J^* J LIFE IN THE COLONIAL TIME. Q f only be traveled on foot or on horseback. Goods were carried on pack-horses. When roads were made, wagons came into use. In a life so hard and busy as that of the early set- Their education, tiers, there was little time for education. The schools were few and generally poor. Boys, when taught at all, learned to read, write, and "cast accounts." Girls were taught even less. Many of the children born when the colonies were new grew up unable to write their names. There were few books at first, and no newspapers until after 1700. There was little to oc- cupy the mind except the Sunday sermon. In all the colonies people were very fond of dancing- Their amuse- ■J-J7- , ,. . , . ments. parties. Weddings were times 01 great excitement and often of much drinking. In some of the colonies wed- ding festivities were continued for several days. Even funerals were occasions of feasting, and some- times of excessive drinking In the Middle and Southern colonies the people were fond of horse- racing, cock-fighting, and many other rude sports brought from England. New England people made their militia-trainings the occasions for feasting and amusement, fighting sham battles, and playing many rough, old-fashioned games. Coasting on the snow, skating, and sleighing were first brought into --^^ America from Holland by the Dutch settlers in New York. In all the colonies there was a great deal of hunting and fishing. The woods were full of deer and wild-turkeys. Flocks of pigeons often darkened the sky, and the rivers were alive with water- fowl and fish. DUTCH WOMAN OF THE TIME, SKATING. 96 LIFE IN THE COLONIAL TIME. Questions for study. Mention some of the houses, or other shelters, used when people first came to this country. How were planks for houses made in the early times ? What kind of houses did the richer people build ? What sort of chimneys did they have in that time ? What is said of the seats in the fireplace .-* How did the windows of the early settlers differ from ours ? What sort of furniture was there in the houses ? What is said of benches, stools, and tables ? How were beds often filled } In what kind of dishes was meat served ? From what kind of plates did they eat ? What about forks ? How PACK-HORSES. did they eat meat in that day } What kind of dishes were on the tables of people better off? How was the pewter kept? What kind of ware did the richest people have? What kind of furniture? What is said of carpets ? How was the floor of the best room orna- mented ? What was used in fine houses in place of our wall- paper ? How was the cooking done ? Where was there some- times an oven ? What was it used for ? How was meat roasted ? What was a spit ? How were pigs and fowls roasted ? How was meat sometimes broiled ? What kind of a breakfast was eaten by the early colonists ? What is said of tea and coffee ? How was tea served? What was much used for supper? What is said of the use of wine and spirits then, as compared with the use of those drinks now ? What kind of wine was drunk ? What is said of the use of rum then ? What of hard cider ? What of drunkenness ? What LIFE IN THE COLONIAL TIME. 97 kind of brandy was used ? With what results ? How did rich people dress ? What sort of breeches did workingmen wear ? What sort of stockings ? How were the breeches fastened at the knees ? How did our forefathers travel about ? How large were the largest canoes ? What was the common size of the canoe ? What kind of roads did they have at first ? How did they travel overland ? How were goods carried ? What change took place when roads were made ? Why was there not much education given to children born in the colonies at first ? What kind of schools did they have ? What were boys taught ? How were girls taught ? Did all the children get some education ? What is said of books and newspapers ? What was there to occupy the mind ? Of what kind of parties were people fond in all the colonies ? What is said of weddings ? Of funerals ? What amuseinents were people fond of in the Middle and Southern colonies ? What was made a time for amusement in New England ? What kind of games were played on training-days ? From what country were coasting, skating, and sleighing brought to America ? What is said ot hunting and fishing ? What of the abundance of game and fish ? 1. Houses. Study by topics. a. Various kinds of dwellings. /;. Chimneys, c. Windows. 2. Furniture. a. Seats, tables, and beds. b. Table-ware. c. Floor and wall coverings. 3. Food^ a. How cooked, b. Kinds of food. c. Drinks. 4. Dress. 5. Travel. 6. Education. 7. Amusements. ■*k A SCHOOL-SCENE IN 1740. THE MASTER AND HIS ASSISTANT WEAR HATS. g8 FARMING AND SHIPPING IN THE COLONIES. CHAPTER XVII. Farming and Shipping in the Colonies. Early experi- We havc secii how the pcoplc who came first to ments in silk- xti* • i ri-i ii- raising, vine- North Amcrica expected to nnd either a way to India, growing, e c. ^^ mincs like those discovered farther southward. But when they found that they could not secure either the spices of India or the gold and silver of Peru, they turned their attention to the soil, to see what could be got by farming. But at first their plans for farming in America were as wild as their plans for getting to India. They spent much time in trying to produce silk and wine, two things which can be raised with profit only in old and well-settled countries. They also tried to raise madder, coffee, tea, olives, and the cacaonut, from which chocolate is made. Tobacco-grow- Johu Rolfc, thc husband of Pocahontas, in 1612 took a ing in Virginia and Maryland. Icsson from the Indian fields about him, and succeeded in growing tobacco for the English market. Before this time, English smokers and snuff-takers got their tobacco from the Spaniards. The plant was well suited to the Virginia climate, and it was easy to ship tobacco from the farms, which were all on the banks of the rivers. Gold and silver coins were scarce in those days, and, in half a dozen years after John Rolfe planted the first to- bacco, it had become the only money of Virginia. Al- most everything bought and sold in Virginia and Mary- land, before the Revolution, was paid for in tobacco. Rice produced in The coloiiy of South Carolina maintained itself in a South Carolina. i • i r rather poor way, during the first twenty-six years of its existence, chiefly by shipping lumber to the West Eliza Lucas in- troduces indigo- culture. FARMING AND SHIPPING IN THE COLONIES. QQ Indies, and by making tar and pitch. But there was living in Charleston, in i6g6, a gentleman named Thomas Smith, who had seen rice cultivated in Madagascar. One day when a sea-captain, an old friend of Smith's, sailed into Charleston Harbor from Madagascar, Thomas Smith got from him a bag of seed-rice. This was care- fully sown in a wet place in Smith's garden in Charles- ton. It grew, and soon Carolina was changed into a land of great rice-plantations. The raising of rice spread into Georgia when that colony was settled. In 1 741 an energetic young lady, Miss Eliza Lucas, began to try experiments in growing the indigo-plant in South Carolina. A frost destroyed the first crop that she planted, and a worm cut down the next. The indigo-maker brought from the West Indies tried to de- ceive her afterward, but by 1745 this persevering young lady had proved that indigo could be grown in South Carolina, and in two years more two hundred thousand pounds of it were exported. It was a leading crop for about fifty years, but, when the growing of cotton was made profitable by the invention of the cotton-gin, that crop took the place of indigo. (See Chapter LX.) Indian corn the settlers got from the Indians. It was Indian com, 1 • T-' i^ • 11 r 1 wheat, and unknown in hurope. l^rom it was made the most of the potatoes, bread eaten by Americans before the Revolution. It was also shipped to the West Indies from Virginia and North Carolina. New York, New Jersey, and Penn- sylvania formed the great wheat region of the colo- nial time. These colonies sent wheat, flour, and " hard-tack " bread in large quantities to the West Indies and the countries on the Mediterranean Sea. Many thousands of great country wagons were em- FLAG OF NEW YORK MERCHANT SHIPS. lOO FARMING AND SHIPPING IN THE COLONIES. Cattle, hogs, and horses. Farming- implements ployed in bringing grain to Philadelphia. Potatoes had been brought to Europe probably from South America ; but they were unknown to the Indians in what is now the United States. They were taken to Virginia at the first settlement of Jamestown. Potatoes were not plant- ed in New England fields until 1718. Cattle and hogs were brought from England very early, and were grown by thousands in the colonies. For the most part they ran in the woods, haying marks on them to show to whom they belonged. Many cattle grew up without marks of ownership, and were hunted as wild. There were " cow-pens " established for raising cattle in the wilderness, something like the " ranches " in the Western country to-day. The horses of that day were small and hardy. When not in use they ran at large in the woods, and some of them quite escaped from their owners, so that after a while there came to be a race of wild horses. It was accounted rare sport to ride after a wild horse until he was tired out, and so to capture him. The English plow of that time was very heavy, and drawn by six horses or as many oxen. Efforts were made to introduce this to the colonies, but it was not suited to a new countr}'. The plow - most used in the colo- nies was a clumsy thing, with thin plates of iron nailed over the rude wooden plowshares. There were many stumps and few plows. All the tools were heavy and awkward. The middle colonies raised wheat, the colonies on Chesapeake Bay tobacco, and the Southern colonies rice FARMING AND SHIPPING IN THE COLONIES. lOl and indigo ; but the soil and climate of New England were not suited to any agricultural staple of great value. So the New-Englanders were driven to follow the sea. They built immense numbers of ships, some of which they sold to English merchants ; others they used in fishing for codfish and mackerel. These fisheries became very profitable to them. When the Long-Islanders discovered the art of taking whales along the coast, the New England people learned it, and be- came the most prosperous whalers in the world. The products of their fisheries were sent to many coun- tries, and New England ships were seen almost all over the world. Boston and Newport were the chief New England seaports. The people of New York also built many ships which were remarkable for their great size and the long voy- ages they made. But before the Revolution New York was not so large a town as Boston. Philadelphia, which was started later than the other leading cities, grew fast and became the greatest of all the cities in the colo- The Pirates.— Captain William Kidd, of New York, was sent out in 1695 to put down the pirates that infested the Indian Ocean. The expense of his outfit was borne by certain gentlemen in Amer- ica and England, who were to share his spoils. Not falling in with any pirates, he took to piratical ways himself. When he came back to America he was arrested by Lord Bellemont, Governor of New York and New England, and sent to London for trial and execution. In 1717, Steed Bonnet and Richard Worley, two pirates with their crews, had taken pos- session of the mouth of Cape Fear River in North Carolina, whence they commit- ted great depredations on the commerce of South Carolina. Colonel Rhett, of South Carolina, pursued Bonnet into Cape Fear River, and, after a fight, capt- ured him and thirty of his men. They were tried and hanged at Charleston. Governor Johnson, of South Carolina, took another vessel and attacked Richard Worley and his pirates, who fought until all were dead but Worley and one man, and these were taken, desperately wound- ed, and hanged. Blackbeard, whose real name was Teach, had his refuge also in the shallow waters of the North Carolina coast. A little more than a year after the overthrow of Bonnet, Lieutenant May- nard sailed from Virginia and fought Blackbeard in Ocracoke Inlet. After a hand-to-hand battle all the pirates were killed or wounded, and Maynard sailed back with Blackbeard's head hanging at his bowsprit. So many of the pirates were captured in the next half-dozen years that they gave little trouble afterward. Fishing, whal- ing, and sea- going in New England. Trade of New York and Phila- delphia. 102 FARMING AND SHIPPING IN THE COLONIES. Pirates. PIRATE BLACKBEARO, AS SHOWN IN A PICTURE OF THE TIME. nies. But Philadelphia contained only about thirty thousand people when the Revolution broke out. There were many pirates on the coast, who sometimes grew so numerous and bold as to interrupt trade. Some of them were caught and hanged. Captain Kidd, of New York, who was sent to put down pirates, became a pirate himself, and was taken to London and there hanged. The most noted of the pirates was a cruel desperado called Blackbeard, who was killed after a bloody fight in Ocracoke Inlet in North Carolina. Steed Bonnet, another famous pirate, was captured about the same time and executed at Charleston. Questions for study. What did those who came first to North America expect to find ? When they failed to find a way to India, or gold-mines, to what did they look for profit ? What was the character of their first plans for farming.'' In what kind of countries is the raising of wine and silk profitable ? What mistake did the colonists make about these things } Mention some of the things which they tried to cultivate. What is the name of the man who first raised tobacco in Virginia to send to England .'' What was the name of Rolfe's wife ? What advantages did Virginia have for raising and shipping this plant .'' What was the principal money of the Virginians and Marylanders ? How did the colony of South Caro- lina maintain itself at first ? Where had Thomas Smith seen rice growing.? How did he get his seed-rice .■* Where did he sow it first .-* What was the result ? Who first introduced the indigo-plant into South Carolina ? What discouragements did she meet with ? What had she proved by 1745.'' What was the result ? What at last drove indigo out of cultivation ? What was the chief bread of the colonists ? Where did the colonists get the Indian-corn plant } Had it been known in Europe } From what colonies was Indian corn sent to the West Indies ? What three colonies constituted the great wheat region } Where were wheat and flour sent to in that time .'' From what part of the world were potatoes taken to Europe ? Were they known to the natives in what is now the United States ? How early were potatoes first planted in Virginia ? In what year were they first planted in New England.? Where were the first cattle and hogs in this country brought from } How were they raised .? Were they FARMING AND SHIPPING IN THE COLONIES. 103 numerous ? What is said of wild cattle ? How were cattle sometimes raised away from settlements in the wilderness ? What were these ranches called at that time ? What was the character of the horses of the time ? What kind of a plow was used in England when America was first settled ? What kind of plow was commonly used in America ? What was the general character of the tools used ? What drove the New England people to follow the sea for a living ? What did they do with the great numbers of ships built in New England ? What kinds of fish did they catch ? Who in America first learned to take whales ? What is said of the whale-fisheries of New England ? What of the trade of New England ? Which were the chief seaports of New England ? What is said of the trade of New York in colony times ? What of Philadelphia ? How many people were there in Philadelphia before the Revolution ? What is said of pirates before the Revolution ? Where was Captain Kidd executed? Where was Blackbeard killed? Where was the pirate Steed Bonnet executed ? 1. Products. study by topics a. The attempts to raise silk, wine, etc. b. Tobacco, c. Rice. d. Indigo, e. Indian corn. f. Wheat, g. Potatoes. 2. Animals. a. Cattle and hogs. b. Horses. 3. Implements. a. Plows, b. Other tools. 4. Commerce. a. New England fisheries and commerce, b. Trade of New York and Philadelphia, c. The pirates. New York. Blackboard. Chief wheat region. -( New Jersey. Pennsylvania. Maryland. Chief tobacco region. -| Virginia. Northern part of North Carolina. ( South Carolina. Rice and indigo. -j g^^^j^^^^ ^^^^ ^^ ^^^^^ Carolina. Ship-building, fisheries, \ ^^ ^ . , , . , , r New England colonies, and trade. ) Point out on a map the location of Madagascar and Ocracoke Inlet. Point out the chief wheat region in colony times. The chief tobacco region. The land Geography, of rice and indigo. 104 BOND-SERVANTS AND SLAVES IN THE COLONIES. CHAPTER XVIII. Bond-Servants and Slaves in the Colonies. Tenants. Bond-servants. ENGLISH FARM LABORER, SEVENTEENTH CENTURY. When the English people came to this country they brought English ways with them. In England at that time the lands of rich men were cultivated by tenants, who not only paid rent, but owed much respect and service to their " lord," as they called the owner of their lands. If these tenants did not pay their rent faithfully, they could be punished. Many of the peo- ple sent to Virginia at first were tenants, who were expected to work on other people's land in a sort of subjection. They were to pay half of all they produced to the land-owner, and they were bound to stay on the land for seven years. Tenants were also sent to Mary- land, and the Dutch established the same system in New York. Besides tenants, there were sent to Virginia people of a poorer class, who were called "indentured servants." Those sent at first were poor boys and girls, bound to serve until they were of age. After a while there were sent to Virginia and to New England adult servants, bound to serve for seven or ten years, but afterward they were only required to serve four years to pay their passage. This way of getting laborers became very common, and many thousands were sent over in this temporary bondage. During the time of their bondage they could be bought and sold like slaves. They were often whipped and otherwise cruelly treat- ed when they chanced to fall into the hands of hard- hearted masters. BOND-SERVANTS AND SLAVES IN THE COLONIES. 105 There were people in England at that time called " spirits " and " crimps." By many false stories they per- suaded poor men to go to the colonies as servants. Sometimes the crimps entrapped a man aboard ship, where he was detained and carried off to the colonies • Spirits " and ' crimps." KIDNAPPING A MAN FOR THE COLONIES against his will. This was called " trapanning " a man. Sometimes they kidnapped or " spirited " away children, and sold them into service in the colonies. Sometimes people who wished to inherit an estate sent away the true heir and had him sold in America. One lad, who lo6 BOND-SERVANTS AND SLAVES IN THE COLONIES. would have been Lord Annesley, was entrapped on ship- board by his uncle and sold into Pennsylvania. He was twelve years in bondage, after which he returned to England and proved his right to the lordship, though he died before he came into possession of it. real number of Boud-scrvants wcrc in some places called " redemp- •edemptioners." tioncrs," About 1670 fifteen hundred of them were sold in Virginia every year. In Pennsylvania the men who took droves of redemptioners about the country and peddled them to the farmers were called " soul-drivers." Many of the bond-servants, when their time was out, got land and grew rich. But the lot of the poor man was much harder in that time than in our day. anvict-servants. The Euglish laws iu old timcs were very severe against small crimes. A man could be hanged for steal- ing bread to satisfy his hunger. Many people sentenced to death for small offenses were pardoned on condition of their going to the colonies. In America convicts were sold for seven years. The Americans complained bit- terly that such bad people were forced on them. itroduction of In 1619, the year that the Great Charter reached Vir- ginia, there came a Dutch ship into James River, which sold nineteen negroes to the planters. They were the first slaves in America. In that day it was thought right to make slaves of negroes because they were heathens; but for a long time the number of slaves that came into the colonies was small. White bond-servants did the most of the work in Maryland and Virginia until about the close of the seventeenth century, when the high price of tobacco caused a great many negroes to be brought. About the same time the introduction of rice into South Carolina created a great demand for slaves. aves. BOND-SERVANTS AND SLAVES IN THE COLONIES. 107 There were slaves in all the colonies. But in the Distribution of slaves. colonies far to the north there was no crop that would make their labor profitable. Negroes in New Eng- land were mostly kept for house-servants. In New York city and in Philadelphia there were a great many, but not many in the country regions about these cities, where wheat was the chief crop, for wheat did not require much hard, labor. The larger number of negroes were taken to the colo- nies which raised tobacco, rice, and indigo. Ne- groes were especially fitted to endure a hot and malarial climate. After the Revolution, slavery ,,.,,., , . 1 1 r ^'^ ■'°**^ HAWKINS, was abolished in the colonies that had few ne- the first engush slave-trader. groes. But, where almost all the labor was done by slaves, it was much harder to get rid of slavery. This led to the difference between free and slave States, and at last to our civil war. The slaves at first did not speak English, and they character of 1 •! 1 A r • o r 1 *^^ slaves. In- practiced many wild Airican customs, borne of them surrections. were fierce, and the white people were afraid of them. Great harshness was used to subdue them. The negroes often made bloody insurrections, which were put down with great harshness. One of these was in New York city in 171 2. Twenty-four negroes were put to death on this occasion, some of them in the cruel ways used in that time. In 1740 there was an uprising of slaves in South Carolina, and a battle between them and the white peo- ple, in which the negroes were routed. In 1741, on a bare alarm of intended insurrection, thirty-three slaves were executed in New York, thirteen of them by fire. Like severity was shown in other colonies, for people were more cruel in that day than in later times. 108 BOND-SERVANTS AND SLAVES IN THE COLONIES. Questions for What English system of cultivating land was brought to Virginia at ^^^^y- the first ? What could be done with a tenant if he did not pay his rent? What share of the produce of the land did the tenant pay to his lord? How long was the tenant bound to stay on the land ? To what other English colony were tenants sent ? Where did the Dutch establish the same system ? What other class besides tenants were sent to Virginia ? What were most of these at first ? What other servants were after a while sent to Virginia and New England ? (What is the meaning of " adult " ?) How long were these adult servants bound to serve? Were there many or few of this sort? In what respect were these servants like slaves ? How were they often treated? What was the business of the people called " spirits " or " crimps " ? How did they sometimes send men against their will ? What was this called ? How did they procure children to sell to the colonists? How were the heirs to estates treated in some cases ? Tell what happened to little Lord Annesley. What were white bond-servants called ? How many of these were yearly sold into Virginia about 1670? What were the men called who took droves of redemptioners through Pennsylvania to sell ? What happened to many of these servants ? What was the character of the English laws against small crimes at this time ? What was done with some of the people who were sentenced to death for petty offenses? How long a time were the convicts sold for? What did the Americans think of this plan of sending convicts to this countiy? In what year were negroes first brought to Virginia? By what kind of a ship ? What other notable event happened in V'irginia in this year? Why was it thought right to make slaves of negroes ? Were many negroes brought at first ? Who did most of the labor ? What caused a great many negroes to be brought to Virginia and Maryland about the close of the seventeenth century ? What caused many slaves to be brought to South Carolina near the same time ? Why were there fewer slaves in the Northern colonies than in those farther south ? For what were slaves mostly kept in New England ? In what two cities of the middle colonies were there a great many negro slaves ? Were there many slaves in the country regions of New York and Pennsylvania? Why not ? To what colonies were the larger number of negroes taken ? Why was it easier to abolish slavery in the Northern colonies than the Southern ? What caused the difference between free and slave States ? What war grew out of this difference? What peculiarities had the negroes when they first came ? What was the character of some of them? What took place among the negroes in New York in 171 2? How many negroes were put to death ? What happened in South Caro- lina in 1740? What took place in New York in 1741 ? How many were put to death ? How were some of these executed ? In what way did the people of that time differ from people in our day? BOND-SERVANTS AND SLAVES IN THE COLONIES. 109 I. White tenants and servants. 1. Tenants. 2. Indentured servants. 3. Trapanning and kidnapping. 4. Redemptioners and soul-drivers. 5. Convict-servants. II. Negro slaves. 1. The first slaves in 161 9. 2. Increase of slaves after 1700. 3. Negro slaves at the North and at the South. 4. Character of the negroes and their treatment. 5. Negro insurrections. study by topics. and Sabbath- breaking. CHAPTER XIX. Laws and Usages in the Colonies. Our forefathers brought many curious old customs Laws against . lying, profanity, and laws from England. The laws of that time were very meddlesome. Men were punished for lying, which nowadays we think is only to be cured by good exam-" pie and good teaching. A fine wasimposed on profane swearing by the laws of nearly all the colonies ; in New England the tongue of the swearer was sometimes pinched in the opening of a split stick. In all the colonies there were laws about keeping the Sabbath ; in many of them there were punishments for not going to church. In New England the Sunday laws were rigorously enforced, and the Sabbath was made to begin at sunset on Saturday evening. The people were at first called to church by beating a drum in the streets. For more than a hundred years after the settlement of Massachusetts, people were not allowed to sit in Boston Common on Sunday, or to walk in the streets except to church, or to take a breath of air on 1 10 LAWS AND USAGES IN THE COLONIES. a hot Sunday by the sea-shore directly in front of their own doors. Two young people were arrested in Con- necticut for sitting together on Sunday under a tree in an orchard. Laws against |f men wcre punished for swearing, women were scolding and drunkenness, also forbiddcu to be too frcc with their tongues. In Virginia and some other colo- nies women, for scolding or slander, were put upon a duck- ing-stool and dipped in the water. In New England they were gagged and set by their own doors, "for all THE DUCKING-STOOL. Other curious punishments. comers and go- ers to gaze at." Drunkards were sometimes obliged to wear a red letter D about their necks, and other offenses were punished by suspending a letter, or a picture, or a halter about the neck. Standing with the head and hands fast in the pil- lory, to be pelted with eggs by the crowd, and sitting with the feet fast in the stocks, were forms of pun- ishment. In some places there were cages, in which criminals were confined in sight of the people. Pun- LAWS AND USAGES IN THE COLONIES. Ill ishments in the pillory and stocks, or in a cage, were in- flicted on some occasion of public concourse — a lecture- day or a market-day — to make the shame greater. More sevei e than stocks oi pillor}' were the customary punishments of whip- ping on the bare back, cropping or boring the ears, and branding the hand with a hot iron. There were also sometimes, for great crimes, cruel pun- ishments of burning alive, or hanging alive in chains, but these were very rare. Our forefathers were more superstitious than people charms against witches. are now, and they were very much afraid of witches. This foolish belief in witchcraft prevailed both in Eng- land and America. People sometimes nailed up horse- shoes, or hung up laurel-boughs in their houses, to protect themselves from magic charms. When but- ter would not come for churning, red-hot horseshoes were dropped into the milk to " burn the witch out." When pigs were sick and thought to be bewitched, their ears and tails were cut off and burned. There were people tried in almost every colony for witch- craft. In England and in many other countries, exe- cutions for witchcraft were more common than in any of the colonies. THE STOCKS. 112 LAWS AND USAGES IN THE COLONIES. The Salem witch- craft excitement. Religious per- secution in the colonies. Of the many excitements about witchcraft in the colonies, the one that went to the greatest extreme was that in Salem, Massachusetts, in 1692. So great was the agitation that the most serious people lost their self-possession, and some poor people even believed themselves to be witches, and confessed it. In the fright and indignation that prevailed, twenty people were executed, and the jails were crowded with the accused. One fourth of the inhabitants of Salem moved away, afraid either of the witches or of being charged with witchcraft. At length reason returned to the people, the prisoners were released, and there was the deepest grief that the fanati- cism had gone so far. There has never been an ex- ecution for witch- craft in this coun- try from that day to this, though there are still some ignorant people who be- lieve in such things. In most of the colonies there was, at some time, per- secution for religious opinions. In Virginia, only the Church of England form of worship was allowed at first, and Catholics, Puritans, Quakers, Presbyterians, PUNISHMENT OF A DRUNKARD. LAWS AND USAGES IN THE COLONIES. 1 1 Q and Baptists were persecuted. In Massachusetts, for a long- time, only the Puritan or Congregational wor- ship, as set up by law, was allowed. Those who advocated other doctrines were punished, and many Quakers were whipped, and some of them even put to death for coming back after they had been ban- ished. Lord Baltimore wished to give toleration in Maryland to all who believed in Christ, but the law- makers of Maryland afterward made laws to annoy those who were of Lord Baltimore's own religion — the Roman Catholic. Roger Williams, who was banished from Massachusetts for his opinions,- founded what is now called Rhode Island, on the plan of entire lib- erty in religious matters. He went further than Lord Baltimore, and gave to Hebrews and to unbelievers the same liberty with Christians. In Pennsylvania, where the Friends or Quakers were in the majority, there was toleration ; and persecution ceased in all the colonies before the Revolution. What did our forefathers bring from England ? What difference was Questions for there between their treatment of lying and ours ? How was profane ^^"'^y- swearing treated ? What kind of laws were there in all the colonies about the Sabbath ? And in nearly all about church-going ? At what time did the New England Sabbath begin .'' What examples are given of the strictness of the Sabbath law in Boston for more than a hundred years ? What example is given of the law in Connecticut ? How were women punished in some of the colonies for scolding and slander? How were they punished in New England ? How were drunkards pun- ished sometimes? How was a man punished in the pillory? In cages ? What punishments are mentioned as more severe than the pil- lory or the cage ? What very cruel punishments were sometimes visited on great crimes ? What is said of the superstitiousness of our forefathers ? What did people do in former times to keep off the evil charms of witches? When they thought that the churning of milk was bewitched, what did they do ? What did they do in the case of bewitched 114 LAWS AND USAGES IN THE COLONIES. pigs? What is said of witchcraft trials in nearly all the colonies? In England ? Where was the worst of all the witchcraft excitements in America ? In what year ? What was the effect of the agitation ? How many people were executed ? Were these all who were accused ? What was the effect on the population of Salem ? When reason returned to the people, what was done ? How did they feel about it ? Has there ever been an execution for witchcraft in this country since ? Was relig- ious persecution common in the colonies ? What form of religion was established in Virginia ? What denominations were persecuted there ? What was the established religion in Massachusetts ? What was done to the advocates of other doctrines ? What happened to Quakers m Massachusetts ? What did Lord Baltimore wish to do in the matter of religious toleration ? What did the law-makers of Maryland afterward do ? From what colony was Roger Williams banished ? What colony did he found ? On what plan did he establish it ? How did he go fur- ther than Lord Baltimore ? Was there persecution in Pennsylvania ? What religious denomination held control there ? How had they been treated in the other colonies ? What change took place in the matter of persecution, before the Revolution ? Study by topics. I. Laws against lying, swearing. Sabbath-breaking, scolding, and drunkenness. II. Old-fashioned punishments. III. Superstitions. 1. The fear of witches. 2. The Salem witchcraft delusion. IV. Religious persecution. 1. Persecution in Virginia. 2. Persecution in Massachusetts. 3. Lord Baltimore's plan for Maryland. 4. Roger \\'illiams and Rhode Island. 5. Toleration in Pennsylvania. SECOND REVIEW.— LIFE IN THE COLONIES. First Division : The Indians and the White People. Indian life. (Chapter XIII.) 1. Appearance and dress of the Indians. 2. Their houses, furniture, and food. 3. Their occupations and tools. 4. Their trade with white men. 115 REVIEW OF LIFE IN THE COLONIES. II. Their wars with the white people. (Chapter XIV.) 1. The first massacre and war in Virginia. 2. The Pequot war. 3. King- Philip's war. 4. Bacon's war in Virginia. 5. Wars in South and North Carolina. III. Methods of early Indian war. (Chapter XV.) 1. The primitive weapons of the Indians. 2. Pikes, matchlock-guns, and armor of the white man. 3. Change of arms by Indians and white men. 4. Indian modes of fighting. 5. Captives among the Indians. 6. How settlers defended themselves. Second Division : Life and Labor among the Colonists. I. Home-life in the colonies. (Chapter XVI.) 1. Various sorts of houses. 2. Furniture. 3. Food and drinks. 4. Dress. 5. Modes of travel and of carrying freight. 6. Education. 7. Amusements. II. Farming and commerce in the colonies. (Chapter XVII.) 1. Silk, wine, and other experiments. 2. Tobacco-raising. 3. Rice and indigo. 4. Corn, wheat, and potatoes. 5. Cattle, hogs, horses. 6. Farming-utensils. 7. Commerce and fisheries. 8. Pirates. III. Bond-servants and slaves. (Chapter XVIII.) 1. Tenants. 2. Bond-servants, crimps, etc. 3. Convict-servants. 4. Slaves, a. Introduction of them, 1619. b. Distribution of slaves, c. Insurrections and punishments. IV. Laws and customs. (Chapter XIX.) 1. Sabbath laws. 2. Curious punishments. 3. Laws about witchcraft. The Salem excitement. 4. Persecutions for religion. ii6 THE SPANISH IN FLORIDA. rhe Spanish col- jny in Florida. CHAPTER XX. The Spanish in Florida and the French in Canada. The English were not the only people who had colo- nies in North America. The Spaniards, who claimed the whole continent, had planted a colony at Saint Au'-gus-tine, in Florida, in 'ounding of Que- ec by Champlain. years be- permanent landed at Aiigus- 1565, forty-two fore the first English colony Jamestown. Saint tine is thus the oldest city in the United States. But the Spaniards were too busy in Mexico and in Cen- tral and South America to push their settlements far- ther to the north, though they were very jealous of the English colonies, and especially of South Caro- lina and Georgia. The French laid claim also to a large part of North America. They tried to plant a colony in Canada in 1549, and afterward made some other attempts that failed. Quebec [kwe- bec'] was founded by Spanish Discoveries in Florida. — Ponce de Leon [pon'-thay day lay-on ; commonly in English, ponss deh lee'-on], an old Spanish explorer, set sail in 1513 from the island of Porto Rico, to discover a land reported to lie to the northward of Cuba, and which had somehow come to be called Bimini [bee-mcc-nee]. It was said to contain a fountain, by bathing in which an old man would be made young again. On Easter Sunday Ponce discov- ered the mainland, which he called Flori- da, from Pascua Florida [pas'-kwah flor- ee'-dah], the Spanish name for Easter Sunday. In 1521 Ponce tried to settle Florida, but his party was attacked and he was mortally wounded by the Indians. Florida was then believed to be an island. After his death, other Spanish adventur- ers explored the coast from Labrador southward, and even tried to find gold- mines, and plant colonies in the interior of the country. The most famous of these expeditions was that of Hernando de Soto [aer-nan'-do day so'-to], a Span- ish explorer, who reached Florida in 1539. He marched through Georgia, Alabama, and Mississippi. He was de- termined to find some land yielding gold, like Mexico and Peru. But he treated the Indians cruelly, killing some of them wantonly, and forcing others to serve him as slaves. The savages, in turn, attacked him again and again, until his party was sadly reduced. De Soto tried to descend the Mississippi River to the Gulf of Mex- ico, but at the mouth of the Red River he died of a fever. His body was buried m the Mississippi, to keep the Indians from disfiguring it in revenge. A few of his followers reached the Gulf and got to the Spanish settlements in Mexico. CHAMPLAIN. THE FRENCH IN CANADA, 117 a great French explorer, Champlain, in 1608, the very year after the English settled at Jamestown. At Que- bec the real settlement of Canada was begun, and it was always the capital of the vast establishments of the French in America. The French, like the English, were trying to find the French explora- tions in the in- Pacific Ocean, and they were much more daring in their terior. explorations than the English colonists, whose chief business was farming. A French explorer named Joliet [zhol-yay] reached the Mississippi in 1673, and an- other Frenchman, La Salle [lah-sahl], explored the great country west of the Alleghany Mountains, and discovered the Ohio. After many disasters and failures, La Salle succeeded in reaching the mouth of the Mississippi. Father •-* ^'"-^^• Hennepin, a priest, explored the upper Mississippi. The French then laid claim to all the country west of the Alleghanies. Over the region they established posts and mission-houses, while the English contented themselves with multiplying their farming settlements east of the mountains. When La Salle reached the mouth of the Mississippi Founding of Louisiana and he took possession of the country in the name of Louis of French posts -vr-T-iT 1 11 1 • T • • • 1 r ii i 1 • among the In- Aiv., and called it Louisiana, in honor of that king. ^-^^^^^ The settlement of Louisiana was begun in 1699. The French held the St. Lawrence and the Mississippi, the two great water-ways of North America, and they con- trolled most of the Indian tribes by means of mission- aries and traders. They endeavored to connect Canada and Louisiana by a chain of fortified posts, and so to ii8 THE FRENCH IN CANADA. Weakness and strength of the French in America. FRENCH GENTLEMAN OF THE TIME. The French in- fluence over the Indians. A MISSIONARY PRIEST. hold for France an empire, in the heart of America, larger than France itself. But the weakness of the French in America lay in the fewness of their people. Canada, the oldest of their colo- nies, was in a country too cold to be a prosperous fann- ing- country in that day. Besides, its growth was checked by the system of lordships with tenants, which some of the English colonies had also tried. But in- ^ ferior as the French were in numbers, they were strong in their military character; they were almost all soldiers. The English were divided into colo- nies, and could never be made to act together ; but the French, from Canada to the Mississippi, were ab- solutely subjected to their governors. The French were also rendered terrible to the English colonies by their skill in controlling the Indians. The great business of the French in Canada was the fur- trade, and this was pushed with an energy that quite left the English traders behind. The French drew furs from the shores of Lake Superior and from beyond the Missis- sippi. The French traders gained great influence over the Indians. The English treated the Indians as infe- riors, the French lived among them on terms of equality. The French also gained control of the Indian tribes by means of missionary priests, who risked their lives and spent their days in the dirty cabins of the savages to teach them religion. The powerful Iroquois confederacy, known as the " Five Nations," and afterward as the " Six Nations," sided with the English, and hated and killed the French. They lived in what is now the State of New York. But the most of the tribes were managed by the French, who sent missionaries to convert them, ambassa- THE FRENCH IN CANADA. 119 dors to flatter them, gunsmiths to mend their arms, and military men to teach them to fortify, and to direct their attacks against the settlements of the English. The wars between the French colony in Canada and subjects of dis- pute between the the English colonies in what is now the United States French and Eng- lish in America. were caused partly by wars between France and England in Europe. But there were also causes enough for enmi- ty in the state of affairs on this side of the ocean. First, there was always a quarrel about territory. The French claimed that part of what is now the State of Maine which lies east of the Kennebec River, while the English claimed to the St. Croix. The French also claimed all the country back of the Alleghanies With a population not more than one twentieth of that of one of the English colonies, they spread their clai over all the country watered by the lakes and the tributaries of the Mississippi, including more than half /jl ' of the present United States. Second, both France and England wished to control the fisheries of the eastern coast. Third, both the French and the English endeavored to get the entire control of the fur-trade. To do this the French tried to win the Iroquois Confederacy to their interest, while the English sought to take the trade of the Western tribes away from the French. Fourth, the French were Catholics and the English mostly Protestants. In that age men were very bigoted about religion, and hated and feared those who differed from them. COUREUR DES BOIS, OR WANDERING FUR-TRADER, OF CANADA. LONG-HOUSE OF THE IROQUOIS. 20 THE FRENCH IN CANADA. Questions for study. FRENCH CLAIM IN THE PRESENT STATE OF MAINE. When did the Spaniards plant a colony-in Florida ? Whereabouts in Florida did the Spaniards first settle ? Which is the oldest city in the United States ? How long before the settlement at Jamestown was St. Augustine settled ? [Subtract 1565 from 1607.] Why did the Spaniards not push their settlements farther to the north ? What feelings did they have about South Carolina and Georgia.? How much of North America did Spain claim ? Where was the beginning of permanent French settlements in America made ? By whom was Quebec founded .' In what year? How long was this after English settlement at Jamestown .' What was the capital and center of the French establishments in America.'* What were the French trying to find ? How did their e.vplorations compare with those of the English ? What was the chief business of the people in the English colonies ? Who discovered the Mississippi in 1673.' W'ho first explored the Ohio River .> Who descended the Mis- sissippi to its mouth .•* (What large city is now situated near the mouth of the Mississippi ?) What is the name of the priest who first explored the upper Mississippi ? To what part of this country did the French lay claim? W^hat did they establish here? What were the English colo- nists doing at this time ? What did La Salle call the countiy at the mouth of the Mississippi ? In honor of what king did he thus call it ? When was the settlement of Louisiana begun ? What two great water- ways did the French control at this time ? How did they propose to con- nect Canada and Louisiana ? What would they thus hold for France ? What was the weakness of the French power in America ? Why was Canada not a prosperous farming country ? What held its growtli in check ? How were the French strong ? Which were the most united, the English or the French, in America ? What besides this rendered the French terrible to the English ? \\'hat was the chief business of the French in Can- ada? From how far to the west did they get furs ? What difference w-as there in the French and the English way of treat- ing the Indians ? What is said of the mis- sionary priests? What powerful Indian nation held to the English ? How did the French control most of the otlier tribes ? How were many of the wars between the French and English in America caused ? But, besides these quarrels between the two countries in Europe, there were causes of strife in America : what is the first one named ? What part of Maine did the French claim ? (Look on the map and say about what proportion of the State lies east of the Kennebec THE FRENCH IN CANADA. 121 River.) What other territory did they claim in what is now the United States? In what way were the fisheries a source of enmity? How was the fur-trade a matter of conflict ? How did the French try to get entire control of it ? How did the English seek to get it ? What religious ground for opposition between the two was there ? What was the char- acter of religious differences in that day ? 1. The Spanish colony at St. Augustine. 1565. 2. The French colony at Quebec. 1608. 3. The French explore the Mississippi. 4. Louisiana settled. 1699. 5. Weakness and strength of the French in America. 6. French influence over the Indians. 7. Causes of war between the French anil English in America. St. Augustine in was planted by the in 1 565, years be- fore Jamestown was settled. The oldest city in the United States is . The beginning of permanent French settlement in America was made at in , one year after Jamestown was settled. Quebec was founded by . The Ohio was discovered by . The Mississippi was ex- plored to its mouth by , who called the country after Louis XIV, king of France. Louisiana was settled in . The French controlled at this time two great water-ways from the sea to the heart of the conti- nent — the river and the river . Study by topics. Skeleton sum- mary (of the narrative part of the chapter). St. Augustine Jamestown Quebec I Florida J ( Spaniards, 1565. in - Virginia - founded by - English, 1607. Canada French, 1608. Blackboard illus- tration. PRESENT TERRI- TORY OF THE UNITED STATES, SHOWING BY WHOM IT WAS CLAIMED BEFORE 1763. 122 THE FRENCH IN CANADA. Geography. Let the pupil, on a map of the United States, point out the St. Lawrence and the Mississippi, as two roads leading to the heart of America. Let him show how the French and Spanish territory quite surrounded the English colonies on all but their ocean side, and stopped their growth to the westward. Point out Florida and St. Augustine. Point out Quebec. Point out the mouth of the Mississippi. Books Parkman's " Pioneers of France in America." CHAPTER XXI. Colonial Wars with France and Spain. "King William's There wcrc four wars with the French during the War" begun. colonial time. The first was called " King William's War," from William III, King of England. It lasted from 1689 to 1697. In this war the first severe blow fell on the settlements of Maine, where the Indians in the French interest attacked the settlers in June, 1689, paying old grudges by torturing their victims. But the French did not escape. The Iroquois Indians were in alliance with the English, and had, besides, their own reasons for taking revenge on the French. In this same summer of 1689 they attacked the settlements about Montreal at daybreak, and killed, in their horrible wa}-, two hundred people, and carried as many more into captivity. French and The Frcuch replied, not by assailing the Indians, Indians attack Schenectady and but by Carrying fire and massacre into the province of er p aces. New York. lu thc bitter weather of January, 1690, a party of one hundred and ten, French and Indians, hav- ing traveled through frozen forests for many days, entered Schenectady [sken-ec'-ta-dy | at midnight and massacred sixty of its people. Those who escaped fled half naked through the snow to Alban}^ sixteen miles COLONIAL WARS WITH FRANCE AND SPAIN. 123 away. Another party, from Canada, fell on the settle- ment at Salmon Falls, N. H., and a third carried the like horrors to Casco Bay, in Maine. All the people on the frontier of the Northern colonies were now in terror. To meet the danger, some sort of united action First united action of the among the colonies was necessary. A congress of com- colonies, missioners from several colonies met in New York, in 1690, and planned an invasion of Canada. In accord- ance with this plan. Sir William Phips took Port Royal, in Nova Scotia. Two expeditions were sent against Quebec : the one from New York and Connecticut went by Lakes George and Champlain ; the other, from Bos- ton, under Sir William Phips, was sent in a fieet of thirty-four ships. The land expedition was a failure, and never even reached Canada. The fleet reached Quebec, but failed to capture it. But Peter Schuyler, of Albany, a man much be- loved by the Iroquois, who called him " Quider," led an expedition, in 1696, into the French settlements. He did what he could to pre- vent Indian cruelties. But the war was made up of barbari- ties and miseries without result, until peace between France and England, in 1697, brought a little welcome repose to the colonists of both nations, after eight years of war. Colonel Schuy- ler's expedition against the French. •^4 COLONIAL WARS WITH FRANCE AND SPAIN. Queen Anne's War." ANNE. ^V In 1702 began the war known as "Queen Anne's War." In this war England fought against Spain as well as France. South Carolina was involved in a w ar with the Spaniards and Indians of Florida, w hile the Northern colonies were struggling against Canada. The Governor of South Caro- lina made successful inroads upon the Florida Indians, but he could not capture St. Augus- tine. Port Royal, in Nova Scotia, was again taken from the French in 17 10, but the at- tempts made to take Quebec were once more a failure. The Avar was chiefly notable for the hor- rible onslaughts of the Canada Indians on some of the towns of the Northern frontier. Deerfield, in western Massachusetts, was destro)^ed in 1704, and more than a hundred of its people carried into captivity. The war lasted about eleven years. A treaty was made in 17 1 3, and there Was a long peace between France and England. But the intrigues of both powers with the savages continued, and New England had many bloody engagements with the Indians of Maine, who were under the influence of the French. In 1740, during a \var with Spain, General Ogle- thorpe, the founder of Georgia, tried to conquer Flor- ida, but the fortifications of St. Augustine were too strong for him. Two years later the Spaniards invaded Georgia, but Oglethorpe manoeuvred his little force with so much skill as to lead the Spanish into ambuscades and defeat them at every point. " King George's In 1744 tlic w^ar bctwecn England and France, War" and the first capture of kuown as " King George's War," began. At that time Louisbourg. t- i • ., . ^ .. i i xt many rrench privateers were sent out to j)lunder iNew Oglethorpe and the Spanish in Florida. COLONIAL WARS WITH FRANCE AND SPAIN. 125 England ships. ^ ^^ These privateers came out '^ of Louisbourg [loo-ee-boorg], a French stronghold on Cape Breton Island. Governor Shirley, of Massachu- setts, sent against this place four thousand untrained New England militia. They were commanded by a merchant, and their officers did not know even the meaning of military terms. But they made up in courage and enthusiasm for their inexperience. The 126 COLONIAL WARS WITH FRANCE AND SPAIN. Americans had few cannon, but their favorite amuse- ment had always been target-shooting, and the deadly skill with which they used their muskets made it almost impossible for the French to work their guns. The excitement over this contest put a stop to almost all kinds of business in the Eastern colonies, and when at length the powerful fortress surrendered to a little army of farmers and mechanics, there was no end of joy in New England. This was the chief victory of the war, and it gave the American troops confidence in themselves. At the close of the war, in 1748, England returned the place again to the French, in exchange for advantages elsewhere. This was a bit- ter disappointment to the New-Englanders, who called the day of its surrender a " black day, to be forever blot- ted out of New England calendars." Questions for How many wars were there with the French during the colonial time ? ^'^^ ^' What was the first of these called ? In what year did it begin ? In what year did it end? (Subtract 1689 from 1697: about how many years did it continue ?) Where was the first severe blow felt ? Who at- tacked the settlements of Maine ? How did the Indians of Maine pay old grudges against the settlers ? Who struck the first blow against the French ? How many people did the Irocjuois kill about Montreal ? How many did they take prisoners ? How did the French reply to this blow ? What town did they attack in New York ? What became of the people of Schenectady ? What place was attacked by another party from Canada ? Where did a third party strike ? What were the feel- ings of people in the frontier towns at this time ? What was necessary to meet the danger? Where did the commissioners from the various colonies meet ? In what year did the first united action take place ? What did the commissioners plan ? What place was taken from the French by Sir William Phips ? How many expeditions were sent against Quebec ? By what route did the troops from New York and Connecticut try to go ? How was the Massachusetts expedition sent ? What was the result of the expedition sent by the lakes ? What did the fleet do? Who led an expedition into the French settle- COLONIAL WARS WITH FRANCE AND SPAIN. 127 merits in 1696? Where did Schuyler live? How was he regarded by the Iroquois? What did the Indians call him? What did he do with reference to Indian cruelties ? But what was the character of the war? In what year did France and England make peace? In what year did Queen Anne's War break out ? What other coun- try besides France did England have war with at this time ? What colony was involved in a struggle with the Spaniards ? What did the Governor of South Carolina do ? What town in Nova Scotia was taken ? What was the result of a new attempt to take Quebec ? For what was the war chiefly notable ? \\ hat h ippened at the destruction ot Deei- field in 1704' How long did the wai what year was peact. made ? Was this a long or short peace ? '^ :^ But what disturbed the re- old house at deerfield. pose of the colonies during this peace ? What did General Oglethorpe do in 1740? What happened when the Spaniards attacked Georgia ten years later ? In what year did King George's War begin ? From what port were French pri- vateers sent out to destroy New England ships ? Where was Louis- bourg? (Where is Cape Breton Island?) How many men did Gov- 12cS COLONIAL WARS WITH FRANCE AND SPAIN. ernor Shirley, of Massachusetts, send against this place ? What kind of men were they? What kind of officers did they have ? How did these soldiers make up for their inexperience ? What had been their favorite amusement ? What was the effect of their marksmanship ? When the place surrendered, what was the feeling in New England ? What pro- portion of the New England men lost their lives ? What was the effect of the victory on the American troops? What was the feeling in New England when Louisbourg was returned to the French in 1748? Study by topics. | Ssavaniiah^s:^^ I- King William's War. 1689 to 1697. 1. The first blows. 2. The attacks on Schenectady and other places. 3. The attempt to take Quebec. II. ()ueen Anne's War. 1. Florida attacked from South Carolina. 2. Attacks on Canada. 3. Massacres on the Northern frontier. III. Oglethorpe's attack on Florida. I\^ The third French war, or King George's War. 174410 1748. 1. The taking of Louisbourg. 2. Its return to the French. Geography. The geographical points to be fixed in the pupil's mind by reference to maps are — 1. The French claim in Maine. (Is the region east of the Kennebec about two thirds or about three fourths of Maine ?) 2. The French claim to the Mississippi Valley. (Let the pupil, after examining a map of the United States, decide whether the portion of our country drained by rivers flowing into the Mississippi is less or more than one half. ) 3. The position of Cape Breton and Louisbourg. 4. By what course would fleets sailing from Boston have to go to reach Quebec ? 5. Let the pu- pil point out on a map the route to Canada and Quebec by the way of Lakes George and Champlain. 6. Relative position of Georgia and Florida. GEORGIA AND FLORIDA AS THEY WERE IN OGLETHOaPE'S TIME. CHAPTER XXII. Braddock's Defeat and the Expulsion of the Acadians. Washington sent TiiE Frciich madc use of the years that intervened to protest against the French forts, bctwecn thc pcacc oi 1 748 and the outbreak 01 hos- tilities in 1754 to draw a line ()( posts ahing- the Ohio BRADDOCK S DEFEAT. 129 Washington's Embassy. — The French officers were very much impressed by Washington, and showed him many courtesies, though they tried to persuade his Indians to leave him. On his return a French Indian tried to kill him by firing at him, and then pretending that his gun had gone oK accidentally. The Indian was caught, and Washington's compan- ion. Gist, would have killed him, but Washington let him go. But he and Gist were obliged to travel on foot all night and all the next day to avoid pursuit. They found the Alleghany River filled with floating ice. They tried to cross on a raft, but the ice caught the pole with which Washington was pushing and threw him into the river. He caught hold of the raft and drew himself out. They were obliged to pass the night on an island, and Gist was badly frost-bitten. Wash- ington got back to Williamsburg, the capital of Virginia, in January, and the story of his adventures and of the French encroachments agitated the Virginians. and near to the Allegha- ny Mountains, intending to confine the English to the country east of the AUe- ghanies, and to secure to themselves the whole of the great interior valley. This was especially exas- perating to Virginia, which claimed the western coun- try. George Washington, then a young man of twen- ty-one, who had already spent much time on the frontier as a surveyor, was sent into the wilderness by the Governor of Virginia as an ambassador to urge the French to depart peaceably. This errand the athletic and cool-headed young man accomplished, in spite of great hardships and dangers. In the next year — 1754 — Washington was sent as a Washington ■ tries to expel major at the head of some troops to dislodge the the French. French, who had built a post at the head of the Ohio, where Pittsburg now stands. This they called Fort Duquesne [du-ken]. Washington found the French too strong for his force, but, by surprising and defeating a skulking party of them, he brought on the war, which the French wished to postpone. Washington was him- self afterward attacked by a superior force, and com- pelled to capitulate and retire from the disputed ground. In 1755 General Braddock, an English ofificer, Braddock's ^T- • ■ • 1 r r -r^ expedition. marched from v irginia in command of an army of Eng- Braddock attacked. 1 OQ BRADDOCK S DEFEAT. lish regulars and colonial militia, to drive the French from Fort Duquesne. Braddock was brave and honest, but harsh and brutal in manners. He could not under- stand the nature of a war in the woods. Like other English officers of the time, he despised the American militia and their half-Indian way of fighting. When only eight miles from Fort Duquesne, the French and Indians attacked Braddock's army. The scarlet coats and "^^ '^ solid ranks were a good target, and the soldiers were mowed down by the deadly fire that came from trees and gullies where no enemy was to be seen. The British soldiers. YOUNG WASHINGTON RALLYING BRADDOCK'S TROOPS. ^"^^ though brave enough, were unused to such war- fare, and unable to do anything to repel the unseen foe. After standing huddled together for three hours, they broke and fled. The Virginians, whom Braddock had BRADDOCK S DEFEAT. 131 despised, had stood their ground for a while, fighting behind trees like the Indians ; but Braddock, esteem- ing this cowardly, ordered them to " come out in the open field like Englishmen," and even struck some of them with the back of his sword. General Braddock exposed himself fearlessly. He Braddock defeat- ed and killed. had four horses killed under him, and was on the fifth when he was mortally wounded. George Washington, who was the only officer on Braddock's staff not killed or wounded, behaved with admirable courage. He had two horses shot under him, and four bullets pierced his clothes. Nearly all the officers of Braddock's army were killed or wounded, and the soldiers who escaped the slaughter fled back to Fort Cumberland in a wild panic. In the same summer with Braddock's defeat came the Expulsion of the removal of the Acadians. Acadia was the name of the region now included in the provinces of Nova Scotia and New Brunswick. It had been settled by the French about one hundred years when the English conquered it in 1 710, during Queen Anne's War. The people were a very ignorant peasantry, who continued to speak French and to take sides secretly with their own nation in every struggle between the two countries, though they had lived forty-five years under English rule. In this war the hard resolution was taken to scatter the Acadians through the various English colonies. They were seized and put on board vessels and sent aw^ay ; their houses and barns were burned, and their lands confiscated. Some of them got to Louisiana, some to Canada, and some, after great hardships, made their way back to Acadia ; others were scattered in various places, and their sufferings have excited pity even to our own times, and ^32 EXPULSION OF THE ACADIANS. SIR WILLIAM JOHNSON. Battle of Lake George. Failure of Johnson's and Shirley's expedi- tions. have been made the subject of Longfellow's poem of " Evangeline." Almost the whole of this year's operations of the British and colonial troops ended in failure. Sir William Johnson was sent to capture Crown Point, a French fort on Lake Champlain. His raw forces succeeded in beating off the French in the battle of Lake George, but Johnson, who was no soldier, did not even attempt to go far- ther, and Crown Point was not attacked. Gen- eral Shirley set out to capture the French fort at Niag- ara, but he was outgeneraled by the French, and did not reach it. The statesmen who governed in England at this time Bad management wcrc vcry iucompetcnt. Thc colonies were divided by of the war. . , . , . . , factions and jealousies, and the war in America was car- ried on with half-heartedness and stupidity. Lord Loudon [low'-den] was sent, in 1756, to com- mand the troops in America. He laid siege to Louis- bourg in 1757, but failed to take it. For this movement he drew away many of the troops that had protected the New York frontier. Aware of this, the French, under Montcalm [mont-cahm], besieged and captured Fort William Henry, at the south end of Lake George. By the terms of capitulation the colonial troops were to be allowed to return home, but after they had surrendered the fort the Indian allies of the French fell on them and killed a great many. Others they seized and car- ried off. Capture of Fort William Henry, and massacre of part of the gar- rison. LORD LOUDON. BRADDOCK S DEFEAT. 133 How did the Questions for French make use of study. the years of peace that followed King George's War? What did they wish to secure } What colony claimed the country west of the Alleghany Mountains ? Who was sent into the wilderness by the Governor of Vir- What was he sent for.? following year Washington was again sent into the wilderness : in what ca- pacity ? What was he expected to do ? Where had the French built a fort ? What did they call it ? Why did not Washington succeed in dislodging the French ? What did he do to a skulking party } What was the effect of this ? Did the French wish for war at this time ? When the French attacked Washington, what was the result ? Who com- manded an expedition against Fort Duquesne in 1755 } What kind of a man was General Braddock ? What kind of a war was it that he could not understand } How did he regard the American militia ? How did he have them drilled .'' How far was he from Fort Duquesne when he was attacked ? By whom was he attacked .'' What made Braddock's men good targets ? What did the British soldiers do } What did the Virginians do ? Why would not General Braddock let them fight from behind trees ? How did Braddock behave } What was his fate ? How did Washington behave } What was the fate of nearly all the officers ? What became of the remainder of the army ? What region of country was called Acadia ? How long had the French been settled 134 BRADDOCK S DEFEAT. Study by topics. there when the English conquered it ? In what war was it taken from the English ? What sort of people were the Acadians ? Which side did they take secretly in the wars between the two countries ? How long did they live under Eng- lish rule in Acadia? What hard resolution was taken ? What was done with them ? What was done with their houses ? What dispo- sition was made of their lands? (What is the meaning of the word confiscated ?) What became of the Aca- dians ? What poem treats of their sorrows ? What French post did Sir William John- son try to capture ? On what lake is Crown Point ? In what battle did Johnson's troops beat the French ? Did Johnson attack Crown Point ? What fort did General Shirley try to capture ? Did he succeed ? What kind of statesmen were those in power in England at this time ? What was the state of the colonies ? How was the American war carried on ? Who was sent to take command in 1756? What French stronghold did he besiege? (Who had taken Louisbourg from the French before ? When had it been given back ? See Chapter XXI.) What advantage did the French take of the weakening of the forces on the New York frontier ? Who command- ed the French when they took Fort William Henry ? What were the colonial troops to be allowed to do ? But what happened after the surrender ? What can you tell about — 1. The beginning of the war. 2. Braddock's defeat. 3. The removal of the Acadians. 4. The failure to take Crown Point and Niagara. 5. The surrender of Fort William Henry, and the treachery that followed. THE DOTTED LINE SHOWS BRADDOCK'S MARCH FROM FORT CUMBERLAND, ON THE POTOMAC, TOWARD FORT DUQUESNE. BRADDOCK S DEFEAT. 135 A young man named was sent to protest against the occupation Skeleton sum- of the country west of the Alleghanies by the . Washington was niary. afterward sent to drive the French from Fort , at the forks of the River , where the city of now stands, but was forced to retire. In 1755 General marched against Fort Duquesne. He was attacked and his army . Braddock was . The were removed from their homes in the same year. Sir William Johnson defeated the French in the battle of Lake , but failed to take the fort at . General Shirley failed to take the fort at . In 1757 Lord Loudon laid siege to , but failed to take it. The French general, Montcalm, attacked Fort , on Lake ■ , and captured it. The various works of Francis Parkman for a history of the French in Canada and their wars, and Irving's " Life of Washington." Books. CHAPTER XXIII. WILLIAM PITT. Fall of Canada. William Pitt, afterward Earl of Pitt conducts . the war against Chatham, became Prime Minister of France with England. He made great changes in ^'^""^^ the conduct of the war in America. He was resolved, indeed, to take Can- ada, and to drive the French out of America. He chose his commanders with care, and from the time he came to power the English colonies began to feel some hope of getting rid of the enemy that had so long sent the In- dians, like wolves, to destroy the defenseless settlements. In 1758 the English, under Amherst, again laid siege to Louisbourg, that great fortress which New-Englanders had once captured. After a siege by sea and land, lasting nearly two months, and much hard fighting, the town surrendered. Capture of Louisbourg by Amherst. 1758, 136 FALL OF CANADA. Capture of Fort Frontenac. General Forbes obliges the French to aban- don Fort Du- quesne. Pitts- burg founded. Defeat of the English at Ticonderoga. Duquesne. established In September of this same year the French fort, called Frontenac, which stood where the town of Kings- ton in Canada now stands, and controlled Lake Ontario, was taken by an English expedition. General Forbes, though so sick with a painful and mortal illness that he had to be carried on a litter, cut a road through the thick forests on the Penn- sylvania mountains, marched to the Ohio, and forced the French to abandon Fort The English a fort here and called the place Pittsburg, in honor of the great prime minister who had turned the current of the war from defeat to victory. The English America suffered siderable defeat Ticonderoga, Champlain. General Aber- cromby had sailed down Lake George and marched through the woods to at- tack Montcalm, at Ticon- deroga. The English and colonial troops tried to car- ry the French works by army m one con- at Fort on Lake Robert Rogers and the Rangers. — The perils of the frontier led to the for- mation of companies of rangers, who fought the Indians in their own way. Robert Rogers became very famous for his daring expeditions in the region about Lake George. He had many desperate fights with the French. He and his men journeyed on skates or snow-shoes in winter, and in light whale-boats or afoot in summer. His main objects were to capture prisoners for information and to annoy the enemy. Once, with fifty men, he carried his light whale-boats six miles over a mountain-gorge, from near the middle of Lake George to the waters of Lake Champlain, and then rowed with muffled oars under the French foi-t at Ticonderoga, so close as to hear the sen- tries give the watchword, and then passed the fort at Crown Point in the same way. He captured and sunk two sloops laden with provisions, hid his boats, and got back afoot to Lake George. Then he returned and reconnoitred Lake Cham- plain in his boats, captured some prison- ers, and again hid his boats. This time the French found his boats, and sent out scouts to find some water-passage by which the boats could have come into Lake Champlain, not suspecting that they could have been carried over. Rogers, with five men, once walked coolly up to a sentinel near the French fort. When challenged, he answered in French. Then, when he had got near the sentinel, and the latter demanded, in amazement, " Who are you ? " He answered, " Rog- ers," and took him prisoner. There is a tradition that, in escaping from the In- dians, he threw his packs down a steep rock to the ice on Lake George, and then turned round on his snow-shoes and walked away. The Indians, seeing the tracks, believed that two men had slid down the frightful slope. The place is still known as " Rogers's Slide." FALL OF CANADA, 137 assault, but after several repulses they retreated in a panic to their boats, and sailed back to the fort at the south end of Lake George. vxi^cSER^ ROGERS'S SLIDE, LAKE GEORGE. But the English successes in 1758 pushed the French Decline of the A • r 1 • T • 1 1 French power ni America lar toward rum. Louisbourg, the great in America. French stronghold, from which privateers were sent out, was gone, and by the fall of Fort Duquesne and Fort Frontenac the routes from Canada to Louisiana were cut off. The fur-trade of Canada was destroyed, and the Indians of the interior were no longer willing to come to the support of the French, seeing the English in possession of the main roads into their country. During the siege of Louisbourg, Wolfe, a young woife attacks Quebec. brigadier-general, had attracted much attention by the energy and daring of his operations. He was sent by Pitt to take Quebec, if such a thing were possible. '38 FALL OF CANADA. Wolfe scales the Heights of Abraham. Quebec is on a high, steep bluff, overlooking the St. Lawrence where that river is narrow, and the natural strength of the fortress is very great. All through July and August of 1759, Wolfe's army and the English fleet tried in vain to find a weak spot in the de- fenses of the Canadian stronghold, but the fortress frowned on them from its inaccessible heights. In "^^ several attacks, made at various points, the Eng- lish were repulsed. As the season of storms was coming on, and the fleet must soon leave, even Wolfe began to despond. But, in spite of sickness and pain, this heroic man roused his army to make one more attempt. Meantime Montcalm, who commanded the French forces, was extremely vigilant. He kept his horses saddled day and night to ride to any point that might be assailed, and he did not take off his clothes lor nearly three months. Wolfe put his men in boats and dropped down, in the night, from the fleet above the town to a little bay, now known as Wolfe's Cove. Twenty-four vol- unteers climbed the steep precipice by a rough path and drove off the guard at the top. w^as heard, the whole force landed and clambered up the rocky steep, hold- ing by bushes. When morning came, the British soldiers were in line of battle on the " Plains of Abraham," less than a mile from Quebec, where the French supplies cut off. Montcalm attacked immediately, but his ranks were broken bv the steady English lire, and Wolfe led a When firins must fight or have their MONTCALM. FALL OF CANADA. 139 charge in per- son. Though twice wound- ed by bullets, Wolfe kept on until a shot entered his breast, in- flicting a mortal wound When told that the enemy were fleeing everywhere, he said, " Now, God be praised, I die in peace ! " Mont- calm, who was also mor- tally wounded, said, " I am happy that I shall not live to see the surrender of Quebec." Quebec soon capitulated, and the fate of Canada was sealed. The French attempt- ed to retake the city in vain. The taking of Mont- real, in 1760, completed the conquest of Canada by the English. By the Treaty between Eng- land and France, made in 1763, all the French pos- sessions in Amer- ica east of the Defeat of the French on the " Plains of Abraham." Death of Wolfe and Montcalm. Fall of Que- bec, 1759. Canada ceded to the English, 1760. 140 FALL OF CANADA. Rejoicing in the colonies. Mississippi, except a district around New Orleans, were ceded to England. The j(jy in the colonies knew nt) bounds. The peo- ple had seen their shipping cut off by privateers, their property wasted by taxation, their paper money depre- ciated, and their young men destroyed by almost con- tinual war. The frontiers had been desolated by the Indians, under French influence, for three quarters of a century. Now they looked forward to peace, and the expansion of the English settlements in America into a vast empire. Questions for study. What was the name of the new Prime Minister of Eni;land who made great changes in the conduct of the war in America ? What was he resolved to do ? How did he choose his commanders ? How did the colonists feel after he came to power? In what year did the English again lay siege to Louisbourg ? Under what general ? By what troops had it been once taken ? How did it come back into French hands? (See page 126.) How long did the siege of Louisbourg under Amherst continue ? What was the result ? FALL OF CANADA. 141 What French fort controlled Lake Ontario ? What Canadian town is now situated where Fort Frontenac stood ? What happened to Fort Frontenac in September, 1758? What general had a road cut through the forests on the Pennsylvania mountains ? Why was Gen- eral Forbes car- ried on a litter ? What did he force the French to do? What city now stands on the site of old Fort Duquesne ? In whose honor was Pittsburg named ? Why was Pitt honored in Amer- ica ? Where did the English suffer defeat in 1758 ? What English general sailed down Lake \-7 PORT ROYAL, AND LOUISBOURG, AND THE ROUTE BY SEA BETWEEN BOSTON AND QUEBEC. George ? What ' fort did he at- tack ? What French general commanded at Ticonderoga ? How did the English try to carry the French works ? What was the re- sult? To what place did the English retreat? What was the effect on Canada of the English successes in 1758 ? What was the effect of the loss of Louisbourg ? How had the routes from Canada to Louisiana been cut off? What was the effect on the fur-trade? Why were the Indians of the interior no longer willing to come to the support of Canada ? How had General Wolfe attracted at- tention ? What was he sent to do ? How is Quebec situ- ated ? What is its natural strength ? What did Wolfe's army and the English fleet try to find ? What was the re- sult of several attacks made by the English at different points ? How did Wolfe feel ? What did he rouse his army to do? How did the Eng- lish get up to the top of the cliff? Where did 142 FALI, OF CANADA. Study by topics. Geography. they form a line of battle .-' How far were they from Quebec .' Why were the French obliged to tight ? What was the result of Montcalm's attack .'' Who led the English charge ? How many bullets struck Wolfe before he fell .'' What did he say when he heard that the enemy were fleeing ? W^hat was Montcalm's fate } What did he say .-' What happened to Quebec ? What surrender in 1760 completed the downfall of the French in Canada ? What territory did the F'rench cede to the English in 1763? What is said of the joy in the colo- nies } What calamities had come on the colonists by the continual war with France ? For how long a time had the desolation of the frontiers been going on ? To what did they now look forward ? Tell about— I. Influence of Pitt. Capture of Louisbourg. Fall of Frontenac. Driving of the French from Duquesne and founding of Pittsburg. Defeat of the English at Ticonderoga. Fall of Quebec. Fall of Canada. Let the pupil point out or describe the location of Louisbourg. Of Fort Fronte- nac (Kingston). Of Fort Duquesne (Pittsburg). Of Fort Ticonderoga. Of Quebec. Of Montreal. Farkman's " Montcalm and Wolfe," besides the general histories of Bancroft and Winsor, mentioned in earlier chapters. The regular soldiers. A FRENCH REGULAR. CHAPTER XXIV. Characteristics of the Colonial Wars with the French. The English and French regulars wore neat uniforms. The French were remark- able a long way off for the white, the Eng- lish for the red, which predominated in their dress. The drill of regular soldiers was careful, and their discipline severe. They fought with great steadiness, standing up and facing the enemy, and they and their of- COLONIAL WARS WITH THE FRENCH. H3 troops. ficers held in contempt the skulking way of fighting which prevailed among the colonial troops on both sides. The Americans, in both the French and English colo- xhe American nies, had learned to fight in the woods. They loaded their guns lying on the ground, and they fired from be- hind trees and stumps, now running forward and now re- treating and charging again. The regular troops took no definite aim, but fired at the enemy's line, while the colonists were the best marksmen in the world, and the man whom one of them covered with his gun was generally doomed. In the first siege of Louisbourg their deadly aim at last rendered it impossible for the French to load or fire a cannon. Though without experience, they had plenty of courage. At the battle of Lake George it was said that the American provincials fought in the morning like good boys, about noon like men, and in the afternoon like demons. The British officers were generally incapable of get- British officers and colonial ting on well with the American soldiers. They looked soldiers, with contempt on men who wore little or no uniform, and sometimes carried in the same company guns of the various sorts they had used in hunting. The Americans made a bad show on parade, and refused to fight standing up in close ranks. By the side of the neatl3'-kept, red-coated British troops, the American militia looked shabby enough. The British officers holding the king's commission as- sumed to command American officers of higher rank, and this caused a dislike of the English to spread A CANADIAN SOLDIER. A FLlNT-LOCK. A FRENCH OFFICER. 144 COLONIAL WARS WITH THE FRENCH. English troops in the woods, and Lord Howe's reforms. INDIAN MOCCASINS. Rewards for scalps. through the colonies. Pitt ordered that the American officers should take equal rank with the British. The English troops were rather unfit for the work of fighting in the woods. " Our clothes, our arms, our accoutrements, even our shoes and stockings, are all improper for this country," wrote General Wolfe from America. Lord Howe, who was one of the noblest of men and best of generals, changed the dress of his men to fit them for marching in the woods. Hair was worn long in that day, and Lord Howe cut off his own fine head of hair to per- suade the men to sacrifice theirs. He reduced the officers' baggage, and dis- missed the great company of wash; erwomen, setting a good example by washing his own linen in the brook. Lord Howe cultivated the friendship of the American officers, and treated the soldiers with great respect. He was sec- ond in command to Abercromby, and was killed ii>k a skirmish just before the attack on Ticonderoga. The defeat of Abercromby in the battle which fol- lowed is attributed to the loss of Lord Howe, who was the real soul of the army. (See the preceding chapter.) It was impossible to keep troops enough in the field to protect the long frontier. No one could tell where the Indians would strike, and when they had massacred a family they escaped too swiftly for pursuit. The colonies were driven to offer rewards for the scalps of In- dians as they were accustomed to pay for wolves' heads. One can see how barbarous their feelings were, however, COLONIAL WARS WITH THE FRENCH. HS in the offer of smaller rewards for the scalps of Indian women and children. In many ways the French wars tended to corrupt evu influences the people of the colonies. A race of traders secretly wars, sold arms to the Indians that were butchering their own people. Another set of men, some of whom were con- nected with the government, sold provisions to the French. Very many embarked in privateering — that is, they fitted out ships to capture and plunder the merchant-ships of France. This was only a kind of law- ful piracy. Many of the soldiers who returned from the war had learned habits of idleness and dissipation. The sorrows inflicted on both the French and sorrows of the frontier. English colonists were more than can be . . . . A . imagined. The frontier people lived in con- tinual fear of sudden death by the toma- hawk, or slow death by torture. Yet their courage grew with their danger. In 1689 captives taken in Maine were carried to Can- ada and sold there. From that time forward innumerable peo- ple captured on the frontier by the Indians were sold into Canada, en- during horrible suffer- ings in their forced jour- neys through the woods. Many of these were LORD HOWE WASHING HIS LINEN 146 COLONIAL WARS WITH THE FRENCH. Captivity in Canada among the Indians. ransomed by their friends. Husbands made dangerous and sorrowful journeys to redeem their wives, and parents went in search of their children. Great com- passion was excited in New England for the captives, and collections were fre- WHITE CAPTIVES DRIVEN INTO CANADA BY INDIANS. quently made for their re- demption. Sometimes cap- tive children were reclaimed who had been educated in French, and had quite for- gotten the language and the religion of their parents. The Canadians were gen- erally kind to the captives, and some of the prisoners Captives in the French 'Wars.— One of the first of the many thousands of captives carried to Canada was a little girl named Sarah Gerrish. An Indian girl once tried to drown her by pushing her off a precipice into the river, but she saved herself by catching hold of the bushes. Once she was so weary that she overslept, and awoke to find herself alone in the woods and covered with snow. She followed the tracks of the Indians until she overtook them. Again, the In- dians built a great fire, and told her that she was to be burned, but she threw her arms around her Indian master's neck and begged him to save her. She was sold to the French in Can- ada, and kindly treated by them until she was re- turned. In the fall of 1677 two men. White and Jennings, set out from the Con- necticut River for Canada, to re- deem their wives and children car- ried off by In- dians. Without guides they paddled through 1 ike Champlain and reached Cinada. After seven months' absence the, brought back about twenty captives in all. The people sent horses to meet them at Albany and bring them into Hatfield, where they were re- ceived with the greatest joy. One woman, when she got her children together, after captivity, found one of her sons, a lad of eleven, an Indian in habits, and not able to speak any but the Indian language; while a daughter of fifteen, who had been educated in a Canadian convent, spoke nothing but French. One Pennsylvanian got nome just as the sale of his property at auction had been completed, his neigh- bors having supposed him dead. James Smith, having endured six years of cap- tivity among the Indians, came home a few days after his sweetheart had mar- ried another man. COLONIAL WARS WITH THE FRENCH. ] ^^ were very sorrv to return. Many of the captives re- mained among the savages ; one Indian village con- tained a hundred white people carried away in clTild- hood. These had forgotten how to speak English. Some of the Indian tribes doubled their numbers in the last French war by adopting white children. Three thousand, men, women, and children, were carried into captivity from Pennsylvania and the provinces south of it in the year 1756. The colonies did not immediately have peace. The Pomiac's war. Indians of the Western country hated the English, and the occupation of the old French forts by small English gar- risons excited their jealousy. Under the lead of Pontiac, an Ottawa chief, a great conspiracy was formed in 1763, the year of the peace. The garrisons of many of the smaller forts were massacred. Detroit and Pittsburg were attacked, and the families on the frontier suffered horrible inroads from the savages. It became necessary to march forces into the Indian country. General Bou- quet, with five hundred men, defeated a large force of Indians in a desperate two days' battle at Bushy Run, in Pennsylvania, in 1763. " Pontiac's War," as it was called, was brought to a close in 1764, and the fron- tiers had a brief rest. But already there were seen the beginnings of that great quarrel of the Americans with the mother-country which brought on the bitter struggle of the Revolutionary War. How were the English and French regulars dressed ? What color Questions for was conspicuous in the dress of the French ? What in that of the Eng- study, lish ? What was the nature of the drill and discipline of the regulars ? How did they fight? What did they think of the mode of fighting which prevailed among the colonial troops } How had the Americans 148 COLONIAL WARS WITH THE FRENCH. learned to fight ? How did they load ? How did they fire ? What difference was there between their firing and that of the regular troops ? What was the effect of their fire at Louisbourg? What did the French commander at the battle of Lake George say about their fighting ? How did the British officers get on with the colonial troops ? Why did they hold them in contempt ? What difficulty was there about the rank of American officers? What effect did this have on the feelings of the Americans toward the English ? What order did Pitt make about the rank of the American officers? What is said of the fitness of English troops for fighting in the woods? What did General Wolfe write on this subject ? What kind of a man was Lord Howe ? What did he do about the dress of his men? What about their hair? What about baggage and the washing of clothes ? How did he treat the American officers and soldiers? When was Lord Howe killed ? What defeat is attributed to his death ? What difficulty was there in protecting the frontier ? What measures were taken to reward the In- dian fighters of the frontier? What sign of barbarous feeling do we see in the way in which rewards were offered for scalps ? What are some of the ways in which the French wars tended to make the Ameri- cans barbarous ? What kind of a secret trade was there with the In- dians ? What kind of a secret trade with the French ? What kind of a business was privateering? Was it much carried on at that time? What effect did the war have on the soldiers engaged in it ? What were the sorrows inflicted on the French and English colo- nists ? What fear was continually in the minds of people on the front- ier? What is one of the most sorrowful chapters of the war? In what year were the first captives carried to Canada ? Where were they taken from ? How were many of these ransomed ? What change had sometimes taken place in children carried to Canada? How did some of them feel about returning? Were all the captives sold to Canada? How many white people were found in one Indian village? Were the Indian tribes increased by the adoption of white children ? How many people were carried into captivity from Pennsylvania and the provinces south of it in 1756? Did the peace with France bring a lasting peace with the Indians? In what year was a great conspiracy of the Indians formed? What was the name of the chief who was the leader in this war ? In what battle did Colonel Bouquet defeat the In- dians ? In what year was Pontiac's War brought to a close ? What struggle was already beginning ? tudy by topics. Tell about — I. The different kinds of soldiers. I. The English and French regulars. a. Their appearance, d. Their mode of fighting. COLONIAL WARS WITH THE FRENCH. 149 2. The American militia. a. Their appearance, b. Their mode of fighting. 3. The lack of agreement between English and Americans. a. The question of rank. b. Lord Howe's reform in the dress of the British soldiers. II. The frontier. 1. The reward for scalps. 2. Captivity. a. In Canada, b. Among the Indians. III. Pontiac's War. Five kinds of soldiers in the French wars : Blackboard French regulars, ) , ^ ^ .^ illustration. _ ,..,.. > on the r rench side. Canadian militia, \ English regulars, \ ^, c- r u • 1 ^ , . , .,. . V on the English side. Colonial militia, \ Indians, on both sides. Where is Pittsburg .' Where is Detroit ? Geography. THIRD REVIEW.— COLONIAL WARS, Chapters XX to XXIV. The Spaniards in Florida. (XX.) Settlement of St. Augustine. Review by topics. Planting of Quebec in 1608. Joliet reaches the Mississippi. La Salle discovers the Ohio. La Salle reaches the mouth of the Mississippi. Hennepin explores the upper Mississippi. Louisiana founded. Attempt to possess the whole interior. [ Fewness of the French in numbers. I Their union and military character. French and English. | Their influence with the Indians. The superiority of the English in numbers. Their lack of union. Their lack of influence with many of the Indians. [ Disputed territory. The French in America. (XX.) (XX.) Causes of quarrel. J Fisheries. (XX.) 1 Fur-trade. 1^ Religious prejudices. 150 COLONIAL WARS WITH THE FRENCH. King William's War," 1689-1697. (XXI.) Queen Anne's War," 1 704-1 7 1 3. (XXI.) Indians attack in Maine. Iroquois attack Montreal. Massacres at Schenectady, .Salmon Falls, and ^ Casco Bay. I Congress of the colonies, 1690. I Two expeditions against Quebec. I Peter Schuyler against the P>ench. I The war against the Spaniards in Florida. -| Attempts to take Quebec. t Massacres at Deerfield and elsewhere. War with the Spaniards \ Oglethorpe invades Florida, 1740. in Florida. (XXI.) I The Spanish invade Georgia, 1742. King George's War," The taking of Louisbourg by New-England- /44 /4 • I •) \^ Louisbourg returned to the French. Last French war begun in 1751. English re- verses. (XXII.) English conquer Canada. War concluded, 1763. (XXIII.) Traits of the French wars. (XXIV.) Washington begins the war, 1754. Braddock's defeat, 1755. The Acadians removed. Failure of English e.xpeditions. a. Against Crown Point. i>. Against Fort Niagara. £■. Against Louisbourg. The French ca|)ture Fort William Henry. Pitt governs England. Second capture of Louisbourg. Capture of Fort Frontenac. General Forbes takes Fort Du Quesne. Defeat of Abercromby at Ticonderoga. Wolfe takes Quebec. Fall of the French power in Canada. [ Regular soldiers and militia. ') Sorrows of Indian warfare. L " Pontiac's War." HOW THE COLONIES WERE GOVERNED. l^l CHAPTER XXV. How the Colonies were Governed. The close of the French war made way for the Three forms of government in Revolution. But, before we consider the events which the colonies. led to the separation of the colonies from England, it will be best to ask. How were the colonies governed at the close of the French wars ? There were three forms of government in America — " royal," " charter," and " proprietary." The oldest colony, Virginia, was under what was colonies under , , . . ., royal govern- called a royal government, because the kmg appointed ments. the governor, and approved or disapproved of the laws that were passed. " Royal" means belonging to the king. New York had been granted to the Duke of York as a proprietary government, but when that duke became king, as James II, it became a royal, or king's prov- ince. New Jersey became a royal colony after the king bought the right of the proprietors. The two Caro- linas were proprietary governments at first, but in 1729 the king bought out the proprietary rights, and they became royal governments. Georgia was first settled under a body of twenty-one trustees, but in 1752 these trustees surrendered the government to the king. In 1679 New Hampshire was separated from Massachusetts, and became a royal colony. So that, after 1752, there were seven colonies under royal governments, namely, Virginia, New York, New Jersey, North and South Carolina, Georgia, and New Hampshire. Three colonies — Massachusetts, Connecticut, and colonies under charter govern- Rhode Island — were under charter governments ; that ments. 152 HOW THE COLONIES WERE GOVERNED. is, they were for the most part governed by their own people, according to charters granted by the king. Massachusetts, after it lost its first charter, had a gov- ernor appointed by the king, but the power remained mostly in the hands of the Legislature. Maine was at- tached to Massachusetts. Colonies under Maryland had been given to Lord Baltimore, Penn- proprietary gov- _ • i- i-» ernments. svlvaula to William Fcnn. Baltimore and Penn were called "proprietors," or " proprietai'ies." The heirs of these first proprietors exercised in these two colonies power somewhat similar to those of the king in the royal colonies. These were called proprietary govern- ments. Delaware had been ceded to Penn by the Duke of York, and, though it had a separate Legislature, it was under the same governor as Pennsylvania. There were, therefore, at the close of the French wars, three pro- prietary governments — Maryland, Pennsylvania, and Delaware. Colonial Legis- Each of tlic thirteen colonies had a legislative body. latures. These were divided into two houses. There was a lower house, or Assembly, elected by the people. The mem- bers of the upper house, or Council, were generally ap- pointed by the king in the royal colonies, and by the proprietary in the proprietary colonies. In the charter colonies governors and members of the Council were elected by the Assemblv. How laws were jj^ oixlcr to pass a law both houses of the Lcgis- passed in the ^ colonies. lature must vote for it and the governor must agree to it. We have kept the same rule. Our State and national laws are made in this wav now. The body we call the Senate takes the place occupied by the pfovcrnor's Council in the colonies. But in our time HOW THE COLONIES WERE GOVERNED. ^53 the people elect the g-overnors and both houses of the Legislature. In nearly all of the colonies the people had no voice in choosing the governor or the upper house of the Legislature. The people could not, there- fore, make laws which were not agreeable to the king or the proprietary. There was, consequently, almost a continual quarrel between the governors, acting under instructions from England, and the representatives of the people. All laws regulating the trade between the colonies commercial laws made by the and with other countries were made by the English English Pariia- Parliament. The colonies were obliged, often much against their will, to admit negro slaves, brought in by English merchants. They were forced to send nearly all their lead- ing products to England for sale. They were not allowed to buy any European goods, except in England, and no foreign ships were allowed to enter a port in this country. Laws were made to discourage peo- ple in the colonies from making and trading in such things as were made in England. There were Eng- lish laws against the manufacture of iron-ware and woolen goods by the Americans. The colonists had many furs, and could make hats very cheaply, but no hatter was allowed to send hats from one colony to another. Custom-houses were esiablished by law in all the custom-houses 1 ,ri !• ii- 11 ir snd smuggling. prmcipal ports of the colonies, and duties collected for 1 ^1 HOW THE COLONIES WERE OOVERNED, the king-. But the colonists evaded these unjust laws in every way they could, and there was a great deal of smuggling all along the coast. Questions for What did the close of the French war make way for ? How many study. kinds of governments were there in the colonies ? What were they called ? Which form of government was Virginia under ? W' hy was this form called " royal " ? What does the word " royal " mean ? To whom had New York been granted ? (When ? See pages 47, 48.) When did it become a royal province ? How did New Jersey, which once be- longed to proprietors, become a royal colony ? W^hat kind of govern- ments did the two Carolinas have at first ? In what year did the king buy out the proprietors ? What kind of governments did the Carolinas have after 1729 ? Under what kind of a body had Georgia been settled ? What did the trustees of Georgia do in 1752 ? From what colony was New Hampshire separated in 1679? What sort of a colony did it then become? How many colonies were there under royal governments? What were their names ? (There were thirteen colonies in all : were the royal colonies more or less than half of them ?) How many colonies were under charter governments ? What three were they ? How were the charter colonies governed ? After Massachusetts had lost its first charter, who appointed its governor? In whose hands did the power mostly remain ? Which one of our present States was at that time attached to the government of Massachusetts ? To whom had Maryland been given ? To whom had Pennsylvania been given ? What were Baltimore and Penn therefore called ? What powers did their heirs exercise in their colonies ? What were their governments called ? What colony had been ceded to Penn by the Duke of York ? What is said of the government of Delaware ? How many proprietary governments were there ? Name them. What did each of the thirteen colonies have ? How many " houses " were there in each Legislature ? How were the members of the Assembly chosen ? Who appointed the members of the Council, or upper house, in a royal colony ? Who appointed them m a proprietary colony ? How were they generally chosen in a charter colony ? W^hat was necessary in order to pass a law in one of the colonies ? How do our ways of making laws at the present time resem- ble this ? But what is the difference ? Who elects the governor now ? What part of the State Legislature is elected by the people now ? Did the people of the colonies choose their own governors ? Did they choose the upper house of the Legislature ? What kind of laws could they not make ? What was the result of this arrangement ? What kind of laws were made for the colonies by the English Parliament ? What were HOW THE COLONIES WERE GOVERNED. 155 they obliged to receive against their will ? Where were they forced to send all their leading products ? Where must they buy all European goods ? What kind of ships were forbidden to come to this country ? What kind of goods were people in the colonies discouraged from mak- ing ? What three sorts of manufacture were particularly restricted ? What were established in the colonial ports ? For whom were the duties collected ? Did the colonies willingly obey the laws made against their trade ? What is said of smuggling ? (What is smuggling ?) Tell about — I. The three kinds of government in the colonies. 1. Royal government, a. What was it ? fi. What colonies were governed in this way ? 2. Charter government, a. What kind of a government was it ? /;. What colonies were governed under charters } 3. Proprietary government, a. What kind of a government was it ? d. What colonies were proprietary at the close of the French wars ? II. The colonial Legislatures. a. The two houses that formed the Assembly, d. The way in which laws were passed, and the difference between them and our Legislatures. III. The laws regulating the trade of the colonies. Study by topics. ROYAL. CHARTER. PROPRIETARY. Blackboard. Virginia. Massachusetts, Maryland. New York. Connecticut. Pennsylvania, New Jersey. Rhode Island. Delaware. North Carolina. South Carolina. Royal . 7 New Hampshire. Charter . 3 Georgia. Proprietary . . . 3 Total 13 IN THE COLONIES. the king, the proprietary, or the Assembly the king, the governor, or the Assembly. III. The Assembly chosen by the people I. Governor chosen by II. Council chosen by IN THE STATES. I. Governor ] II. Senate I chosen by III. House of Rep- f the people, resentatives j ij6 EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. Love of liberty in the colonists. Early struggles for liberty in Virginia. CHAPTER XXVI. Early Struggles for Liberty in the Colonies. The colonies were settled at a time when the Eng- lish people were trying to establish the principles of liberty in their own government. Man}- of the colo- nists were driven to this country by acts of t3^ranny. The settlers in America brought with them the English love of liberty. They were always ready to assert their right to " the liberties of Englishmen." Free pfovernment was first established in America by the Virginia charter of 1618. (See page 30.) The Tir.B^ THE PILLORY, AS USED IN AMERICA. king, in dissolving the Virginia Company, struck a blow at the liberty of the colony, but the people strove hard to maintain their freedom. When, in 1624, the clerk of the Virginia Council betrayed their secrets to EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 157 Nathaniel Bacon belonged to a fami- ly prominent in the county of Suffolk, in England. He was educated in the law at Cambridge. His habits, like those of other young gentlemen of the time, were extravagant, and he exceeded the allow- ance made him by his father. About 1673 he went to Virginia, where he had a cousin, also named Nathaniel Bacon, who was rich and childless, and who wished to make the younger Nathaniel heir to his fortune, if he could have persuaded him not to embrace the popular cause. But the generous heart of the younger Bacon was touched with the wrongs of the people, and, though he had been ap- pointed a member of the governor's coun- cil, he yielded to the request of the peo- ple and became their leader. He showed excellent ability, and he was idolized by the people, who stood guard day and night over his house lest he should be assassinated. In fighting the Indians he caused his men to stand so close to their fort that they could fire through the port- holes, and yet, by standing at one side, escape the fire of the Indians. When, with a little handful of men, he marched swiftly on Jamestown, which was gar- risoned by five times as many, the people brought food out into the road to refresh his soldiers, and the women cried after him, " General, if you need help, send for us!" He treated his enemies with gentleness, but he pushed his measures with vigor. When he died, his body was secretly buried by his friends, by sink- ing it in the waters of the river, in order that his enemies might not dig up his bones. The only document to be found that appears to have been written by Bacon's own hand is signed " Nathaniel Bacon, General, by consent of the peo- ple." So that he was something of a re- publican, though he lived a hundred years before the Revolution. the king's commissioners, the Virginia Assembly sent him to the pillory, and had part of his ears cut off, to the great disgust of King James. When Sir John Harvey was governor of Virginia, he opposed the people, and the Council deposed him in 1635, and sent him to England. King Charles I was offend- ed at their presumption in deposing a royal governor, and he sent him back asfain as governor. But the peo- ple succeeded in having him removed in 1639, Sir William Berkeley, the royal governor of Vir- ginia, opposed the people, and in 1676 refused to allow them to make war on the Indians, who were ravaging the frontiers. This he did, lest the large profits he was making out of the fur-trade should be reduced. The people of the frontier put themselves under the lead of a brilliant young man, Nathaniel Bacon by name. He forced the government to give him a commission, and he got the Legislature to pass some good laws, that were much needed. Bacon's rebel- lion. "58 EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. Then he marched against the Indians and drove therr back. On his return, hearing that Berkeley had deter mined to arrest him, he marched straight on James town, and, though his force was not a fourth part sc numerous as that in the town, he laid siege to it, capt ured it, and burned it to the ground. Governor Berke ley fled to the Eastern Shore of Chesapeake Bay, anc the people of Virginia, except the few on the easterr side of the bay, took an oath to support Bacon, hailing him as a deliverer. But Bacon was worn out by th( cares and exposures of the Indian war and the James town siege, and he soon died. Berkeley succeeded aftci a while in reducing Bacon's followers, and in confis eating for his own use much of their property. Twenty three leading men he put to death. For this severit} the king recalled him in disgrace. Attempts to dis- Soou after Massachusetts had been settled, under th( solve the Massa- r i ii t i /—< '/ chusetts charter, patent Or chartcr of the Massachusetts Company (see charUs'^^L" " pagcs 40, 41), au attempt was made to destroy thai charter by the same kind of a lawsuit that had beer used to destroy the charter of the Virginia Company But the Massachusetts charter had been carried tc America, and, wdien the judges in England sent order; to have it brought back to be examined, the rulers ol the colony made excuses until the troubles in Englanc caused the matter to be laid aside. Massachusetts In thc rcigu of Charlcs II, proceedings were agair rebels against i • /- ^ • Governor Andres, takcu agaiust thc Massachusctts charter, and m 1686 1I was dissolved. King James II, who had by this tinu come to the throne, soon after appointed Sir Edmund Andros governor of New York and New England. He was a tyrant, who tried in every way to overthrow the EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 159 liberties of the colonies. The people of New England were exasperated to the highest pitch, and when they heard that the Prince of Orange had landed in Eng- land, to overthrow James II, they rose against Andros and imprisoned him, establishing a government of their own. This was in 1688. During the time that Andros was governor of The charter of Connecticut hid- all New England, he had tried to carry off the den in an oak. Connecticut charter. But it is said that, when the \;diarter was brought in and laid on the table, the lights were suddenly blown out, and when they were lighted the charter was gone. It had been taken away and hidden in the hollow of an oak-tree. This tree stood for nearly a hundred and seventy years after, and was always respected as " the Charter Oak." Andros was supreme governor of New York as well as gf New England. In New York there was also great dissatisfaction with his government, and, when the common people heard that Andros had been put in prison in Boston, they rose against his lieutenant, and set up Captain Jacob Leisler Leisier's rebei- . 1 1 1 r lion in New York. tor governor. Leisler, who governed the colony for more than two years, was a plain merchant, with no knowledge of government. He was bitterly opposed by the rich men of the colony. Though a man of patriotism, he was imprudent, and, after the arrival of a royal governor, his enemies succeeded in having him executed for treason. In 1 7 19 the people of South Carolina overthrew Rebellion against . . the proprietors in the oppressive government of the lords-proprietors and south Carolina. put themselves under the government of the king, GOVERNOR ANDROS. l60 EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. Legislative re- sistance to the colonial govern- ors. Questions for study. who bought out all the rights of the proprietors ten years later. The spirit of liberty was in all the colonies. The governors appointed in England made continual efforts to encroach on the freedom of the people. The colo- nial Legislatures were in a perpetual quarrel with their governors. English statesmen desired to have the gov- ernors paid a fixed salary, so that they would not be dependent on the colonies. But the colonies kept the purse-strings in their own hands, as far as possible, in order to preserve their liberties. What spirit did the settlers in America bring with them from England ? What right were they ever ready to assert ? By what charter was free government first established in America .'' At what did King James strike a blow when he dissolved the Virginia Company ? What did the people strive hard to maintain ? What did the clerk of the Council in Virginia betray to the king's commissioners in 1624 ? What punishment did the Virginia Assembly inflict on him ? What did the Virginia Council do when Sir John Harvey oppressed the colony in 1635 ? What did the king do ? What did the people succeed in doing with him ? How did Sir William Berkeley govern Virginia ? Why did he refuse to make war on the Indians.'' Under whose lead did the people of the frontier put themselves ? What kind of a man was Nathaniel Bacon .-• What did he force the governor to do } What did he get the Legislature to do ? Against whom did Bacon march ? When he got back wiiat did he hear.' What did he do ? How did his force compare with that in Jamestown ? When Bacon had taken Jamestown, what did Governor Berkeley do? What did the people of Virginia do ? What became of Bacon ? What did Berkeley succeed in doing after Bacon's death ? " How many did he put to death ? How did the king treat him for this ? What kind of an attempt was made to destroy the Massachusetts charter ? Where was the charter ? What course did the rulers of Massachusetts take to protect the charter ? In whose reign were new proceedings begun against the Massachusetts charter ? In what year was it dissolved ? What king was on the throne in 1686 ? Whom had he appointed to be governor of New York and New England ? What news from England encouraged the people to rise against Andros ? What did they do with him ? In what year was this .-' What had Andros tried to do in 0^. < < o 3 o > in o s < < tu < >: ■ Sd > p H (E 5 IE a EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. l6l Connecticut ? How did the people protect their charter ? Where was the charter hidden ? How long did the charter oak stand ? Who was supreme governor of New York at this time ? What did the New- . Yorkers do when they heard that Andros had been imprisoned in Boston ? Whom did the New-Yorkers set up for governor ? What kind of a man was Leisler ? What became of him ? Where did much of the resistance to the encroachments of the governors take place ? What did ' English statesmen desire ? What did the colonies wish to keep in their own hands ? Why ? Tell about — Study by topics. I. Early struggles for liberty in Virginia. 1. Against King James when the Virginia Company was dis- solved. 2. Governor Harvey sent home. 3. Bacon's rebellion. n. Early struggles for liberty in Massachusetts. 1. The preservation of the charter in the time of Charles I. 2. The overthrow of Andros. HI. The Connecticut charter in the charter oak. IV. Overthrow of the Andros government in New York. V. Revolution of 17 19 in South Carolina. VI. Colonial Legislatures resist the royal power. CHAPTER XXVII. The Causes of the Revolution. Long before the Revolution there was much dis- General causes of discontent. satisfaction in the colonies. Many of the governors sent over were t)''rannical and dishonest. The Ameri- cans did not like the transportation of criminals, nor the action of the British government in annulling the laws made to keep out slaves. They were also much annoyed by English laws, which prevented them from sending away woolen goods, hats, and iron-wares of their own make, from one colony to another. Most of all, they disliked the " navigation laws," the object of l62 THE CAUSES OF THE REVOLUTION. PATRICK HENRY. which was to compel them to do most of their trading with England (page 153). The writs of jj^g cnforccmcnt of these unpopular laws was in the assistance. •■ ^ hands of custom-house of^cers. The custom-house offi- cers in Boston, in 1761, asked the courts for " writs of assistance," which would give them the right to search any house, at any time, for the purpose of finding smuggled goods. This pro- duced a great ex- citement, and made the navi- gation laws still more un- popular. The trial which took place about these writs was a kind of beginning of the quarrel which brought on the Revolution fourteen years afterward. The stamp Act. But England and the colonies, while always car- rying on a family quarrel, had little thought of sepa- rating. Separation would probably have come when the colonies grew too large to be dependent, but this might at least have been postponed for two or three generations if the men who Patrick Henry was born in Hanover County, Virginia, in 1736. He was chiefly educated in a school taught by his father. He read law and began the practice of his profession. In 1763 he was engaged to plead in defense of the people against a suit of the parish clergy. It was known as " The Parsons' Cause." Before a court, in which his own father was the presiding magistrate, he pleaded the case of the people with such extraordinary eloquence and vehemence that the clergy- men rose and left the room, and Henry's father wept tears of triumph, while the people carried the young lawyer about on their shoulders. Elected to the Virginia Legislature, he immediately took the lead against the Stamp Act and became fa- mous. It was in his speech on the Stamp Act that he uttered the famous words, " Caesar had his Brutus, Charles the First his Cromwell, and George the Third — " As Henry reached this point his opponents cried " Treason ! trea- son ! " But the speaker finished by say- ing, " may profit by their e.\ample," and added, "if that be treason, make the most of it ! " When pleading for the or- ganization of the Virginia militia, before the Revolutionary War had begun, he closed with these memorable words : " Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it. Almighty God! 1 know not what course others may take, but as for me, give me liberty or give me death ! " He was several times governor of Virginia. He died in 1799. THE CAUSES OF THE REVOLUTION. 163 James Otis was born at what is now West Barnstable, on Cape Cod, in 1725. After studying in his native town he went to Harvard College, where he graduated when he was eighteen years old. But, wishing to lay a good foundation, he spent a year and a half more in general studies before he entered on the study of the law. He practiced at first in Plym- outh and afterward in Boston. He rose to the highest rank in his profession. He was an honorable man, and would never take unfair advantages of an opponent. When the custom-house officers applied for "writs of assistance," which would enable them to search any house at any time, it became the duty of Otis, as ad- vocate-general, to argue in favor of the writs. But he gave up this lucrative office and took the side of liberty. He made a great speech, five hours long, against the writs, and this speech is considered by some the starting-point of the Revolution. It was in this speech that he first raised the popular cry against " taxation without repre- sentation," which was the watchword of the Revolution. In the great strug- gle over the Stamp Act, and in the de- bates that followed, to 1769, he was the brilliant leader. When the bitterness of the controversy with England was at its height he became involved in an affray with several officers of the customs, and was seriously injured. Soon after this his mind, wearied by the exciting contro- versies in which he was engaged, became gradually deranged, and he retired from public affairs. In 1783 he was killed by a stroke of lightning. ruled England had not tried to tax the American colonies. Pariiament passed, in 1765, what was known as " The Stamp Act." This law required that all bills, notes, leases, and many other such documents used in the colonies, should be written on stamped paper, which should be sold by officers at such prices as should bring a revenue to the English government. All newspapers were re- quired to be printed on stamped paper. The American people violent oppo- . , , , T 1 sition to the quickly saw that, ii the stamp Act. British Parliament could pass such an act, they could tax America in any other way. The cry was raised in all the colonies, " No taxation without representation ! " Patrick Hen- ry, a brilliant speaker, took the lead in the agitation in Virginia, and James Otis, an eloquent Boston law- yer, was the principal orator in Massachusetts. The '' rivalries and jealousies between the various colonies died out in the new patriotic feeling, and the excitement ran like a flame of fire from New Hampshire to Georgia. There was everywhere a call for union among the colo- JAMES OTIS. 164 THE CAUSES OF THE REVOLUTION. The Americans agree not to import English goods. Repeal of the Stamp Act. Other acts of oppression. SAMUEL ADAMS. nies. A congress of delegates from nine of the colonies met in New York in October, 1765. It is known as " The Stamp-Act Congress." But the people were too much excited to stop at orderly measures. In colony after colony violent mobs compelled the stamp-officers to resign. In some places the people pulled down or rifled the houses of British officials. Not one man in all the colonies dared to sell a piece of stamped paper. Thouofh America had almost no ' manufactures, the merchants pledged themselves to import no English goods until the Stamp Act was repealed. As black goods came from England, the people resolved to wear no black at funerals, and they began to dress in homespun. They resolved, also, to eat no more mutton, in order to increase the home production of wool. English mer- chants, whose trade was hurt by these measures, now joined in the clamor for the repeal of the Stamp Act, and it was repealed in 1766, to the great joy of the colonies. But Parliament passed another bill at the same time, asserting its right to tax the colonies. New ways of raising a revenue in America, without the consent of the people, were tried. Ti"oops were quartered in the colonies, and the people were required to pay the expense. This the colonies refused to do. In 1770 a Samuel Adams was born in Boston in 1722. He graduated at Harvard Col- lege at twenty years of age. He was already devoted to liberty, and hb ora- tion when he received the degree of master of arts defended the right of the people to resist the supreme magistrate, "if the commonwealth can not otherwise be preserved." He was one of the first to oppose ta.xation by Parliament, and he early became the chief organizer and leader of the revolutionary movement in Massachusetts. He is said to have pro- posed the Congress of 1774. When Gen- eral Gage offered pardon to the Ameri- cans, he excepted Samuel Adams and John Hancock. Adams was a member of the Continental Congress and a principal advocate of American independence. He lived a pure and incorruptible life, and, though always poor, the king could not buy him from the path of virtue. He died in 1803. THE CAUSES OF THE REVOLUTION. 165 collision took place between British troops and some peo- ple in Boston. Three of the people were killed. This was called " The Boston Mas- sacre." It excited deep feel- ing in all the colonies, and Samuel Adams, the leader of the Boston town-meeting, com- pelled the governor to with- draw the troops from the city. The tax was at length taken off from nearly everything except tea. By releasing a part of the English duty on tea sent to America, the gov- ernment arranged it so that the Americans, after paying a tax in America, would have their tea cheaper than before. The Americans were not contending for a little money, but for a principle, and they refused to receive the tea. They began to drink tea made of sassafras-roots, sage, raspberry-leaves, yaupon, and other American plants. The English gov- ernment sent over consignments of tea to the princi- pal ports. At Boston a company of fifty men, disguised ,^ as Mohawk Indians, boarded the ships and emptied V> three hundred and forty-two chests of tea into the sea. ' This is known as "The Boston Tea- Party." In New ^^ York the people emptied a private consignment of tea ^ ' , into the water, and the ships which w^ere sent by the \J government they compelled to go back to England. Opposition to the Philadelphia also sent the tea-ships home again. In tax on tea. l66 THE CAUSES OF THE REVOLUTION. Charleston the tea was landed, but purposely stored in damp cellars, where it rotted ; and at Annapolis, a ship that had paid the duty on a private consignment of tea was burned in the harbor. The Boston Port ^Yiq Eus^Hsh Parliament punished Boston by closinsr Bill and its effect. ° ^ y & its port until the tea thrown overboard should be paid for. This act produced a great deal of distress in Bos- ton, by ruining its business and throwing its working- people out of employment. But it excited the sympa- thy of the other colonies, who sent aid to its people and who resolved to support it. A committee in New York immediately suggested that Massachusetts should call a congress, and thus the colonies were finally brought into a union against the mother-country. Questions for What was the character of many of the men sent over to America as ^^^'^y- governors ? What kind of people did the British government transport to be sold into service in America ? How did the people feel about the bringing- in of criminals ? What did the English government do about the importation of slaves ? What laws were made about American manufactures ? What three sorts of manufacture were particularly re- strained ? What was the object of the navigation laws ? In whose hands was the enforcement of the navigation laws ? What kind of writs did the custom-house officers ask for in 1761 ? What right did the " writs of assistance " give to the officers ? How did the people feel about this ? Was there much thought of separation ? Would the colonies have separated from England when they did if the English gov- ernment had been wise ? What act was passed in 1765 ? What did this law require ? What did the American people see in this measure ? What cry was raised in all the colonies ? Who took the lead in the agi- tation in Virginia ? Who was the chief orator in Massachusetts ? What effect did the excitement have on the jealousies between the colonies .-' When did the " Stamp-Act Congress " meet ? Where ? Did the people stop with orderly measures ? What took place in many of the colonies ? Were many stamps sold ? What pledge did the mer- chants make? What did the people refuse to wear.' In what kind of goods did they dress themselves ? Why did they refuse to eat mutton ? Who now joined in the clamor for the repeal of the Stamp Act ? Why THE CAUSES OF THE REVOLUTION. 167 did the merchants wish it repealed ? When was it repealed ? What bill did Parliament pass when it repealed the Stamp Act ? What was done about taxing America ? What was done about gathering troops ? Did the colonies quarter the troops? What took place in 1770? What is this occurrence called ? What effect did it have ? When the taxes were taken off of other articles, what article was still taxed ? How did the British government seek to make this agreeable to the Americans ? Why would they not accept an arrangement which made tea cheaper ? What did the people drink instead of tea? What happened when the government sent tea to Boston ? What is this occurrence called ? What did New York do about the tea ? What did Philadelphia do ? What became of the tea sent to Charleston ? What of a consignment of tea at Annapolis ? How did the English Parliament punish Boston for her part in the tea business ? What was the effect of the closing of the port on the people of Boston ? How did the other colonies feel about it ? What did the New York committee suggest ? I. Old causes of dissatisfaction. Study by topics. 1. Character of the governors. 2. Transportation of criminals and slaves. 3. Laws about manufactures and navigation. 4. Writs of assistance. II. The Stamp Act of 1765. 1. Its nature. 2. The excitement in America. a. No taxation without representation, b. Patrick Henry. c. James Otis. d. The " Stamp-Act Congress." 3. The mobs. 4. The agreement against English goods. 5. Repeal of the act. III. New measures of oppression. 1. Parliament claims the right to tax. 2. Imposes new taxes. 3. Tries to quarter troops at the expense of the colonies. 4. " The Boston Massacre." IV. The duty on tea. 1. The new plan of taxing tea. 2. Substitutes used. 3. Boston Tea-Party. 4. Tea in New York, Philadelphia, Charleston, and Annapolis. V. The closing of the port of Boston. 1. The effect on Boston. 2. The sympathy of the other colonies. 3. The calling of a congress. i68 THE OUTBREAK OF THE REVOLUTION. CHAPTER XXVIII. The Outbreak of the Revolution and Declaration of Independence. PINE-TREE FLAG, USED ABOUT BOSTON AT THE BEGINNING OF THE REVOLUTION The Congress of 1774- British troops sent from Boston to Concord. Though the Congress of the thirteen colo- nies which met in Philadelphia in 1774 had no authority to make laws, the people chose to obey its recommendations and to disobey the governors sent to them from England. The Congress petitioned the king and Parliament to restore their rights. But meanwhile the colonies organized the militia, and col- lected military stores, that they might be ready to fight for their libertieSo General Gage was in command of the British forces at Boston. He resolved to check the rebellious spirit of the people. He sent Paul Revere, an engraver and an active patriot, was sent to tell Adams and Hancock, who were at Lexington, that the British were coming. He waited at Charlestown until he saw a light hung in a church-steeple, which was a signal to him that the British were moving. Then he rode to Lexington, warning the people of their danger. (See Longfellow's famous poem on the subject.) GENERAL GAGE. The battle of Lexington and the beginning of the Revolution. out troops from Boston soon after midnight on April 19, 1775, to de- stroy some military stores at Concord, about twenty miles away. The Ameri- cans had formed companies ready to be called out on the minute ; these were called " minute-men." At Lexington the British troops fired on the minute-men and killed eight of them. At Concord the soldiers de- stroyed the stores. But the minute-men were now pouring in from the whole country, and the English troops beat a hasty re- treat back through Lexington. The Americans, swarm- THE OUTBREAK OF THE REVOLUTION. 169 Capture of Ticonderoga. — Soon after the battle of Lexington, Ethan Al- len, at the head of eighty backwoodsmen from Vermont, known as " Green Mount- ain Boys," made a sudden descent on Fort Ticonderoga, near the south end of Lake Champlain. Entering the fort in the niglit, he found the commander in bed, and summoned him to surrender. " In whose name?" demanded the officer. " In the name of the great Jehovah and the Continental Congress ! " replied Allen. With the fort Allen secured a supply of powder, then very much needed by the Americans. ing- like maddened bees, attacked them in the rear, in front, and on both sides. The min- ute-men fired from behind trees, rocks, and stone fences. The English retreated in a state of exhaustion with a loss in killed and wounded of nearly three hundred men ; the Americans lost about eighty-five. Messengers on horseback car- ried the news of the "battle of Lexington," as it was called, all over New England and into the Middle and Southern colonies. The people now knew that the war so long threat- ened had begun. After the bat- The battle of Bunker Hill. tie of Lexington, an irregular army of New-Ene:land- ers blockaded the English troops in Boston. A de- tachment sent to encamp on Bun- ker Hill threw up breastworks on Breed's Hill in- stead. Here the British attacked them with nearly double their "^ force, and, though the Americans were farmers who had never fought, and RUINS OF TICONDEROGA THE OUTBREAK OF THE REVOLUTION. had almost ling but ^ling-pieces ight with, twice ilsed the itish reg- s with "" great slaugh- ter, and, when their ammunition was exhausted, fought with the butts and barrels of their guns until compelled to retreat. One third of the Brit- ish force was killed or wounded, and the result of the battle was to give great confidence to the Americans, who have always regarded the battle of Bunker Hill, as it was called, more as a victory than a defeat. THE OUTBREAK OF THE REVOLUTION. 171 Early Life of Washington. — George Washington was born in Vir- ginia, February 22, 1732. His father was a planter, with a large landed prop- erty ; his mother was a woman of great force of character, but, like many ladies of that day, she had little education. Washington got such education as the poor country schools of the time afforded, but he made the most of it. His exercise- books are models of method and neat- ness. Besides the common branches of reading, writing, and arithmetic, he learned surveying and book-keeping. He was a lad of great strength, and took the lead in all athletic sports, and he became one of the best horsemen of his time. He bore hardships with great resolution, he spoke the truth, he was economical, in- dustrious, and systematic in his habits. He was, while yet hardly more than a boy, engaged in surveying wild lands for Lord Fairfax, an English nobleman, who owned a great tract of Virginia territory, and lived in the Shenandoah Valley. He thus came to know the frontier country and the habits of the Indians. He was made a major of the militia at nineteen, and he was but twenty-one when Gov- ernor Dinwiddie sent him on a mission to the French posts on the Ohio, as we have told in another chapter. By his prudent conduct in Braddock's and Forbes's expeditions, and in the defense of the Virginia frontier, he won the con- fidence of the American people. He was a member of the Continental Congress of 1774. He was not a brilliant man, but even in 1774 Patrick Henry pronounced him, for ".solid information and sound judg- ment, unquestionably the greatest man " on the floor of the Continental Congress. Meantime it fell to the Washington -^ . . ^-, . made command- Contmental Congress, in er-in-chief. session in Philadelphia, to elect a commander-in-chief for the new army. Colonel George Washington, of Virginia, who had gained distinction for zeal, cour- age, and prudence in the French and Indian wars, was chosen to this respon- sible place. He declined all pay except his expenses. He set out for Cambridge, Massachusetts, where he took command on July 3, 1775. Washington brought his The English 1 , , 1 evacuate Boston. irregular army to a tolera- ble state of organization, and closely besieged the Brit- ish in Boston until March of the next year, 1776, when he sent a strong force to occupy and fortify Dorchester Heights, which commanded the harbor and the town. This forced the English to withdraw their troops from Boston to Halifax, in Nova Scotia. Up to this time the Americans had been fisfhtingf for ^dependence _ _ & & declared. their liberties as British subjects. But now they were everywhere weaned from attachment to England. The FLAG BORNE BY AMERICAN TROOPS AT THE SOUTH AT THE BEGINNING OF THE REVOLUTION. 172 THE OUTBREAK OF THE REVOLUTION. colonies, one after another, formed constitutions ind( pendent of England, or took steps looking toward ind( pendence. On the fourth day of July, 1776, th Continental Congress adopted the " Declaratio of Independence." RATTLESNAKE FLAG USED AT THE BEGINNING OF THE REV- OLUTION. IT SOMETIMES BORE FOR MOTTO, " DON'T TREAD ON ME I " kin* nies. The Declaration of Independence. This act was a for- mal separation of the united colonies from England, whose king was no more to be in the thirteen colo- Thomas Jefferson, of Virginia, wrote this elo- quent declaration, which will never be forgotten. The Declaration says : " We hold these truths to be self-evident : That all men are born equal ; that they are endowed by their Creator with certain un- alienable rights; that among these are life, liberty, and the pursuit of happiness." The Declaration of Inde- pendence gives an account of the various acts of tyran- ny which the colonies had suffered under the goverr ment of George III, and then says: "We therefore, th representatives of the United States of America in ger eral Congress assembled, appealing to the Suprem Judge of the world for the rectitude of our intentionj Thomas Jefferson was born near Charlottesville, Va., in 1743. His father was a noted land-surveyor, and one of the authors of a map of Virginia. He left an ample fortune. Thomas was an eager stu- dent. He graduated at William and Mary College, and was soon recognized as per- haps the most accomplished general scholar in the colonies. He was an ex- cellent mathematician, and knew Greek, Latin, French, Spanish, and Italian. There was almost no knowledge that he was not eager to acquire. He was not gifted as an orator, but with his eloquent pen he rendered great services to the cause of liberty in America. He wrote the Declaration of Independence, the most famous state-paper in the world. He used his best endeavor to have slavery and the slave-trade abolished. He took the lead in abolishing the colonial laws that gave to the oldest son the largest share of the father's property^ He was also the leader in separating church and state, and giving to the people religious freedom. To him we owe the change of our money from pounds, shillings, and pence to a simple decimal system of dollars, dimes, and cents. To him, also, was due the purchase from France of the territory west of the Mississippi. He was the third President of the United States, chosen in the year 1800, and was elected for a second term in 1804. He died on the 4th of July, 1826, just fifty years to a day from the adoption of the Declaration of Independence, and the aged John Adams, second President, died on the same day. i THE OUTBREAK OF THE REVOLUTION. 173 do, in the name and by the authority of these colonies, solemnly publish and de- clare, that these United Colonies are, and of right ought to be, free and independent States." It closes with these words : " And for the support of this declaration, with a firm reliance protection of vine Providence, we J^^^ mutually pledge M^^^. to each oth- /^l*# /^^ er our liv our fortunes and our sacred honor." /^ Where Questions for did the ^^"'^y- Congress of 1774 meet ? Did it have any authority to make / laws ? How did the people treat its rec- ommendations ? How did they treat the govern- ors sent from England ? To whom did the Congress address petitions? What did the colonies do in or- der to be ready to fight if necessary ? Who was in command of the British forces at Boston ? What did he resolve to check ? At what time of night did he send out troops from 174 THE OUTBREAK OF THE REVOLUTION. Study Boston ? On what day of what month was this ? In what year ? What were these troops to destroy ? Where were the military' stores ? How far away is Concord from Boston? What took place at Lex- ington as the troops passed through ? Who were called minute-men ? How many minute-men were killed in this first fire ? What did the British troops do at Concord? Who were now pouring in from the whole country? What did the English troops do? What did the Americans do ? How many did the English lose ? How was the news carried ? What war did this battle begin ? What kind of an army blockaded the English in Boston after the battle of Lexing- ton ? On what hill was a detachment sent to encamp ? On what hill did they throw up breastworks ? How much stronger than the Ameri- cans was the force sent to attack them ? What kind of troops were the Americans ? What kind of guns did they have ? How did they fight ? What did they do when their ammunition was exhausted ? What portion of the British force was killed and wounded ? What was the re- sult of the battle? How have the Americans always regarded it? By whom was a commander-in-chief of the army elected ? Whom did the Congress choose for this place ? What qualities had given him distinction in the French and Indian wars ? What did Washington do about salary ? Where did he go to take command of the army ? On what day did he take command ? Where were the British whom Washington now besieged ? To what heights did he send a force ? In what month was this ? When the Americans had taken possession of Dorchester Heights what were the English forced to do ? What had the Americans been fighting for up to this time? What did one colony after another do ? What declaration did Congress adopt ? On what day ? What was this act a separation from ? Who wrote the Declaration of Independence ? Two truths are held to be self- evident in the Declaration of Independence : what is the first one ? What unalienable rights are said to belong to all men ? Of what acts of tyranny does the Declaration give an account? What solemn declaration is then made ? What pledge is given ? (Give as nearly as possible the exact words of the Declaration.) I. Preparations for the Revo- lution. II. Battle of Lexington. III. Battle of Bunker Hill. IV. Appointment of Washing- ton. V. Recovery of Boston. VI. Declaration of Independence. -\ ■ Bosto^n - I I ■f D-'ofchester^ THE OUTBREAK OF THE REVOLUTION. 175 General Gage sent out troops to destroy some military stores at , about miles from Boston. The Americans had companies called . These attacked and drove in the troops. This is called the battle of . The Americans sent a force which encamped on Hill, now commonly called Hill. The English attacked them and carried the works with great loss. Colonel , of Virginia, was ap- pointed general-in-chief of the American forces, and took command at . In March following he sent a force to occupy Heights, commanding Boston ; this obliged the troops to evacuate the town. The region about Boston. Make a diagram of, or otherwise locate with reference to Boston, Lexington, Concord, Bunker Hill, Dorchester (now South Boston) Heights. Skeleton sum- mary. Geography. KING GEORGE III. CHAPTER XXIX. The Battle of Trenton and the Capture of Burgoyne's Army. The people received the Declara- joy of the people . , . p-,. f , , . at the news of tlOn With joy. riCtureS 01 the king the Declaration of Independence. were destroyed ; his coat-of-arms was torn down from public buildings and thrown into the patriotic bonfires. The leaden statue of George III, DESTROYING THE STATUE OF GEORGE III AT THE BOWLING GREEN, IN NEW YORK CITY. 13 lyO THE BATTLE OF TRENTON. which stood in Bowling Green, in New York city, was run into bullets. Arrival of an g^^ ^]^g jq,, ^^f ^j^g Americans was soon turned into English army ■' -^ near New York, auxiety. About the time of the adoption of the Decla- LONG ISLAND. ration of Independence, General Howe landed a large body of English troops on Staten Island, near New York, THE BATTLE OF TRENTON. 177 and a few days later his brother, Admiral Lord Howe, came with re-enforcements. The battle of Long Island was fought near Brook- lyn, on the 27th of August, vjj^. In this battle the Americans were defeated, and Washington withdrew his troops from Brooklyn, and left the whole of Long Island in the hands of the British. The Americans were not strong enough to hold New York, and it was soon evacuated. Fort Washington, above New York, with two thousand Americans, was captured by the British, who soon crossed the Hudson. Washington was obliged to retreat, step by step, across New Jersey into Penn- sylvania. The American cause seemed on the verge of ruin. It was necessary to strike some blow to hearten the people. The English government had hired a body of Hessian soldiers, men from that part of Germany called Hesse-Cassel [hess-cas'-sel], to assist in subduing the Americans. Fifteen hundred of these were stationed in Trenton. Washington crossed the Delaware River, above Trenton, on the night of Christmas, with twenty- live hundred men. The river was so full of floating ice that it took Washington all night to get over with his men. The Hessians were, as Washington expected, stu- pefied by their Christmas revelries of the night before. The Americans surprised them at eight in the morning. About a thousand prisoners were taken. A little later the British advanced upon Trenton and put Washington in great danger, because he could not retreat across the river in the presence of the enemy. He saved himself by a bold move. Building up his camp-fires, so as to deceive the enemy, he moved around Ay . ADMIRAL LORD HOWE. The battle of Long Island, and the evacuation of New York by the Americans. Washington crosses the Dela- ware and capt- ures Trenton. A HESSIAN TROOPER. Battle of Prince- ton. AMERICAN FLAG, ADOPTED IN 1777. Burgoyne's expedition. Fall of Ticonderoga. Battle of Bennif.gton. HESSIAN MADE PRISONER BY MILITIAMAN. THE BATTLE OF TRENTON. the British force and attacked and captured Prince- ton, in their rear. This forced the British to fall back to New Brunswick, and left the most of New Jersey in the hands of the Americans. In 1777 General Burgoyne was sent to force his way down from Canada, through Lake Cham- plain and Lake George, to the Hudson. He was expected to capture Albany, and make a junc- tion with the British forces about New York. The effect of this would have been to cut the United Colo- nies in two. Burgoyne compelled General St. Clair to evacuate Ticonderoga, and captured the artillery and all the stores which St. Clair was trying to move. He then went to Skenesborough, now Whitehall, at the south end of Lake Champlain. At length he reached the Hudson at Fort Edward, having gained complete control of Lake Cham- plain and Lake George. From Fort Edward, Burgoyne sent out a force of his hired German troops into what is now Vermont, to capture stores and horses. But the miHtia of western New England, who like almost all men in a new country were accustomed to the use of fire-arms from childhood, gathered under the lead of General Stark, and at the battle of Bennington utterly defeated the detachment sent out by Burgoyne. The whole Northern country was up now. The ranks of the army under General Gates, which op- posed the march of Burgoyne, were quickly filled by militia pouring in from New York and New Eng- land. In a hard-fought battle at Bemis's Heights the THE BATTLE OF TRENTON. 179 Americans won a decisive victory, Burgoyne was soon hemmed in on every side by the increasing American force. He tried in vain to get back to the lakes. His retreat was cut off in every direc- ^ tion, and on the i6th of October he surrendered his whole army. This victory delivered the Amer- ican cause from the greatest peril, and brought joy \ without measure to the people. GENERAL GATES. How did the people receive tlie Declara- tion of Independence ? How did they show Questions for their dislike to the king, George HI ? What study, became of his leaden statue in New York ? What turned the joy of the Americans to anxiety .'' What English^eneral landed on Staten Island .'' Near what city is Staten Island ? Who brought re-^forcements to General Howe ? Near what city was the battle of Long Island fought ? In what month } Who were defeated in this battle ? What did Washington do after the battle ? Why did he evacuate New York ? What . fort did the British capture ? Wha^iver did the British cross after capturing Fort Wash- ington ? Across what State did Washington retreat ? Into what State ? What were the prospects of the American cau^e at this time ? What kind of soldiers had the English hired ?" Where were the Hessians from ? How many Hessians were in Trenton at this time ? What river was between Washington's army and Trenton ? At what time of the year did Washington and his troops cross ? What made it hard to get over .'' By what were the Hessians stupefied ? At what time in the morning did the Americans attack them ? How many prisoners were taken ? When the British advanced against Washington, in Trenton, why was he in danger ? How did / ^ he save himself ? What effect did this have on the British .'' ;z^;M In what year was Burgoyne's expedition sent from Canada ? Through what lakes did Burgoyne move ? Toward what river ? What city did he expect to capture ? With what English forces was he to make a junction .'' What would have been the effect of this ? What fort did Burgoyne force General St. Clair to hessian troopers boot. i8o THE BATTLE OF TRENTON. Study by topics. Skeleton sum- maries. evacuate ? To what place did Biirgoyne then go ? Where did he reach the Hud- son ? Of what lakes had he gained control ? Into what region did Burgoyne send out a detachment ? For what purpose were they sent ? Under what general did the militia of New England gather.? What hap- pened at the battle of Bennington to the detachment which Burgoyne had sent out ? In what battle was Burgoyne's army de- feated.^ What did he try to do? Finding he could not retreat, what took place ? What was the effect of this victory on the Americans ? Tell about— 1. Events following the Declaration. 1. Joy of the people at the Declara- tion of Independence. 2. Landing of Howe. 3. Battle of Long Island and other English successes. 4. Battle of Trenton. 5. Battle of Princeton. II. Burgoyne's expedition. 1. Its purpose. 2. Burgoyne's successes. 3. Battle of Bennington. 4. Defeat of Burgoyne. 5. Surrender of Burgoyne's army. I . British successes. About the time of the Declaration of General Howe landed on Island. The were defeated in the battle of Long Island. It was fought near , August 27, 17 — . Washington soon after evacu- ated . Fort , above New York, was captured by the , and Washington was obliged, to retreat into . 2. Washington's successes. The English had a body of hired Ger- man soldiers stationed in . Washington crossed the on the night of , and attacked them at eight o'clock in the morning. He took prisoners. When the English advanced to Trenton, he attacked and took in their rear, and forced them to fall back, leaving nearly the whole Stale of in his hands. THE BATTLE OF TRENTON. 181 3. Burgoyne's campaign. Burgoyne's advance from Canada took place in the year 17 — . He forced St. Clair to abandon Fort , and got possession of Lake and Lake , and reached the River at Fort Edward. He sent out an expedition into what is now the State of , which was defeated by American militia in the battle of . Burgoyne's army was defeated in the battle of Heights, and surren- dered on the i6th of , 1777. In what direction could the English pass from Staten Island to Long Geographical Island ? From Long Island to New York ? From New York Island to inquiries. New Jersey ? In what part of New Jersey is Trenton ? What direction is Princeton from Trenton ? In what part of New Jersey is New Bruns- wick ? In what direction did Burgoyne move from Canada to Ticonder- oga ? On what lake is Ticonderoga .'' By what water would one pass from Ticonderoga to Whitehall ? What lake lies south of the main body of Lake Champlain ? On what river is Fort Edward ? In what State .'' In what direction from Fort Edward is Bemis's Heights ? From Fort Edward, in what direction is Bennington .'' In what State ? CHAPTER YXX. The Dark Period of the Revolution. The overthrow of Burgoyne The battle of ,..,.. , the Brandywine, relieved the American cause 01 sept. n, 1777. one great danger, but it was sorely beset in other quarters. General Howe had taken his army around by sea, and landed at the head of Chesa- peake Bay, in order to capture Philadelphia, which was then the seat of Con- gress. Washington's army was inferior to the British, and he retired behind the Brandywine River, where, on the nth of Sep- tember, 1777, was fought the battle known as "The general sm william howe. GENERAL BURGOYNE. l82 THE DARK PERIOD OF THE REVOLUTION. Battle of Ger- mantown, Oct. 4. 1777. Battle of the Brandywine." The Americans were forced to retreat, and the British entered Philadelphia. On the 4th of October Washington attacked the British at Germantown, near Philadelphia, but he was again defeated. The winter of 1777- '78 the darkest of the Revo- Washington LA FAYETTE. Winter quarters at Valley Forge, i777-'78- /o was season lution. went into winter-quar- ters at Valley Forge. Congress had no money. Many of the soldiers were without shoes, and in their marches over frozen ground they left blood in their tracks. Some of the poor fellows sat up by the fires at night, for want of blan- kets to keep them warm. The war of the colo- nies against England had excited much sympathy in Europe, come over to assist these were mere adventurers, The Marquis de L.a Fayette was born of an illustrious French family on the 7th of September, 1757. He was but nineteen years old, with every prospect which great wealth and family influence could give, when he embraced the cause of liberty in America. Against the com- mand of the King of France, he freighted a ship at his own expense, and landed in America in 1777, to offer his services as a simple volunteer. He quickly won the favor of Congress and the life-long friend- ship of Washington. He was made ma- jor-general, and, though so young, showed considerable ability as a commander. His conduct was always prudent. He was wounded at the Brandywine, and he dis- tinguished himself by a masterly retreat from Barren Hill and fine conduct at the battle of Monmouth. In Virginia, when Cornwallis threatened him with a superior force, and boasted that the " lit- tle boy," as he called La Fayette, could not get away from him, the young mar- quis avoided a battle, and prepared by his skillful movements for the final suc- cess at Vorktown. La Fayette was all his life a lover of liberty and order. He took a brave part in the French Revolution, but refused to go to extremes. He was arrested and imprisoned for years in Aus- tria, in spite of American efforts to re- lieve him. At the instance of Bona- parte he was freed in 1797. He visited the United States in 1824, when he was welcomed as the guest of the nation. He made the tour of the country, rejoicing in its prosperity. He was everywhere re- ceived with enthusiasm by those whose fathers he had helped in their hour of distress. Congress voted him $200,000 and a township of land for his losses and e.xpenses in the Revolution. Though an old man, he took part in the French Revo- lution of 1830, and remained the devoted friend of human liberty until his death in i8j4. BARON STEUBEN, of ablHty aud generous spirit. Many foreign officers had the Americans. Some of but others were men Such was the young THE DARK PERIOD OF THE REVOLUTION. '8,3 French nobleman La Fayette ; Count Amvai of La Fayette and Pulaski, Baron Steuben, and Baron other foreign De Kalb were also excellent officers. France had from the first taken a The aiuance ,. , . -If f A • ^'**^ France, lively interest in the late oi America, 1778. partly from a jealous dislike of Eng- land, partly from the love of lib- erty that was growing among the French people. The courageous per- sistence with which Washington attacked Howe's army at Germantown made a strong impression in France, and on the 30th of January, 1778, a treaty of alliance between France and the United States was signed. This was received in America with the greatest joy. The first result of the alliance with France was the recovery of Philadelphia. Sir Henry Clinton, who had succeeded Howe in command of the British army, was afraid that the French might blockade the T-~. , , , 1 I • • British retreat Delaware, and thus shut him up in from Phuadei- Philadelphia. He therefore retreat- fl^; "f J*^' r battle of Mon- ed across New Jersey to New York, "^outh, june is, . 1778. pushed by Washington's army. Dur- ing this retreat the battle of Mon- mouth was fought. The Americans gained a partial victory, the English retreating under cover of night. When the war had lasted three or four years, the Brit- The British con- quer Georgia and ish government became convinced that it was a most south carouna. difficult task to subdue the Northern and Middle States, feated at the bat- The people could not be subdued even when the armies 1'^°^ camden, SIR HENRY CLINTON. i84 THE DARK PERIOD OF THE REVOLUTION. Sergeant Jasper. — In 1776 the Brit- ish fleet attacked Fort Sullivan, inCharles- ton harbor, which was successfully de- fended by General Moultrie. During the hottest of the fire, the flag of the fort, which bore the device of a crescent, was shot away. A sergeant named Jasper leaped down outside the fort and recov- ered the flag, which he fixed to a sponge- staff. This he stuck in the sand and then returned unharmed to the fort. For this act the governor of South Carolina gave him his own sword. In 1779 he was engaged in the attack on Savannah, when the colors of his own regiment were shot away. Jasper tried to replace them on a parapet, but he was mortally wounded. In this condition he brought away his colors. were beaten. But as there were more slaves, and as the white population was more scattered, in the Southern States, they supposed it might be easier to overrun them. GENERAL MOULTRIE. At tlic closc of the jcar 1778 the British captured Savannah, and Georgia was soon subjugated. In the next year an attempt was made by the Americans, assisted by the French fleet, to capture Savannah, but it failed. In this attempt Count Pulaski lost his life. After a regular siege, a British fleet and army took Charleston in May, 1780. General Gates, who had commanded the Northern army when Burgoyne surrendered, was put in command of all the American troops at the South. But Gates was utterly beaten, and his whole army routed and dispersed, by the British under Cornwallis, at the battle of Cam- den, in South Carolina. There was no longer any American army GENERAL LINCOLN, WHO DEFENDED CHARLESTON IN 1780. Sumter and Ma- rion maintain a partisan warfare in South Caro- lina. worthy of the name in the whole South. But in the South, as in the North, the British could not gain permanent advan- tages. Though the Amer- icans shrank from enter- ing the army, which was One of the most brilliant enterprises of the war was the capture of Stony Point, on the Hudson. General Wayne led a force of Americans, by defiles in the mountains, to within a mile and a half of the fort on the evening of July 15^ 1779. To prevent discovery, all the dogs on the road were killed. At midnight the Americans moved on the fort. The ad- vanced guard carried empty guns with fixed bayonets, and thus faced the fire of the defenders as they rushed over the works and made the British garrison prisoners. THE DARK PERIOD OF THE REVOLUTION. .8j study. poorly paid and badly fed, they refused to be subdued. Sumter and Marion mustered consider- able bodies of South Carolina militia. These men knew the country perfectly ; they lurked in the forests and swamps, coming out from time to time to strike the British where they were weakest. Where did General Howe take his army in order to capture Philadelphia ? Behind what river did Washington retire ? In what year was the battle of the Brandywine fought ? Who were general marion forced to retreat .'* What city did the British enter ? In what month in 1777 did Washington attack the British in Germantown ? Near Questions what city is Germantown ? (It is now a part of Philadelphia.) What was the result of the battle of Germantown ? What was the state of feeling in Europe about the war in the colonies ? Who came over to assist the Americans ? What was the character of some of these officers ? What kind of men were others of them ? From what country was La Fayette ? From what country was Pulaski ? What other two officers are mentioned? What country had from the first taken a lively interest in the American struggle ? Why was France interested ? What made a strong impression in France ? W^hen was the treaty of alliance between France and America signed .'' How was the news of this treaty received in America ? What was the first result of the treaty with France ? Of what was Clinton afraid ? What did he do ? What battle was fought during his retreat from Philadelphia to New York ? After three or four years of war in the Northern and Middle States, to what conclusion did the British government come .'' Why did they think it easier to conquer the South- ern States ? What city did the British capture at the close of the year 1778.? What State was soon subdued ? Who assisted the Amer- icans in the recapture of Savannah in 1779? What was the result .-* What distinguished officer lost his life in this attack ? What city did the British fleet and army capture in 1780? Who was put in command of the American army in the South ? In what bat- tle was Gates utterly beaten ? What became of his army ? In what State is Camden ? Why could the British not gain permanent for i86 THE DARK PERIOD OF THE REVOLUTION. Study by topics. Questions in Geography. advantages in the South ? Who mustered considerable bodies of South Carolina militia ? Where did they lurk.' Tell about — 1. The darkest hour. 1. The battle of the Brandywine. 2. The loss of Philadelphia. 3. The battle of Germantown. 4. The winter at Valley Forge. II. Foreign aid and brighter prospects. 1. Foreign officers. 2. Alliance with France. 3. Retreat of the British from Philadelphia. 4. The battle of Monmouth. III. The British overrun Georgia and South Carolina. 1. Reason for attacking the South. 2. The taking of Savannah. 3. The Americans fail to recapture it. 4. The siege and capture of Charleston. 5. Defeat of Gates at Camden. 6. The guerrilla war of Marion and Sumter. In what State was the battle of the Brandywine fought ? In what direction is the battle-field from Philadelphia ? On which side of Philadelphia is Germantown ? In what direction from Philadelphia is Valley Forge ? In what State is Monmouth, where the battle was fought ? In what State is Savannah ? In what State is Charleston ? In what direction from Charleston is Camden ? CHAPTER XXXI. The Closing Years of the Revolution It was in 1780, when the affairs of the Americans were at a very low point, that there occurred the treason of Benedict Arnold. Arnold was a brave soldier and a brilliant leader, but in all the affairs of life he had proved himself some- thins: of a scoundrel. He had led an BENEDICT ARNOLD. UNIRDRMS OF FRENCH SOLDIERS IN AMERICA. THE CLOSING YEARS OF THE REVOLUTION. 187 MAJOR ANDRE. expedition against Quebec, and had shown great courage Treason of at Bemis Heights. He had been accused of fraud in his 1780. accounts, and had been once sentenced to be publicly reprimanded. Arnold opened a correspondence with the British general, and afterward got him- self appointed to the command of the posts in the Highlai'^s of the Hudson in order to be- tray them. 'Major Andre [an-dray], of the Brit- ish army, was sent to arrange with Arnold the surrender of these posts. On his way back to New York Andre was captured by three men, who refused all the rewards which he offered them, and delivered him and his papers, which were in Arnold's handwriting, to the nearest American officer. Andre was tried and hanged for a spy. Ar- nold had time to escape to the British army, in which he fought with great vindictiveness against the Americans. He afterward lived in England, detested by everybody as a traitor. With the coming in of the year campaign of Gen- eral Greene in the 1 78 1, American prospects began to south, 1781. brighten. Greene had taken com- mand of what was left of the ruined army at the South, which he imme- diately recruited and improved by strict discipline. At the battle of the Cowpens, fought in South Caro- lina in January, 1781, a detachment under Morgan defeated a British force under Tarleton. Greene skill- fully retreated for two hundred miles across North Carolina to the border of Virginia, followed by Corn- wallis. When Cornwallis moved to Hillsboro, Greene, GENERAL NATHANAEL GREENE. COLONEL TARLETON. i88 THE CLOSING YEARS OF THE REVOLUTION. ONE OF MORGAN'S RIFLEMEN. Greene recon- quers the most of the South. re-enforced, again marched southward, but managed to avoid a battle until he had gathered new troops. In the severe battle of Guilford Court-House, Cornwallis drove the Americans from the field at the close of the day, but his army was so badly shattered that he was forced to begin a prompt retreat to the sea-coast, leaving his wounded in the hands of the pursuing Americans. The scene of this battle is now called Greensboro, in honor of General Greene. Cornwallis, who was the ablest of all the English commanders in Amer- ica, made a junction with the British troops in V^irginia, and Greene took ad- vantage of this to reconquer South Carolina from the English. Though often checked and sometimes defeated, he had the satis- faction of recovering the three Southern States so far that the English held only the three chief seaports. Savannah, Charleston, and Wilmington. Reaching Virginia, Cornwallis pushed the work of fighting and destruction with his usual vigor. La Fay- ette, who was in command of the Americans, showed much ability in avoiding a battle. Washington now marched his forces to the southward, in com- pany with a French army under Rochambeau [ro- sham-bo]. The French fleet blockaded the troops of Corn- wallis at Yorktown, and the American and French armies. ROCHAMBEAU. co-operating in the friendli- ROVAL FLAG OF FRANCE. THE CLOSING YEARS OF THE REVOLUTION. 189 Benjamin Franklin. — Franklin was the son of a tallow-chandler, and was born in Boston in 1706. He learned the printer's trade in his brother's office, and also did some rude engraving for the paper. He was studious from child- hood. He went to Philadelphia at seven- teen and worked as a journeyman print- er. After many vicissitudes he rose to the ownership of a printing-office. He published an almanac, known as " Poor Richard's," that became famous for its wise proverbs, and he printed and edited the best newspaper in the American colonies. He was postmaster-general for the colonies. He became a student of electricity, and in 1752, by means of a kite, he proved that the lightning of the clouds was electricity. This discovery, and the invention of the lightning-rod, made him famous. He promoted the formation of literary institutions, and furthered the public welfare in many ways. He went to London more than once as agent for his own and other colo- nies, and was chiefly influential in se- curing the repeal of the Stamp Act. He was in London as agent for several of the colonies when the Revolution broke out, but he immediately returned to America. He was one of the committee to draft the Declaration of Independence. He went to France in 1776 as ambassador, and it was his skillful hand that negotiated the treaty with that country, without which the Revolution could hardly have succeeded. He assisted in making the treaty of peace with England in 1782, and took part in framing the Constitution of the United States in 1787. He died in Phila- delphia in 1790, aged eighty-four years. It was said of him that " he wrested the thunder from the sky and the scepter from tyrants." BENJAMIN FRANKLIN. est way, laid siege to the place. On the i8th of Octo- ber, 1 78 1, the British army under Cornwallis surren- dered, prisoners of war. The English people had Preliminaries of peace, 1782. grown weary of the war. The surrender of Cornwal- lis took away from England the last hope of subduing America. From this time it was certain that Ameri- can independence would be granted by England. Terms of peace were at length agreed on at Paris in 1782, and a treaty was signed the following year. By this peace England recognized the AMERICAN ARTILLFRY DRAWN BY OXEN. 190 THE .OSING YEARS OF THE REVOLUTION. Washington re- tires to private life, 1783. independence of the United States. Among those who negotiated the peace was the venerable Dr. Franklin. Washington, who was the idol of the people, resigned his command of the army in 1783, bidding farewell to his troops, and returning to private life at Mount Ver- non, like a good citizen. His patience, wisdom, cool- ness, and unselfish patriotism procured the successful end of the long struggle. I HE HEVOLUTION Questions for study. What kind of a soldier was Benedict Arnold ? What expe- dition had he led ? In what bat- tle had he shown great courage ? What accusation had been made against him ? What posts was he in command of.'* What Brit- ish ofificer was sent to arrange with him for the betrayal of these posts ? How was Andre capt- ured ? What became of Arnold .' What x was the fate of Andre? In what year did the prospects of the American cause begin to brighten ? How many years had the Revolution con- tinued in the spring of 1781 .'' (It began in the spring of 1775 — subtract 1775 from 1781.) Who had taken command of what was left of the Southern army .'' Who had had command of it before.' Where was the bat- tle of Cowpens fought .'' In what month and year ? Who was beaten at Cowpens ? How far did Greene retreat, followed by Corn- wallis ? When Cornwallis marched to Hillsboro, what did Greene do ? Where did they fight a battle ? Who held the ground after the battle of Guilford Court-House ? But what did Cornwallis do the next morning.-' Who followed him in this retreat.' What is the town of Guilford Court-House now called ? Why is it called Greensboro ? With whom did Cornwallis now seek a junction ? What advan- tage did General Greene take of this .'' How successful was he ? What did Cornwallis do when he reached Virginia ? What general was in command of the Americans in Virginia ? How did La Fayette show ability ? What did Washington do ? Who commanded the French army that accompanied Washington ? What part did the THE CLOSING YEARS OF THE REVOLUTION. 191 Willia"^ Norfolk French fleet take in the siege of Yorktown ? On what day did Corn- wallis surrender ? How did the EngUsh people feel about the war at this time ? What effect did the surrender of Cornwallis have ? In what year was peace made ? What did England recognize by this peace ? What famous man was amone those who ne- gotiated the peace on the part of America? What did Washington do when peace was made? I. The treason of Arnold. II. Cornwallis and Greene in '^orth Carolina. III. Greene reconquers the g. cater part of the three Southern States. IV. Cornwallis and La Fayette in Virginia. V. Siege and surrender of Yorktown. VI. The peace. In the year Benedict tried to betray to the English certain fortified posts on the River. In the year 1781 the English under Tarle- ton were defeated by the Americans under at , in South Carolina. Greene was defeated at Court-House, in North Carolina, by the English under . Cornwallis afterward moved into Virgmia, and Greene reconquered all of the three Southern States except the three cities, in North Carolina, • in South Carolina, and • in Georgia. Cornwallis was besieged by the and Americans in in Virginia, and sur- rendered in October, 17 — . Peace was made at Paris in 17 — . a. The Highlands of the Hudson — their location. b. Describe the location of, or point out on the map, the Cowpens in South Carolina, and Hillsboro and Greens- boro in North Carolina, c. In what general direction would Cornwallis move in going from Wilmington in North Carolina to Yorktown in Virginia? d. On what river is Yorktown ? In what direction from Chesapeake Bay ? From Norfolk ? REVOLUTIONARY POSTS IN THE HIGH- LANDS OF THE HUDSON AND THE LOWER PART OF THAT RIVER. 14 192 INCIDENTS OF THE REVOLUTIONARY WAR. CHAPTER XXXII. ESEK HOPKINS, FIRST COMMANDER OF THE AMERICAN NAVY. Early achieve- ments of the Americans at sea Traits and Incidents of the Revolutionary War. At the outbreak of the Revolution the American colonies had no navy. It was quite impossible for them to form a navy that could contend with that of England, which was the best in the world. But the Americans of that time were a sea-coast people, who did nearly all their trading- and traveling by water. They quickly fitted up some ships, that did good execution. At the outbreak of the war the American army lacked powder, arms, and clothing. While powder-factories were building, daring American seamen, North and South, put to sea and captured sup- plies of powder from British ships. In 1776, ten thou- sand suits of winter uniform, on their way to Burgoyne's army, were capt- ured. These were sent to clothe the destitute American soldiers. But the little navy rendered -'^^ other and more important serv- ices. Captain Nicholas Biddle gained much renown by his brilliant successes in a small ship. John Paul Jones, a Scotch- lit- -°"'^ P*-- -ONES. man, had entered the American navy, and he soon proved himself one of the best sea- captain Biddie's j^^^^^ ^^^^^ ^^^^ ^j- ^-j^^ most uncouquerablc fighters that success. Paul ' *-' Jones and the ^vcr Sailed thc sea. He scoured the English and Irish battle of the Bonhomme Rich- coasts — a tcTTor to sea and land. In the Bonhomme ard with the t-. • i i n • i /t i i i r- i • i serapis. Richard [bon-om nsh-ar'j he encountered the English AMERICAN SEAMAN, 1776. INCIDENTS OF THE REVOLUTIONARY WAR. ^93 AMERICAN MARINE, 1776. American priva- teers. AN ENGLISH GRENADIER. man-of-war Ser'-a-pis, and, finding no other chance for victory, he ran alongside the enemy and lashed the two ships together. After a bloody battle, lasting two hours, the English ship surrendered. But the Bon- homme Richard was so badly cut y^ to pieces that Jones was forced to ' transfer his crew to the Serapis, leav- ing his own ship to sink. A great deal of destruction was done to English commerce by privateers — ves- sels of war fitted out by private indi- viduals. The profits made, even by common seamen, from prizes taken in this kind of war, drew many men into it, and prevented enlistments in the army. There was always a difficulty about raising soldiers. The American militia. because the troops suffered much from a scarcity of the necessaries of life. Then, too, a private soldier in that day was liable to punishment by flogging and other degradations not relished by most Americans. But many of the people were always ready to fight in an irregular way. The armies were often broken, but the people were not subdued. The farmer-militia usually wore brown tow-shirts and carried long fowling-pieces. Their ammunition was carried in a powder-horn and shot-bag. Bayonets were often lacking. At the battle of Sara- toga one of the divisions of the Americans had but one bayonet to every three men. It is said that they often put one bullet and two buck-shot in a gun together. Arms of the _, 1 A • Americans and 1 here were many men among the Americans whose their mode of aim was very deadly. The riflemen from the frontier ^ *'"^' REVOLUTIONARY POWDER-HORN AND CANTEEN. shooting. AN AMERICAN RIFLEMAN. FROM A PRINT OF THE TIME. Sufferings of the American sol- diers. Weakness of the American gov- ernment during the Revolution. A SOLDIER OF THE CONGRESS. FROM A DRAWING BY A GERMAN OFFICER AT THE TIME. 104 INCIDENTS OF THE REVOLUTIONARY WAR. were capable of incredible accuracy in Double-barreled guns were almost, though not quite, unknown at that time. The percussion-cap had not yet been invented, but the old firelocks, touched off by a burning fuse, had all disappeared. The small-arms were probably all flint-locks — guns and pistols that were set off by a flint striking a piece of steel. There were no breech-loaders and no revolvers. Firing was much slower and less effective than now. The bayonet was more impprtant then than in recent warfare. The American troops suffered extreme hard ships. The paper money issued by Congress to pay the soldiers ^^^^^^'^-^C*^" declined in value until it was almost worthless. In more than one campaign the barefoot soldiers left blood on the ground when they marched. To relieve the neces- sities of the soldiers, patriotic women collect- ed blankets and sent them to the army. When the Revolution broke out there were nearly three millions of people in the American colonies. During the war the population increased, and, notwithstanding the interruption of business and the destruction of prop- erty, the wealth also increased. The loss of credit and the inefificiency and suffering of the army were principal- ly due to the weakness of the government. There were, indeed, thirteen governments, bound together very loose- ly. Congress had no way of making each State pav its proportion of the expense of the war, and so one State waited for another. It was not until some years after the peace that a strong government was formed. AN AMERICAN MAJOR- GENERAL. FROM A PRINT OF THE TIME. INCIDENTS OF THE REVOLUTIONARY WAR. 195 ISRAEL PUTNAM, NOTED GENERAL IN THE REVOLUTION. What kind of a navy was that of England at the outbreak of the Questions for American Revolution .'' What had the Americans to put against it ? ^ " y- Could they hope to build one that would equal it } How did the Ameri- cans do their trading and traveling in that time .'' What did they do in regard to ships .'' What did the army lack ? How was this in part sup- plied ? What is said of Captain Nicholas Biddle } What kind of a seaman was John Paul Jones } What was the name of the ship in which he fought with the Serapis ? In what position were the ships during the fight ? What was the result of this desperate fight .'' What became of the Bonhomme Richard .'' What is a privateer.'' What was accomplished by the privateers during the Revolution } Why did many men prefer sailing in privateers to enlisting in the army } What was the chief cause of the difficulty in raising troops .'' How were the people ready to fight ? What did the militia usually wear ? What arms did they carry } How did they carry their ammunition } What is said of the supply of bayonets .'' What is said of their aim } What of double-barreled guns ? How were the guns set off at that time } Were there any breech-loaders and revolvers ? What is said of the use of the bayonet ? What can you tell of the hardships suffered by the troops ? What was done to relieve the necessities of the soldiers } How many people were there in the colonies when the Revolution broke out .'* Did the population increase during the war ? What was the cause of the loss of credit and the suffering of the army } How many governments were there } Was there any strong central government during the war } I. By sea. 1. Capture of supplies. 2. Captain Nicholas Biddle's brilliant successes. 3. John Paul Jones's exploits. 4. Privateers. n. War on land. 1. Irregular militia ; their equipments and modes of fighting. 2. Fire-arms and sharp-shooting. 3. Hardships of soldiers and their relief. III. The government. 1. Population. 2. Weakness of the government. study by topics. REVOLUTIONARY MUSKET CALLED "BROWN BESS. 196 REVIEW OF THE AMERICAN REVOLUTION. J FOURTH REVIEW— THE AMERICAN REVOLUTION, Chapters XXV to XXXII. [' Royal governments. Charter governments. Proprietary governments. Colonial Legislatures. Commercial laws made in England. Rebellion against Harvey in Virginia, 1635. Bacon's rebellion, 1676. Massachusetts contends for its charter. Rebellion against Andros, 1688. Connecticut charter hid in an oak. Leisler's rebellion in New York. Government overthrown in South Carolina. Legislatures resist the governors. General causes of discontent. The Writs of Assistance, 1761. The Stamp Act, 1765. Its repeal compelled, 1766. The tax on tea opposed. The Boston Port Bill. A Congress called, 1774. Government of the colo- nies. (XXV.) Early struggles for lib- erty in the colonies. (XXVI.) Causes of the Revolution. (XXVII.) The war begun. (XXVIII.) Battles about New York and in New Jersey. (XXIX.) Burgoyne's campaign. (XXIX.) The tirst collision at Lexington, 1775. The battle of Bunker Hill. Washington appointed commander. Boston evacuated. Independence declared, 1776. Battle of Long Island. Washington retreats to Pennsylvania. Capture of Trenton. ^ Battle of Princeton. r Burgoyne comes through the lakes, 1777. I Fall of Ticonderoga. J Burgoyne reaches the Hudson. Hessians defeated at Bennington. Burgoyne defeated at Bemis Heights. Surrenders his army. 1 REVIEW OF THE AMERICAN REVOLUTION. 197 The war about Philadel- phia. (XXX.) Battle of the Brandywine, 1777. Battle of Gerinantown. Winter at Valley Forge. Arrival of La Fayette and others. Alliance with France, 1778. British retreat from Philadelphia. Battle of Monmouth. [ British take Savannah, 1778. ,, . 1 o .1 ^ i Attempt to retake it, 1779. Georgia and South Caro- -,, , , „ ,. ...^^^„. < Charleston surrenders, 1780. Ima overrun. (XXX.) \ ^ I Gates defeated at Camden. 1^ Sumter and Marion keep up resistance. Arnold's treason and death of Andre, 1780. (XXXI.) Greene at the South. .(XXXI.) Battle of the Cowpens, 178 1. Battle of Guilford Court-House. Most of the South recovered. ( Cornwallis in \'irginia, 1781. Close of the war. J Surrender of Cornwallis at Yorktown. (XXXI.) I Preliminaries of peace, 1782. 1^ Washington retires to Mount Vernon, 1783. The war at sea. (XXXII.) American militia. ■"^ l^ Their mode of fighting First captures at sea. Paul Jones takes the Serapis. 1^ Destruction by privateers. f Irregular soldiers. -j Their arms and accoutrements. I Sufferings of American soldiers. Difficulties. (XXXII.) -{ Lack of money. 1^ Weakness of the government. CHAPTER XXXIIL The Adoption of the Constitution. At the beginning of the Revolution the different New state consti- , . tutions adopted colonies were governed under charters of one kind or during the war. another from the king, as we have seen in Chapter The Articles of Confederation adopted. Meeting of the Constitutional Convention. The Constitution adopted by the States. 1q8 the adoption of the constitution. XXV. After the war began, the most of them adopted constitutions which established governments very much like those they had been accustomed to. The chief dif- ference was, that the authority of the king was not rec- ognized in the new" government. The Congress of the Colonies was as yet only a con- gress of men representing thirteen different allied coun- tries, for each State assumed to act as an independent nation, A confederation was therefore proposed, which combined all the States into one government for purposes of war and the regulation of commerce. The Articles of Confederation were not accepted by all of the colonies until 1 78 1. This confederation left each State independ- ent in the matter of taxes. Much of the suffering of the American army during the Revolution came from the lack of power in Congress to levy a tax without the assent of the several States. The largest States had but one vote apiece in Congress ; the smallest had the same. This made a wretchedly weak government, which was soon held in contempt at home and abroad. But this weak government continued for several years after the close of the Revolution, until it became unbearable. In 1787 a convention met in Philadelphia, to form a constitution better suited to give strength to the nation. George Washington, who had retired to pri- vate life wdien the war was over, was chosen president of this convention. The Constitution adopted by this convention, which, with a few amendments, is the one we now live under, was not to go into force until nine States had adopted it. There was a strong party opposed to the Constitution, and it was not until June, 1788, that the ninth State voted THE ADOPTION OF THE CONSTITUTION. 199 to adopt it. Rhode Island was the last of the thirteen to accept it, which it did in 1790. Under the old confederation, the execution of the acts Three depart- of Congress was intrusted chiefly to committees of its Federal govem- own members. But the new Constitution made an almost "'^"*" complete separation of the government into three parts, each of which is confined to its own duties. First, the legislative, or law-making, department is The legislative department. called in the Constitution " the Congress." It includes two bodies — a House of Representatives, chosen by the people, and a Senate, chosen by the Legislatures of the several States. In the House of Representatives the States have a greater or less number of members, accord- ing to their population. In the Senate each State has two members. A bill must get a majority of votes in both the House of Representatives and the Senate, in or- der to become a law. It must also be approved by the President. But, if the President refuses to sign it, then two thirds of both the Senate and the House may pass it, and it becomes a law in spite of the President's veto. Second, the executive department, which consists of The executive department. the President (and those appointed under him). The President is chosen for four years. He is commander- in-chief of the army and navy. He appoints all the chief executive officers, with the consent of the Senate. In case of the death of the President, the Vice-President takes his place. Third, the judicial department consists of the Su- The judicial department. preme Court of the United States and such lower courts as Congress may establish. The President ap- points the judges of the United States courts, with the advi(5e and consent of the Senate. 200 THE ADOPTION OF THE CONSTITUTION. The division of It is a great advantage of our system of government power between the several States that law-making for the regulation of morals and the states. ordinary business of life is left to the States, so that the people of each region can have laws suited to their neces- sities. It is also a great source of strength that the gen- eral concerns of the whole country— the money, the for- eign commerce, treaties with foreign nations, and affairs of war and peace — are settled by the central government of the whole country. Freedom of re- Bcforc thc Rcvolution, thc Episcooal Church of Eng- ligion, of the ' f r & press, and of laud was cstabHshed in the Southern colonies, while the speech. Congregational churches were supported by law in all the New England colonies except Rhode Island. During the Revolution, Thomas Jefferson led a movement in favor of religious freedom. Now there is no religious establishment in any part of the country, but all are free to worship in their own way. The Constitution provides that Congress shall not interfere with religious freedom, or with the freedom of speech or the freedom of the press. Questions for How Were the colonies governed when the Revolutionary War broke study. out ? What did most of them do after the war began ? Were the new governments founded by the State constitutions like or unlike the old ones ? What was the chief difference between the old governments under the charter and the new ones under the State constitutions .■' What did the first Congress represent.'' How did each State assume to act.-* What was done to combine the States into one.'' For what purposes was this combination formed*.'' In what year were the Articles of Confedera- tion accepted by the last of the colonies .'' Under this confederation, how were taxes to be raised .' What was the cause of much of the suf- fering of the American army during the war? How many votes did each State have in Congress .' Was there any difference in favor of the larger States? What kind of government was the confederation ? How was it regarded at home and abroad ? Did this government con- tinue after the close of the Revolution? In what year was a convention i THE ADOPTION OF THE CONSTITUTION. 20l called to adopt a new Constitution ? In what city did the convention meet? Who was President of the Constitutional Convention of 1787? How many States were obliged to adopt the Constitution before it could go into force ? Was there any opposition to the Constitution ? When did the ninth State adopt it ? To whom was the execution of the acts of Congress intrusted under the old confederation ? Into how many departments did the new Constitution separate the government? What is the legislative department of the government called ? How many " houses," or separate bodies, are there in Congress? What are they called ? In which house do the States have representatives accord- ing to their population? How many senators are allowed to each State? How does a bill pass into a law? After a bill has passed both houses of Congress by a majority of votes present, what is necessary to make it a law? If the President vetoes an act by refusing to sign it, how may it still become a law ? W'ho is the head of the executive depart- ment of government ? For how long a term is a President chosen? What is his relation to the army and navy ? W^hose consent is neces- sary when the President appoints important executive officers ? When the President dies, who takes his place ? What is the third de- partment of the government called? Of what courts does it consist? How are the judges in these courts appointed ? How are laws re- lating to the ordinary business of life made under our system of govern- ment ? Why is this an advantage? Mention some of the things com- mitted to the central government of the whole country ? What form of religious worship was established by law in the Southern colonies before the Revolution? What form of worship was established in New England ? Who led a movement in favor of religious freedom ? Is there any religious establishment in any part of the United States now ? What does the Constitution provide regarding religious freedom ? What two things besides religion are to be free under the Constitution ? I. The new State Constitutions. study by topics. II. A confederation formed. III. The Federal Constitution adopted. IV. Three departments of the government under the Constitution. 1. The legislative department. 2. The executive department. 3. The judicial department. V. The State and Federal governments. VI. Religious freedom, free speech, and a free press. The legislative "| [" makes "^ Blackboard. The executive V department -^ executes ^ laws. The judicial J I decides questions relating to J J^ GEORGE WASHINGTON. FROM A PAINTING BY GILBERT STUART. i THE NEW REPUBLIC AND ITS PEOPLE. 20"^ CHAPTER XXXIV. The New Republic and its People. When the Constitution was adopted, a new nation Washington elected first was formed out of thirteen States, which before that time president. had been almost independent of one another. There was now to be chosen a President of this new nation, and the whole country turned its eyes to one man. General Washington, who had been for five years living quietly on his plantation at Mouftt Vernon, was the only person thought of for President, and he was elected without a rival. John Adams was chosen Vice-President. Washington was inaugurated President of the United Washington inaugurated, States in the city of New York, which was then the seat 1789- of government, on the 30th day of April, 1789. The country, when Washington became President, Population of the country at the contained less than four millions of people. The single beginning of „ r -vT Ar 11 1 I'll Washington's State 01 New York has a larger population than the administration. whole country had in Washington's time, and Pennsyl- vania also has more, while Ohio and Illinois have each nearly as many. The census of 1890, when it comes to be added up, will doubtless show that in one hundred years the population has increased to more than seventy mill- ions, or to at least eighteen times as many as there were when the first census was taken in 1790. The three or four millions of people in America, when Population most- . ^ . . ^ ^ r^ • i 1 ^y along the sea- the Constitution made the States one nation, were settled coast. chiefly along the Atlantic coast. The center of popula- tion was east of Baltimore, on the eastern shore of the Chesapeake Bay. This shows how closely the people clung to the sea, which was almost the only great high- 204 THE NEW REPUBLIC AND ITS PEOPLE. way of their commerce. In traveling- up into the coun- try, one found the population becoming more sparse, and the houses generally mere cabins. By the time one reached the Alleghany Mountains, there was an end of settlements. All to the west of the mountains was a wilderness, filled with hostile savages and wild beasts, except the little pioneer settlements in Kentucky and Tennessee. The western line of the territory of the United States was the Mississippi River, but the un- broken forests and prairies of that region seemed about as far away as the interior of Alaska does to-day. Modes of travel : Xhc peoplc of the first ycars of the republic had sailing-vessels and stage- neither railroad nor steamboat. One of the commonest coaches. i r i r i i -i- modes oi travel from one town to another was by sailing- packets. When one set out, it was impossible to foretell the length of the voyage ; all depended on wind and weather. Stage-wagons were also run between the larger towns. It took six days to make the journey from Boston to New York, and two or three to get from New York to Philadelphia. A journey required as many days then as it does hours now. Travel by private Many travclcrs made iournevs in their own coaches vehicles. The -^ •" -^ ferries. or in light two-wheeled vehicles. The ferries were a terror to these. Large rivers were usually crossed in rude scows, and not without danger, but at some places it was necessary to swim the horses over and fioat the carriage at the stern of a canoe. Horseback trav- Probably thc most comfortable of all modes of travel eling. The American natural at the time was that of riding on horseback. In America only were there horses that ambled naturally. The " natural pacer," of Virginia, and the " Narragansett pacer," of Rhode Island, were highly prized, and were THE NEW REPUBLIC AND ITS PEOPLE. 205 matters of wonder even in Europe. Two people often traveled with one horse. The first rode ahead and tied the horse by the road ; the second, when he came up, rode on past his companion and in turn tied the horse and left him for the other. This was called " traveling ride and tie." When Washin2:ton became President, all the chief Badness of the '-* roads generally. towns were on the sea-coast, or on the tide-water of the The great wagon- traffic in Penn- rivers, except Lancaster, in Pennsylvania. Outside of sywania. that State, the roads were so bad that a large trading- town was not possible away from water conveyance. The interior trade of Pennsylvania was carried on in great wagons, known as WAGONS AND CARRIAGES OF THAT TIME. Conestoga wagons, each drawn by six or eight stout horses. There were ten thousand or more of these wagons running out of Philadelphia. The wagon-trade with the interior made Philadelphia the chief town of North America. Trade with remote districts of the country was still carried on by means of pack-horses and bateaux, or small boats. There was not much letter-writing then, and the carrying the mails were carried mostly on horseback, with little regu- 2o6 THE NEW REPUBLIC AND ITS PEOPLE. Education. SINGING WITH THE HARPSICHOR AND FLUTE. Science, litera- ture, and art. larity and no speed, so that news sent by mail almost became history by the time it reached the reader. The newspapers were published weekly, and were slow with their news and rather dull in their comments. There were schools in all the leading towns and cities. In New England there were schools in almost every township. But there was no public-school system like that which prevails at present. The schools were, for the most part, poor ; the discipline in them was severe, and sometimes brutal. Boys were taught to read and write, and sometimes to " cast accounts." Girls learned to read, sometimes also to write. But needle-work and fancy- work were thought more appropri- ate to them. The oldest college in the country was Harvard, at Cam- bridge, Massachusetts. The next old- est was the college of William and Mary, at Williams- burg, the capital of Virginia. Yale College, in New Haven, was the third in age. There was also a col- lege in New York, one in Philadelphia, and another in Princeton, New Jersey. For a long time after the colonies were settled there had been little that one could call literature or art or sci- ence. People that are busy in cutting down forests and building new towns have no time to write books or paint pictures. The early books were almost all on politics or religion. But in the fifty years before the Revolution there came to be a considerable interest in science and literature. One American, Benjamin Franklin, became famous in Europe as well as in America by his great dis- THE NEW REPUBLIC AND ITS PEOPLE. 207 covery that the lightning of the clouds was but ordinary electricity. Franklin was also an admirable thinker and writer on many subjects, and one of the greatest men of his century. Three Americans, Copley, West, and Stuart, gained reputation in England as painters, but America could furnish only a slender support to artists. Questions for was ^^"''y- there any op- position to Wash- M ington's election ? Who was elected Vice-President? Where was Washington inaugurated? In what year? How many people did the Uftited States contain when Washington was inaugurated ? Which of the States contains more people to-day 15 2o8 THE NEW REPUBLIC AND ITS PEOPLE. The smaller square- represents the population of the United States in 1790, 3,929,214. The larger square represents the population of New York in 1880, 5,082,871. than the whole country did in Washington's time ? How many people will the census of 1890 doubtless show? This will be how many times the population of 1790? In what region were these three or four millions of people that formed the population settled when the Constitu- tion was adopted ? Where was the center of population ? What was almost the only great highway of commerce ? What did one find in traveling up into the country? Where was there an end of settlements? Were there any settlements west of the mount- ains ? Where ? What was the western line of the territory of the United States? How far away did the forests and prairies on the Mississippi seem ? What familiar modes of travel in our time were wanting in the first years of the republic ? What was one of the commonest modes of travel from one town to another ? On what did the length of the voyage depend ? How long did it take to go from Boston to New York by stage? From New York to Philadelphia? How did many trav- elers make journeys ? How were large rivers usu- ally crossed ? But what ruder ways of getting a horse and carriage across a river prevailed in some places ? What was probably the most comfortable of all the modes of travel at this time ? To what country was the horse that ambled naturally peculiar? How were these natural pacers regarded in Europe ? Where were the chief towns situated in Washington's time? What town was an exception to this ? Why were large trading-towns not possible away from water-car- riage in any State but Pennsylvania ? How was the interior trade of Penn- sylvania carried on ? How many Conestoga wagons were employed in the trade of Philadelphia ? What made Philadelphia the chief town of North America at that time ? How were the mails mostly carried at that time ? How often were newspapers printed ? What was their general character ? Were there schools in those days ? What is said of schools in New England ? What was the character of the schools ? What were boys taught ? What education was given to girls? Which was the oldest college in the country? What college was next in age ? Which was third ? Why was there little that could be called literature or art for a long time after the settlement of the colonies ? What were the early books mostly about ? At what time did there come to be a considerable interesfin science and literature? What American gained a world-wide fame for a great discover)^? What did he discover ? What Americans had gained fame in England as painters ? THE NEW REPUBLIC AND ITS PEOPLE. 209 I. Election and inauguration of Washington. study by topics. II. Population of the country, i. Number. 2. Distribution. III. Modes of travel, i. By water. 2. By stage. 3. By private car- riage. 4. On horseback. IV. Mail-carrying. ( V. Colleges. VI. Literature and art. CHAPTER XXXV. Hon.. and Society in Washington's Time. Not only did the people of the United States, in the Lack of modem conveniences time of President Washington, have no railroads and no steamboats, but they lacked a great number of other con- veniences. Telegraphs and telephones were unknown. Electric lights are an invention of our own time, but our ancestors did not even have gas or kerosene-oil. Lamps of any kind were almost unknown ; houses were lighted with tallow-candles, though some of the people made candles of a green wax derived from the berries of the wax-myrtle tree. The poorest people burned a wick in a vessel containing a little grease, or lighted pieces of pitch-pine on the hearth. With such lights, it was no great virtue that they went to bed early. Even the streets of large towns were lighted with dim lanterns. Stoves for heating were almost unknown ; those for cooking were not yet dreamed of. Wood was the only fuel used in houses. Blacksmiths burned charcoal. There were few mines and very few manufactures. Life among the Wool or flax was prepared and spun at home, and then woven into plain homespun cloths for men's and women's wear. The greater part of the people were farmers, and 210 HOME AND SOCIETY IN WASHINGTON S TIME. the farmer rarely spent money. What his family ate and wore was produced at home. The rough shoes worn in winter were, perhaps, bought of a neighboring cobbler, but they were sometimes made at home. The children, and, in many cases, the parents themselves, went barefoot in summer. Many plows, wagons, and sleds were made on the farm. In many parts of the country the plow was unknown, and the pack-horse or rude sledge took the place of the wagon. The farming was generally of the roughest kind, but the land was new and fertile. Habits of the There were many backwoodsmen who had a dress of backwoodsmen. their own. They wore loose hunting-shirts of deer-skin or homespun, a fur cap, moccasins, and buckskin leggins. These woodsmen lived by hunting, by trapping, by pol- ing boats and driving pack-horses, by small Indian trad- ing, and sometimes by petty farming. Until after the Revolution, mechanics and workingmen wore leathern breeches. Negro slaves. Qf the nearly four millions of people in the United States in 1790, about one seventh were negro slaves. These slaves were found in every State except Massa- chusetts and Maine, which was then a part of Massa- chusetts. But they were few in the Northern States. Of the Northern States New York had the most slaves — more than twenty thousand. Nearl}^ seven eighths of all the slaves were in Maryland, Virginia, and the two Carolinas. These were the lands of tobacco, indigo, and rice culture. In these States country life preserved aristocratic forms. Here, until after the Revolution, the oldest son of the family usually inherited the land, according to the custom of the old English law. Some of the great plant- Traits of life at the South. HOME AND SOCIETY IN WASHINGTON S TIME. 211 HAT WORN IN WASHINGTON'S TIME. ers lived like nobles. They were accustomed to manage public affairs, and from this class came some of the most eminent statesmen of the period following the Revolu- tion. Virginia was called *' the Mother of Presidents." But the poorer people at the South had little or no chance for education, and were generally rude and illit- erate. There were few towns in the Southern States, very few mechanics, and little of the ship-building and manufactu''es that were soon to make New England rich. But in Washington's time the Southern States were the richest as well as the most populous. If they had but little town life, there was much social gayety in the plantation-houses. The so-called cities of the United States, at the time society in the of the adoption of the Constitution, were only what would now be counted towns of moderate size. But in each of these little capitals there was an aristocracy that affected the style and fashion of the English gentry. Gentlemen and ladies gathered at fashionable houses in the afternoon, and spent the time in talking, and sipping tea from dainty little china cups. Sometimes large par- ties rode down to a public garden in the country, or a tavern by the sea-side, to drink tea. In most of the chief towns there were held once in two weeks " assemblies," or balls. At these assemblies there were stately minuets and country-dances, and much money was lost and won at card-tables in a room prepared for fashionable gam- bling, which was then one of the recognized amusements of good society. x^bout the time of the Revolution gentlemen wore their hair long, and powdered it white. Ladies dressed their hair in a lofty tower. One fine lady of the time HIGH HEAD-DRESS OF THE TIME. 212 HOME AND SOCIETY IN WASHINGTON S TIME. Costume in Washington's time. Comparative dis- comfort of the life of the time. Questions for study. paid six hundred dollars a year to her hair-dresser. Gentlemen, as well as ladies, wore bright colors and a variety of rich fabrics, so that a fashionable assembly pre- sented a gay appearance. But, with all this gayety in the upper ranks of society, life was less comfortable then than now. The common people lived hardly, with few comforts and fewer luxu- ries. Even the rich, with all their loaded tables and fine show, lacked the substantial comforts of our modern life. There was more drinking to excess then, and there was less refinement in speech and manners, than there is now. Name some of the conveniences for traveling about in our time which the people of Washington's time lacked. What means of lighting our houses have we which they had not ? How did they light their houses after dark.'^ What kind of wax did they sometimes make candles of .-• What did the poorest people have ? What is said of stoves for heating ? What of cooking-stoves.^ What kind of fuel did they use.'* vVhat did blacksmiths use.'* What is said of mines and manufactures in that day ? Where did the people get cloth for their clothes ? What was the chief occupation of the people at that time ? Why did the farmer spend little money? What is said of shoes.' Where did the farmer get his plows and wagons ? Was the plow everywhere in use .'' What took the place of the wagon in many parts of the country ? What was the general character of farming? How did the frontiersman dress? What pursuit's did the backwoodsman follow ? What was the peculiarity of the dress of a mechanic or workingman in the days following the Revolution ? What portion of the population of the United States was composed of slaves in 1790? Where were they found? What Northern State had the most slaves ? In what four States were seven eighths of the slaves found ? What crops were grown in these States ? What was remarkable in the life of the four States in which were the most slaves? How was the landed ])roperty inherited? How did the great planters live ? To what were they accustomed ? What kind of men were some who came from this class? What was the condition of the poorer people in the Southern States ? What is said of towns in the Southern States ? Where was there much social gayety ? What sort of places were the American cities in the time of Washing- ton ? What is said of fashionable society in each of these towns ? What ■ HOME AND SOCIETY IN WASHINGTON S TIME. 213 of the tea-parties? What can you tell about the assemblies? What were the two chief amusements at these balls? How did gentle- men wear their hair about the time of the Revolution ? How did ladies dress their hair? What is said of the colors worn at that time? What is said of the comfort of the modes of living at that time? What was the state of morals as compared with the morals of our time ? How did our forefathers compare with people of our time in refinement of speech and manners ? I. Lighting and warming of houses. study by topics. H. Dress and habits. 1. Of 'armers. 2. Of backwoodsmen, ni. The prevalence of slavery. IV. Society in the States having the most slaves. V. Society in town. VI. Fashionable dress. CHAPTER XXXVI. Washington's Presidency, from 1 789 to 1 797. In 1791 the capital of the country was removed to Removal of the • 1 -1 • 1 111 capital from New rhiladelphia, to remain there until it should be perma- York to Phiiadeu nently fixed on the Potomac. President Washington ^ '^' '^^'' lived in Philadelphia, and there Congress held its ses- sions. Washington was elected by the unanimous vote of Washington not ^ a partisan. the country, and he was re-elected in 1792 without oppo- sition. He kept himself aloof from political parties, and tried to be impartial. But his preference for a strong central government attached him rather to the party called Federalist than to its opponents. The Federalist party had first taken its name in the The Federalist party. Struggle to secure the adoption of the Constitution which that party favored. Federalists were generally in favor 214 WASHINGTON S PRESIDENCY. The Republican party. Hamilton and Jefferson the great party leaders. of Strengthening the central government. They also liked to see the government conducted with some pomp and ceremony, after the English way. The Federalist party was strong in the cities, and among people of wealth and those devoted to commerce. Such people in that day were generally aristocratic in their feelings, and leaned to English ways. In the war between England and France the sympathies of the Federalists were in favor of England and against France. The party opposed to the Federalists was called at first the Republican and afterward the Democratic party. (It is not to be confounded with the Republican party of our time.) The members of this party were afraid that the central government would grow too strong, and per- haps overthrow the liberties of the people. They wished to increase the power of the States and diminish that of the United States. They cherished ideas of individual liberty and equality, and were afraid of an aristocracy. The old Republican or Democratic party of that day sympathized with France, which had, in the great Revo- lution of 1789, overthrown the monarchy and set up a republic, and the Republicans disliked England. Many of them at one time showed their partisanship by wearing the tricolored cockade worn by republicans in France. The Republican party in America wished to bring in republican manners and simple tastes, and they objected to the stately ceremonies which Washington and the Federalists liked. The great leader of the Federalists was General Alex- ander Hamilton, who did everything in his power to strengthen the government of the United States. The Republicans were led by Thomas Jefferson, the author of Washington's presidency. 215 Alexander Hamilton. — This great man was born in the Island of Nevis, in the West Indies, in January, 1757. His father was poor, and he was put into a counting-house. At fifteen years of age he wrote for the " St. Christopher's Ga- zette " an account of a hurricane that had just desolated the Leeward West India Islands. The remarkable ability of this description attracted the attention of the chief men of the place, and the boy was sent to the America continent to be educated. In 1774, when but seventeen years of age, while a student in King's College (now Columbia College), in New York, he made a speech on the Revolu- tionary side at a great meeting in the fields, which at once stamped him as a wonderful youth. He also wrote sever- al anonymous pamphlets that attracted great attention, and were attributed to the leading men of the party. In 1776, when he was but nineteen, he took command of an artillery company, and so distin- guished himself at the battle of White Plains and in the retreat across New Jer- sey that Washington put him on his own staff. He was employed by Washington in many delicate and confidential mis- sions, and he distinguished himself in more than one battle. He led the as- sault on one of the British outworks at Yorktown. His great work lay in his efforts to persuade the American people to adopt the Federal Constitution, by which the national existence was firmly established. As the first Secretary of the Treasury, he held Congress firmly to the duty of paying every dollar of the national debt at its face. He also pre- vailed on Congress to adopt the debts incurred by the States in carrying on the war, and he thus established the credit of the nation. He retired from office on account of poverty, but his law practice was afterward very profitable. He was killed in a duel with Aaron Burr in 1804. ALEXANDER HAMILTON. the Declaration of Inde- pendence. Hamilton was Secretary of the Treas- ury and Jefferson was Secretary of State in Washington's first cab- inet, so that both par- ties were represented in the cabinet at the same time, a state of things never seen nowadays. During Washington's Indian troubles . . . at the West. administration there be- gan those troubles with the Indian tribes which have plagued the government and the people of the front- iers from that day to this. The English government refused to surrender forts which it held among the Indian tribes in what is now Ohio, and encouraged the savages to hostilities. There arose in consequence a most deadly and cruel war between the white set- tlers in Kentucky and the tribes living on the north side of the river. More than fifteen hundred Kentucky settlers had been killed in seven years, and very many carried away into a cruel captivity. The horrible slaughters of men, women, and 2l6 WASHINGTON S PRESIDENCY. ENTUCKY CAPTIVES. Harmer's defeat, 1790. GENERAL ST. CLAIR. children in Kentucky gave that State the name of " the Dark and Bloody Ground." General Harmer was sent against the Indians in 1790, but from carelessness on his part, and a lack of discipline among his troops, the white soldiers were cut to pieces by the savages under Little Turtle. General St. Clair was sent against these same Indians in the following year. He allowed himself to be sur- prised by Little Turtle and a strong force of Indians, who routed and almost ruined his army. The Indians WASHINGTON S PRESIDENCY. 217 butchered the wounded with the most brutal cruelty st. ciair-s de- r~> /^ • > • n- 1 feat, 1791. while St. Clair's army was in flight. Washington was greatly distressed at this defeat. Wayne's victory on the Maumee, He now selected General Wayne, who had gained dis- 1794. tinction in the Revolution, and whose courage was such that he was called " Mad Anthony Wayne." But he was as prudent as he Anthony 'Wayne. — General Wayne was born in Chester County, Pennsylva- nia, in 1745. He early showed a fond- ness for military life. He received a good education for the time, and became a land-surveyor. During the troub- lous times of 1774 and 1775 Wayne de- voted himself to drilling military com- panies in his own county. He entered the army as colonel in 1776, and distin- guished himself in many actions. His most notable exploit, perhaps, was the storming of Stony Point, on the Hudson. This formidable work he carried at mid- night by a bayonet-charge, the soldiers' guns being empty. He afterward han- dled a small force in Georgia in such a way as to hold in check a much larger body of British troops. It was his careful organization and bold execution of vari- ous enterprises during the Revolution which caused his selection by Washing- ton to retrieve the fortunes of the Indian war after St. Clair's defeat. When he returned from his successful expedition against the Indians he was received in Philadelphia in triumph. He was sent in 1796 to receive the surrender of the Western forts, and died in December of that year on the shore of Lake Erie. was brave. The Indians called him " The Black Snake," and they also called him " The Chief who never Sleeps." After trying in vain to make peace with the Indians, Wayne attacked and de- feated them, driv- ing them from their hiding-places by a bay- ^^^^' ' >^ onet-charge. This bat- anthony wayne. tie was fought in 1794, on the banks of the Maumee River, in northern Ohio. It brought peace to the frontier for a while. There was about this time a rebellion in western The whisky rebellion, 1794. Pennsylvania, known as " the Whisky Insurrection." The people of western Pennsylvania raised Indian corn. The roads over the mountains were such that they could not well haul this corn to market, so they fell to making it into whisky, in which shape it was less bulky and more easily carried. The new United States tax on 2l8 WASHINGTON S PRESIDENCY. Retirement and death of Wash- ington. whisky interfered with this business, and the people rose against the revenue officers. Washington sent troops to enforce the law, and the people submitted after the ring- leaders of the rebellion had fled. Washington declined to be a candidate for the third time, and in September, 1796, the "Father of his Coun- try " issued a farewell address, full of good advice. At the end of his term, in March, 1797, he retired to Mount Vernon, where he spent his closing years in peace. He died December 14, 1799, in the last month of the eighteenth century. Of the many great men of that century, he was, though not the most gifted, probably the most illustrious. The whole United States paid honor to his memory, and to this time his is the only American birthday honored as a public holiday. Questions for study. To what city was the capital removed in 1791 ? Was it expected that Philadelphia would remain the capital ? Did Washington have any rival candidate when he was elected the tirst time ? Was there any opposition to his second election? Did he belong to any party? To which party did his sympathies incline ? Federalist party first take that name ? In what struggle did the Was the Federalist party in favor of or opposed to the Con- stitution ? How did the Fed- eralists feel about strengthen- ing the central government of the United States ? How did they feel about the use of dig- nified ceremonies in conduct- ing fhe government ? Where was the Federalist party strong ? Which did they prefer, Eng- land or France ? What was the party opposed to the Federalists called ? Of w^at were the members of this party afraid ? As between the several State governments and the government of the United States, which did the old Republicans wish to see strengthened ? What WAYNE'S CAMPAIGN AGAINST THE INDIANS. WASHINGTON S PRESIDENCY. 219 ideas did they cherish ? Of what were they afraid ? As between France and England, which did the Republicans favor? What change had taken place in the government of France in 1789? What kind of manners and tastes did the Republican party wish to bring in? Who was the great leader of the Federalists ? Who was the leader of the Republicans? What office did Hamilton hold in Washington's first Cabinet ? What was Jefferson's place in the Cabinet ? Are the two great parties represented in this way at the same time now? What had the English government to do with the Indian troubles of Washington's time ? Where were the forts which the English refused to give up ? What name did Kentucky get on account of the horrors of In- dian war? Who was sent against the Indians in 1790? What was the result of Harmar's expedition ? Who was sent against the savages in 1791 ? What happened to St. Clair's army ? How did Washington feel about St. Clair's defeat ? Whom did W^ashington select to fill St. Clair's place? What was Wayne called? But was "Mad Anthony Wayne" reckless? What name did the Indians give him? What else did they call him? Did Wayne try to make peace with the Indians ? How did he attack them ? Where was this battle of 1794 fought? What was the result? What was the rebellion in Pennsylvania at this time called ? What did the people of this region do with their corn ? What tax interfered with their business? What did the people do ? What did President Washington do ? What was the outcome of the rebellion ? Why was Washington not elected a third time? What sort of an address did he issue in 1796? To what place did he retire at the close of his term ? When did he die ? How does he compare with the many other great men of the eighteenth cent- ury ? (On what day do we celebrate his birthday ?) I. Washington the President and Philadelphia the capital. Study by topics. II. The two political parties. 1. The Federalists and their opinions. 2. The Republicans and their opinions. 3. The leaders of the parties. III. The Indian troubles. 1. Their causes. 2. Harmar's expedition in 1790. 3. St. Clair's expedition in 1791. 4. Wayne's expedition in 1794. IV. The Whisky Insurrection. V. Retirement and death of Washington. In what State is Philadelphia situated ? In what State is the Maumee River ? Geography. In what part of Ohio did Wayne fight the Indians ? Into what great lake does the Maumee flow ? In what direction does this lake lie from Wayne's battle-field ? 220 TROUBLES WITH ENGLAND AND FRANCE. Grounds of com- plaint against England. Jay's treaty. CHAPTER XXXVII. Troubles with England and France. — Presidency of Joiin Adams. When the English government acknowledged the in- dependence of the United States, in 1783, there remained still in the hands of English troops certain military posts in the Indian country which were within the territory of the United States. In violation of the treaty, the English government retained these posts among the Indians, and, by the encouragement given to the tribes, kept alive the Indian war. When Wayne defeated the Indians on the Maumee, as we have related in the preceding chapter, he found Canadians fighting on the side of the Indians, and he drove them before him under the very guns of a fort held by the English, who did not dare to aid the savages and their allies. There was also much anger in America against the English government on account of the illegal seizure of American vessels by British cruisers. To prevent a new war with Great Britain, Washing- ton sent John Jay to England in 1794 to make a treaty. "Jay's Treaty," as it was called, was very unpopular in America, especially with the members of the Repub- lican party, who thought that it yielded too much to England. But it was confirmed by Washington and the Senate, for, according to the Constitution, every treaty made with a foreign nation must be agreed to by the Senate. It provided for the surrender of the Western forts by England, and it prevented a war with Great Britain, which would have been a misfortune to so weak a country as ours TROUBLES WITH ENGLAND AND FRANCE. 221 France and the Jay treaty. was at that time. When a war with England came at last, in 1812, the United States had nearly twice as many- people as it had when the Jay treaty was made. This treaty with Great Britain was exasperating to the French government, which was then engaged in war with England. As France had helped the United States to gain its independence, the French expected the assist- ance of America in their new war with England. Wash- ington wisely kept this country free from alliances with either of the contending nations. In 1796 John Adams, the candidate of the Federalist Election of john party, was chosen President over Thomas Jefferson, who was the candidate of the John Adams was the son of a farmer. RgpublicanS, OT DcmOCratS. He was born in Braintree, Mass., in 1735. a ' He graduated at Harvard, taught school for two years, and began the practice of law when he was twenty-three years of age. He took an active part in the Stamp-Act agitations from 1765 onward. He removed to Boston in 1768, and soon became a leading lawyer and a chief of the Revolutionary party. Adams was one of the foremost men in the Congress of 1774 and 177s, and was one of the com- mittee to prepare the Declaration of In- dependence. He was one of the commis- sioners to negotiate the treaty of peace with England, and was minister at Lon- don for three years. He was Vice-Presi- dent during the whole of Washington's presidency, and in 1796 was elected to succeed Washington as President. He was an able and courageous man, honest and true to his convictions, but vain, irritable, and somewhat quarrelsome. His peculiarities had something to do with his unpopularity and his defeat when he ran for the presidency a second time. He died on the 4th of July, 1826, exactly fifty years after the Declaration of Independence. JOHN ADAMS. The administration of Adams was mostly occu- pied with the difficulties with France. That country, after the great Revolu- tion that overthrew the monarchy in 1789, had now Discourteous behavior of the French Direc- tory. 222 TROUBLES WITH ENGLAND AND FRANCE. CANNONEER, 1797. The Directory seek to extort money from the United States. ' ' Not one cent for tribute ! " SEAMAN, 1798. Peace made with Napoleon Bonaparte. Removal of the capital to Wash- ington, i8oo. fallen into the hands of a orovernment called the " Di- rectory." It was composed of five directors. The suc- cesses which their armies achieved under the command of the rising young general, Napoleon Bonaparte, made the Directory very overbearing. When the United States sent a new minister to Paris, the French gov- ernment refused to receive him, and presently ordered him to leave the country. In 1797, President Adams, who desired to avoid a war if possible, sent three envoys to France, having assur- ances that they would be received with honor. But the American envoys were informed that, in order to secure a peace, the United States must make a loan to the French government and pay secret bribes to the members of the Directory. The envoys refused this dishonorable demand, and, when it was known in America, the popular cry became, " Millions for defense, but not one cent for tribute ! " The tricolored cockade was no longer worn, but a black cockade was put on by those in favor of a war with France. " Hail, Columbia," then a new song, became universally popular. Ships were built, an army was raised, and Washington was made commander-in-chief. But the French did not wish a war, and Napoleon Bonaparte, who had now overthrown the French Direct- ory, made a new agreement with the United States in September, 1800. Thus the infant country again escaped a foreign war. In the year 1800 the government was removed from Philadelphia to Washington city. In 1790 Congress had resolved to fix the permanent capital on the Potomac River, and the selection of the site was left to Washing- TROUBLES WITH ENGLAND AND FRANCE. 223 ton himself. When the government moved there, in 1800, the place was almost a wilderness. The few people liv- ing in the new town were scattered over the whole re- gion, and one sometimes had to go one or two miles through a forest to see his next-door neighbor, though both were living within the " Federal City," as Wash- ington had named it. It was thought desirable that the national capital The District of Columbia. should not be within the jurisdiction of any State. A tract ten miles square was given by Virginia and Mary- land to form the District of Columbia. But the portion taken from Virginia was afterward ceded back to that State. The District of Columbia is governed wholly by laws made in Congress, in which its inhabitants have no representative. Where did the English government hold posts that were on American Questions for territory? What effect did the keeping of these posts have on the In- study, dians ? Whom did Wayne find fighting among the Indians when he de- feated them on the Maumee.'' By whom was the fort held near which Wayne defeated the savages ? How did the American people feel toward the English government at this 'time.'' What other cause of anger toward England was there ? Of what was there great danger ? Whom did Washington send to England in 1794? What was Jay sent to do ? How was Jay's treaty received by the people ? What did the members of the Republican party think of it ? What did Washington and the Senate do about it .'' What has the Senate to do with treaties ? What good did the treaty do ? Why would a war with England have been a great misfortune at that time ? How did the French gov- ernment feel about the Jay treaty } What was the relation between France and England at that time .'' Why did France expect the United States to help her in a war with England ? What did Washington do ? How did many members of the Republican party show their sympathies with France? Who was chosen President in 1796? Who was the candidate opposed to Adams ? Of what party was Adams the can- didate ? What party supported Jefferson ? With what country did we have difficulty in Adams's time ? What was the government of France at this time called ? How many directors were there ? With 16 224 TROUBLES WITH ENGLAND AND FRANCE. whom was France at war? What young general was fighting- the battles of the French ? (What did General Napoleon Bonaparte afterward be- come?) What effect did Bonaparte's victories have on the Directory? How did the Directory treat the minister sent by the United States ? How many envoys did President Adams send to France in 1797? What information was given to these envoys ? How did they treat this demand for money? When their refusal to pay money became known in America, what was the popular cry ? What kind of a cockade was worn by those in favor of a war with France ? What song became popular ? What preparations for war were made? Who was appointed to command the army? Who had by this time overthrown the French Directory? What did Napoleon do with reference to this country? In what year was the government removed from Philadelphia ? To what place was it removed ? Who had selected the site ? What was the condition of the place when the government was removed to it in 1800? What name had Washington given it? How was the District of Columbia formed ? How is it governed ? Study by topics. I. Difficulties with England. 1. The Western posts. 2. Illegal seizures of American vessels. 3. The Jay treaty. n. Presidential election of 1796. HI. Difliculties with France. 1. The Directory refuse to receive an American minister. 2. The Directory seeks a bribe to keep the peace. 3. Patriotic excitement against France. 4. Measures for defense. 5. A new agreement. IV. The capital removed to Washington, 1800. Geographical On what river is Washington city ? Into what bay does the Potomac flow ? In studies. what direction is Washington from Philadelphia ? From Baltimore ? From Rich- mond, Va. ? CHAPTER XXXVIII. Election of Jefferson.— War with Tripoli. The alien and TiiE Federalists favored a strong government. In sedition laws. . the excitement caused by the troubles with France, very stringent law^ were passed by them. Foreigners were THOMAS JEFFERSON. 226 ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. required to live in America fourteen ^-ears be- fore they could be naturalized. By what was called the " Alien Law," the^ President was given authority to send out of the country, without trial, any "alien" or unnaturalized for- eigner. By the " Sedition Law," speakers and newspaper writers were to be severely punished for " libeling " the officers of the government. Many of the people thought the alien law took away the right of trial by jury, and that the sedition law attacked free speech and a free press. Defeat of the In thc presidential election of 1800, John Adams was Federalist party , . in 1800. Services the Federalist candidate a second time, but he was de- Fe"de7aHsts^ ^ fcatcd, and the Federalist party never was able to elect another President. The Federalists had secured the adoption of the Federal Constitution ; they had made the national government strong ; and they had begun the work of paying the national debt in full, and so making the credit of the government good. No party ever did a better work than the Federalists did in bring- ing a bankrupt and disorderly confederacy into a firm union. But the Federalists leaned too much to the English notions of government that had prevailed before the Revolution. The Republicans held more to the equality of men ; they trusted the people, and believed in progress toward a larger personal liberty. The Federalist move- ment made us a nation ; but the movement represented by the old Republican party made us republicans and Americans. It was the intention of those who framed the Consti- tution that the people should not vote for particular The Republican party and its work. How the Presi- dent was elected at first. ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 227 men for the presidency. They were to choose in each State a certain number of men called " electors." These were to select a President. But, instead of choosing eminent men, and leaving the choice of a President to them, the people vote for electors pledged beforehand to cast their votes for the candidates of their party. The people thus vote for the President. It was provided at first that each elector should vote for two candidates for President. The candidate who received the highest number was to be the President, the one having the next highest was to be Vice-President. The effect of this, in 1796, was to make John Adams President, and his opponent, Thomas Jefferson, Vice-President. The President and Vice-President thus belonged to oppo- site parties. In 1800 the Republicans resolved to elect Jefferson struggle between -fr'T-»'i T-« Jefferson and President and Aaron Burr Vice-President. But, as the Burr in isoo, and only way of electing a Vice-President was by voting for constitut^ion that him as one of the two candidates for President, it hap- '"°''°w^'^- pened that both Jefferson and Burr received the votes of all the Republican electors, and had, therefore, exactly the same number of electoral votes, although nobody had thought of Burr for President. The Constitution provided then, as it does now, that the choice between the two, in case of a tie-vote, should be by the House of Representatives. The Federalists disliked Jefferson in particular, as the great chief of the Republicans ; the most of them, therefore, voted for Burr. This produced a new tie in the House of Representatives, and there was danger that the 4th of March would arrive and find the country without a President ; but, after a long AARON BURR. 228 ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. AMERICAN SEAMAN IN JEFFERSON'S TIME. Prosperity of American com- merce. War with the Barbary pirates, 1801. struggle, some of the Federalists cast blank votes, and allowed Jefferson to be elected. This dangerous strug- gle led to a change in the Constitution, by which the electors were to vote for but one candidate for President and one for Vice-President. This method of voting for electors still prevails. During Jefferson's time, the United States was at peace with all the great powers. The wars raging in Europe had injured the commerce of England and France. Foreign merchants, whose countries were at war, preferred to send goods in American vessels, to prevent their being captured by the ene- my. In this way American commerce became very prosperous. The little Mohammedan states, along the southern coast of the Mediterranean, had long carried on a pirati- cal warfare against the trade of Christian countries. The nations of northern Europe paid them a yearly tribute to protect their ships from robbery. The United States was obliged to redeem from slavery Americans captured by the Dey of Algiers, and also to pay trib- ute. But in 1 801 the Pasha [pash-aw'] of Tripoli [trip'-o-ly], having been refused additional presents, broke into open war. This war may almost be said to mark the birth of the American navy. It was a period in which Americans were fond of dangerous exploits. The officers and men of this small sea-force performed acts of daring before Achievements of Tripoli which havc never been forgotten, and which yet the infant Amer- ggj-^,g f^j- ^,-j examplc to their succcssors. In many ac- ican navy in this r J war. Peace, 1805. tjous Amcricaus boardcd the pirate-ships, and fought in desperate hand-to-hand encounters, with swords, pikes, '-'"-^^'1^^ AMERICAN SOLDIERS ABOUT 1800. ELECTION OF JEFFERSON, WAR WITH TRIPOLI. 229 and bayonets. The frigate Philadelphia, having run on rocks, was captured by the Tripolitans, and the crew reduced to slavery. Lieutenant Decatur ran into the harbor at night in a ketch, boarded the frigate and burned her, escaping with his men by rowing his little boat under a storm of fire from the enem3''s batteries. After four years of blockade and war, the obstinate ruler of Tripoli was brought to terms. He made a treaty of peace in 1805. But in 18 1 2, Algiers, another of the Barbary powers, declared war against this country, capt- ur;ed American vessels, and reduced the crews to slavery. The same Stephen Decatur, who as a lieu- tenant burned the Philadelphia, was sent to the Medi- The later war terranean Sea, in 18 15, as commodore of a squadron, with Algiers. Abolition of He captured the chief vessels of the Dey, and forced tribute, 1815. that prince to release his prisoners, and to come on board the commodore's ship and sign a treaty. The United States never afterward paid tribute to any of the pirate powers. STEPHEN DECATUR. What were the names of the two parties in the United States at Questions for this time? (See Chapter XXXVI.) What kind of a government did study, the Federalists favor } What kind of laws were passed by them ? During what excitement did the Federalists pass these stringent laws ? How long did they require foreigners to remain in the country before they could be naturalized ? What is an alien ? What power did the Alien Law give to the President ? What is the meaning of the word se- dition ? (Ans. The raising up of factions in opposition to the govern- ment.) What is it to libel any one ? (Ans. To defame or expose to con- tempt by a writing or by printed matter.) What offenses did the " Sedi- tion Law " propose to punish ? What did many of the people think of the Alien Law ? What of the Sedition Law .' Who was the candi- date of the Federalist party in 1800? Had John Adams been the Fed- eralist candidate before? Had he been elected? (Chapter XXXVH.) What took place in this election ? Did the Federalist party ever again 2^0 ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. elect their candidate for President ? What party had secured the adop- tion of the Constitution ? What had the Federalists done about the na- tional debt ? To what notions of government did the Federalists lean ? To what did the Republicans hold ? In what kind of progress did they believe ? What did the Federalist movement do for us ? What did the movement represented by the old Republican party do for us ? What was the intention of those who framed the Constitution in re- gard to voting for a President ? What were the people in each State to choose ? What were the electors to do ? Did the people leave the choice to the electors ? Do the people really elect the President ? How were the electors to vote? If each elector voted for two candidates for the presidency, how was the Vice-President chosen ? What effect did this have in 1796? Whom did the Republicans resolv'e to elect for Presi- dent in 1800? Who was their candidate for Vice-President? What was the result ? When the electors fail to make a choice, who is to elect a President ? Why did most of the Federalists in the House of Repre- sentatives vote for Aaron Burr ? Did the House of Representatives suc- ceed in electing at first ? What danger was there ? How did the elec- tion come out at last ? What change was now made in the Constitu- tion ? What was the character of our relations with the great powers during Jefferson's time ? What effect did the European wars have on our commerce ? Why did foreign merchants prefer to ship goods in American vessels ? What kind of warfare did the little Mohammedan states carry on? Where were these states situated? What did the nations of northern Europe do to protect their commerce ? To what ruler did the United States pay money to redeem captives and for tribute ? Which one of the rulers of these Barbary states broke into open war with the United States in 1801 ? What relation does this war hold to the history of the navy of the United States ? How did the officers and men before Tripoli behave ? What took place when they boarded the ships of the enemy ? Relate the story of the burning of the frigate Philadelphia? What did Decatur afterward be- come ? Which of the Barbary powers afterward declared war against this country? Who commanded the expedition against Algiers in 181 5 ? What was the result ? , ^ , ,. , ■ , I. The Federalist party and its de- feat. II. The Republican party. III. Difficulties in the presidential election. IV. Change in the Constitution. V. Prosperity of American com- merce. VI. Wars with the Barbaiy pirates. ELECTION OF JEFFERSON. WAR WITH TRIPOLI. 2"^! What are the names of the four Barbary states that lie on the coast of the Medi- Geography, terranean Sea ? Which is the most westerly .' Which the most easterly ? What country in Europe lies north from Tripoli ? What country in Europe lies north from Morocco ? What country lies next to Tripoli on the east ? [Ans. Egypt.] What do you know about Egypt ? Which of the Barbary states lies between Algiers and Tripoli ? Through what strait would American ships have to pass to reach Algiers or Tripoli ? [Ans. The Strait of Gibraltar.] CHAPTER XXXIX. The Settlement of the Great Valley. Before the Revolution, only a few people had gone Pioneers before over the Alleghany Mountains. The country to the west of this was shut off from all intercourse with the rest of the world, and was infested by tribes of fierce and cruel Indians, who lived in villages for the most part widely separated, but who resisted the efforts of the Avhite men to occupy any portion of the uninhabited wilderness west of the mountains. But, some years before the Revolution, Daniel Boone and other daring men, from North Caro- lina and Virginia, penetrated into the fertile lands of Tennessee and Kentucky, and formed settlements. Some of the colonies had been chartered to run Territory north of the Ohio river through to the Pacific Ocean, and these claimed all the ceded to the gen- I- , , , T-r . 1 (-,, , 1 eral government. territory west ol them as lar as the United States extend- ed — that is, to the Mississippi River. The Virginia char- ter, which was the oldest, made the line of that colony run " west and northwest." Under this charter Virginia claimed most of the territory north of the Ohio River, and all of that which now forms Kentucky. The terri- tory lying north of the Ohio was ceded to the United States by Virginia and the other States claiming it. DANIEL BOONE. 232 THE SETTLEMENT OF THE GREAT VALLEY. The Northwest j^ ly^y this territory was organized as "The North- Territory estab- lished by the west Territory," and its government was regulated by •Ordinance of i • i i • i i i i t • Eighty-seven." ^H act wliich has sincc become very celebrated. It is commonly known as " The Ordinance of Eight3^-seven," from the year in which it was adopted. The Ordinance of Eight3^-seven declared that, in the Northwest Terri- tory, all children of a father who died without a will should inherit the estate equally, thus doing away with the aristocratic privileges given to the oldest son under the English and colonial laws. It also forbade slavery in the territory north of the Ohio. This ordinance made Ohio, Indiana, Illinois, Michigan, and Wisconsin free States. Great rush of Soon after the adoption of this ordinance and the pur- emigrants to the West. chase of the Indian title to the land, people began to pour into the Western country, now opened for settlement. A large number of Revolutionary officers and soldiers, im- poverished by the war, were among these settlers. The first emigrants carried their few goods over the mount- ains on pack-horses. At Pittsburg or Wheeling most of them embarked in large flat-boats roughly built of green lumber. In these they floated down the Ohio to one of the new settlements on its banks. The flat-boat was then broken up, and its planks used in building the settler's cabin. Pennsylvania wagons, after a while, took the place of the pack-horse in the journey over the mountains to Pittsburg. Rude and danger- Xhc pcoplc of this interior country were almost shut ous life of the first settlers west out froui thc world. They raised flax and sometimes of the mountains. grew wool, and spun and wove at home. Their spin- ning-wheels and looms were made by themselves. For chairs they made rude stools, their tables and bedsteads I THE SETTLEMENT OF THE GREAT VALLEY. 233 were such as they could make, and they used wooden bowls for dishes. They tanned their own leather, and made rude shoes at home. The husks of Indian corn were used for making various articles, such as rope, horse-collars, brooms, and chair-bottoms. Barrels and bee-hives were made by sawing hollow trees into sec- tions. By splitting one of these sections a child's cradle was constructed. For tea they drank a decoction of sas- safras-root or the leaves of the crop-vine. Their sugar they got from the maple-tree. Their small boat was a canoe made from a single log, or a pirogue [pee-rogue'], which was a canoe enlarged by splitting it in the middle lengthwise and inserting a plank. The danger from In- dians was so great for many years that the settlers never went to their fields without carrying their rifles. Whatever supplies the Western settlers got, they Pack-horse and brought from the towns on the eastern side of the mount- ains, by means of pack-horses and wagons. For these goods they exchanged furs, ginseng, and other light arti- cles. The produce of Western farms was too heavy to be packed across the mountains. It could only be sold by floating it thousands of miles down the Ohio and Missis- sippi Rivers to New Orleans. This was done in very large flat-boats, which were rowed down the river with great sweeps, but could not be brought back against the current. The flat-boat men got home by taking passage on ships sailing from New Orleans to Virginia or Mary- land, and then crossing the mountains to Pittsburg. But, as there was a necessity for some trade up the Boats and boat- men on the Ohio river as well as down, there were presently used the and Mississippi, "bargee" and the "keel-boat," both of which had sharp- ened bows, and could be toilsomely forced up against the 234 THE SETTLEMENT OF THE GREAT VALLEY. Purchase of Louisiana, 1803. stream by setting- poles, oars, and sails in turn, and which sometimes were towed, or " cordelled," by the boatmen walking along the shore. Four months were consumed in the voyage from New Orleans to Pittsburg. The boatmen were rude and lawless, and navigation was rendered dangerous by the Indians and highwaymen that infested the banks of the rivers. Louisiana, which then in- cluded almost the whole re- gion between the Mississippi and the Rocky Mountains, had been ceded by France to Spain, in 1762. Spain wished to deny to our peo- ple the right to navigate the great river that formed our western boundary, and the people west of the Allegha- nies wished our government to seize the whole of Lou- isiana. In 1800 Louisiana was ceded back to France. In 1803 two commissioners were sent to France by Pres- ident Jefferson, with instruc- tions to buy for the United States, if possible, a part of Louisiana, including New Or- leans and the mouths of the Mississippi. But Napoleon, Louisiana Territory. — The region about the mouth of the Mississippi was first explored by La Salle (see page 117), and the first settlements in that region were made by the French in 1699. In 1722 New Orleans was made the capi- tal of the colony. In 1727 wives were sent to the planters by the government, in imitation of the plan adopted for peopling Virginia a hundred j'ears ear- lier. In 1762, after the English had taken Canada (Chapter XXIII), the province of Louisiana was ceded to Spain. For a long time indigo was grown, but in 1794 sugar was successful- ly raised, and the colony was rendered prosperous at once. There had been much trouble between Spain and the United States about the navigation of the Mississippi, and the Western people wished to seize New Orleans and the lower Mississippi. The United States desired to buy a portion of Louisiana, but in 1800 Bonaparte procured its ces- sion back to France. He entertained, along with other dazzling schemes, the project of rebuilding the French power in America. Monroe and Livingston were commissioned by President Jefferson to buy from France, if possible, the small portion of Louisiana so much desired by the United States, in order to secure the free navigation of the Mississippi; but Napoleon surprised the American com- missioners by offering to sell the whole vast territory. French Louisiana in- cluded in whole or in part the States of Louisiana, Arkansas, Missouri, Iowa, Minnesota, Kansas, Nebraska, Colorado, and the Territories of Dakota, Montana, Wyoming, and the Indian Territory — that is to say, there are at present twelve verj' large States and Territories almost wholly made from Louisiana as bought from France in 1803. THE SETTLEMENT OF THE GREAT VALLEY. 235 who then ruled France, fearing that England would seize the territory, took a sudden resolution to sell all of Lou- isiana to the United States. For this the United States paid fifteen million dollars. By this purchase the country acquired a great deal more territory than all she had be- fore possessed, and there was opened to her the prospect of becoming one of the greatest nations on the earth. Aaron Burr, who had been Vice-President in Jeffer- Aaron Burrs >r 11 1 1 ^ \ r T • • conspiracy. son s nrst term, had not been re-elected. Alter Louisiana was ceded to the United States, Burr formed a con- spiracy to detach Louisiana and some of the Western States from the Union, and to revolutionize a part of Mexico. He enlisted soldiers in Ohio, and started down the river ; but he was arrested and tried for treason. For want of evidence he was not convicted. What was the condition of the country west of the Alle- ghany Mountains before the Revolution ? By whom was it inhabited .'' How did these In- dians live ? How did they treat the efforts of the white men to occupy any portion of the land west of the mountains? What daring man is particular- ly mentioned as having pene- trated into the country west of the mountains ? Within what two of our present States did Boone and other ' bold men plant settlements before the Revolution ? From what States did these men emi- grate ? How far to the west did the land granted by charter to some of the colonies '\ ^'^-.^ 'v^r-';>~- -.'/^ is '^^. ' \ 236 THE SETTLEMENT OF THE GREAT VALLEY. run ? When these colonies became States after the Revolution, what did they claim ? How was the line of Virginia to run accord- ing to its charter ? What territory did Vir- ginia and other States cede to the United States ? ' What was this territory north of the Ohio River called when it was organized ? What was the act called which established the government of this territo- ry? Why was it called "The Ordinance of Eighty-seven " ? What provision did the Ordinance of Eighty-seven make in regard to the inheritance of property ? What privi- leges were thus done away with ? What did the Ordinance of Eighty-seven enact regarding slavery ? What five States cut out of this territory became free States — that is, States forbidding the holding of slaves? What took place after the passage of the Ordinance of Eighty- seven? Who were among these settlers? How did the emigrants carry their goods over the mountains ? How did they descend the Ohio ? What took the place of the pack-horse in crossing the mountains after a while? How did the people of the interior country get clothes? How did they get spinning-wheels and looms to spin and weave with ? What sort of furniture did they have ? Tell how they procured leather and shoes. What did they make of corn-husks ? How did they make bar- rels, bee-hives, and cradles ? What tea did they use ? What sugar ? What was their small boat ? How was a larger boat, or pirogue, made? What is said of danger from In- dians ? How did the settlers get supplies from else- where ? How did they sell their prod- uce ? How did the THE SETTLEMENT OP THE GREAT VALLEY. 237 flat-boat men get home again ? What kinds of boats were intro- duced that could get up stream ? By what means were these boats forced upward against the current ? What kind of men were the boat- men ? By what dangerous enemies were the shores infested ? Who had explored the country about the mouth of the Mississippi ? (Page 117.) To what nation did France cede Louisiana in 1762? What region did Louisiana cover at this time ? What right did Spain wish to deny to our people ? What did the Western people wish our people to do? To whom did Spain cede Louisiana in 1800? For what pur- pose did President Jefferson send two commissioners to France in 1803 ? Why did Napoleon resolve to sell Louisiana to the United States? How much did the United States pay for Louisiana? Was Louisiana as then bounded larger or smaller than the rest of the coun- try ? What high office had Aaron Burr held in Jefferson's first term ? What conspiracy did he form after he ceased to be Vice-Presi- dent ? What did he hope to detach from the Union ? What other country did he hope to revolutionize in part ? What happened to him ? Why was he not convicted ? L The pioneers. ■ ■ Study by topics. IL The Northwest Territory. in. The Ordinance of Eighty-seven. IV. The great emigration after 1787. V. How the people lived. VI. Flat-boat, keel-boat, and barge. VII. The purchase of Louisiana. VIII. Burr's treason. Through what States do the Alleghany Mountains run ? In what direction ? Geography. On which side of the Alleghanies is the Ohio ? In what direction does it flow ? Into what river does it empty ? In what general direction does the Mississippi fldw ? What large city near its mouth ? What large city is at the head of the Ohio ? In descending the Ohio from Pittsburg to New Orleans, in what direction would a boat sail } What States and Territories have been in whole or in part cut out of Louisi- ana as it was when the United States bought it ? FIFTH REVIEW.— FROM THE CLOSE OF THE REVOLU- TION TO THE LOUISIANA PURCHASE. Formation of the Con- stitution. (XXXIII.) The new State Constitutions. The Articles of Confederation, 1781. The Constitutional Convention, 1787. The Constitution ratified in 1788. 238 REVIEW. — FROM REVOLUTION TO LOUISIANA PURCHASE, Government under the Constitution. (XXXIII.) Population in Wash- ington's time. (XXXIV.) Civilization in Wash- ington's time. (XXXIV.) Home-life in Washing- ton's time. (XXXV.) Society in Washing- ton's time. (XXXV.) Washington President. (XXXVI.) The old political par- ties. (XXXVI.) Three divisions of government. Legislative. Executive. Judicial. The Federal system. State governments. United States government. Freedom of religion, of the press, and of speech. Washington inaugurated, 1789. Population in 1790. Increase in one hundred years. Settlements chiefly on the coast. Westward movement of population. Modes of travel. Freight carried by wagons, pack-horses, and small boats. The mails and newspapers. Education. Science, literature, and art. Absence of modern conveniences. Farm-life in that time. Backwoodsmen. Negro slaves North and South. Society at the South. Society in the cities. Tea-parties, country excursions, and balls. Dress of gentlemen and ladies. Life less comfortable and refined than in our time. Capital removed from New York to Philadel- phia, 1791. Washington twice elected without opposition. The Federalist party. Its rise. Its policy. Its inclination to England. The Republican or Democratic party. Its policy. Its sympathy with France. Hamilton and Jefferson the party leaders. REVIEW. — FROM REVOLUTION TO LOUISIANA PURCHASE. 239 Military events in Washington's time. (XXXVI.) Troubles land. with Eng- (XXXVII.) Close of Washington's career. (XXXVI and XXXVII.) Troubles with France. (XXXVII.) The new capital. (XXXVII.) Overthrow of the Fed- eralists. (XXXVIII.) Jefferson elected, 1800. (XXXVIII.) War with Barbary pi- rates. (XXXVIII.) I The opening of the West. (XXXIX.) ^ Purchase of Louisiana, j (XXXIX.) I Aaron Burr's conspiracy. Indian troubles at the West. Harmer's defeat, 1790. St. Clair's defeat, 1791. Wayne's victory, 1794. The Whisky Rebellion, 1794. Causes of dissatisfaction. The Jay treaty. Washington retires, 1797. John Adams succeeds him. Washington's death, 1799. France annoyed by the Jay treaty. French " Directory " seek to extort money. War with France threatened. New treaty with France, 1800. Washington city. The District of Columbia. Alien and sedition laws. Defeat of the Federalist party, 1800. Services rendered by the Federalists. The old Republican party and its work. I' Old system of electing the President. The struggle between Jefferson and Burr. Change in the mode of electing Presidents. Tribute paid to the pirates. War with Tripoli, 1801-1805. Brilliant success of the navy. War with Algiers, 181 5. Pioneers before the Revolution. Ownership of Western territory disputed by different States. Northwest Territory ceded to the United States. The Ordinance of 1787. Emigrants descend the Ohio. Rude life of first settlers. Trade by boat and pack-horse. France cedes Louisiana to Spain, 1752. Spain re-cedes Louisiana to France, 1800. Louisiana sold to the United States, 1803. (XXXIX.) 17 240 BEGINNING OF THE SECOND WAR WITH ENGLAND! CHAPTER XL. Beginning of the Second War with England. Search of ships DuRiNG Jeffersoii's administration the English govern- and impressment ' of American sea- mcnt was involvcd in a long war with Napoleon, who had made himself Emperor of the French, and had conquered a great part of western Europe. During this war Eng- land was in need of seamen for the navy. The ofificers of the English navy were allowed to impress British seamen from merchant-vessels — that is, to force them to serve on men-of-war. But England had also long claimed the right to impress her own subjects when found on ships of other nations. Every man born in Great Britain who sailed before the mast in an American vessel was liable to be seized by an English man-of-war. More than this, English naval ofBcers were allowed to judge whether a man was a native of England or not, and thousands of natives of America were impressed on British ships. It was very exasperating to Americans to have their ships stopped on the high-seas and searched, and their citizens forced to serve in the navy of a foreign power. But Eng- land was all-powerful on the sea, and the United States had to bear with such insults or give up sailing ships. Interference with Duriug this war bctwcen England and France, which shook the whole civilized world, our country tried to be neutral. But England wished to interrupt our trade with the countries under control of France, while Bonaparte issued orders to check our trade with England. The de- crees which these two powers issued one after the other became so severe at last that our ships could not sail to any port without the greatest danger of being seized by our commerce. BEGINNING OF THE SECOND WAR WITH ENGLAND. 241 the cruisers of one or the other power. As the English were much stronger at sea than the French, they did us the more harm. If our country had been strong, it would not have The embargo of 1807. borne such outrages, but it was then far from being pre- pared for a war with England. President Jefferson was very anxious to avoid war, and to go on paying off the debt of the country, which was his leading purpose. The President thought that the United States might get the offensive decrees repealed by stopping all its trade with the outside world. An act was therefore passed in DeceiTiber, 1807, forbidding the departure of vessels from American ports. This was known as " The Embargo of 1807," o^ " Jefferson's Embargo." The embargo was the only very unfortunate act of Jefferson's administration, which, up to this time, had been most popular. It was like destroying our own commerce to keep others from ruining it. While our ships rotted in port, English ships got the trade we had lost. New England and New York suffered heavily by the destruction of their com- merce, and there were even some hot-headed people in the Eastern States who talked of dissolving the Union. The embargo was called a " terrapin policy," as though the country had pulled its head and feet into its shell, as a terrapin does when frightened. The em- bargo lasted about fourteen months. The law was re- pealed in 1809. In 1808, James Madison, of Virginia, was elected to Election of succeed Jefferson. He was the candidate of the Repub- lican, or Democratic, party, for, notwithstanding the un- popularity of the embargo, the Federalist party was now so much in the minority that it carried but a little 242 BEGINNING OF THE SECOND WAR WITH ENGLAND. GEORGE CLINTON. Indian war in the Northwest. Battle of Tippe- canoe, 1811. over one fourth of the elec- toral vote. George Clin- ton, of New York, was elected Vice-President. In 181 1 the irritation of the American people against England was in- creased by the outbreak of an Indian war in the Northwest. It was be- lieved that English agents furnished arms to the In- dians and encouraged their hostility to the settlers. The Indians were at this time under the control of the great Shawnee chief Tecumseh and his broth- er, who was called " the Prophet," and who pre- tended to speak by inspi- ration. In July, 1 811, General Har- rison, Governor of Indiana Terri- tory, fought a battle with the defeated them. Tecumseh and " the Prophet." — These two Indians were brothers, born at the same time, and of the Shawnee tribe. Tecumseh was a warrior, while his brother wrought upon the supersti- tions of the Indians by falling into trances and pretending to be a prophet. He carried about a string of sacred beans and flther objects of reverence. He and Te- cumseh deserted their own tribe and set- tled on the Wabash, where the fame of the prophet's visions drew multitudes of Indians from various tribes to him. When any chief or other influential man opposed the schemes of the brothers, the Prophet had influence enough to have him put to death for witchcraft. Tecum- seh took the extreme ground that all the country belonged to all the tribes in common, and that the tribes who had sold their lands to the white men had done what they had no right to do. He wished to force the government to give up all lands north of the Ohio. He traveled from tribe to tribe, trying to form a confederacy of all. The battle of Tippecanoe was fought in his absence, and the defeat of the Indians there de- ranged his plans. But the successes of the British in the Northwest revived his scheme. He was made a brigadier-gen- eral in the British army, and at the sur- render of Detroit the British general Brock put his own scarf on Tecumseh as a mark of distinction. The wily Shaw- nee, though fond of this decoration, put the scarf on Round Head, an older war- rior of the Wyandott tribe. Tecumseh was killed at the battle of the Thames, in Canada, in 1813. He was one of the ablest men produced by the Indian race, and it is to his credit that he never countenanced the barbarous custom of torturing prisoners. Indians at Tippecanoe and Tecumseh, who was absent when this defeat took place, afterward en- tered the British service. In June, 1812, the United States declared war against England. Preparations were im- BEGINNING OF THE SECOND WAR WITH ENGLAND. 243 mediately made for invading Canada ; but the Amer- icans had rushed into war without being ready, and they met nothing but disaster at first. The Canadian authorities, on the other hand, had Declaration of war, 1812. Eng- taken every precaution against invasion. The first blow Hsh successes, was struck by them in the far-off wilderness. Fort Mackinaw, on an island in the straits between Lake Michigan and Lake Huron, was captured by a force of English and Indians before the American commander there had heard of the declaration of war. This removed all restraint from the already hostile savages of the up- per country, and gave to the English the support of the Indian tribes. General Hull, who had been sent to invade Canada surrender of oe- troit by General by way of Detroit, was now an old man, unfit to com- huii. mand. He showed dullness and timidity, and when attacked in Detroit by a force of English, Canadians, and Indians, he surrendered that post on the i6th of August, to the great grief of his troops and the indig- nation of the whole country. In what war was the English gqvernment in- volved during Jefferson's administration ? What had Napoleon made himself ? What had he conquered ? What had England great need of ? How did the English navy get sailors? Could an English seaman escape by embarkiii'g on the ships of another nation ? Did he escape if he was naturalized in another country ? Who was allowed to judge whether a seaman was an Englishman or not ? What happened to many Anier- Questions for study. ^44 BEGINNING OF THE SECOND WAR WITH ENGLAND. Geography. Books. ican seamen ? Why could not our country resist such insults to its flag ? What part did the United States wish to take in this war that shook the civilized world ? What did England do against our trade .-' What did France do.'' Which nation did us the more harm, England or France ? Why did England hurt us the more ? What was Jef- ferson's favorite purpose at this time .' How did he think the country should proceed to get the decrees of England and France repealed .'' How was all our trade with the outside world to be stopped ? What was this Embargo Act called ? What was the effect of the embargo in regard to our trade ? What was its effect on New York and New Eng- land ? What kind of a policy was it called .'' Why a terrapin policy .'* How long did the embargo of 1807 last.'' Who was chosen President in the election which took place in 1808.' From what State did Madison come ? What party elected Madison .' Who was chosen Vice-President ? What increased the irritation of the American people against England in 1811 ? What connection had the Indian war with our quarrel with England .'* Who controlled the hostile Indians at this time ? To what tribe did Tecumseh originally belong .'' What was his brother called .' Why was he called "the Prophet".-' Who fought a battle with the Indians at Tippecanoe .' In what year did the United States declare war against England ? How well were the Ameri- cans prepared for this war.' What befell them at first? What had the Canadian authorities done with respect to the war ? Where did they strike the first blow ? What effect did the capture of Mack- inaw by the British have on the Indian tribes ? What general was sent to invade Canada by way of Detroit .'' What kind of a man was he ? What did he do when attacked .'' How did his troops feel about the surrender? How did the country feel? I. The search of American ships and the impress- ment of sailors. II. The interruption of our trade by unjust de- crees. III. Jefferson's embargo, 1807 1809. IV. Election of Madison. V. War with Tecumseh. VI. Declaration of war with England. VII. Fall of Fort Mackinaw. VIII. Surrender of Detroit. Where is Tippecanoe ? In what direction from Louisville ? Where is Detroit ? In what direction is Mackinaw from Detroit ? Schouler's " History of the United States." Hildreth's " History of the United States." McMaster's " History of the American People." Mrs. Seelye's "Tecumseh." THE NAVY IN THE WAR OF l8l2. 245 Bad state of the army. JAMES MADISON. CHAPTER XLI. The Navy in the War of 1812. President Madison was re- r^ ally averse to the war, and he was a vacillating leader. The generals appointed at first were mostly Revolutionary officers, too old to be good commanders. They were selected for political reasons. The soldiers were high- spirited, but undisciplined. They sometimes refused to obey a dis- agreeable order, or to follow an unpopular commander ; sometimes they turned about and went home. They even threat- ened the life of a general whom they thought guilty of cowardice. The main purpose of the government at the begin- Attempt to in- vade Canada. ning of the war had been to invade Canada. But the old General Dearborn, who had command of the army on the Canadian frontier, was inefficient. The troops were brave, and some of the officers distinguished them- selves in various battles, but the conquest of Can- ada proved a difficult task. Old General Hull, as we have seen, contrived to lose Detroit and the whole Northwest. James Madison. — Madison, the fourth President, was born in Virginia in 1751. During the Revolution he was a member of the Virginia Legislature, and later a member of Congress. He was a member of the convention that framed the Constitution of the United States. and one of the ablest advocates of its adoption. He was Secretary of State in Jefferson's administration, and succeed- ed Jefferson as President, serving two terms. He retired from the presidency in 181 7, and died in 1836. 246 THE NAVY IN THE WAR OF l8l2. Neglect of the navy at the be- ginning of the war. The old Republican party of that day, which was the party advocating the war, had always professed a dis- like for a navy. In preparing for war, the whole reli- ance had been upon the army, and the little navy had been neglected. The success of our soldiers was not doubted, but it seemed folly for a few ships to encoun- ter the navy of Great Britain, which was then com- pletely " mistress of the seas." Yet in the first year of CONSTITUTION AND GUERRIERE. the war the failures of the army under weak officers were overwhelming, and the country was only saved from complete discouragement by the bold triumphs of the daring little navy. Naval victories Thc powcrful EngHsh frigate Guerriere [geh-re-air] over the Guer- riere, the Frolic, was uttcHy disabled and captured in an hour and ten the Macedonian, . , 111 iia • r • and the Java. mmutcs aitcr shc had engaged the American irigate Constitution. This gave the greatest pleasure, because the defeat of an English man-of-war on the ocean was up When the frigate United States capt- ured the British frigate Macedonian, a young officer, who bore the official report of the victory to the capital, entered a large public assembly, escorted by two other officers, and presented the ensign of the Macedonian to Mrs. Madison, the wife of the President. The assembled guests cheered and wept with enthusi- asm, while the j'oung officer's mother and sisters, who were present, embraced him, delighted that he had come safely out of the battle. THE NAVY IN THE WAR OF l8l2. 247 to that time almost unheard of. Quickly after this tri- umph came that of the sloop-of-war Wasp over the English sloop Frol- ic. One of the most notable captures was that of the Macedonian by the frigate United States, under command of Stephen Decatur, the same who, as a young man, had captured and set fire to the Phila- delphia, under the batteries of Tripoli (page 229). The year was closed by the capture of a fourth man-of-war, the frigate Java. This was effected by the Constitution, which was nicknamed " Old Ironsides." Under three different commanders this ship won brilliant victories in the war. There were other victories than these we have men- courage of Amer- ican seamen in tioned, and some defeats, but the prowess of American battle, seamen excited admiration everywhere. It was a war for sailors' rights, and the sailors were deeply interested in it. The adventurous character of American life in that day had developed a spirit of personal daring well suited to naval warfare. Such was the emulation of officers that in boarding .an enemy's ship they actually pulled one an- other back in some instances, so eager was every one to get over the side of the hostile vessel first. One Ameri- can seaman on the Constitution, in her battle with the Java, remained on deck in a dying condition until the enemy surrendered, when the poor fellow raised himself with one hand and gave three cheers, and, falling back, expired. SEAMAN, 1815. 248 THE NAVY IN THE WAR OF l8l2. Death of Law- rence. Admiration for the navy. Battle of Lake Erie, 1813. There were many affecting examples of courage in these contests. In the losing fight of the Chesapeake with the Shannon, when Captain Lawrence was car- 1 ied below mortally wounded, he said, " Don't give up the ship ! " These words became a battle-cry in the navy, and a watchword for brave men in dififi- cidt circumstances from that time to this. The exploits of a little navy, pitted against the greatest maritime power the world had ever seen, set the people wild. When the commanders of successful vessels returned to port, cities welcomed them with banquets, State Legislatures voted them swords, and the general government struck medals in their honor. A little fleet was launched on Lake Erie in 1813, and its offtcers and men were anxious to rival the glory of the American ships at sea. In the battle of Lake Erie, fought this year. Commodore Perry hung up for his signal " Don't give up the ship ! " the dying words of Lawrence. When his flag-ship was riddled and disabled by the enemy, he got into a small boat and was rowed to another vessel, standing upright while the enemy was raining shot about him. Reaching the ship Niagara, he sailed down on the British line and broke it, and at length compelled the whole fleet to surrender. " We have met the enemy, and they are ours — two ships, two brigs, one schooner, and one sloop," Perry wrote to General Harrison at the close of \. the battle. A similar engagement took place on Lake Cl\amplain. While the battle of Plattsburg was raging on the land, the British squadron, superior / THE NAVY IN THE WAR OF l8l2. 249 in men and guns, attacked the American ships under Battle of Lake Champlain, 1814. Macdonough. The battle lasted two hours and twenty minutes, and resulted in the surrender of the English ships. So severe was the fight, that not a sound mast was left in either squadron — the masts were splinters and the sails were rags. Many private vessels were fitted out under authority of the government as privateers. These scoured the seas, and captured or destroyed above sixteen hundred British ships. The seamen on them fought with the same macdonough. splendid courage as their brethren in the navy. The Privateers in the swittest ot these privateers were " baltmiore clippers. How was the country prepared for the War of 181 2? What kind Questions for of a leader was President Madison ? Of what sort were the generals ^^" ^' selected at first.'' For what reasons were they chosen ? What was the character of the soldiers ? In what way did they show their lack of dis- cipline .'* What was the main purpose of our government at the beginning of the war? Who was in chief command of our troops on the Canadian frontier ? What kind of a general was he? What had Gen- eral Hull contrived to do? How did the old Republican party of that day feel about a navy ? What was thought of the chance for success with our little navy? How was the country saved from discouragement in the first year of the war? What ship of ours captured the Guerriere ? Why did this vic- tory excite pleasure and surprise in America ? What commander captured the Macedonian ? How had he dis- tinguished himself when he was young? What victory closed the year ? What nickname was given to the frigate Constitution ? What is said of the prowess of American seamen ? Why were sailors interested in the War of 1812 ? What effect had the adventurous nature of American life in that day on the character of Amer- icans ? How did officers show their eagerness for dis- tinction in boarding an enemy's ship ? What anecdote is told of a dying seaman ? What did Captain Law- rence, of the Chesapeake, say when he was mortally wounded ? What effect did these words have on the navy ? Have they been of use to others since that time ? 250 THE NAVY IN THE WAR OF l8l2. Geography. Books. What kind of a maritime power was Great Britain at this time ? What was the effect of the naval victories on the American people? How were the successful commanders treated ? What motto did Commodore Perry show on his ship in the battle of Lake Erie ? What did he do when his flag-ship was disabled ? What did he write to Gen- eral Harrison when the battle was over ? Who commanded the American ships in the battle of Lake Champlain .' What battle was raging on the land at the same time ? What was the result of the fight on the water? What was the condition of the ships at its close? How many British ships were destroyed during this war by priva- teers ? What is the difference between a privateer and a ship of war ? What sort of ships were the fastest of these vessels ? I. Failures of the army at first. II. Successes of the navy on the seas. III. Courage of American seamen. IV. Exultation at naval victories. V. The battle of Lake Erie. VI. The battle of Lake Champlain. Describe Lake Erie. What States touch it ? Describe Lake Champlain. What is west of it ? What State on its eastern shore ? What province at its northern end ? Cooper's "History of the United States Navy." Schouler's "History of the United States." Hildreth's " History of the United States." Harrison ap- pointed to com- mand the North- western army. CHAPTER XLII. " The Army in the War of 1812. y General Winchester, also a veteran of the Revolu- tion, was appointed to succeed General Hull, after the latter had surrendered Detroit. But the Kentuckians, who formed the most important element in the North- western army, were unwilling to serve under anybody but Harrison, the hero of Tippecanoe, aiid the govern- ment yielded to their wishes. Defeat of Win- GcHcral Wiuchcster, who commanded a part of Harri- chester on the , ■!->•• • ht- river Raisin, 1813. sou's army, was defeated on the river Raisin, in Michi- THE ARMY IN THE WAR OF l8l2. 251 gan. He surrendered his men to the British general, Proctor, a very brutal man, who, to his eternal infamy, left the wounded Americans to be massacred and plun- dered by the Indians of his army. The Americans were roused to revenge, and the war-cry of the enraged West- ern troops became, " Remember the river Raisin ! " In the spring of 181 3, General Proctor, with a great force of English soldiers and Indians under Tecum- seh, laid siege to Harrison's little army in Fort Meigs. Harrison and his troops When Proctor, whose force was much stronger than Harrison's, sent a demand for the surrender of the fort, Harrison answered, " Tell General Proctor that, if he shall take the fort, it will be under circumstances that will do him more honor than a thousand surrenders." Siege of Fort Meigs by Proctor and Tecumseh, 1813. contrived to thwart every endeavor to capture the fort until re-enforcements arrived, when the enemy gave up the siege and retired. In the summer follow- ing, Fort Stephenson, a weak stockade with a sin- gle six -pound gun, was brilliantly defended by a young Kentucky officer named Croghan, with only a hundred and sixty men, ag.iinst a force many times as strong, commanded by General Proctor. In September, 1813, Perry's victor)^ on Lake Erie was won (see page 248). This turned the scale, and opened the way for a forward movement by Gen- Croghan was only twenty-one years old, and Harrison wished him to abandon the post. The English tried to persuade Croghan to surrender to avoid a massa- cre, but the answer was that when the fort should be given up there would not be found a man alive in it. Croghan shifted his six-pounder from one angle to another, to give the impression that he had several heavy guns. When the fort was assaulted at its weakest part, the Kentucky riflemen opened a deadly fire. But the brave English soldiers at length reached the ditch, and began to chop down the stockade. The six- pounder, which had been double-loaded with grape-shot and slugs, and concealed where it covered the whole ditch, was suddenly fired. Hardly a man of the as- sailing party escaped, and the English army retreated the next morning. Dur- ing the night which followed, Croghan's men, not daring to open the gate, let down water to the wounded Englishmen outside, and at length, by means of a trench, brought them in and cared for them. INFANTRYMAN^ 1812-1834. Croghan's gallant defense of Fort Stephenson, 1813. Battle of the Thames ; death of Tecumseh, Octo- ber, 1813. 252 THE ARMY IN THE WAR OF l8l2. In Harrison's general orders in start- ing for Canada after Perry's victory he said : " Kentuckians, remember the river Raisin ! but remember it only while victory is suspended. The revenge of a soldier can not be gratified upon a fallen enemy." DRESS OF A FRENCH CANADIAN ABOUT THAT TIME. Attempts to con- quer Canada not successful. Bat- tle of Lundy's Lane, 1814. FRENCH CANADIAN WOMAN. English attempt to invade the United States, 1814. eral Harrison's army. Har- rison retook Detroit, crossed into Canada, and pursued Proctor's army, which he overtook at length on the river Thames. In a short and sharp battle, fought here on the ist of October, 1813, Harrison defeated Proctor and his Indian allies. The brave chief Tecumseh was killed in this battle, and the English army was utterly routed. Proctor, dread- ing the revenge of the Americans for his cruelties, ran away in a carriage. The battle of the Thames, and the death of the warlike Tecumseh, broke up the confederacy of the Indian tribes, and brought peace to the frontier. Though Harrison and his Westerners succeeded so well, the attempted invasion of Canada to the eastward proved a failure under the lead of the feeble old generals who had survived from the Revolution. But the rise of young generals — Brown, Scott, and Ripley — to com- mand changed the aspect of affairs, and an invasion of Canada was made in the summer of 1814. Fort Erie was taken, and the battle of Erie fought and won by the Americans early in July. The battle of Lundy's Lane was stubbornly contested, and lasted till midnight. The Americans were left in possession of the field, but the next day they retreated. Before winter set in, the Ameri- cans retired to their own side of the Niagara River. The English, having now peace in Europe, had been able to send re-enforcements to Canada, and in this same summer of 18 14 they attempted an invasion of the United States, by Lake Champlain, the way so often THE ARMY IN THE WAR OF l8l2. 2 5"^ traveled before by French and English expeditions. But the naval victory won near Plattsburg by Commodore Macdonough (see the preceding chapter), and the re- sistance made by the Americans in the battle of Platts- burg, fought at the same time, turned the British back again. But the British invasion, by way of Chesapeake Bay, Battle of Bia- riT\ r^ iT-«--ii 11 densburg ; fall of was more successtul. In August, 1814, the British landed Washington, 1814. in Maryland an army stronger than any that could be brought to meet it. On the 24th of August a battle was fought at Bladensburg [bla'-dens-burg], in Mary- land, which resulted in a victory for the English, who entered Washington, and burned the Capitol and most of the public buildings. The same force that had taken Washington attacked Baltimore bv land and water, but the vigorous defense of that place forced the British to retire. It was during this conflict that the song called " The Star-Spangled ''^o *s many stripes, until 10 ^g^g^ WHEN THE STRIPES WERE Banner " was written. reduced to thirteen again, WITH AS MANY STARS AS ST*TES. The persuasions of Tecumseh and his brother, the Prophet, had raised up a war party among the Creek war with the Indians, who dwelt mostly in southern Alabama. A large part of the nation, under the lead of a half-breed chief named Weathersford, or " Red Eagle," made war on their white neighbors and on the Indians of their own tribe who were disposed to be friendly to the United States. British agents supplied these Indians with arms. Weathersford, like Tecumseh, had a prophet to help him, who had been initiated into the office by Tecum- seh's brother. This chief, also, discouraged the bar- barities of the Indians, but he could not restrain them, and cruel outrages of torture and massacre took place. THE STAR-SPANGLED BAN- NER OF 1814. AFTER 1795 THE FLAG HAD FIFTEEN STARS 254 THE ARMY IN THE WAR OF l8l2. Overthrow of the Creeks ; rise of General Jackson. Jackson seizes ^ Pensacola. MAJOR-GENERAL, 1812. Jackson's victory at New Orleans, January 8, 1815. Peace of Ghent, 1814. General Jackson, then an officer of the Tennessee militia, led a force into southern Alabama, and, after conquering the greatest difficulties and fighting many bloody battles, he broke the power of the Creeks, so that Weathersford himself entered Jackson's tent and surren- dered. This was in April, 1814. Jackson, from being a commander of volunteers, was now made a major-gen- eral, and put in command of the troops in the Southwest. Florida was at this time in possession of Spain, which was at peace with the United States. But that power was secretly in sympathy with England, and English troops made Pensacola, in Florida, a base of operations against Mobile. With his usual fier}^ zeal, Jackson marched into Spanish territory, captured Pensa- cola, and dislodged the British. He then retired. Jackson hastened to New Orleans, which was soon threatened by a large British force. With an energy unsurpassed perhaps in modern histor}-, he formed an army out of the men and material within his reach, and built defenses against the British approach. He formed companies of free colored men, and he even took the convicts out of prison to make soldiers of them. After several preliminary battles, the English endeavored to carry Jackson's works by storm on the 8th of January, 1 81 5. But Jackson's preparations were so thorough, that the enemy w^as repulsed with a frightful loss of twenty-six hundred men. The Americans lost but eight killed and thirteen wounded. Sir Edward Pakenham, the British commander, was killed, and the attack on New Orleans was abandoned. When this battle was fought, peace had already been made, but the news had not yet reached this country. THE ARMY IN THE WAR OF l8l2. ^55 The treaty of peace was signed at Ghent [pronounce G hard], in Belgium, on the 24th of December, 18 14. By the terms of this treaty, neither Great Britain nor the United States gained anything. The right of search- ing American vessels was not mentioned in the treaty ; but the war had shown Great Britain that the right to search could no longer be maintained against a spirited nation, and American ships have never been searched from that time to this. The war had caused a great deal of suffering and suffering caused by the war. misery in this country, by the derangement of business, the destruction of property, and the loss of life. The news of the peace was hailed with the greatest dehght. Who was appointed to succeed Hull in command of the Northwest- Questions for ernarmy? What post had Hull surrendered? Were the soldiers willing study, to serve under Winchester ? Whom did the Kentuckians desire to have for commander? Of what battle was Harrison the hero? (Against whom was the battle of Tippecanoe fought ?) In what State is the bat- tle-ground of Tippecanoe ? Where was General Winchester de- feated ? In which of the States as since formed is the river Raisin ? To what British general did Winchester's troops sur- render ? What took place after the surrender ? What was the war-cry of the W^estern troops after this ? To what fort did General Proctor lay siege in the spring of 1813? Who commanded the Indians in this siege ? What was the result of this siege ? Who defended Fort Stephenson ? What was the result of this defense ? What did Harrison do after Perry's victory ? Where did Harrison overtake Proctor's army? What was the result of th^ battle of the Thames ? What chief was killed here ? What effect on the Indians did the defeat of the English and the death of Tecumseh have ? How did the attempted invasion of Canada to the eastward succeed ? What effect did the rise of younger gen- erals have? What battle lasted until midnight? Who held possession of the tield ? Did the Amer- 18 256 THE ARMY IN THE WAR OF l8l2. icans remain in Canada ? By what road did the English attempt to invade the United States? Had this road been used before for invasion ? (see pages 123 and 178). What naval officer commanded in the battle of Lake Champlain during this invasion ? (see the preceding chapter). What was the result of the defeat on the water and the resistance offered at the same time in the battle of Plattsburg ? What British invasion was more successful ? What battle was fought during this invasion ? In what State is Bladensburg? Who won the victory in this battle? What happened in Washington afterward ? What other city was attacked during this invasion ? Was it taken? What well-known song was written during this attack? What had raised a war party among the Creek Indians? What chief led them? Where did they get supplies of arms? In what respects was Weathersford like Tecumseh ? Did he succeed in re- straining his savages? Who led a force against the Creeks? Where were the Creeks settled ? What came of Jackson's war with them ? What nation possessed Florida at this time ? What led Jackson to march on Pensacola ? What did he accomplish by this? When New Orleans was threatened, what did Jackson do? What happened on the 8th of January, 181 5, when the British attacked Jackson's works ? Where was the treaty of peace made ? What is said of the terms of this treaty ? What is said of the claim to search American vessels ? What was the effect of the war in America ? How was the news of the peace received ? I. Harrison and the war in the Northwest. 1. Harrison put in command. 2. The defeat and massacre on the river Raisin. 3. The siege of Fort Meigs. 4. The defense of Fort Stephenson by Crog- han. 5. The invasion of Canada and the battle of the Thames. II. The war on the Niagara frontier antl eastward. 1. Failure of old generals. 2. Invasion of Canada under new officers. 3. Invasion of the United States by way of Champlain. III. Invasion by way of the Chesapeake. d. Bladensburg. d. Washington, r. Balti- more. THE ARMY IN THE WAR OF l8l2. ^Sl IV. Jackson and the war in the Southwest. 1 . War with the Creeks. 2. Invasion of Florida. 3. Defense of New Or- leans. V. The peace. I. Harrison's campaign : In what States and what part of each State are the sites of — the battle on the river Raisin ; Fort JMeigs ; Fort Stephenson ; Detroit ? Where is the site of the battle of the Thames ? 2. Campaign on the Niagara frontier : Where was Fort Erie ? Lundy's Lane ? 3. The Eastern campaign : Where is Plattsburg ? 4. In what State is Bladensburg ? What direction from Washington ? By what bay would ships approach Baltimore ? 5. ■ Jackson's campaign : Where is Pensacola ? In what direction from New Orleans ? On what river is New Orleans ? By what sheet of water did the British approach it ? Hall's " Life of Harrison." Mrs. Seelye's " Life of Tecumseh.'' Lossing's " War of 1812." Barton's "Life of Jackson." G. C. Eggleston's " Red Eagle." Geography. CHAPTER XLIII. Expansion of the Union. Let us now go back to the period immediately fol- Vermont ad- mitted as the lowing the adoption of the Constitution, and trace the fourteenth state, birth of new States. The first State admitted was Vermont. The territory which now forms Vermont was claimed by New Hampshire, which granted the land to settlers. For this reason it was called " The New Hampshire Grants." New York claimed it also, and tried to make the people buy their lands over again. But the " Green Mountain Boys " kept up an independent government of their own throughout the Revolution. In 1791 the State was admitted under the name of Vermont, a word of French derivation GENTLEMAN'S RIDING- meaning " Green Mountain." '^^e^*- ^^"^^ ''^"^ °' •^ THE CENTURY. 258 EXPANSION OF THE UNION. Kentucky, the fifteenth State, 1792. Tennessee, the sixteenth, 1796. HAIR DRESSED LIKE HELMET, ABOUT 1806 Ohio, the seven- teenth, 1803. Louisiana, the eighteenth, 1812. Kenti'ckj was a part of Virginia, and was settled by Virginians, who took with them their slaves, their agri- cultural habits, and their military spirit. With the con- sent of Virginia, Kentucky was separated from that State and admitted to the Union in 1792. The people of this country have generally emigrated in pretty straight lines to the westward. As Virginians broke over the mount- ains into Kentucky, so North Carolinians crossed into the valleys of Tennessee. North Caroli«a gave up her right to the territory west of the mountains soon after the Con- stitution was formed, and what is now Tennessee was part of the Southwestern Territory, until it was admitted to the Union in 1796. These two States, Kentucky and Tennessee, had slaves. But the Ordinance of 1787, as we have seen on page 232, did not allow slaveholding in the terri- tory north of the Ohio River ; so that all the States formed out of that territory were free States from the beginning. In the two years following the passage of this ordinance, twenty thousand people made their way down the Ohio River. But the Indian wars checked the settlement of the country until after Wayne's vic- tory (see page 217). Ohio was admitted to the Union February 19, 1803.* It was more than nine years before another State was admitted. In 1812 the southern part of the great terri- tory bought from France was admitted, under the name of Louisiana — the name at first given to the whole. Thus, when the War of 18 12 began, the old Union of thirteen States had increased to eighteen. TURBAN HEAD-DRESS, WORN EARLY IN THIS CENTURY. * This is the correct date, according to late investigations. EXPANSION OF THE UNION. 259 The second war with England, and particularly the naval battles and the crushing defeat which Jackson in- flicted on the British troops at New Orleans, made the United States respected in Europe as it had never been before. Emigrants began to flock to America. The peace with the Indians caused the Mississippi Valley, then called " The Far West," to fill up rapidl}-. In more than thirty years after the Revolution, only five States were added to the Union ; but the next six States were admitted in six successive years — Indiana, next west of Ohio, in 1 8 16. The defeat of the Creeks had opened the Southwest ; and the new State of Mississippi, between Tennessee and Louisiana, was admitted in 1817. Illinois, west of Indiana, was admitted in 1818 ; and Alabama filled the gap between Mississippi and Georgia in 18 19. In 1820 the District of Maine, long attached to Massachu- setts, though separated from it geographically, was ad- mitted as an independent State. By 1820, therefore, all the territory east of the Missis- sippi except the extreme northern portion, now included in Michigan and Wisconsin, had been made into States, and the State of Louisiana had been made out of the territory which had been bought from France. But, by this time, a new State on the west of the Missis- sippi River was knocking at the door of the Union. This was Missouri. Over the admission of this State there was a great debate, lasting through three sessions of Congress. The cause of this debate was the fact that Missouri proposed to come in as a slave State. The bringing of slaves into the United States had been forbidden in 1808. The States north of the southern line of Pennsylvania Rapid expansion after the war. Indiana, the nine- teenth, 1816. Mississippi, the twentieth, 1817. Illinois, the twenty-first, 1818. Alabama, the twenty-second, 1819. Maine, the twenty-third, 1820. ^gx-^ OPERA HEAD-DRESS, EARLY IN THE CENTURY. Debate over the application of Missouri. EVENING DRESS IN JEFFERSON'S TIME. 26o EXPANSION OF THE UNION. State of the slavery question. CHILD'S DRESS IN THE EARLY YEARS OF THE 19TH CENTURY. Missouri brings up ^ new phase of the question. WALKING-COSTUME, 1807. The Missouri Compromise. Missouri the twenty-fourth State admitted, 1821. had all, before 1820, taken measures to free their slaves. The States south of the southern line of Pennsylvania, having- much of their wealth in slaves, and cultivating crops that seemed to require their labor, had by this time mostly given up the thought of freeing their slaves. So that there were now two classes of States in the Union : free States and States having slaves. Each of these divisions of the Union was afraid that the other would get control of the countrv. It had usuallv been the custom, in admitting new States, to bring in one from the North and one from the South, to keep the bal- ance good. But Missouri brought up a new question. According to the Ordinance (jf 1787, the States north of the Ohio had all come in as free States ; but those to the south of that river had been allowed to enter as slaveholding States. Louisiana had been purchased as slaveholding territory, and was admitted as a slave State. But now the question arose whether all the great region bought from France was to be added to the Southern side of the scale. Missouri was west of the Mississippi, and so far north as to seem to break into the line of free States. Most of the people at the North wished all the new territory made into free States ; most of the people at the South wished to have it all open to settlement by Southern people with slaves. The question was finall}^ decided bv letting Missouri come in as a slave State, but slaverv was at the same time forever forbidden in the rest of the territory north of the southern line of Mis- souri. Thus all the territorv to the north and west of that State would be free. This was known as the Mis- EXPANSION OF THE UNION. 26l souri Compromise. It was adopted in 1820, and Missouri was finall)^ admitted in 1821. Henry Cla}-, the most famous of the orators and political leaders of the day, was very active in promoting this measure. The "Old Thirteen" had now grown to twenty-four. Growth of popu- The expansion of the nation in population and wealth was veiy rapid. In 1820 there were more than nine and a half million people in America. This was about three times as many as there were when the Revo- lutionary War was ended. Which was the first State admitted to the Union after the adoption of Questions for the Federal Constitution ? What was Vermont called before it became a ^*" ^' State ? Why was it called the New Hampshire Grants ? What State besides New Hampshire claimed Vermont? Why are the people of Ver- mont called the "Green Mountain Boys"? What mountains are there in \'ermont ? Why was the State called Vermont when it was admitted to the Union in 1791 ? Of what State was Kentucky a part? By whom was it settled ? What did Virginians take with them when they went to Kentucky ? How could Congress admit a part of a State into the Union as a new State ? W'hose consent was given to it ? In what direction have the people of this country generally moved when they emi- grated ? From what State did most of the first settlers in Tennessee come ? When did North Carolina give up its right to what is now Ten- nessee ? Was it formed into a State before 1800? WHiat was the difference between the States on the south side of the Ohio River and those on the north ? Why were there no slaves on the north side of the Ohio River ? What is said of the emigration to the Western country in the years following the famous Ordinance of 1787 ? Vv'as Ohio admitted to the Union before or after 1800? What was the next State ad- mitted after Ohio ? How did Louisiana come to belong to the United States? What part of the old French province of that name was admit- ted as Louisiana ? In what year was Louisiana admitted ? What hap- pened to the country in that year? How many States were there in the Union when the War of 181 2 broke out? What impression did the War of 181 2 make in Europe ? What battle of that war excited par- ticular attention in Europe ? What effect did this have on emigration ? What caused the Mississippi Valley to fill up rapidly? How many States were added to the Union in the space of one generation after the Revolu- 262 EXPANSION OF THE UNION. tion, if we count a little more than thirty years as representing a genera- tion of people? In 18 16 and afterward for a number of years one State was admitted each year : for how many years did this happen ? Of all the territory that had belonged to the United States at the close of the Revolution — that is, of all the territory east of the Mississippi River — how much remained to be formed into States in 1820? What was the first State, lying mostly west of the Mississippi, to be admitted to the Union ? Was Louisiana admitted before the War of 1812 or afterward? What was the next State west of the Mississippi to ask for a place in the Union? (From what country did we get the territory out of which Mis- souri is formed ?) Through how many sessions of Congress did the de- bate over the admission of Missouri last ? What was the cause of this debate? At what time had the bringing of slaves into the United States been forbidden ? What had Pennsylvania and the States north of it done about slavery before 1820? Why had the States to the south- ward retained their slaves ? How did the two divisions in the Union feel about each other ? In bringing States into the Union, how had the balance been kept good ? How did the new States north of the Ohio differ from those south of that river ? Were there slaves in Louis- iana before the United States bought it ? What new question arose when Missouri offered to come in ? Was the greater part of Missouri north or south of the line between the free States and the slave States? What did the Northern people wish regarding the new ter- ritory? How did most of the Southern people feel about it? How was the question decided ? What was this decision called ? In what year was the Missouri Compromise made ? What statesman took a leading part in promoting it? What had he advocated in 181 2? To what number had the States increased by this time ? How many people were there in the United States in 1820? How many times as many as the people at the close of the Revolution, less than forty years before ? Study by topics. I. States admitted between the adoption of the Constitution in 1787 and the War of 18 12. I. Vermont, 1791. 2. Kentucky, 1792. 3. Tennessee, 1796. 4. Ohio, 1803. 5. Louisiana, 181 2. II. States admitted between the second war with England and the Missouri Compromise. I. Indiana, 1816. 2. Mississippi, 1817. 3. Illinois, 1818. 4. Alabama, 18 19. 5. Maine, 1820. III. Missouri Compromise. I. The abolition of the slave trade, 1808. 2. The abolition of slavery in the Northern States. 3. Division of the States into two classes. 4. A new question raised re- EXPANSION OF THE UNION. 263 garding slavery in the territory bought from France. 5. How the question was decided. IV. Expansion of population by 1820. On the blackboard, or on a large sheet of manila paper, draw a Blackboard map of the Union as it was in 1787, shading the old thirteen States, illustration, or tinting them with colored crayons. Let the new States mentioned in this chapter be put in outline. Then, as each State is reached in topical recitation, let it be shaded or tinted like the rest, and the growth of the Union, step by step, will be represented. The geographical study with reference to this chapter should have for its first ob- ject the acquiring of a definite knowledge of the relative location of each of the new States mentioned in the chapter. For this purpose consult the list in the topics above, and let a description of the location of each State and its surroundings accompany the topical recitation. Fix in the mind by reference to the map the great east and west line between the free and slave States in 1820, and the great north and south line mostly along the Mississippi, between the territory possessed by the United States after the peace with England in 1783 and the territory purchased from France in 1803. Geography. 264 FROM MONROE TO VAN BUREN. JAMES MONROE. Monroe's presi- dency ; the era of good-feeling. Purchase of Florida from Spain, 1821. CHAPTER XLIV. From Monroe to Van Buren.— Rise of Whigs and Democrats. A GREAT part of the expansion of the Union bj the admission of new States, described in the pre- ceding- chapter, took place in the presidency of James Monroe, who was chosen to that office in 1 8 16. Monroe was a man of even temper, with very Httle party feehng, and with the greatest desire to be just and to act wisel}'. He was very popular, and his ad- ministration was called " the era of good-feeling." The Federal party being now almost extinct, Monroe was re-elected in 1820 without any opposing candidate. Next to the Missouri Compromise, of which we have spoken in the preceding chapter, the most remarkable event of Monroe's adminis- tration was the purchase of the Peninsula of Florida from Spain. This was com- pleted in 1 82 1, and General Jackson, who had seized part of Flor- ida during the War of 1812, and again James Monroe, fifth President, was born in Virginia in 1754. As soon as he had graduated at William and Marj' Col- lege, in 1776, he joined the Revolution- ary army. He distinguished himself in several battles. He was minister to France and to England, and was Secre- tarj' of State when Madison was Presi- dent. He was inaugurated President March 4, 1817, and served eight years. After leaving the presidency he was very poor. He died in New York on the 4th day of July, 1831. He was the third President to die on the 4th of July. SPANISH STANDARD. Florida. — (For the early discovery and exploration of Florida, see page 116.) French Protestants made a settlement in Florida in 1564, but they were nearly all cruelly put to death by Spaniards in 1565. In this year the Spaniards founded St. Augustine, the oldest town in the present United States. In the treaty of 1763, Spain ceded Florida to England. In 1783 it was ceded back to Spain. In 1821 it was conveyed to the United States by Spain, and in 1845 it was admitted to the Union as the twenty-seventh State. FROM MONROE TO VAN BUREN. 265 in the Seminole War of 18 18, having both times to relin- quish it again, was now sent to receive the new prov- ince from the Spanish governor. In 1823 the countries in America to the south of us, Announcement 1 ■ 1 1 1 1 1 . r o • • • 1 °*^ '■^^ " Monroe which had been colonies ol Spain, were striving to estab- Doctrine," 1823. lish themselves as independent republics, and it was feared that an alliance of European nations would help Spain to subdue them. President Monroe, therefore, sent a message to Congress, in which he announced what has always since been known as " The Monroe Doctrine." This doctrine was, that the United States would object to any attempt on the part of European powers to " extend their S3'stem " of interference to " an}- part of this hemi- sphere." This was a declaration of independence for the whole of America. The United States still maintains the principle as stated by Monroe. Monroe, who went out of office in 1825, was the last ^ President connected with the Revolution. For want of any issue John Quincy Adams elected between them, both the old by the House of ..11 . . Representatives parties had gone to pieces, j^ 1824. and new ones were not yet formed. There were four candidates for the presiden- cy in 1824: Crawford, Jack- son, Adams, and Clay. No one of these got a major- ity of the electoral votes, and the duty of electing a president devolved on the House of Representatives. John Quincy Adams, the sixth President, was the son of John Adams, the second President. He was born in Braintree, Mass., in 1767. He studied in France and Holland, and spent some time in Sweden, Denmark, Russia, and Eng- land while yet a boy. He graduated at Harvard College when he was twenty years old, and studied law. He was at various times American minister at the courts of Holland, England, Prussia, and Russia, and was one of the commissioners to negotiate the treaty with England at the close of the War of 1S12. He was Secretary of State in Monroe's Cabinet, and President of the United States from 1825 to 1829. When he quitted the presi- dency he did not leave public life, but sat in the lower house of Congress from 1831 to 1848, and this was the most brill- iant part of his career. At eighty years of age he was still called " The old man eloquent." He died in the Capitol at Washington in 1848. L.. 266 FROM MONROE TO VAN BUREN. John Quincy Adams, of Massachu- setts, was chosen. The administra- tion of Adams was a stormy and unpopular one. He was extremely honest and faithful, but, like his father, John Adams, he had no gift for winning friends. He could not bend to the people ; his cold manners and his disregard for the opinions of others made him enemies, who succeeded in prevent- inor his JOHN QUINCY ADAMS. 'to re - elec- Election of An- drew Jackson in 1828. tion. In 1828 Andrew Jack- son, of Tennessee, was chosen President, taking office in March, 1829. He was re- elected in 1832, Andrew Jackson, the seventh Presi- dent, was born in North Carolina in 1767. He joined the Revolutionary army in South Carolina when he was but fourteen years old. He studied law and settled in Nashville, Tenn. He was a member of the United States Senate and judge of the Supreme Court of Tennes- see before ht; became distinguished as a soldier. His military achievements are told in Chapter XLII. He was President from 1829 to 1837. As the first President that had risen from the ranks of the com- mon people, he was very popular, and was supposed to represent the American ideas of the time. He was called " Old Hickory" by his admirers. He died in ANDREW JACKSON. and held office in ail for eight 3'ears. Jackson was a man sincerely patriotic and hon- est, but self-willed and of a violent temper. He was the first President who turned out of government office the men who were opposed to him, ap- pointing his own friends in their places. He vetoed a great many FROM MONROE TO VAN BUREN. 267 acts of Congress. He succeeded in breaking down the character of TT • 1 o T-» 1 1 • 1 • Jackson's admin- United btates Bank, which, up to that time, had kept istration. the public mone3's. He vetoed ahnost all the measures proposed for the promotion of roads and other " internal improvements" by the general government. Jackson set his face against the doctrine advanced by John C. Calhoun, of South Carolina, in his time, that a State could " nullify " a law of the United States. The busi- ness of the United States with other nations was con- ducted during Jackson's administration with great spirit and ability, and the country was respected abroad. As the moderate and peaceful administration of Rise of the whig and Democratic Monroe caused the dissolution of the old Federal Parties, and Republican parties, so the administration of a man of strong party feeling and of stormy temper like Jack- son made new party divisions. Jackson loved his friends and hated all opponents. The coun- try came to be divided into Jackson men and anti- Jack- son men. The Jackson men claimed to succeed to the old Democratic - Republican party, and, retaining one of the names by which it was known, they were called " Democrats." Those who were opposed to Jackson were called " Whigs," a name formerly applied in England to the party opposed to the arbitrary power of the king. The principal feature of American politics for about twen- JOHN C. CALHOUN. 268 FROM MONROE TO VAN BUREN. Differences be- tween the parties. ty years was the rivalry of the Whig and Democratic parties. The main differences between the Whig party and the Democratic were : 1. That the Whigs advocated the re-establishment of the United States Bank ; the Democrats opposed it. 2. The Whigs were in favor of the building of roads and canals at the expense of the United States. The Democrats did not be- lieve that the government of the Union should under- take " internal improve- ments," as roads and canals were then called. 3. The Whigs generally wished to increase the pow- er of the United States gov- HENRY CLAY. Clay, Calhoun, and Webster are often spoken of together. They were the three great statesmen of what is some- times known as " the compromise pe- riod " of American history. Henry Clay was born in Virginia in 1777. He was a poor boy, and gained his education with difficulty. He settled in Kentucky as a young man, and long represented that State in the House of Representatives and the Senate. John C. Calhoun was born in South Carolina in 1782, and graduated at Yale College. Clay and Calhoun were both bold advocates of the war with England in 1812. Webstei, who was born in the same year with Cal- houn, entered Congress in 1813, during the war. From this time these three men gradually came to the front as the great- est masters of the art of debate the country had known. Calhoun was a member of Monroe's Cabinet, Clay of John Quincy Adams's, Webster of Har- rison's and Fillmore's. But they were all three greatest in Congress. Each of them desired to be President, but all were disappointed. Calhoun was Vice- President for eight years, from 1825 to 1833. Clay was active in bringing about the Missouri Compromise, which Cal- houn favored. Later than this Calhoun became the chief advocate of the doctrine that the States were sovereign, and that the Union was a compact of sovereign States. Clay and Webster, on the other hand, were advocates of the authority of the Union. Clay was the author of the Compromise of 1850, which Webster fa- vored. Calhoun died in 1850 ; Clay and Webster in 1852. FROM MONROE TO VAN BUREN. 269 ernment ; the Democrats were more in favor of what were called States' rights. The Democrats thought that, whatever power the Consti- tution did not expressly give to the general government, could only be exercised bv the States. The great leaders of the Whig party were Henry Clay, of Kentuck3% and Dan- iel Webster, of Massachusetts. These were two of the great- est orators the country has ever known. Another orator of the first rank, John C. "^^^ ^^^^^ p*'"*^ leaders, Clay, Calhoun, of South Carolina, was on the Democratic side. Webster, and Calhoun. He believed in the power of a State to " nullify " a law of the nation. But the Democratic party generally agreed with Jackson, that the laws of the United States were su- preme until the courts decided them unconstitutional. In 1836 Martin Van Buren, of New York, was nomi- nated by the Democrats and elected President. He fol- lowed the policy of Jackson, but in a gentler way. He did not veto any bills passed by Congress. _^ , DANIEL WEBSTER. Election of Van Buren, 1836. What President took office in 1816? What kind of a man was Mon- Questions for roe.'' How was he liked by the people .^ What was his administration ^^"'^y- called? What was remarkable about his second election in 1820.^ What territory did the United States acquire during Monroe's presi- dency ? From what country' did we get it ? Who was sent to take pos- session of Florida in 1821 ? Had he ever been there before? Under what circumstances? What colonies were trying to establish themselves as independent republics? What' declaration did Monroe 270 FROM MONROE TO VAN BUREN. DRESS OF A LAOy IN JACKSON'S TIME. make in 1823 regarding the interference of European nations with the affairs of America? What is this declaration called? Who was the last of the Revolutionaiy Presidents ? How many candidates were there for President in 1824? What happened in this election? Who was chosen by the House of Representatives? How did the administra- tion of Adams differ from that of Monroe? What was John Quincy Adams's character ? Was he re-elected ? Was his father elected a second time? (See page 226.) Who was elected in 1828? What had Jackson done before this ? (See page 254.) What kind of a man was Jackson ? What did he do in regard to the office- holders who were opposed to him ? What was his course regarding acts of Congress? What influence did he have on the United States Bank? What course did he take regarding roads and canals ? What doctrine did Calhoun and others advocate ? How did Jackson treat this doctrine of "nullification"? How did he conduct the business of the country with foreign nations? What effect did Jackson's administration have on political parties? What were Jackson's friends called ? What were those opposed to Jackson called ? For about how many years did the struggle between Democratic and Whig parties occupy the field of American politics ? Give an account of the differences between the two parties in regard to the Bank of the United States. In regard to internal improvement. Which party favored States rights as opposed to the power of the general government ? What did the Democrats think about the Constitution ? Who were the great leaders of the Whig party ? What great orator of the time was on the Democratic side ? How did the Democrats generally feel about Calhoun's theory of the right of a State to " nullify " the acts of Congress ? Who was chosen President in 1836? By what party? What policy did he fol- How did he differ from Jackson ? Monroe's administration. 1. " The era of good feeUng." 2. The acquisition of Florida. 3. The " Monroe doctrine." John Ouincy Adams's administration. 1. Election of J. O. Adams. 2. His character. III. Jackson's administration. 1. Jackson's election and character. 2. His course with regard to — a. Office-holders. I>. \'etoes. c. United States Bank. d. Internal improvements. t'. Nullification. f. Foreign affairs. FROM MONROE TO VAN BUREN, 271 IV. New parties. 1 . Their formation. 2. Tlieir differences. 3. Their leaders. V. Van Buren's administration. The location of Florida with reference to Georgia and Alabama. With reference to the Spanish possessions in Cuba. Geography. CHAPTER XLV. The Steamboat, the Railroad, and the Telegraph. Soon after 1800, certain changes began in wa3^s of travel that have made life different from that of our forefathers. We have seen in pre- vious chapters that travel in old times was very slow. Men jogged along day after day and week after week to make a journey of hundreds of miles on horseback, or they were jolted over bad roads in stage-wagons or carriages. Pack-horses or heavy wagons carried all the freight that robert fulton. went by land. Boats, rowed or pushed with poles, Modes of travel . . at the beginning went slowly up and down the rivers, carr3-mg passen- of the 19th cent- gers and freight. Periaugers, with oars and sails, and "'^^' other small vessels, plied up and down the coast, and all the ships at sea were propelled by sails. In ships our people made great improvements. The improvement in T-» 1 • !• >> 1 • 1 1 • ships made by " Baltnnore cupper, a schooner with raking masts — • Americans. The that is, masts that slanted backward — was famous for ^^^ '"'*°"'^ "= 'p- its speed. Our frigates gained advantages in the War 272 STEAMBOAT, RAILROAD, AND TELEGRAPH. ^E^^s^^g'^^ _5J; BALTIMORE CLIPPER Fulton's first steamboat, 1807. The Erie and other canals. of 1 812 by being better sailers than the Enghsh men-of-war. At a later period the American "clipper-built ships" were the swiftest sailing-vessels in the world. This superiority in building and sail- ing swift ships has remained with xVmer- ica to the present time, as i"ecent yacht- races have shown. After the invention of the steam-en- gine in England, attempts were made in France, Scot- land, and America to build boats that would go by steam. But Robert Fulton, an American, built the first really successful steamboat. She w^as launched in 1807, and ran between New York and Al- bany, to the great wonder of all who saw her. Steam- boats soon after took the place of keel - boats (page . _^ __ _ 233) on the West- fulton-s rrst steamboat. ern rivers, and they greatly aided in the rapid develop- ment of the new country. Steamboats served for commerce and travel where there were rivers and lakes. But how should the traffic on the Western rivers and the Great Lakes be connected with the rivers east of the Alleghany Mountains and the sea? Canals, long used in Europe, were thought of for this purpose, and Washington was much interested in a proposed canal from the Potomac to .the Ohio River. But the first great canal in this country was that from zr ,— . &■* STEAMBOAT, RAILROAD, AND TELEGRAPH. 273 the Hudson River to Lake Erie. The chief promoter of this work was De Witt CHnton, governor of New York. It was eight years in construction. It was be- gun on the 4th of July, 1817, and in 1825 its comple- tion was celebrated by a procession of boats from Albany to the ocean, where Governor De Witt Clin- ton poured a keg of Lake Erie water into the sea, as a sign of their union. This canal, by opening a trade Avith the West, made New York the greatest city of the United States. But, for the more mountainous country of the Middle States, a great " National Road" for wagons was planned and built from western Maryland as far as the western part of Indiana. The extension of railroads soon ren- dered it of no importance as a national work. But the greatest change of all, in the life of Ameri- cans, was made by the railway, which was introduced from England. The first railroads were merely tracks of iron bars, on which little cars, loaded with coal, were drawn from the mines. The first railway in the United States was but two miles long, and was used only for hauling stone. The cars were drawn by horses. The first passenger-train in America was run on the Balti- more and Ohio Railroad in 1830, but the cars were drawn by horses the first year. The extension of rail- ways was very rapid ; they changed America more than any other country, because here the distances are so great. We have almost as many miles of railway as all the world besides. The first passenger-cars were merely stage-coaches on the rails, and in other countries they still keep something / f'4^ THE WAY THAT LITTLE GIRLS DRESSED WHEN GRANDMA WAS A CHILD. The " National Road." Railroads intro- duced about 1830. A BONNET OF 1830. American im- provements in railroads. FIRST STEAM PASSENGER-TRAIN IN AMERICA. 274 STEAMBOAT, RAILROAD, AND TELEGRAPH. S. F. B. MORSE. Invention of the electric tele- graph. Change in modes of living produced by railroad and telegraph. of this form. In America large, airy cars for passengers were early introduced, and the parlor-car, the sleeping- car, the hotel-car, and the dining-car are all of American origin, and are little used elsewhere. The street tramway, or horse-railroad, and the elevated railways for rapid travel in cities, were first used in this country. The electric telegraph, in its present practical shape, was the invention of an Amer- ican artist, S. F. B. Morse. In old times people sent messages by objects shown on high ground, by lights displayed at night, or by bonfires kindled on the hills. Even the wild Indians sent intelligence across the plains by waving a blanket over a fire and thus making a "smoke-signal." In 1835 Morse set up and worked a telegraphic wire. But it was nine years later before he could persuade Congress to appropriate money to set up the first line. In 1844 the first message was sent from Washington to Baltimore. The introduction of the railway and the invention of the telegraph have completely changed the condi- tions of our life. In former times it was weeks after a presidential election before the result could be gener- Morse had gone to his lodgings in despair on the last night of the session of Congress. There were a large number of bills in advance of the one for promoting the telegraph. But the next morning the daughter of Commissioner Ellsworth called at his lodgings and informed him that a bill had passed granting $50,000 to build an experimental telegraph line. When the line was built from Washing- ton to Baltimore, this young lady was al- lowed to dictate the first dispatch, which she did, sending the words, " What hath God wrought!" The first public news dispatch brought to Washington the in- telligence that James K. Polk had been nominated for President. STEAMBOAT, RAILROAD, AND TELEGRAPH. 27 C ally known. So wide is our country to-day that, if intel- ligence had to be carried, as formerly, by stage-coaches and post-boys on horseback, it would take months for an important event to be known in remote regions of the country. Now, every important bit of news is known from end to end of the country in a few hours. Rail- roads, too, have made distant places seem near together, and distributed the comforts of civilization to the most remote parts of the country. What changes began to take place soon after 1800? How did our Questions for forefathers travel by land ? ' How was freight carried over land ? What ^^^^y- means of conveyance was there on the rivers? What kind of vessels sailed along the coast ? How were all the ships at sea propelled ? What kind of improved ships did the Americans build ? What advan- tage did the Baltimore clipper have over other vessels ? How were its masts arranged ? What advantage did our frigates have in the War of 1812 ? What is said of the relative speed of some of our sailing-vessels at the present time compared with those of other countries ? In what country was the steam-engine invented ? In what countries were at- tempts made to build steamboats ? Who built the first really successful steamboat? To what country did Fulton belong? Between what places did his first steamboat run in 1807 ? (What water would a boat sail on from New York to Albany ?) What effect did the invention of steam- boats have on the new country west of the AUeghanies ? What plan was thought of for connecting the steamboat commerce and travel on the Western rivers and Great Lakes with the commerce of the Eastern rivers and the sea ? What canal project was Washington interested in ? What was the first great canal in this country? Who was the chief pro- moter of this work ? How long did it take to build the Erie Canal ? How was its completion celebrated in 1825? What effect did the Erie Canal have on New York city? What plan was adopted for travel and conveyance of freight across the Alleghany Mountains ? In what State did the National Road begin ? To what State did it extend ? In what country did the railway originate ? For what were the first railroads used ? On what railway was the first passenger-train in the United States used ? How were the cars drawn on this road in 1830? Why did railroads work a greater change in American life than in that of any other people ? What country has the most miles of railway ? 270 STEAMBOAT, RAILROAD, AND TELEGRAPH. What were the first passenger-cars like ? How do our cars differ from most of those in other countries ? What forms of the railway-car were first used in America? In what country was the electric telegraph invented ? How were messages sent in former times ? How do the wild Indians telegraph ? Who invented our present system of telegraphing ? How long was it after he began to work at it before he got a line established ? Between what places was his first line set up? How long would it take for an important event to become known in remote parts of our great country if we had only the stage- coach and post-boy on horseback ? What were the effects of railroad and telegraph on our life ? study by topics. 1. The old modes of travel. I. By land. 2. By water. II. Improvements in navigation. I. Swift ships. 2. The steamboat. 3. The Erie Canal. III. Land-travel. I. The National Road. 2. The railroad. IV. The telegraph. I. Old methods of signaling. 2. Morse's invention. V. Effects of the railroad and telegraph on our life. MEXICAN FLAG. The " hard times " of 1837. Harrison elected President, 1840. His death. CHAPTER XLVI. Annexation of Texas.— Beginning of the Mexican War., During the administration of Van Buren, vari- ous causes brought on severe financial distress in 1837. The " hard times" were attributed by the people to the hostility .._^:_:__r ^ _,__■-_ „, „.. i of Van Buren to the banks. In 1840 General William H. Harrison was nominated by the Whigs against Van Buren. The canvass of that year was one of wild excitement. The Whigs, to William Henry Harrison, ninth President, was born in Charles City County, Virginia, in 1773. His father I was Benjamin Harrison, Governor of Vir ginia. He was educated at Hampden- ] Sidney College. He entered the army an ensign in 1791, and was aide-de-camp to ! General Wayne in his camjiaign in Ohio (see page 217). He was afterward Secre- 1 tary of the Northwest Territory, delegate | in Congress, the first Governor of Indiana Territory, and Superintendent of Indian Affairs. His military life is told in Chap- | ters XL and XLII of this book. His I death took place in 184 1. ANNEXATION OF TEXAS. THE MEXICAN WAR. 77 please the popular feeling of the time, boasted that their candi- date lived in a log-cabin and drank hard cider. They drew log -cabins on wheels in their processions. It is known in the history of American politics as the " Log-cabin and Hard-cider Campaign," Harrison was tri- umphantly elected, and was in- augurated amid wild rejoicings. But he died in one month after the beginning of his term. John Tyler, of Virginia, who WILLIAM H. HARRISON. John Tyler, born in Virginia, 1790. He was a member of Congress and Gov- ernor of Virginia. Died 1862. had been elected Vice-Pres- Tyier president, ident in the " Hard-cider Campaign," became Presi- dent on the death of Har- rison. He did not sympathize with his party in their views regarding the bank question, and when Con- gress passed a bill for its re-estab- lishment he vetoed the measure. This act brought on him the an- ger of the Whigs and a suspicion of bad faith. His whole adminis- tration was passed in dissension with the party that elected him, and he left office without honor. In 1844 the Whigs nominated the eloquent Henr}- Clay for Presi- dent ; the Democrats nominated JOHN TYLER. 278 ANNEXATION OF TEXAS. THE MEXICAN WAR. ^^ JAMES K. POLK. Texas becomes an independent country, and is annexed to the United States. Opposition to the annexation of Texas. James K. Polk, of Tennessee. Polk, who advocated the annexation of Tex- as, was elected. The most important event of Ty- ler's administration was the passage of a bill for the annexation of Texas, which was accomplished just before Tyler gave up office to Polk. Texas had been one of the States of the Re- public of Mexico. A large number of Americans had settled on grants of land there. These came into collision with the Mexican government, which was arbitrary and oppressive, and an armed revolution broke out in Texas in 1835. The Texans were commanded by General Sam Houston, and after several defeats achieved their independence. For about ten years Texas was an independent country, and was treated as such by several European nations as well as by the United States. It was annexed to the United States by treaty, and admitted to the Union in 1845. In territory it is about the size of France. The annexation of Texas was strongly opposed by many people in the United States because its laws allowed slavery, and it would be an addition to the power of the slave- holding States. Its annex- ation was also -opposed by many of the Whigs, who feared a war with Mexico, for Mexico had never given up its hope of reconquering Texas. James K. Polk, born in Tennessee, | 1795. He was Speaker of the House of | Representative.^ at one time, and was i nominated for the presidency in prefer- > ence to Martin Van Buren, because the latter was opposed to the immediate an- nexation of Texas. Polk died, 1849. ANNEXATION OF TEXAS. — THE MEXICAN WAR. 279 Beginning of the Mexican War. There were already other grounds of quarrel with Grounds of quar- . , . . . . rel with Mexico. Mexico. In its violent revolutions American citizens had been robbed of a great deal of property by those claiming authority. As one Mexican government quick- ly overthrew another, the United States tried in vain to get a payment of what was due to our citizens. And even if Mexico had consented to the annexation of Texas, there would have remained a dispute about its true boundary. Our government supported the claim of Texas, that the Rio Grande [ree'-o grand'-deh] was the true border, while Mexico would not allow that the State of Texas extended farther to the west than the Nueces [noo-eth'-ez] River. When General Taylor occupied this disputed terri- tory, in 1846, the Mexicans attacked his troops, and thus hostilities began. With a force much inferior to the Mexicans, Taylor fought and won the bat- tle of Palo Alto [pah'-lo ahT-to], and afterward attacked and defeated them in a strong position at Resaca de la Palma [ray-sac'-ah day lah pal'-mah]. These defeats drove the Mexicans across the Rio capture of Grande. In May Taylor crossed the river and took possession of the city of Matamoros. But the Mexicans showed no disposition to make peace. Having received re-enforcements, Taylor marched on the fortified city of Monterey [mon-teh-ray'], which was defended by more Monterey. 280 ANNEXATION OF TEXAS. THE MEXICAN WAR. than ten thousand Mexicans. Taylor's force was small- er. The place was captured on the 24th of September, 1846, after sevei'al days of hard fighting. Battle of Buena General Taylor now advanced farther into Mexico, Vista. but the United States government changed its plans, and orders were sent to Taylor to detach all but five thousand of his troops to the assistance of General Scott, who was to command in a new campaign, which was to be made into Mexico by way of Vera Cruz [vay- rah crooth']. Thus weakened, General Taylor took up a strong position at Buena Vista [bway'-nah vees'-tah], where he was attacked by twenty thousand Mexicans under Santa Anna. After two days of the most coura- geous fighting, and after running the greatest risk of an overwhelming defeat, the little American army achieved the most brilliant victory of the war. Character of the By this time thc war had shown the immense supe- American troops. riority of the American troops, the most of whom were volunteers. The Mexicans often fought bravely, but the frequent revolutions and petty civil wars in Mexico had demoralized officers and soldiers. The arms of the Mexi- cans were also out of date. The Americans of that time were brave and enterprising, and a little too fond of military glory. They fought with great boldness and steadiness, and their early victories made them expect success. Questions for What happened in 1837.? Who was President during the "hard study. times of thirty-seven " .■^ To what did the people attribute this financial distress? Who was nominated against Van Buren in 1840.^ What was the character of the canvass ? What boast did the Whigs make about Harrison? What did they display in their processions? What was the political campaign of 1840 called? Which was elected, Harrison or Van Buren ? How long did Harrison live after his inaugura- ANNEXATION OF TEXAS. THE MEXICAN WAR. 281 tion ? (What battle had Harrison fought in Indiana ? What fort did he defend in Ohio ? What decisive battle did he fight in Canada ? See pages 251, 252.) Who succeeded to the presidency when Har- rison died ? In what regard did he differ from the Whig party which had elected him ? What did he do when they passed a bill to estab- lish the bank again ? What did the Whigs think of this act ? How was his administration passed ? Who was elected to succeed Tyler in 1 844 ? What was the most important measure of Tyler's administration ? To what country had Texas belonged ? How did a revolution rise in Texas in 1835 ? Who commanded the Texans .'* What was the result of the rebellion in Texas ? How long did Texas remain an independent nation ? How was it annexed to the United States in 1845? How does it compare with France in size ? Why was the annex- ation of Texas opposed in the United States ? What was feared in regard to Mexico ? What did Mexico claim regarding Texas ? What other cause for quarrel with Mexico was there ? Why could not the United States get a settlement of the claims of our citizens against Mexico ? What dispute was there between Mexico and Te.xas ? What did our government claim as the western border of Texas ? What river did the Mexicans claim was the border ? What did General Taylor do in 1846? What battle did he fight ? What strong posi- tion did he attack and carry ? What effect did these defeats have ? What city did Taylor take in May ? On which side of the Rio Grande is Matamoros ? What city did Taylor now march against ? Which army had the more troops ? What was the result of Taylor's at- tack on Monterey? What did Taylor do after taking Monterey.? Why was a great part of Taylor's troops taken away from him .' What battle did Taylor fight with five thousand men ? How many Mexicans TEXAS 265,780 Square Miles FRANCE 241,770 Square Mi 282 ANNEXATION OF TEXAS. THE MEXICAN WAR. Moni Buena Vista^^^Ma^^ j] were there against him ? What was the result .'' How did the American troops compare with the Mexicans ? What had demoraHzed the Mexicans ? What kind of arms did they have ? What was the character of the Americans of that time ? How did they fight ? I. Political events. 1. The effect of the hard times. 2. The log-cabin campaign. 3. Death of Harrison. 4. Tyler's break with the Whigs. 5. Polk's election, fl. Texas. 1. As a Mexican State. 2. As an independent country. 3. Its annexation. HI. Mexican War. I . Causes of the war. a. Mexican claim to Texas. b. Damage done to citizens of the United States. c. The boundary of Texas. SHOWING RELATION BETWEEN TAYLOR'S CAMPAIGN AND SCOTT'S. Study by topics. Geography. Books. 2. Taylor's invasion of Mexico. a. East of the Rio Grande. b. Matamoros and Monterey. c. Buena Vista. IV. Superiority of the American soldiers. 1. Mexicans and their arms. 2. Character of the Americans. The pupil should be required to describe the location of Texas with reference to Mexico, to the United States, to Louisiana, and to the Gulf of Mexico. Describe the position of Palo Alto, Resaca de la Palma, and Matamoros to one another, and to the Rio Grande. In what direction is Monterey from Matamoros ? Buena Vista from Monterey ? In what part of Mexico were Taylor's operations carried on ? The teacher may draw an outline-map on the blackboard and the location of each battle-field, without writing any name. Then let the pupils in turn each write the name of some battle opposite the mark of its location. Or the pupil may be required to make outline-maps on paper, as directed in Chapter II and some others. Ripley's " History of the Mexican War." J THE CLOSE OF THE MEXICAN WAR. 283 SANTA ANNA. CHAPTER XLVII. The Close of the Mexican War, and the Annexation of New Territory. It is probable that the government of the United States expected at first to conclude the war after one or two battles by Taylor on the east side of the Rio Grande. But if the Mexicans proved themselves as soldiers inferior to the troops which marched against them, they showed themselves stubborn in their refusal to treat for peace after repeated defeats. Mexico was so filled with factions, and one Mexican government was so soon turned out by an other, that no government felt itself strong enough to Persistence of , , , ., ... , , . , .... the Mexicans. take the responsibility 01 making a humiliating peace. The war had been begun for the purpose of securing conquest of Texas, and of enforcing the claim of Texas to the terri- ^^ tory east of the Rio Grande. But many of the American people at that time were eager for more territory, and the object of the war was changed. Soon after the war was declared. Colonel Kearny was sent to conquer the thinly settled northern portion of Mexico and Upper California. New Mexico was surrendered to the United States without resistance in August, 1846. A civil gov- ernment, subject to the United States, was immediately established there. In California matters were hurried up by the presence conquest of T 1 /-^ T^ California. of an adventurous lieutenant, John C. Fremont, who was at the head of an exploring party. Under his lead the few American settlers there established an independent government. The United States ships of war on the 284 THE CLOSE OF THE MEXICAN WAR. Scott's expedi- tion planned. Vera Cruz taken. Battle of Cerro Gordo. coast seized the California ports, and the whole coun- try was thus annexed to the United States. It now be- came the main object with the United States to close the war in such a way as not to surrender the great territory thus acquired. When it became evident that General Taylor's vic- tories in northern Mexico only wounded the vanity of the Mexicans without sub- duing them, it was resolved to land a force at Vera Cruz and march into the interior. It was thought that the Mexicans would readily make peace when their cap- ital was threatened. General Scott, at that time commander-in-chief of the American armies, took charge of this expedition. He landed on the 9th of March, 1847, ^i^d immediately laid siege to Vera Cruz. The city surrendered on the 27th of the same month. Marching into the interior, General Scott found the Mexican general, Santa Anna, opposing him at a strongly fortified position. On the i8th and 19th of April, 1847, Scott fought the battle of Cerro Gordo [ther'-ro gor'-do], California.— The name of this State while it belonged to Mexico was Alta California, or, in English, Upper Cali- fornia ; Lower California still remains a part of Mexico. Upper California was first visited by the Spaniards in 1542. Sir Francis Drake, the same who took Ralegh's colony back to England in 1585, visited Upper California in 1579, calling it New Albion, which means New England. It was nearly two hundred years later, in 1769, when Catholic mis- sionaries from Spain made the first set- tlement of white people in that country. There were only about ten thousand white inhabitants in the whole province when it was seized by the United Stales in 1846. In the summer of that year California settlers from the United States set up a movement for independ- ence, and tried to establish a government, known now as " The Bear Flag Repub- lic." They were aided by Captain Fre- mont (afterward a general), who was in the province as the leader of an exploring expedition. United States naval officers on the coast, expecting a war between the United States and Mexico, raised the American flag on shore, and after some fighting, the province remained in Ameri- can hands, and was definitely annexed at the close of the Mexican War. In 1848 gold was discovered in California, and the next year many thousands of people from the Eastern States sailed around Cape Horn to seek their fortunes in the richest gold-mines in the world. In 1849 ''ic people formed a State govern- ment, and the State was admitted to the Union in 1850. At first its chief interest was gold-mining, but now it is a State of very great agricultural resources, espe- cially in fruit-growing. THE CLOSE OF THE MEXICAN WAR. 285 WINFIELD SCOTT. completely defeating and dispers- ing the Mexican army. But the more the Mexicans were defeat- ed, the more unwilling were they to make peace with an invading army. One of the most difificult under- takings that ever fell to the lot of an arm}' now became necessary. The American army of ten thou- sand men had advanced into the very heart of Mexico. It had to subsist on the country, and to at- tack the Mexicans, now rallying in great numbers, in Difficulty of Scott's march. Strongly fortified positions. Arrived in the region of the capital, General Scott Battles about the capital. Surren- fought and won the battle of Contreras [con-tray'-ras] on der of the city of ^Icxico August 20, 1847, ^nd the battle of Churubusco [choo-roo- boos'-co] on the same day. After this battle there was an armistice, but attempts at negotiation failed, and on the 8th of September Scott defeated the Mexicans at Molino del Rey [mo-lee'-no del ray]. On the morning of Sep- tember 13th the American troops carried the fortress of Chapultepec [chah-pool- ta-pec'] by storm, going over the works with scal- ing-ladders and fighting a hand-to-hand battle within the castle walls. The city of Mexico was attacked at the same time, and the next Winfield Scott was born in Peters- burg, Va., in 1786. He entered the army in 1808. His brilliant services in various battles during the War of 1812 had raised him by the close of the war to the rank of major-general. In 1841 he became general-in-chief of the army. His con- quering march from Vera Cruz to the city of Mexico has been described in the text. He ran for President in 1852 and was defeated. When the civil war be- gan, he was seventy-five years old, and he was obliged, by his infirmities, to yield the chief command to younger men. He died in 1866, at the age of eighty. 286 THE CLOSE OF THE MEXICAN WaR, day it was evacuated by the Mexicans and occupied by General Scott. Peace concluded, Althougli the Mcxicans had lost every considerable February, 1848. battle from the beginning of the war to the conquest of the capital, their national pride made them ver)^ loath to make peace. In February, 1848, nearly five months after the capture of the capital, a peace was signed, by which all the territory of New Mexico, as then constituted, and Upper California became United States territorv. Our government, however, agreed to pay fifteen million dol- lars to Mexico, and to pay the claims of our own citizens against Mexico, Opinions about There has always been a difference of opinion in the the war. United States about the Mexican War. Even at the present time opinions are divided as to whether it might not have been wisely avoided. It cost us the lives of thousands of brave men who fell in fighting on a for- eign soil, or perished by the heat of the climate and the diseases of the country, and it caused much misery to in- nocent people in Mexico. No doubt, the ignorance and prejudice prevailing in Mexico at that time, and the fre- quent overthrow of one government and the setting up of another, made it difficult to treat with that country without war. The territory 'Phg territory acquircd from Mexico, first and last, was acquired from Mexico. larger than the United States at the close of the Revolu- tionary War. It comprised all the territory now included in Texas, California, Nevada, Arizona, Utah, the .greater part of Colorado, and a part of Wyoming. Dispute about the When the Mexican War broke out, we were engaged Oregon country. in a dispute with England about our claim to the country on the Pacific Ocean to the north of California. This THE CLOSE OF THE MEXICAN WAR. 287 had been settled in 1846 in such a way as to give us what is now the State of Oregon and the Territory of Washing- ton. Our claim to this country was chiefly founded on the discoveries made there by a Boston sea-captain in 1792, and by an expedition sent out by President Jeffer- son in 1804. After the admission of Missouri in 1821, no new States Admission of 1 • 1 TT • r rr \ ^ Arkansas, 1836 ; were taken mto the Union tor niteen years. Arkansas Michigan, 1837; was admitted as a slave State in 1836, and was balanced Te°xas,*i8r5 ; by Michigan, which came in as a free State in the follow- ^°'^^' '^''^' Y^'^' -' ^ consin and Call- ing year. Two States in the extreme South were admit- for"'*. 1848. ted in 1845 — Florida, which we had acquired from Spain (page 264), and Texas, which had been a part of Mexico and then an independent republic (page 278). But in 1846 Iowa was admitted, and in 1848 the extreme north- ern State of Wisconsin. In 1848 Congress admitted California, the first State on the Pacific coast, which was then like a new world to Americans. ^^r^^\ ocS$ « ^--°V/ ^, i,,g V->i».%,^# .f ^ % ! **', %. °'-'^<'baS . •* => *= -\ Fall of Mackmaw and Detroit. (XL and XLI.) \ .^ , <- •, <• ,. ^ ' 1^ General failure 01 American armies. The successes of the | Naval victories at sea. navy. (XLI.) ( Naval victories on the lakes. [^ Harrison put in command. War in the Northwest. I Defeat on river Raisin. (XLI I.) I Fort Meigs and Fort Stephenson. [ Battle of the Thames. Campaigns at the f Failure of attempts to invade Canada. North and East. -| English invasion by Lake Champlain. (XLII.; [ Battle of Bladensburg : burning of Washington. T , , . , ( War with the Creeks. Jackson s campaign at I , . , , , ., ,. , .viiix - Jackson invades Florida. the houlli. (XLII.) ■; , ^ ,, ^ , [^ Battle of New Orleans. The peace. (XLII.) T^. , , C-, , , f Five States admitted before the War of 181 2, First ten States ad- ^. ^ , • , , .,^1 /VT III N -^ Five States admitted between the war and the mitted. (XLIII.) ,,. . l^ Missouri Compromise. r Abolition of the slave-trade, 1808. The Missouri Compro- { Gradual abolition of slavery at the North. mise. (XLIII.) | Missouri raises a new question. Admission of Missouri, 1821. REVIEW. — WAR OF l8l2 TO MEXICAN WAR. 2Q1 The increase of population to 1820. (XLIII.) * Presidency of Monroe. \ ^^''^'"^ °^ P^*"^'^^- (XLIV ) 1 ^"''^hase of Florida. [ The Monroe doctrine. Character and administration of John Ouincy Adams. (XLIV.) Jackson's presidency, j Jackson's election and character. (XLIV.) ( Traits of his administration. New parties formed. j Differences between the Whigs and Democrats ' (XLIV.) ( Their leaders. Presidency of Martin Van Buren. (XLIV.) f Swift ships. New modes of travel. ] Steamboats. (XLV.) ' ^^"'^'^• The National Road. ^ Railroads. The telegraph. (XLV.) -^ Morse's invention. \ Effect of the railroad and telegraph on life. Struggles of the Whigs \ Po^'^'^^l effects of the hard times. and Democrats. ^ Election and death of Harrison. (XLVI ) I Tyler's presidency. t Polk's election. Annexation of Texas, j Its history. (XLVI.) ( Admitted to the Union, f Causes of the war. Mexican War. j Baylor's campaign. ^ . i/ (XLVI and XLVII.) ' '^'^"^st of the northern provinces, /t/ ^^AA-d^ I Scott's campaign. / t The peace. ' ' C^-^^^ Traits of the war. f Mexicans and their arms. (XLVI and XLVII.) 1 Character of American troops. ( Opposition to the war. , New territory and new | "^^^ territory taken from Mexico. \ States. (XLVII.) ) '^^^ Oregon Territory. New States. 2Q2 the question of slavery in politics. \ CHAPTER XLVIII. I The Question of Slavery in Politics. The annexation \ The annexatioii of Texas opened a new chapter in of Texas sets in "^ motion a chain OUT historj. It brought on the Mexican War. That of events that end in the civil . brought a large addition to our territory. It was neces- war. sary to settle the question of slavery in the annexed ter- ritor}^ and this opened the slavery question anew. Both of the old parties were after a while split asunder by the debate, and the question of slavery or no slavery in the Territories became the leading issue in our politics. In sixteen years from the annexation of Texas, this chain of causes had plunged the country into the most tremen- dous civil war in the history of the world. In just twenty years the war had ended in the entire abolition of slavery in the United States. Thus, the annexation of Texas brought about unforeseen results, and changed the history of the continent. Anti-slavery agi- After thc MissouH Compromisc in 1820 (page 260), it tation opposed. '■ 10/ had been an accepted maxim in our politics that the slavery discussion should not be reopened. The anti- slavery men who persisted in agitating the question were thought unpatriotic. They were severely persecuted even by Northern people, who feared that their agi- tation of the subject might destroy the Union of the States. The wiimot B^jf when the arrang-ement made by the JNIissouri Proviso. » J ^ Compromise was once disturbed by annexing Texas and other Mexican territory, the political struggle between the free and slave States began anew. In 1846, during the Mexican War, a bill was introduced in Congress THE QUESTION OF SLAVERY IN POLITICS. 293 looking to a peace with Mexico, to be made by a pur- chase of territory. Mr. Wilmot, of Pennsylvania, moved to add a proviso that slavery should never exist in the territory thus acquired. This was known as " the Wilmot Proviso." The proviso was finally rejected, but it opened the question of freedom or slavery in the new territory before the Mexican War was ended. The first effect of the excitement was to render certain the defeat of the Democratic party in the election of 1848. A large number of Demo- crats and a smaller number of Whigs seceded from the old parties and formed the Free-Soil party, which desired to shut slavery out of the Territories. The Democrats nominated General Cass ; the Whigs nominated General Zachary Taylor, the hero Election and . . death of Presi of Buena vista, for President. The Free-Soilers nomi- dent xayior. Fillmore suc- ceeds to the was P^'esidency. ZACHARY TAYLOR. Zachary Taylor. — General Taylor was the twelfth President of the United States, and of these first twelve Presi- dents seven were born in Virginia, which got the name of " the Mother of Presi- dents" from that fact. Zachary Taylor was born in Virginia in 1784, but he was carried to Kentucky in his infancy. He got a commission in the army when he was twenty-four years old. He gained his first distinction by his gallant defense of Fort Harrison in the war against Te- cumseh's Indians. (Chapter XL.) In a war waged against the Seminole Indians in P'lorida he defeated the savages in a severe battle at Okeechobee. His fame rests on his achievements in the Mexican War, which we have related in Chap- ter XLVI. After serving for nated ex-President Martin Van Buren. Taylor elected, a year and four months, President Taylor died, and was succeeded by Millard Fillmore, the Vice-Presi- dent. But while the country was excited over the presi- dential election, an event took place in the newly an- Discovery of gold in California. 294 THE QUESTION OF SLAVERY IN POLITICS. Millard Fillmore, born in New York, 1800. He secured his education with difficulty, and rose to prominence in hii profession. In his own State he secured the passage of a law abolishing imprison- ment for debt. Died 1874. nexed Territory of California that gave new violence to the slavery debate. Particles of gold were discovered in the Sacramento River in California in 1848. The California mines proved to be the richest in the world. A great rush of people to the new Territory set in. Ships loaded with passen- gers sailed around Cape Horn, and trains of ox-carts went across the plains, then occupied only by Indians. In 1849 the people of California set up a State govern- ment without authority from Congress, and asked to be immediately admitted to the Union. As part of the new State was south of the Missouri Compromise line, and as its Constitution forbade slavery, the slave States were ^ . . , opposed to this addition to the number of free States. Fugitive slaves '^ ^ and the slave- Meantime the growing anti-slaverv sentiment at the trade in the Dis- . ^ trict of Columbia. North made it harder to reclaim runaway slaves, who escaped in large number to the free States. The Southern States complained of this as a violation of the Constitution, which provided that all such fugitives should be sent back. The Northern States complained that the public traffic in slaves in the city of Washington was highly improper in the capital of a free country. The veteran statesman Henry Clay had always been a skilllul com- promiser of difficulties. He now ar- MiLLARo FILLMORE. raugcd aud carried, with the help of THE QUESTION OF SLAVERY IN POLITICS. 295 Webster and others, the measures which have since The compromise been known as "The Compromjse of 1850." By this compromise slavery was to be continued in the Dis- trict of Columbia, but the buying and selling of slaves there was to be abol- ished. At the same time a new and severe law was made for the return of fugitive slaves, which was no longer left to the States, but intrusted to United States officers. California was admitted as a free State, and New Mexico organized as a Territory with- out slavery. The leading statesmen of the countr}^ imagined that these measures, which gave something to each side, would forever put to rest this dangerous question. There was indeed a lull in the excitement. The little Free-Soil party, which had helped to defeat the Demo- crats in 1848, cast fewer votes in 1852 for its candidate, John P. Hale, than it had cast for Van Buren in 1848. The Whigs nominated Gen- eral Winfield Scott, the conqueror of the city of Mexico, but divisions on the slavery question had broken the power of that party. FRANKLIN PIERCE. Election of Franklin Pierce. Franklin Pierce, fourteenth Presi- dent, born in New Hampshire, 1804. He was a lawyer, a member of the House of Representatives, and a United States senator. He served in the Mexican War as brigadier-general under Scott. He was a man of correct life, but of mediocre ability. Died i86g. and Franklin Pierce, of New Hampshire, the Demo- cratic candidate, was elected by a large majority. The Compromise of 1850 did not prove to be, what its opposition to the fugitive-slave promoters called it, " a finality " ; that is, an end of the law. debate. The fugitive-slave law exasperated the North- 296 THE QUESTION OF SLAVERY IN POLITICS. ern people. Every negro claimed under it excited the sympathy of the people and awakened opposition. Effect of "Uncle The anti-slavery sentiment at the North was quick- Tom's Cabin." ened and diffused at this time by the publication of the novel entitled " Uncle Tom's Cabin." It was calcu- lated to excite sympathy for slaves, and it at once reached a circulation that has hardly an equal in the history of literature. Dissatisfaction Thc South was equally dissatisfied. The violent cen- at the South. sures of anti-slavery speakers and writers excited bit- ter feelings. It soon became evident also that about all of the territory remaining to be admitted into the Union would, in the nature of things, come in as free States. It was seen that this would put the slave States in the minority, and destroy what was called " the bal- ance of power " between the two sections. Efforts to secure Attempts wcrc therefore made to purchase the Isl- new territory at the South. The and of Cuba, in order to make new States from it. But Spain refused to sell Cuba. The desire of our people for new territory had been greatly inflamed by their recent acquisitions, and threats were made to seize Cuba by force. Expeditions were secretly fitted out in the United States to promote insurrections in the island, but they came to nothing. Several attempts were made by " filibusters " to seize territory from the weak states in Central America. These were continued until i860, when the chief filibuster, William Walker, was captured and executed by Central American authorities. filibusters. Questions for What war immediately followed the annexation of Texas.'' How did ^ ^ y- the Mexican War lead to the reopening of the controversy about slavery.'' How did this bring about at last a great change in the history of Amer- ica ? How did the people of this country feel about the slavery THE QUESTION OF SLAVERY IN POLITICS. 2Q7 question after the adoption of ttie Missouri Compromise in 1820? How were the anti-slavery men regarded ? Why was the discussion of the subject thought to be unpatriotic ? What disturbed the arrange- ment made by the Missouri Compromise ? What was " the Wihnot Pro- viso " ? Was it introduced before or after the close of the Mexican War ? Was it adopted or rejected ? What effect did it have ? How was the Free-Soil party formed ? What did the Free-Soilers wish to do ? Who was nominated by the Democrats in 1848 ? Who by the Whigs ? Who by the Free-Soilers ? What was the result ? What had brought General Taylor into fame ? How long was he President ? Who suc- ceeded him ? What happened in California during the presi- dential canvass of 1848? What followed this discovery? How did emi- grants get to California in that day ? What did the people do for gov- ernment ? Why were the people of the Southern States opposed to the admission of California as a free State ? What complaint did the Southern people make against the Northern States ? What did the Constitution provide in this regard ? What did the North- ern people complain of ? Who arranged the Compromise of 1850? What provisions were made by this compromise in regard to slavery in the District of Columbia ? What was done about the sale of slaves there ? What was done about fugitive slaves ? What did the leading statesmen of the country imagine in regard to these meas- ures ? What was the first effect of the compromise ? What three candidates ran for President in 1852? For what was Scott cele- brated ? Mention some of his battles (see preceding chapter). Which candidate was elected ? Which of the compromise measures of 1850 excited ill feeling at the North? Why? What book published at this time increased the anti-slavery feeling ? What is said of the popularity of this book ? Why was the South dissatis- fied ? W^hat attempt to purchase new territory was made ? With what success ? What is said of filibustering expeditions ? What was the fate of W^illiam Walker ? I. From the annexation to the civil war. study by topics 1. Admission of Texas led to 2. Mexican War led to 3. Acquisition of new territory led to 4. New slavery agitation led to 5. Civil war. n. The slavery agitation. 1. The Wilmot Proviso. 2. The admission of California. 3. The Compromise of 1850. 4. Return of fugitive slaves. 298 THE QUESTION OF SLAVERY IN POLITICS. Geography. 5. Effect of "Uncle Tom's Cabin." 6. Attempts to restore the balance of power. a. By the purchase of Cuba. h. By filibustering expeditions. In what direction is the Island of Cuba from the United States ? Which one of our States Hes nearest to Cuba ? \\'hat country lies between the United States and Central America ? Decay of the Whig party The American, or Know-Nothing, party. STEPHEN A. DOUGLAS. The Kansas- Nebraska Bin. CHAPTER XLIX. Break-up of Old Parties.— Approach of the Civil War. The Whig party was passing into decrepitude. The measures it had advocated — the United States Bank, the tariff, and internal improvements — were no longer of the highest importance in the eyes of the people. The Whigs had been badly beaten in 1852. Those opposed to the Democratic party felt obliged to take new ground. A party was founded in 1853, which pro- posed to keep foreigners out of office and to make them wait a longer term before becoming citizens. This new party was the " American party." Its members were organized in secret lodges, and it carried many elec- tions by surprise. To all questions about its doings the members of this order answered, " I don't know." From this arose the name " Know-Nothing," which was commonly applied to the party. It spread rapidly for two or three years, but died as quickly as it had come into life, for the slaver)^ question took a new form, which left no room for any other debate. This new form was brought about by the bill organ- izing the Territories of Nebraska and Kansas, introduced in 1854 by Senator Douglas, of Illinois. This bill re- pealed the Missouri Compromise, which had been adopt- APPROACH OF THE CIVIL WAR, 299 ed in 1820. By that compromise slavery had been for- bidden in all new territory north of latitude thirty-six decrees and a half. Kansas and Nebraska were on the north side of this line. The '' Nebraska Bill," as it was called, repealed this restriction, and left it for the settlers in the new territory to decide the question of slavery for themselves. This was called " Squatter Sovereignty " in the discussions of the time. The excitement over the repeal of the Missouri Formation of the Free-Soil and Compromise exceeded any ever before known in this then of the Re- _ . , -^^ , IT- publican party. country. Many people m the North regarded it as an act of bad faith. People in the South claimed that they had an equal right with free-state people to take their property of every kind to the new Territories. Both sides became exceedingly violent. As President Pierce favored the Nebraska Bill, those Whigs who took the same side generally went over to the Democratic party, while those opposed to the ixpeal of the Missouri Com- promise, whether Whigs or Democrats, united, and, with the old Free-Soil party, formed an " Anti-Nebraska party." This presently took the name " Republican," but it is not to be confounded with the old Republican party of the days of Jefferson. Meantime the great struggle between the two sec- violent collisions . r *" Kansas. tions had been transferred to the new Territory of Kansas. This lay directly west of Missouri, and a strong effort was made to secure it, both by the North and the South. Emigrants poured in from both sides of the line between the free and the slave States. Societies were formed at the North to promote emi- gration, and in Missouri to keep emigrants from the free States away. Many free-state men were stopped 300 APPROACH OF THE CIVIL WAR. and turned back on the Missouri River. The free- state people and the slave-state people now came into collision on the Kansas prairies. Men from Missouri assisted the Southern party. Rival governments were formed. Kansas soon became the scene of a violent struggle. Midnight assassinations and mobs were com- mon, and something like open war broke out from time to time. The men from the Northern States soon had a majority, and asked admission to the Union. The bloody feud in Kansas by this time produced the great- est excitement in Congress and convulsed the whole country. Buchanan elected While the pcoplc wcrc in this state of passionate President, 1856. excitement about the struggle in Kansas, the presidential canvass of 1856 came on. The Democrats nominated James Buchanan, of Penn- , ^ Sylvania ; the new Repub- -J^""^^ Buchanan, fifteenth Presi- •^ dent, born in Pennsylvania, 1791. He lican party nominated John was a successful lawyer, a member of Congress, United States minister to C. Fremont, who had be- Russia, member of the senate, and Sec- , , . retary of State in the Cabinet of Presi- COme known as a danng ; dent Polk. He was minister to England explorer in the Western \ '^"""^ '^^ ^^"^1"^ f J"" °f Pi;>-<=^: i" t^ 1854 he was one of the signers oi a docu- plains, and who had taken mem known as the " Ostend Manifesto," I by which three foreign ambassadors of part in the conquest of the united states assembled at Ostend, . . 1 in Belgium, advised their government California. The American, j to seize the island of Cuba by force, if it K.i • , i could not be purchased from Spain. Died now - nothing, party 1 ^g^g nominated ex-President Mil- — ' lard Fillmore. Buchanan, the Democratic candidate, was elected. Fillmore got but eight electoral votes, Fremont one hundred and fourteen, and Buchanan one hundred and seventy-four. The election showed that the people were interested in nothing but the settle- ment of the slavery question. No presidential elec- APPROACH OF THE CIVIL WAR. 301 The Dred Scott decision. tion had ever before turned wholly or chiefly on this question. The Supreme Court of the United States now at- tempted to settle the question of slavery in the Terri- tories, and thus take it out of poli- tics. In the spring of 1857, in the case of a negro named Dred Scott, who sued for his freedom on the ground that his master had taken him to a free State, the Supreme Court decided that the African whose ancestors had been slaves had no rights under the Constitution, and that Congress had no power to for- bid slavery in the Territories. So, far from settling the question, this decision proved to be oil on the fire. The North now feared that slavery would be made national by a decision of the Supreme Court. In 1859 John Brown, who had borne a conspicuous part as a free-state man in the murderous feuds of the Kansas struggle, seized the United States armory at Harper's Ferry, in the mountains of Virginia, and under- took to liberate the slaves. As he had but eighteen men under his command, he was soon overcome. He was tried and executed, but this raid alarmed the South more than the Dred Scott decision had the North. People at the South began to fear that the Northern people were trying to arm the slaves for the murder of their masters. The excitement over the subject of slavery had Lincoln elected ■^ President, i860. already divided into two parts nearly all the great JAMES BUCHANAN. John Brown's raid, 1859. 302 APPROACH OF THE CIVIL WAR. religious denominations, and had destroyed the Whig party. In i860 it divided the Democratic part3^ The majority in the convention of the party nominated Stephen A. Douglas, of Illinois, the author of the Kansas- Nebraska Bill. The Democrats who adhered most strongly to the South put forward John C. Breckin- ridge, of Kentucky. The Republicans nominated Abra- ham Lincoln, of Illinois. The Constitutional Union party, as it was called, which desired to make peace between the angry sections, nominated John Bell, of Tennessee. Lincoln was elected. We have now reached the point where the angry debate between the North and the South was at last about to break into a long and terrible war. Increase in the Ouc element 111 thc political jealousies of this excited number of free . . r r c^ it. t ' States. Minne- time was thc incrcasc oi free States. Minnesota was i858^;^o!^'gon,' admitted in 1858, Oregon in 1859, and Kansas soon after 1859 ; and Kansas, ^.j^^ elcctiou of Lincoln, in 1861. These were all free 1861. ' States. There was now no territory left at the South from which new slave States could be made. Questions for What great party was badly beaten in 1852? What measures did ^^^'^y- the Whigs advocate ? What new party was founded to take its place in 1853 ? What did the American party propose to do regarding those who came from foreign countries ? How were its members organized ? Why were they called Know-nothings ? Did the party last long ? What brought up the slavery question in a new form ? By whom was the " Nebraska Bill " introduced ? What did this bill repeal ? What can you tell about the Missouri Compromise? Why called Missouri Com- promise? (See pages 260, 261.) How long had this compromise lasted in 1854? (Subtract 1821 from 1854.) On which side of the Missouri Compromise line were Kansas and Nebraska — that in which slavery was allowed or that in which it was forbidden ? How was slavery to be set- tled in these Territories according to the Nebraska Bill ? What effect did this act have ? How did the people in the North regard it ? APPROACH OF THE CIVIL WAR. 303 What view did the people of the South take of it ? What ground did President Pierce take ? What became of the Whigs who were divided by this question ? What name was given at first to those who opposed the Nebraska Bill ? What name was finally given to this party ? Had there been any other party called Republican ? What took place in Kansas ? How was Kansas situated with regard to Missouri ? What measures were taken at the North ? What was done to check emigra- tion from the free States ? What form did the struggle in Kansas take ? What effect did the struggle have on Congress and the country ? Who was the candidate of the Democratic party in 1856? Who was nominated by the new Republican party ? Who was the candidate of the Know-nothing party ? Which was elected ? What did the election show ? How did the Supreme Court try to settle the question ? In what case did they render their decision ? What did they decide about slavery in the Territories ? W^hat effect did their plan for settling the dispute have ? Who was John Brown ? What armory did he seize ? Where is Harper's Ferry ? How many men did he have ? What effect did his raid have upon the South ? What effect had the slavery question had on most of the religious denominations ? What effect had it had on the Whig party ? What took place in the Demo- cratic party in i860 ? Who was nominated by the majority of that party? Who by those that adhered most strongly to the South ? Whom did the Republicans nominate ? There was a fourth party : what was it called ? Whom did the Constitutional Union party nominate ? Who was elected ? What State was admitted in 1858? What in the next year? When was Kansas admitted? Why was it that no more slave States were formed ? Some of these topics are treated in the preceding chapter, and are here reviewed for the sake of completeness. I. Rise and fall of new parties after the Mexican War. 1. The Free-Soil party, nicknamed "Barn-burners." 2. Decay of the Whig party. 3. The American party, called also " Know-nothings." 4. The Republican party, at first " Anti-Nebraska." 5. The Constitutional party in i860. II. The question of slavery in the Territories. 1. The Wilmot Proviso. 2. The Compromise of 1850 and the admission of California. 3. Repeal of the Missouri Compromise. 4. The struggle in Kansas. 5. The Dred Scott decision. 6. The John Brown raid. 7. The election of Lincoln. study by topics. 304 APPROACH OF THE CIVIL WAR, Composition. It tvould be a good exercise for a pupil to write a paper on " The Causes of the Civil War." Let him use his own words and express his own opinions, prejudices, and sympathies, whatever they may be. Geography. What large river rises in Minnesota ? On what large lake does a part of Minne- sota lie ? What States lie to the south and east of it ? How is Oregon situated with reference to California ? What ocean on its western border ? What State on the eastern border of Kansas ? CHAPTER L. How the Great Civil War began. The movement The excitemeiit at the South had reached a pitch that of secession. rendered an effort to break up the Union inevitable. From the moment that Lincohi's election was known, active preparations were made in what were called the "cotton States" — ,South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, and Texas — to dissolve the Union of States. Difference of From the beginning of the government there were opinion about r r> State sover- two opiuioHS in regard to the power of a State under the Constitution. The Federalists thought that nearly all the powers of government were vested in the United States authorities, but the Jefferson Republicans held that a State retained a considerable share of independence. At a later period the chief advocate for the sovereignty of the State had been John C. Calhoun, of South Carolina (page 268), who thought a State could declare an act of Congress null — that is, not valid within its bounds. In 1832 the State of South Carolina declared the tariff law null, and forbade its citizens to pay the duties. This was called nullification ; but President Jackson, who did not believe in the doctrine, threatened the nuUifiers with the army and navy of the United States. HOW THE GREAT CIVIL WAR BEGAN, 305 The States-rights doctrine — as the belief in the right The seven "cot- ton states" pass of a State to act independently was called — had found a ordinances of ,, '10 1 1-1 secession, 1861. good many adherents in the South, and in the present excitement the extreme Southern States claimed that, by exercising the right of the individual State, they might lawfully secede from the Union. South Carolina first passed an ordinance of secession on December 20, i860. By the ist of February each of the seven "cotton States " had declared itself separated from the Union and independent. Meantime the recollection of the success of the Mis- The Peace con- vention meets souri Compromise in 1820 (page 260), and of the Compro- in vain. mise of 1850 (page 294), led some members of Congress to try to settle the troubles once more b}^ compromise. Many plans for changes in the Constitution and laws were proposed in Congress, but all without avail. A " Peace Convention," suggested by Virginia, assembled in Wash- ington on the 4th of February, 1861. There were dele- gates from all but the seceded States. John Tyler, ex- President of the United States, w^as president of this con- vention. But the plan of compromise suggested by the Peace Convention failed, like all others. The time for compromises had gone by, and it was beyond the in- genuity of man to prevent a collision between the two sections which had opposed each other in politics, and were now about to try their strength and endurance in the deadly struggles of the battle-field. It was a time of great trouble and division. Many The period of 1 I -KT 1 1 • 1 • 1 1 ■ confusion. people at the North sympathized with the secession movement ; many people at the South were in favor of maintaining the Union. Part of the Cabinet of Presi- dent Buchanan desired to help the seceding States, to 3o6 HOW THE GREAT CIVIL WAR BEGAN. Anderson in Fort Sumter. Confederate gov- ernment formed. The bombard- ment of Fort Sumter. which thc}^ belonged ; the other Secretaries wished him to use force in putting down the rebellion against his authority. The President, for his part, did not believe that the States had a right to go out of the Union, but he also did not believe that he had an}' authority to compel them to stay in. So everything was in confu- sion, debate, and perplexity in that awful winter, during which a storm was gathering, the force and extent of which nobody could foresee. All eyes were turned to Charleston harbor, where thousands of excited Southerners faced a little garrison under command of Major Robert Anderson. On the evening of the day after Christmas, Anderson suddenly moved his garrison in the dark from the weak Fort Moultrie into the stronger Fort Sumter. A ship sent with supplies and re-enforcements was fired on bv the South Carolina batteries and turned back. On the 4th of February, the day that the Peace Con- vention met in Washington, there assembled in Mont- gomery, Ala., a convention of delegates from the se- ceded States. This conven- tion proceeded to form a new government, under the title of " The Confederate States of America." Jeffer- son Davis, of Mississippi, was elected President. On the 4th of March Abraham Lincoln was inaugurated President of the United States. Measures were soon taken to re-enforce and supply the garrison of Fort Sumter. But the ships Jefferson Davis was bom in Ken- tucky, June 3, i8o8. He graduated at West Point in 1828. He left the army in 1835, and became a member of Congress ten years later. In the Me.xican War he was colonel of a Mississippi regiment, and was distinguished for courage and coolness in action. He served several years as United States Senator from Mis- sissippi, and was Secretary of War in President Pierce's Cabinet. He again entered the Senate in 1857, from which he resigned when Mississippi seceded in 1861. He was President of the Confed- erate States during the entire war. 2 Q 5 p m h < p m a. 7: Q O HOW THE GREAT CIVIL WAR BEGAN. 307 ^m. sent were detained outside the bar by a storm, and, as soon as their coming was known, all the Confederate batteries about the harbor opened on Fort Sumter, which, after a while, replied. For | thirty-six hours the bombardment ' continued, setting fire to the wood- 1 work of the fort and pounding its walls to pieces. At the end of this time Major Anderson, whose provisions were nearly exhausted, agreed to evacuate the fort. Curiously enough, nobody was killed on either side in this bom- bardment. But the bombardment of Sumter changed the whole situ- ation. Doubt was at an end on both sides. Virginia, North Caro- lina, Tennessee, and Arkansas, forced now to take one side or the other, soon joined the Confederacy. On the The war begun. other hand, the Sunday morning on which Major An- derson marched out of Fort Sumter saw the Northern States also almost of one mind. Men were wild with excitement, and political parties were forgotten. It was not for Congress or the President to decide on peace or war — the war burst uncontrollably from the pent-up feelings of the people. In response to a call from the President, near- ly a hundred thousand men enlisted in the North- ern States in three days. Trains loaded with volunteers began to move toward Washington. Money and ships without stint were offered to the government by the rich. The Southern peo- JEFFERSON DAVIS. 3o8 HOW THE GREAT CIVH, WAR BEGAN. The rush to pie wcrc cquallv enthusiastic and unanimous. Thou- arms. sands of the voung men of the JSouth eagerly poured into \'irginia. The great civil war had burst upon the country in all its fury. Questions for study. How many States were called " cot- ton States " .•* What were they ? What took place in the cotton States when Lincoln's election became known ? What difference of opinion had there been from the beginning of the gov- ernment about the power of a State ? What did the Federalists hold ? What was the opinion of the Republican party of Jefferson's time ? Who had been the chief advocate for State sovereignty in later times ? What can you tell about the nullification movement in South Caro- lina? How did President Jackson regard the doctrine of nullifica- tion ? In what part of the country had the States-rights doc- trine found adherents ? How did the Southern States propose to leave the Union? What State seceded first? How many States had seceded by February ist? What two celebrated compromises were remembered at this time ? What did this recollection lead to ? What plans were formed in Congress? With what result? What State suggested the "Peace Convention"? Where did it meet? Wiio was its president ? What was the result of this plan of compromise sug- gested by the Peace Convention ? Was there any way to avoid war ? Were the people at the North unanimous at this time? Were the people of the South all agreed ? What division of opinion was there HOW THE GREAT CIVIL WAR BEGAN. 309 in the President's Cabinet ? What opinions did President Buchanan hold ? To what fort in the South were all eyes turned ? Who commanded this fort? What did Anderson do on the evening of the day after Christmas? What happened to the ship sent with supplies? What convention assembled at the South in February? What did this convention proceed to form ? What was this new government called ? Who was chosen President of the Confederate States ? When Lincoln was inaugurated, what was done about Fort Sumter? What happened to the ships sent to relieve it ? What took place when the ships were discovered? How long did the bombardment last? W^hat effect did it have ? What did M.HJor Anderson do at the end of this time ? What effect did the bombardment of Sumter have on the Southern States? What new States joined the Confederacy? What effect did it have at the North ? What is said of enlistments at the North ? Of money and ships given to the government ? What is said of the excitement at the South ? Into what State did thousands of Southern young men hasten ? /,\ Ft.Mou.trc ^ ^n^') Ft. Sumter S I--. .'•'V I. Movements at the South. 1. Secession. a. The " States-rights doctrine." d. Seven States secede. 2. The " Confederate States " formed. 3. The war begun. a. The capture of Fort Sumter. d. Four more States join the Confederacy. c. Troops pushed into Virginia. ir Movements at Washington and in the North. 1. Efforts at compromise. a. Plans proposed in Congress. V d. The Peace Convention. 2. The inauguration of Lincoln. 3. The war begun. a. Effort to relieve Sumter. d. Effect of the attack on Sumter. I. The situation of the seven "cotton States": How many are on the Gulf of Geography. Mexico ? How many touch the Atlantic Ocean ? Which lies on both the gulf and the ocean ? Which of the cotton States border on the Mississippi River ? Which one is next to Mexico ? 2. The situation of the four additional States which seceded after the war began, viz., Virginia, North Carolina, Tennessee, and Arkansas : How many and which lie on the Atlantic? How many are on the Mississippi River? 3. The location of Fort Sumter : In what harbor ? In what State is Charleston ? 310 BULL RUN. — FIRST WESTERN CAMPAIGN. CHAPTER LI. Confederate Victory at Bull Run.— The First Western Campaign. The question We arc to remember that, though the war was caused of Union or secession. by slavcrj, it was not at first about slavery, but about secession. " Our States are sovereign, and have a right to secede when they think they have reason," was the Southern view of the matter. " You are a part of the Union, which forms but one nation, and to break up the Union is rebellion," was the Northern view. But the passions excited by the bitter debate over questions relating to slavery lay at the bottom of the struggle. Neither side dreamed of the long and bloody conflict that was to follow. Each expected to settle the matter in two or three battles. Both of them found out what stubborn work it was to fight against Americans. Advantages and Xhc Southcmers wcrc naturallv more military than disadvantages. the Northern people ; they were generally accustomed to the saddle and the use of fire-arms. Many of -the Northern men, especially those of the Eastern States, had to learn to load and fire a gun after they went into the army. For a long war the North had several ad- vantages. Money, trade, and the mechanical facilities for producing arms, ships, clothing, and other military necessities, belonged in a superior degree to the North. The North had also the advantage of numbers ; the South the advantage of fighting in defense of its own ground. The divided sympathies of the people in the border States, and the quick sending forward of volunteers BULL RUN. FIRST WESTERN CAMPAIGN. 311 The Struggle for Missouri. — The battles in Missouri and Arkansas proved a side campaign that had for its aim the securing of this State, in which opinion was much divided for the Union or the Confederacy. The Governor of Missouri took sides with the Confederacy. In the hard-fought battle of Wilson's Creek, August 10, 1861, General Lyon, of the United States army, was killed, and his army retreated after the fight. The Con- federate general Price attacked Lexing- ton, Missouri, on the i8th of September following, and captured nearly three thou- sand Union soldiers. In November fol- lowing. General Pope, of the United States army, by several skillful move- ments, intercepted and captured large bodies of recruits on their way to join the Confederate army. A severe battle fought at Pea Ridge, in northwestern Arkansas, on the 6th of March, 1862, finally secured Missouri to the Union, by preventing the Confederate forces from re-entering that State. from the North by many The prompt movement from railroads, prevented Mary- the North secures ki TT- , 1 1 AT- the border region. nd, Kentucky, and ivlis- souri from seceding. In the western part of Vir- ginia, where the slaves were few, the Union sentiment was strong, and this re- gion, after a while, sepa- rated itself from Virginia and formed a new State, which took the name of West Virginia. The fail- ure to secure the border region was a serious loss to the Confederacy, for this was a land of Indian corn, most valuable for the feed- ing of armies. The South thus lost also the Ohio and Potomac rivers — the best line of defense. The war opened with several small actions, such as opening move- the seizure of ports and navy-yards by the Confederates, the attack on Union troops by a mob in Baltimore, several skirmishes in different parts of the country, and battles in the mountains of Virginia. The Confederates had moved their capital from Montgomery, Ala., to Richmond, Va., and the first important battle- ground would lie between the two capitals. So sure were the people of a short war, that most of the North- Campaign in West Virginia. — Several battles, though of no great mag- nitude, were fought to secure control of West Virginia. The Union armies here were commanded by General George B. McClellan. A small battle at Philippi was won by the Union troops, and a more considerable engagement at Rich Mountain (June 11, 1861), lasting about an hour and a half, gave the possession of West Virginia to the Federal govern- ment. 312 BULL RUN. — FIRST WESTERN CAMPAIGN. IRVIN MCDOWELL. Confederates win the first battle. Early Battles in Kentucky.— The early struggle in eastern Kentucky was a little war by itself. Besides minor skirmishes, Colonel Garfield, afterward President, defeated the Confederate lead- er Humphrey Marshall in the little battle of Prestonburg on the 17th of Januarj', 1862. Another sharp conflict took place at Mill Spring two days later, in which General George H. Thomas was victori- ous over the Confederate general ZoUi- koffer. G. T. BEAUREGARD. Grant takes Fort Henry and Fort Donelson. ern volunteers had been called out for only three months, and it was thought necessary to fight a battle before their time should expire. The people and news- papers at the North were clamoring for a forward movement. General McDowell moved toward Richmond, and on the 2 1 St of Julj^-, 1861, the battle of Bull Run, or Manassas, was . fought, chiefly by raw troops on both sides. Generals Joseph E. Johnston and Beaure- gard commanded the Con- federates. The battle was a severe one and the losses were heavy, but the Con- federates were re-enforced at the right moment, and the Union army was at length entirely routed, and fled back to Washington in confusion. \J The first important movement after Bull Run was the campaign which broke the Confederate line at the West, and gave the Mississippi River above Vicksburg to the control of the Federal government. Ulysses S. Grant, who had already begun to show good mili- tary abilities, moved against Fort Henry, on the Tennessee River, in co-operation with the gun- boat fleet under Commodore Foote. Grant and Foote captured Fort Henry February 6, 1862. The Tennessee River here runs near to the Cumberland River. On the Cumberland Riv- V* er, only about twelve miles from Fort Henry, ANDREW H. FOOTE. WES tfie Coufedcratc Fort Donelson. After a 3H BULL RUN. FIRST WESTERN CAMPAIGN. Fall of Island No. lo. -^^^c Grant moves toward Corinth. Stubborn battle, in which the Union loss was twenty- three hundred men, this fort was also surrendered, and with it fifteen thousand Confederate troops. This broke the center of the Confederate line of defense in the West, and forced them to fall back from Nashville and other points. General Pope, supported by gunboats, now moved against the Confederates who blocked the Mississippi at New Madrid and Island No. lo. New Madrid was evacuated, but, in order to capture Island No. lo, Pope, who was on the west side of the river, must cross below the island and cut off its supplies. As the batteries on the island blocked the river, he had to dig a canal across a bend in the river in order to get transport- boats below the island, so as to ferry across the Mis- sissippi. It took nineteen days to cut this canal. Gun- boats could not get through it, and the transports could not cross without their protection. Two gunboats were run past the batteries of the island at night. Cut off on all sides, the island was compelled to surrender, with nearly seven thousand men. The object of the Union troops in attacking Island No. 10 had been to take a step toward getting posses- sion of the Mississippi River, so as to get the use of this great highway, and thus separate the Confederacy into two parts. For the same purpose the forces under Grant, after taking Fort Donelson, pushed southward up the Tennessee River, and a movement was planned to take Corinth, in the northern part of Mississippi. Many railroads centered at this place. The Union army, un- der General Grant, was gathered near Corinth, at Pitts- burg Landing, in Tennessee, on the banks of the Ten- BULL RUN. FIRST WESTERN CAMPAIGN. V5 A. S. JOHNSTON. -=r- nessee River. Grant had from thirty to fort}- thousand men, and had no thought of a powerful enemy near at hand. The Confederate general, Albert Sidney John- ston, rapidly collected a strong arm3% and determined to crush the force at the Landing before Grant could be re-enforced by the arrival of another army under General Buell. '^i, The battle of Shiloh, or Pittsburg Landing, began on Sunday morning, April 6, 1862. Johnston undertook to The great , . , . 1 1 • /^ 1 battle of Shiloh, attack m such a way as to surprise and drive Grant s or Pittsburg army back between the river and a creek. The loss on *" '"^" that dreadful Sunday was great on both sides. The Confederates, with desperate energy, drove Grant's men back until Pittsburg Landing was almost in their pos- session. But their general, Albert Sidney Johnston, was killed. Buell's army besfan to arrive, and the ,^ Union troops were re-formed in the night. 1 he '^j£ , second day's fighting was also extremely severe. ' f The exhausted Confederates under Beauregard at length retired from the field. This was the first great battle of the war. The Union army, when it had a little recovered from corinth evacu- ated by the Con- the terrible shock and had been recruited, moved for- federates. ward against Corinth, which, \V after a siege, was evacu- ated by Beauregard on the 30th of May. The conse- quence of this success was, that the whole Mississippi River, as far down as Vicks- burg, came into possession of the Federal authorities. 7 D. 0. BUELL. Newliadrid^X, * 1 'sTislandnM ■ t. H e n r^^t. Dm«1 so n * f — yi / N ^~"t^ */a, Nashville* 4 "greenbacks." The United States government borrowed money on m- terest, by giving bonds to pay after a certain number of years. A large part of this debt has now been paid. But, as another means of borrowing- money, " legal-tender notes" were issued; that is, paper bills, which bj' law could be used to pay debts and taxes, instead of coins. These legal-tender notes were printed on a peculiar green paper, and got the name of " greenbacks." When a great quantity of them had been issued, and the dangers to the government increased, the value of this paper money de- creased, until at one time a dollar of it was really worth but half a dollar. However, as the greenbacks were by law good for the payment of debts, they were used in- stead of the more valuable silver and gold, which for seventeen years disappeared entirely from general use. Long after the war closed, in 1879, the government began to redeem these legal-tender bills in silver and gold. o 11} h p. o p [/I en ^ p ^ t;; TRAITS AND RESULTS OF THE WAR. 353 This was called " the resumption of specie payments." But the fact that gold or silver was to be paid for them had made greenbacks worth as much as coin, and people generally preferred to keep the paper money. The Confederate government also resorted to loans, confederate money. which, however, became almost valueless when the suc- cess of the Confederacy became doubtful. It also issued a great deal of legal-tender money, which took the place of coin, and declined in valtte until twenty dollars of it would not buy one of gold. When the Confederacy was overthrown, this money became of no value. The de- cline in the value of its paper money was one of the great- est difficulties the Confederate government had to con- tend with in its last years. To avoid confusion, we have preferred to tell the story second election r 1 .,. . r 1 • 1 • • of Lincoln, 1864. 01 the military operations or the war without mentioning the political affairs of the time. In 1864 the Republican party nominated President Lincoln for re-election, and Andrew Johnson, of Tennessee, a Southern Union man, for Vice-President. The Democratic party nominated General George B. McClellan, and for a time it seemed that the discouragement of the Northern people with the long continuance of the war might elect McClel- lan. But the success of Sherman in taking Atlanta, the capture of the forts near Mobile by the fleet under Farragut, and the successes of the Union armies under Sheridan in the Valley of Virginia, removed all doubt about the result, and Lincoln received all the electoral votes cast except those of Kentucky, Delaware, and New Jersey. Lincoln began his second term of office in March, Assassination ° of President 1865, when Sherman was already marching northward Lincoln, 1865. 354 DEATH OF LINCOLN. ABRAHAM LINCOLN. Abraham Lincoln was born in Ken- tucky, February 12, i8og. His father re- moved to Indiana when he was a little boy, and while that countrj' was exceed- ingly wild and rough. The family lived in a half-faced camp— that is, a cabin with one side left out and the fire built out-of-doors, in front of the open side. Abraham endured many privations, and struggled hard to get an education. The schools were few and the teachers igno- rant, but Lincoln trained his own mind by carefully thinking out every subject that puzzled him, and he spent his spare time in reading. He worked on a farm, went to New Orleans on a flat-boat, was clerk in a country store, learned and practiced surveying, and then studied law. He served several terms in the Legislature of Illinois, and was a mem- ber of Congress. He became a leading lawyer and politician in his State, and gained a national fame by a series of de- bates, in which he was engaged with Senator Douglas in 1858. His integrity, his moderation, and his strong speeches brought him the nomination for Presi- dent, and the rest of his history is that of the countrj'. His death took place on the 15th of April, 1S65. through the Carolinas, and when the close of the war was already in sight. When Lee surrendered, Lincohi's mind was ah-eady revolving plans for conciliating those who had been opposed to him, and for restoring the government at the South. But, while the President was sitting with his family in a box at the theatre, John Wilkes Booth, one of a band of conspirators, approached him from behind and shot him, and then leaped to the stage, crying, "Sic semper tyrannis ! ^' which means, "Thus always with tyrants," and escaped. Booth was afterward over- taken, and killed in resisting arrest. Lincoln died on the 15th of April, the day after he was shot; he was deeply mourned, because he had shown himself a man of great wisdom and goodness. Lincoln's assassination was I DEATH OF LINCOLN. 355 sincerely regretted at the South, also, where his kindli- ness was coming- to be known, and where the people, newly conquered, feared that his death might lead to measures of retaliation. But the war was closed without acts of mere revenge, Release of Jefferson Davis. and nobody was put to death for a political offense. Jef- ferson Davis, the President of the Confederacy, who had been captured in Georgia at the close of the war, was arraigned before a court on a charge of high treason. He was confined in Fortress Monroe for two years, when he was released without beinsf tried. Why did certain English and French statesmen feel jealous of this Questions for country ? What affair increased this hostile feeling in England ? What study, were the names of the ambassadors sent from the Confederate States in 1861 ? To what countries were they going ? How did they get out of Charleston ? At what port did they take passage on the Trent ? To what country did the Trent belong ? How were Mason and Slidell taken from the Trent ? What effect did this have in England ? How was war with England avoided .'' How was the navy of the Union em- ployed in keeping supplies out of the Confederacy ? How did English ships get in with supplies ? What prevented the Confederate government from sending ships out of the Southern ports ? Where were ships built for it ? What effect did the cruisers have on the commerce of the United States ? What was the name of the most famous of these vessels ? How many ships did the Alabama destroy ? In what year was she destroyed ? How and where .'' What claims did the United States set up ? To what kind of a court were the Alabama claims submitted ? Where did this court meet ? What was the decision of the court of arbi- tration ? How did the United States borrow money to pay the expenses of the war ? Has all of the debt been paid ? What are "legal-tender notes"? Why were they called greenbacks? What caused the paper money to lose value? Why was it still used? ^yhat effect did the use of greenbacks have on the circulation of gold and silver? For how many years was there no gold or silver in general circulation ? What is meant by the resumption of specie payment ? In what year did the United States begin to pay specie for greenbacks ? What effect did this have on the value of greenbacks ? How did the Confederate government raise money ? What is said of the decline 35^ TRAITS OF THE WAR. — DEATH OF LINCOLN. in the value of its legal-tender money ? Who was nominated for President by the Republicans in 1864? Who was put up for Vice- President on the same ticket ? Whom did the Democratic party nomi- nate for President ? What victories removed all doubts about Lincoln's election ? Where was General Sherman when Lincoln began his second term ? What was the prospect of the close of the war ? When Lee surrendered, what plans was Lincoln revolving ? How was Lincoln assassinated ? By whom ? What was the feeling regarding the death of President Lincoln ? What kind of a man had he shown himself to be ? What was the feeling at the South regarding it ? Was any one put to death after the war on account of political offenses ? What was done about Jefferson Davis ? Study by topics. I. The Trent affair. II. The blockade and blockade-running. III. The Confederate ships. 1. Building of ships in England. 2. The Alabama. 3. The Alabama claims. IV. Money during the war. 1. How the United States borrowed money. 2. The greenbacks. 3. Confederate bonds. 4. Confederate money. V. The election of 1864. 1. Nominations. 2. Election of Lincoln. VL Death of Lincoln. 1. The shooting. 2. The feeling in regard to his death. VII. Arrest and release of Jefferson Davis. SEVENTH REVIEW.— FROM THE CLOSE OF THE MEXICAN WAR TO THE END OF THE CIVIL WAR. Chapters XLVIII to LVII. Events following the f ^, .• <• ™ , 0.0 ^ J Election of Taylor, 1848. Mexican War. ^ Discovery of gold in California, 1848. (XLVIII.) t ^ ^ REVIEW. — MEXICAN WAR TO END OF CIVIL WAR. 357 Slavery question in the new territory. (XLVIII.) The Wilmot Proviso. The admission of California. Runaway slaves in the free States. [ Compromise of 1850. Pierce elected, 1852. (XLVIII.) P Fugitive-slave law unpopular. Renewed excitement. J Excitement produced by " Uncle Tom's Cabin. (XLVIII.) ^ The South also dissatisfied. [ Attempts to annex territoiy. f Decay of the Whig party. American (or Know-nothing) party. Kansas-Nebraska Bill. [ The Republican party. f Collisions in Kansas. I Buchanan elected, 1856. J The Dred Scott decision. I John Brown's raid. I Lincoln elected, i860. L New free States admitted. Change in political par- ties. (XLIX.) Slavery becomes the main issue. (XLIX.) The rising storm. (L.) The storm breaks. (L, LI.) First campaigns. (LI.) ■< The struggles Washington Richmond. for and (LII.) The doctrine of State sovereignty. Seven States secede. Failure of the Peace Convention. Dissensions in the Cabinet. " Confederate States " government formed. Lincoln inaugurated. Fort Sumter bombarded. The rush to arms. The question at issue. The States take sides. Bull Run, or Manassas. Fort Henry and Fort Donelson. Island No. 10. Shiloh, or Pittsburg Landing. Corinth evacuated. In the Peninsula. The second Bull Run. Antietam. Fredericksburg. ^/V I Chancellorsville. ■ [ Gettysburg. 35« REVIEW. — MEXICAN WAR TO END OF CIVIL WAR. iMonilor and Alerrimac. (LI 1 1.) The Emancipation Proclamation. (LIII.) C Fall of New Orleans. Struggle for the Mis- j Movements in Kentucky, 1862. sissippi. (LIII.) 1 Battle of Corinth. I The \'icksburg campaign. [" Murfreesboro, or Stone River. Between Nashville and j Chickamauga. Atlanta. (LIV.) | Chattanooga battles. [ The struggle for Atlanta. The Wilderness cam- paign. (LV.) Battles in the Wilderness. Movement by the flank. Cold Harbor. Petersburg besieged. The war in the Valley f """^^' "^°^^ °" Lynchburg. ry. . ■ a \M ^ Early moves on Washington. [ Sheridan in the Valley. f Battle of Nashville. Sherman's marches. | Sherman's march to the sea. (LVI.) I Savannah. I Sherman's march northward. Close of the war [ Lee's retreat. -| Surrender of Lee's army. I Surrender of Johnston's army. f Stoppage of the Trent. { Blockade-running. Naval affairs. (LVII.) -j Confederate cruisers. I Alabama claims. T,. ■ 1 cr ■ r Government bonds. Fmancial anairs. ^ Greenback notes. I Confederate notes. Re-election and death \ Lincoln re-elected, 1864. of Lincoln. (LVII.) ( Lincoln assassinated, 1865. Arrest and release of Davis. (LVII.) POLITICAL EVENTS SINCE THE CIVIL WAR. OTQ CHAPTER LVIII. Political Events since the Civil War. The war settled two questions long debated in this The question of . State independ- country, that of State sovereignty and that of slavery, ence settled. From the beginning of the government it had been dis- puted whether or not a State might act in a sovereign way in opposition to the United States government. The war answered " No " to this question. The Emancipation Proclamation had only abolished '^^^ question '■ -^ of slavery slavery in those States and districts at that time resist- disappears, ing the United States government. But the thirteenth amendment to the Constitution, which was adopted at the close of the war, and ratified in December, 1865, forbade slavery in all parts of the country forever. A great question of history was also decided by the But one great T 111 11 r -KT 1 A • power in North war. It was settled that the heart 01 North America America, is to be occupied by but one great power. Had there been more than one, the resources of the people might have been wasted and their advancement checked by standing armies, and wars happening from time to time. Andrew Johnson, the Vice-President, succeeded to Andrew johnson, President, the presidency on the death of Lincoln. There soon grew up a difference between Johnson and the Republi- can Congress in regard to the measures to be adopted for the reconstruction of government in the Southern States. Congress required, among other things, that every State which had seceded should admit the negroes to vote, be- fore the representatives of the State should be again admitted to Congress. President Johnson did not think 360 POLITICAL EVENTS SINCE THE CIVIL WAR. President John- son impeached. ANDREW JOHNSON, Grant elected President, 186E The seceded States readmit- ted to Congress. Negro suffrage established. that Congress had a right to refuse admission to law- fully elected representatives. The difference between President Johnson and Con- gress, on several points in regard to reconstruction, resulted in an effort by Congress to limit the power of the President to remove officers. The Repub- licans were more than two thirds of each House, so that they could make laws in spite of the veto of the President. They passed a law forbidding him to make removals from office except by consent of the Senate. This law Johnson refused to obey. The House of Representatives voted to impeach the President ; that is, to bring him to trial in order to have him re- moved as unfit to be President. Such a charge must be made by the House of Representatives, and the Sen- ate is the court which has to decide the case. As less than two thirds of the Senate voted to remove him, Johnson remained President to the end of his term. In 1868 General Grant was elected President, as the candidate of the Republicans. The Democratic candi- date was Horatio Seymour, of New York. The election turned on the dispute over measures for reconstructing the Southern States. During Grant's first administration, in 1870, the last of the States that had belonged to the Confederacy com- plied with the conditions demanded by Congress. All the States were now represented in Congress for the first time since South Carolina had seceded in i860. In this same year, 1870, the fifteenth amendment to the Constitu- tion was ratified, vote. This gave to the negroes the right to POLITICAL EVENTS SINCE THE CIVIL WAR. 361 Various causes produced in the South disorder and Disorders at the South. bad government for some years. The war, too, had wasted the resources of the country and left the people in poverty. But a better state of things has ensued, and the Southern people have gradually entered on a career of peace and great prosperity. In 1872 a portion of the Republicans, dissatisfied Re-eiection of , , , Grant, 1872. with Grant's administration of the government, formed a new party, which they called the "Liberal Republi- can " party. They nominated Horace Greeley for Presi- dent. The Democratic party accepted Greeley as its candidate also, but Grant was re-elected by a large majority. In 1876 the Republicans nominated Rutherford B. Disputed elec- tion of 1876 Hayes, of Ohio, for President. The Democrats nomi- decided in favor nated Samuel J. Tilden, of New York. The election was a close one, and the country came near to being thrown into a distressing confusion by the condition of the Southern State governments. In some of these were " returning boards," commit- tees which had the right to revise the election returns, and throw out such as they thought had been affected by fraud or violence. By the votes cast, Louisiana had given a majority for Tilden. But the Republicans claimed that certain districts had been carried by in- timidating the negroes and by fraud. The returns from these were thrown out by the return- RUTHERFORO B. 362 POLITICAL EVENTS SINCE THE CIVIL WAR. ing board, and the vote of the State was given to Hayes. This gave a majority of one. The most exciting debates ensued in Congress, which had finally to decide the matter. As the Republicans had a majority in the Sen- ate and the Democrats a majority in the House, the two bodies could not agree. The question was at length re- ferred to fifteen commissioners, eight of whom voted to give the election to Hayes. Election of Gar- In 1 880 Gcucral W. S. Haucock, who had won re- field, 1880. His as- sassination, 1881. nown as a brilliant division commander in the Army of the Potomac, was nominated for President by the .Democrats. General James A. Garfield, of Ohio, whose distinction was due to the ability he had shown in debate on the floor of Congress, was nominated by the Republi- cans and elected. Three months after President Garfield was in- augurated, on the 2d of July, 188 1, he was shot and mortally wounded by a disappointed of- fice-seeker. Garfield lived eighty days after he was shot, and died His assassin was tried for mur- Arthur, President. JAMES A. GARFIELD. on September 19, 18^ der and hanged. Chester A. Arthur, of New York, had been elected as Vice-President when Garfield was chosen President. On the death of Garfield, Arthur succeeded to the presidency, and filled out the unexpired term for which Garfield had been elected, according to the Consti- tution. POLITICAL EVENTS SINCE THE CIVIL WAR. 3^3 CHESTER A. ARTHUR. In 1884 the Republicans nomi- nated James G. Blaine for President. His distinction had been gained chiefly as Speaker of the House of Representatives and Senator from Maine. The Democrats nominated Grover Cleveland, then popular as Governor of New York. After an unusually severe struggle and a very close election, Cleveland v^as chosen. The Democratic party thus returned to power for the first time since the election of Lincoln in i860. The question which has most agfitated politics in The question of the tariff. Cleveland's administration has been that of the tariff. Very early in the history of the government there were two opinions on this subject. One class of statesmen has maintained that American manufact- ures should be pro- tected by levying high duties on arti- cles made abroad, in order that the Amer- ican market may be kept chiefly for the products of Ameri- can labor. The other class maintains that high protective du- ties are unjust to the American consumer, GROVER CLEVELAND. 3^4 POLITICAL EVENTS SINCE THE CIVIL WAR. and of little, if any, benefit to the manufacturer. They hold that the tariff should be used chiefly to raise the money needed to support the government. This was a main point of division between the Whigs and Demo- crats before the civil war. The question of revising the tariff has again become the most prominent one in our day. Questions for What two great political questions did the war decide? How long ^^^^y- had the question of the right of a State to act independently been de- bated ? What answer did the war give to this question ? How far did the Emancipation Proclamation settle the slavery question ? When was the thirteenth amendment to the Constitution ratified ? What was the effect of this amendment ? What great question of history was answered by the war ? If there had been more than one nation in the heart of North America, what evil result might have followed ? Who became President when Lincoln died ? On what subject did President Johnson differ with Congress? What did Congress require of the States which had seceded ? What ground did the President take in regard to the admission of the seceded States to Congress ? What kind of laws did Congress pass regarding the President ? Did Johnson obey these acts ? What did the House of Representatives do ? What is it to " impeach " a public officer ? What court has to decide on the question when a President is impeached ? What did the Senate do with regard to the removal of President Johnson ? Who was elected President in 1868? Of what party was Grant the candidate? Who was the Democratic candidate ? On what question did the elec- tion turn? What is said of the readmission in 1870 of the States that had seceded ? How long was this after the first State had seceded? (Subtract i860 from 1870.) What amendment to the Con- stitution was ratified by the States in 1870? What did this give to the negroes ? What is said of the state of the South for some years after the war? What effect did the war have upon the re- sources of the South ? What is said of the state of things that has followed ? What did the Republicans, who were dissatisfied with Grant's government, do in 1872? Whom did the Liberal-Republi- cans nominate for President ? Whom did the Democrats support ? What was the result of the election ? Who was the Republican candidate in 1876? Who the Democratic candidate ? What came near to throwing the country into confusion ? What power did some of the Southern returning-boards have? What changes were made in the re- POLITICAL EVENTS SINCE THE CIVIL WAR, 365 turns from Louisiana ? How large a majority did this give to Hayes ? What was the nature of the debate in Congress on this matter ? Why could not the two houses of Congress agree ? To whom was the matter referred ? How was it decided ? Whom did the Democrats nominate for President in 1880 ? For what was Hancock distinguished ? Whom did the Republicans nominate ? How had Garfield won distinc- tion ? Which was elected ? What happened to Garfield ? What was the fate of the assassin ? Who became President when Garfield died ? Who was the RepubHcan candidate for President in 1884? How had Blaine's distinction been gained? Who was the Democratic candidate ? Of what State was Cleveland governor at that time ? What is said of the struggle and the election ? How long had it been since there had been a Democratic President ? (Subtract i860 from 1884.) What has been the uppermost political ques- tion in Cleveland's administration ? What opinions on this subject have been held by statesmen in favor of a high protective tariff? What do those opposed to such a tariff maintain ? What old parties were once divided on this subject ? I. Political questions settled by the war. Study by topics. 1. That a State may not secede. 2. That there shall be no slavery. 3. That there will be but one great power on this continent. n. The reconstruction period. 1. Johnson's administration. a. His dispute with Congress. h. His impeachment and trial. 2. Grant's administration. a. His election. b. All the States readmitted. c. The fifteenth amendment. d. The disorders at the South. e. The re-election of Grant. 3. Hayes's election. a. The returning-boards. b. The Louisiana returns. c. The decision. HL Later administrations. . !J1 1. Garfield. 2. Arthur succeeds Garfield. I 3. Cleveland elected. 4. The tariff question. 366 LATER DEVELOPMENTS OF THE COUNTRY CHAPTER LIX. Later Developments of the Country. Additions of territory before the civil war. Purchase of Alaska, 1867. West Virginia admitted, 1863 ; Nevada, 1864. We have seen how the United States, which was at first limited b}' the Mississippi River on the west and by Florida on the south, received before the civil war five great additions to its territory : i. The old French prov- ince of Louisiana, a vast region west of the Mississippi. 2. Oregon (including Washington Territory), by explora- tion and discovery. 3, Florida, by purchase from Spain. 4. Texas, by the annexation of an independent republic, once a part of Mexico. 5. The Mexican cessions after the Mexican War. To these must be added Alaska, which was purchased from Russia in 1867 for a little more than seven million dollars ($7,200,000). This is the only territory we have that does not lie adjoining to the rest of the country. It is partly in the arctic regions, but the climate of Alaska on the Pacific coast is not severe. The killing of seals for their furs is the chief business interest in Alaska. The number of States at the beginning of the civil war was thirty-four. By 1876, the hundredth 3'ear of the American Republic, the number had increased to thirty-eight. Two States had been admitted during the war. The people of the western part of Virginia were mostly on the side of the Union. This part of the State separated itself from eastern Virginia, which was acting with the Confederacy. It obtained admission- to the Union in 1863, as a separate State, under the name of West Virginia. Nevada, just east of California, and a LATER DEVELOPMENTS OF THE COUNTRY. 3^7 part of the territory ceded to us by Mexico, was ad- mitted in 1864. It is a land of silver-mining-. In 1867 Nebraska was admitted. It is one of the Nebraska, 1867; Colorado, 1876. most fertile of farming States. In the centennial year, Colorado came into the Union. This State lies in the Rocky Mountain region, and has gold and silver mines. Cattle-raising is one of its chief industries. There remain, when this book is printed, two or three several xerrito- T, . . . , , . , -11 ""'^^ soon to be I erntories with population enough to entitle them to admitted, become States. Dakota is a rich wheat country, and is waiting to be admitted as a whole or as two States. Washington Territory promises soon to be a State, and, when it shall have been admitted, all the Territories on the Pacific coast will have become States. Utah has also population enough for a State. It was settled by people professing the Mormon religion. This religion allows the practice of polygamy, and some of the Mormons have more than one wife apiece. For this reason. Congress has hitherto been unwilling to admit Utah to the Union. The rest of the Territories are in mountain-regions, and their increase in population is rather slow. It is prob- able, however, that soon after the close of the present century we shall have about fifty States in the Union. The settlement of the Western States and Territories Later Indian , , , , , . , . ^. • 1 1 r war. The Sioux has brought the white people into conflict with the fierce massacfe in and warlike Indians of the plains. In the summer of '""""^a- '862. 1862 the eastern bands of the Sioux [soo] nation fell suddenly upon the defenseless settlements of Minnesota, and killed nearly five hundred people. In the war which followed, the Sioux were driven out of the State, and thirty-eight of those captured were convicted of murder- ing women and children, and hanged. 25 368 LATER DEVELOPMENTS OF THE COUNTRY. Custer attacks the Indians in the winter. Though there were no horses in America when the white men came, the Indians of the plains now have a race of small ponies, acquired long ago from the early Spanish conquerors of Mexico. The plains Indians fight on horseback, and are said to be " the best light cavalry in the world." They were in the habit of com- mittino^ their outrages on the settlements in the summer, when there was grass for the ponies. In the winter, when the ponies were almost starved, they took shelter in remote valleys, and counted themselves safe from attack, on account of the difficulty the white men found in moving wagon-trains. But, in November, 1868, General Sheridan sent General Cus- ter, after the snow had fallen, to attack the hostile Indians in their villages. Custer, carrying his provis- ions on mules, followed the trail of a war party, under the chief Black Kettle, to their town on the Washita [wau'-she-tawl River, in the Indian Territorv, and fell \I'J >'^.f^ upon the sleeping savages at daybreak, defeating them with great slaughter. This battle terrified and subdued the Indians of the > Southern plains, who no longer felt safe from punishment in their winter retreats. But, in a later war with the Sioux of the Northern plains in 1876, Custer, having attacked a force outnumbering his own, was surrounded and killed, with all the men under his immedi- ate command. In this fight the Sioux were led by Sitting Bull. INDIAN WATCHING FOR BUFFALOES. 370 LATER DEVELOPMENTS OF THE COUNTRY. Custer killed in battle. Present condition of the Indians. The Indians were afterward attacked by fresh troops and driven into Canadian territory. They have since been allowed to return. There have been other Indian wars, but, of course, the rash tribes are always worsted in the long run. The irresistible march of civilized man has destroyed the buffaloes, or bisons, and broken down the old life of the Indians, to which the}' were so much at- tached. All the hunting-grounds will soon be occu- pied by farms, mines, and cities. There is nothing left for the Indians but to become civilized or to perish. Good men are now trying to protect them from wrong, and to persuade them to have their children taught to live the lives of civilized people, on farms, owned not by the tribes, but by individuals. Many Indian children are taught at the expense of the government. Some of the tribes located in the Indian Territory have attained considerable civilization. Questions for study. By what river was the United States bounded on the west at the close of the Revolution ? How many great additions were made to its territory before the civil war? What was the first? On which bank of the Mis- LATER DEVELOPMENTS OF THE COUNTRY. 371 sissippi did the province of Louisiana chiefly lie ? By what claim do we own Oregon and the Territory of Washington ? From what country did we purchase Florida ? How did Texas come into the Union ? What other large cession was made to the United States ? What was the sixth great addition to the territory of the United States ? How much did the United States pay for Alaska ? Was this purchase made before or after the civil war? How does Alaska differ from other additions to our territory ? What is the nature of its climate ? What is the chief business interest in Alaska ? How many States are there in the Union to-day? How many have been added since the civil war began? What two were added during the war? What were the circumstances under which West Virginia was taken into the Union ? What State was admitted in 1 864 ? What kind of mines are there in Nevada ? Two States have been admitted since the war : what are they? What kind of a State is Nebraska? In what mountain-region is Colorado situated? What kind of mines has Colorado ? What other principal business. What is said of Dakota ? What Territory on the Pacific coast yet remains out of the Union? Why has Utah not been admitted before ? What is said of the rest of the Territories ? How many States will there probably be when the present Territories are admitted, some of them being divided ? There are now thirty-eight States : how many more will there have to be to make the number three times that of the original thirteen ? What has been the effect of the settlement of the newer States and Territories, with reference to the Indians ? What Indian na- tion attacked the people of Minnesota in 1862 ? How many did they kill ? What took place in the war that followed ? What was done with those convicted of killing women and children ? What difference is there be- tween the mode of Indian fighting on the plains and that of the Indians formerly encountered at the East? How did the Indians get horses? What kind of horses have they ? What kind of soldiers are they said to be? At what time of the year did the Indians of the plains attack the settlements ? Why in the summer ? What did they do in the winter ? What change in the mode of war did Sheridan introduce? What can you tell of the battle of the Washita ? What effect did this battle have on the Indians of the Southern plains ? Who commanded the troops in this battle? What happened to Custer in 1876? Against what tribe of Indians was he fighting when he was killed ? What chief commanded the Indians? What happened when the Indians were attacked by fresh troops? What changes will compel the Indians to settle on farms or perish ? What is now being done for them ? I. Additions to the area of the United States. ■ Study by topics. I. Recapitulation of five additions to the area of the United States. 2. The sixth addition, Alaska. 372 LATER DEVELOPMENTS OF THE COUNTRY, II. New States since the beginning of the civil war. I. West Virginia. 2. Nevada. 3. Nebraska. 4. Colorado. III. The Territories. I. Dakota. 2. Washington. 3. Utah. 4. The other Terri- tories. IV. Later Indian wars. I. The Minnesota massacre. 2. The mounted Indians. 3. The battle of the Washita. 4. The battle with Sit- ting Bull, and death of Custer. 5. EtTorts to improve the condition of the Indians. Composition. Let the pupil, by reference to the inde.\, examine all the passages in this book relating to the additions of territory to the United States. Then he will have material for an essay on " The Growth of the United States in Territory." This should be written from his own notes in his own words, and with the book closed, except when a date or other such fact is needed. Another subject that may be worked in the same way is " Indian Wars." Geography. In what part of America is Alaska situated ? What foreign country lies between the main territory of the United States and Alaska ? On what ocean is Alaska .' What State lies west of West Virginia ? What river forms its northwestern bound- ary ? What State is between Nevada and the Pacific Ocean ? What river forms the eastern boundary of Nebraska ? What State south of Nebraska ? How does Colo- rado lie with reference to Nebraska ? With reference to Kansas ? What Territory is between Colorado and Nevada ? Where does Dakota lie with reference to Ne- braska ? On what ocean is Washington Territory ? What foreign province to the north of it ? What State lies next south of the Indian Territory .' Increase of population. CHAPTER LX. Population, Wealth, and Modes of Living. The first census was taken in 1790. There were then less than four million people (3,929,214). In 1880 there were over fifty million (50,155,783). It is safe to estimate that, when the census of 1890 comes to be added up, there will be between sixty and sev- enty million, say sixteen or seventeen times as many as there were one hundred years before. The population of this country is already very mucli larger than that POPULATION, WEALTH, AND MODES OF LIVING. OTO of any of the nations of Europe except Russia. It is, perhaps, safe to assume that before the close of the next century there will be two hundred million people in the United States. The increase of wealth has been yet more remark- increase of wealth. able. This is due to the resources of the country, as well as to the enterprise of the people. Wheat from the rich farms of the great interior valley, and meat from the cattle-ranges of the Western States and Ter- ritories, are sent across the sea in vast quantities. Gold and silver from the Rocky Mountains and the Pa- cific coast, petroleum from the neighborhood of the Alleghany Mountains, and inexhaustible supplies of coal and iron in various regions are great sources of wealth. Manufactures of many kinds also enrich the people. The United States is already the richest of the nations. In a new country men become inventive, because they Eariy American have to find out how to do things that they have never seen anybody do before. Americans are, perhaps, tTie most inventive people in the world. Before the Revolu- tion, Thomas Godfrey, of Philadelphia, invented the quadrant, an instrument to help a navigator to find his whereabouts at sea. About the same time Franklin in- vented the lightning-rod. There • was also a valuable machine invented in South Carolina for doing the hard labor of taking the hull off of the grains of rice. This was run by the ebbing and flowing of the tide. In the middle colonies flour-mills were improved, and little elevating machines invented, so that wheat did not have to be carried to the top of the mill on a man's back. inventions. 374 POPULATION, WEALTH, AND MODES OF LIVING. Whitney's America has since become celebrated for what are cotton-gin. called labor-saving machines. One of the most remark- able of these is the cotton-gin. It took so much time and toil to pick the seeds out of cotton that only small quan- tities were raised for home use. Long before the Revo- lution, a "gin " for cleaning the cotton of seed had been invented, but it did not come into general use. But, when machines for spinning cotton thread and weaving cotton cloth by steam-power were invented in England, there sprang up a great demand for raw cotton. In 1794 Eli Whitney invented a "saw-gin" for taking the seeds out of cotton. This made cotton-raising profit- able, and caused the Southern States to grow rapidly in population and wealth. After the invention of the gin, indigo-culture was quite driven out by cotton- raising. Some other 'pj^g cottou-gin was thc first of a great familv of labor- remarkable o ^ inventions. savlug machiiics, partly or wholly invented in this coun- try. Reaping- and mowing-machines were first made successful by American inventors. Thrashing-machines were improved here. All the agricultural machines now used have practically been introduced in the last fifty years. The first really successful sewing-machine was ••• introduced by Elias Howe in 1845. Morse's telegraph (Chapter XLV) camff into use at about the same time. The telephone, a recent invention, enables people to hold conversation when far apart. The phonograph records speech on a cylinder, which may be sealed up and kept for a thousand years, when it can be made to repeat the very tones of the voice that spoke the words. Change made Morc invcntious of great importance have been made by inventions. in the lifetime of people now living than in all the ages POPULATION, WEALTH, AND MODES OF LIVING. Q^^ ^ before. We live in a different world from that of our forefathers, who had only saddle-horses or wagons for land-conveyance, and slow-sailing ships or row-boats for water-journeys. We can go around the world in a great deal less time than some of the first emi- grants took to sail from England to America. Our an- cestors had neither kerosene-oil, gas, nor electric light. Stoves were prac- tically unknown ; for warming them- selves and cooking their food, people in old times had only wood - fires in wide, open fire- places, which often chilled the room with draughts of air or filled it with smoke. They carded, spun, wove, and dyed, by hand, wool or flax for their own clothing. Now steam is made to do most of the work in spinning and weaving, in making hats and shoes, in planing boards, and in turning wood. Even delicate little things like watches are made mostly by steam machinery. Out of the use of machinery has grown up the THE PENNSYLVANIA FIREPLACE, factory system, which gathers working-people into invented by franklin. towns and sets them to work together in factories. Many people are able in this way to labor on the same The factory piece of work, each doing his own part. This saves time, and makes each man's toil more productive. The building and running of these factories require a great deal of money ; so that work is now carried on by two OLD FIREPLACE. 37^ POPULATION, WEALTH, AND MODES OF LIVING. classes : First, the capitalists, who furnish the factory and its machines ; second, the workingmen, who receive wages and do the labor. This has led to great discus- sions of the rights of the working people, and those who furnish the money or capital. THE DARK LINE SHOWS THE WESTWARD MOVEMENT OF THE CENTER OF POPULATION IN THE UNITED STATES SINCE 1790. Questions for In what year was the first census taken? How long ago is that? study. ■vvho was President of the United States in 1790? (Chapter XXXVI.) About how many millions of people were there in the country at that time ? How many were there in 1880 ? How many millions will there be, probably, in 1890 ? How does the population of the United States compare with that of the nations of Europe ? What European nation has a popu- lation larger than that of the United States ? How many people is it safe to suppose there will be in this country before the close of the next cent- ury ? What is said of the increase of wealth in this country? What articles of food do we send to Europe ? In what part of the coun- try are they raised ? From what part of the country are gold and silver sent to Europe? In the neighborhood of what mountains do we get pe- troleum ? What is said of the supplies of coal and iron ? Of manufact- ures ? What cause is given for the inventiveness of the American people ? What did Godfrey invent in colony times ? What is the use of a quadrant ? What did Franklin invent ? Where was there invented a machine for taking the hull from rice ? What improvements were made in the middle colonies ? For what has America since become cele- brated ? Who invented the colton-gin in 1794? Explain the necessity for such a machine ? What was the effect of its introduction ? What farming-machines were first made successful by American inventors ? Within what period have all our present farming-machines been intro- duced ? When was the first really successful sewing-machine brought out ? How long ago is 1845 ? What is the telephone used for? What does the phonograjih accomplish ? What light has been recently made POPULATION, WEALTH, AND MODES OF LIVING. Onn generally useful in cities and factories ? How do the inventions of our time compare in number and importance with those made before ? Tell some of the differences between the life of our forefathers and ours : in regard to means of travel by land ; travel by water ; means of lighting ; mode of cooking and of warming their houses ; method of making wool and flax into clothing. Mention some of the things that steam is now . made to do. What system of work has grown out of the use of machinery } How does this divide labor and save time ? What two classes of men now carry on work together } What do we mean by a capitalist .'' What discussions about rights have grown out of this system .'' I. Growth of the country. Study by topics. 1. In population. 2. In wealth. II. Inventions and machines. 1. Inventiveness of Americans. 2. Inv'entions before the Revolution. 3. Labor-saving machines of our time. a. The cotton-gin. b. Other farm-machines, c. The sewing-machine. d. Telegraph and telephone. e. Phonograph. /. Electric light. III. Change in mode of life. 1. Different appliances in our time. a. For travel, b. For home-life. c. For manufactures. 2. The factory system and its effects. CHAPTER LXI. Literature and Art in tlie United States. We have seen, in Chapter XXXIV, that there was The first two little that could be called literature in the United States before the present century. Franklin's writings, mostly on practical subjects, and the essays of Jefferson, Madi- son, and Hamilton, on political subjects, were almost the only works of permanent value written in the first two centuries after the beginning of American settlement. Great writers can be produced only where there is a centuries. 378 LITERATURE AND ART IN THE UNITED STATES. Irving. Bryant. Longfellow. WASHINGTON IRVING. ^Sm'^St^^^m^^^^^^:!':^;?&^r-^--^^^mmp community of educated and thoughtful people, such as one can not find in a young coun- try. Washington Irving, who is sometimes called the father of American literature, was born in New York in 1783. His first important book was a burlesque, called " Knick- erbocker's History of New York," which is very amus- ing, and won praise for its author on both sides of the Atlantic. But Irving's most famous work is the " Sketch- Book," in which appear the charming tales of " Rip Van Winkle " and " The Legend of Sleepy Hollow." His " Life of Washington " is still a standard biography. William Cullen Bryant, born in western Massachu- setts in 1794, was the first American who became widely known as a poet. Though he lived to be very old, his greatest poem, " Thanatopsis," was writ- ten when he was not yet nine- teen years of age. Henry Wadsworth Longfel- low, the most popular and the most widely celebrated of our poets, was born in Portland, Maine, in 1807. ^f his shorter " Excelsior " and pieces. The ILLIAM CULLEN BRYANT. HENRY W. LONGFELLOW. LITERATURE AND ART IN THE UNITED STATES. O^Q ms;;^:m:^-^mmmmamg^^mmmimss:^ Psalm of Life " are bcst known. His " Hiawa- tha " is an epic poem of Indian life, and his " Evangeline " is a nar- rative poem founded on the story of the expul- sion of the Acadians (page 131). John Greenleaf Whit- whittier. tier, sometimes called " the Quaker poet," was born in Massachusetts in the same 3'ear with Longfellow ( 1 807). Many of his poems describe simple, rural life. Others relate to slaver}' and the civil war. One of the most charm- ing is " Snow-Bound," a description of winter scenes in New England. Oliver Wendell Holmes was born in 1809. He is Holmes, famous for his witty poems, of which ''The Last Leaf" and "The One-Hoss Shay " are two of the best known. His prose work, " The Autocrat of the Breakfast-Table," is thought to be one of the brightest books in our literature. Edgar Allan Poe, born in 1809, wrote some poems that have achieved a world-wide fame. Of these, " The Raven " is the best known. His weird and marvelous short stories have also a permanent place in literature. Ralph Waldo Emerson was born in 1803, in Boston. Some of his poems are greatly admired edgar a. poe. 38o LITERATURE AND ART IN THE UNITED STATES. RALPH WALDO EMERSON. Cooper and Hawthorne. by literary readers ; they can hardly be called pop- ular. He is more widely known by his essays as a profound thinker and a writer of genius and poetic inspiration. James Russell Lowell was born in 1819. He is best known to general readers by his poems in the New Eng- land dialect, called " The Biglow Papers." He is also a great critic and essayist. Two American writers of fiction in the period before the civil war attained a world-wide fame. James Feni- more Cooper was born in New Jersey in 1783. His novels are mostly stories, full of action and adventure. The most famous are those known as " The Leather-Stocking Tales." A very different writer is Nathaniel Haw- thorne, who was a rare genius, and wrote stories of a weird and subtile kind. Of these, " The Scarlet Letter" and "The House of the Seven Gables" are general favorites. Our most famous historians are George Bancroft, John Loth- rop Motley, William H. Prescott, JAMES FENIMORb COOPER. and Francis Parkman. LITERATURE AND ART IN THE UNITED STATES. ogl It is yet too soon to speak personally of the writers who have risen in this country since the civil war. They differ from those who came be- fore them, as American life differs from the life before the war: i. The writers of this later period are not chiefly a group of men about New York or Boston. Every great natural division of the country is represented in the nathamel hawthorne. present school of writers. 2. They are not chiefly poets and essayists, like Longfellow and Emerson, Poe and Literature since the civil war. Irving. Our present group of authors give themselves mainly to prose fiction and to humoristic writing. 3. They are remarkable for the zeal and faithfulness with which they study our own life. The manners and feelings of the American people in city and country are described with fullness, and the dialect of every region of the United States is reproduced in the pages of our later authors. American art had its rise in a group of portrait-paint- American art. ers, of whom Gilbert Stuart was the chief. The condi- tions of our life were formerly unfavorable to the pro- duction of a great school of painters and sculptors, but there has been a large advance in late years, and some very notable work has been done in several departments of art. In the matter of book and magazine illustrations some of our artists have taken a very high rank. What was the character of our h'terature before the present century ? Questions for What great writer in the last century left literary work of permanent study, value ? What writers on political subjects produced important works ? Why were there no great writers in the pioneer period of the country.'* What is Washington Irving sometimes called .'* What was his first important "work ? What is his most famous book ? What tales are men- 382 LITERATURE AND ART IN THE UNITED STATES. tioned as having- appeared in the "Sketch-Book"? What biography- written by Irving is still a standard work ? Who was the first American that became widely known as a poet ? How old was he when he wrote his best poem ? Who is spoken of as the most widely celebrated of our poets ? Mention the two best known of his short pieces. What kind of a poem is Hiawatha ? What is the story of Evangeline founded on ? What is Whittier sometimes called ? What is the character of his poems? Which one is mentioned in particular? Of what is " Snow-Bound " a description ? What kind of poetr)- has Holmes written ? What two poems of his are mentioned ? What is thought of his " Autocrat of the Breakfast-Table " ? Is the " Autocrat " in prose or verse ? Where was Poe born ? What is said of his poetry ? By what is he most widely known ? What is said of him as a thinker and writer ? By what is Lowell best known to general readers ? In what other departments of authorship is he great ? What two very famous writers of fiction lived in the period before the civil war ? Were Cooper and Hawthorne alike in their writings ? What kind of novels did Cooper write ? Which are the most famous of his novels ? What kind of stories did Hawthorne write ? What two are mentioned ? What four famous American historical writers are named ? What is the first particular in which the writers since the civil war differ from those whose fame was made before ? To what kinds of writing do our present writers usually give themselves ? For what are they remarkable ? In what did American art have its rise ? What is said of American art ? What of book and magazine illustration in this country ? Study by topics. I. The lack of literature before the present century. II. Some of the older writers. I. Irving. 2. Bryant. 3. Longfellow. 4. Whittier. 5. Holmes. 6. Poe. 7. Emerson. 8. Lowell. 9. Cooper. 10. Haw- thorne. II. Historians. III. The new school of writers. 1 . Their representative character. 2. Their devotion to fictious and humorous literature. 3. Their attention to details of manners and speech. IV. American art. Books. The best way to study literature is in the literature itself. If the teacher can per- suade the pupil to read some of the works mentioned in this chapter, and to seek for the charm there is in them, it will tend to develop a taste for good literature, and education can render no higher service than this. For literature of the colonial period, Tyler's " History of American Literature." For literature of the period since the Revolution, Richardson's " History of American Literature." EIGHTH REVIEW. — FINAL CHAPTERS. 383 EIGHTH REVIEW.— FINAL CHAPTERS. Results of the war. (LVIII.) Johnson's administra- tion. (LVIII.) Grant's administration. (LVIII.) The election of 1876. (LVIII.) Garfield and Arthur. (LVIII.) Cleveland's presidency. (LVIII.) The purchase of Rus- sian territory. (LIX.) New States since the civil war. (LIX.) Later Indian wars. (LIX.) Population and wealth. (LX.) Inventions. (LX.) ^ r Questions of the right of a State to secede set- I ^ tied. ^ Slavery abolished. The existence of but one great power in North America settled. Andrew Johnson President. Question of negro suffrage. Johnson impeached. Grant elected, 1868. Reconstruction of the South. Grant re-elected, 1872. The disputed election. Settled in favor of Hayes. Garfield elected, 1880. Garfield killed, 1881. Arthur President. Cleveland elected, 1884. Revival of tariff questions. Review of the first five additions of territory. The purchase of Alaska, 1867. West Virginia, 1863. Nevada, 1864. Nebraska, 1867. Colorado, 1876. Territories about to become States. Indian war in Minnesota, 1862. Custer's winter campaign, 1868. Death of Custer, 1876. Present prospects of the Indians. Increase of population since 1790. Sources and increase of wealth. Early American inventions. The cotton-gin and its effects. Other agricultural machines. Sewing-machines. Telegraph, telephone, and phonograph. r 26 384 EIGHTH REVIEW. FINAL CHAPTERS. New modes of life. \ Changes made by new inventions. (LX.) ( The f.ictory system. The first two centuries. Irving. The group of poets : Bryant, Longfellow, Whittier, Holmes, and Poe. Literature. (LXI.) -| Emerson, essayist and poet. Lowell, poet, critic, and essayist. Two great novelists : Cooper and Hawthorne. Historians. Later writers. INDEX. Abercrombie, James, defeated, 136. Abolitionists, 292. Acadia, map of, 141. Acadians, the, expulsion of, 131 ; poem founded on it, 132. Adams, John, 203 ; elected President, sketch of, 221 (note), 222, 226. Adams, John Quincy, sketch of, 265 (note) ; administration and character of, 266. Adams, Samuel, 164 (note). Admiral, the great, 10. Admiral of New England, 22 (note). Agricultural machines, 374. Alabama, admission of, 259. Alabama, the, damage done by, claims and award, 352. Alaska, purchase of, 366 ; map, 370. Albany, 46. Algiers, tribute paid to, 228 ; war with, 229. Alien and Sedition Laws, the, 226. Allen, Ethan, 169 (note). America, discovery of, by Columbus, 1-4 ; discoveries before him, 4 (note) ; its name, 8 ; supposed to be a part of Asia, 5, 9 ; first suspected to be a separate continent, 10; colonies sent to, 15, 17, 19, 20 ; beginning of free government in, 30. See Colonies and States. American party, the, 298. Americas Vespucius, sketch of, i, 7 (note) ; his discovery and writings, 7 ; the conti- nent named for him, 8. Amherst, Jeffrey, capture of Louisbourg by, 135- Amidas and Barlow, expedition of, 13. Amusements, in the colonies, 95 ; Dutch woman skating, illustration, 95. Anderson, Robert, 306. Andre, Major John, capture and execution of, 1S7. Andros, Sir Edmund, 158, 159. Annawon, 82. Anne, Queen, of England, 124. Annesley, Lord, 106. Antietam, battle of, 320 ; map, 322. Anti-Nebraska party, the, 299. Appomattox Court-House, Lee's surrender at, 348 ; map, 350. Argall, Samuel, Pocahontas carried away by, 27 ; his administration in Virginia, 30. Ark, the, and the dove, 52. Arkansas, admission of, 287. Armada, the Great, 14 (note). Armor, use of, 86. Arnold, Benedict, 186, 187. Art, American, 381. Arthur, Chester A., his administration, 382. Artillery, American, drawn by oxen, illus- tration, 189. Atlanta, 335 ; capture of, 345. Atlantic Ocean, the, called Sea of Dark- ness, 2. Avalon, 51. Averysboro, battle at, 347. Bacon, Nathaniel, 82 ; his life and rebel- lion, 157 (note), 158. Balboa, Vasco Nunez de, 10. Baltimore, Lord, 51. Baltimore attacked by the British, 253. Baltimore clipper, the, 271. Bancroft, George, 380. Bank, the United States, 267, 26S ; attempt to re-establish, 277 ; attitude of parties regarding, 298. Banks, Nathaniel P., 328. Barbary states, the, pirates of, 228, 229 ; map of, 230. Barlow, see Amidas. Barnburners, the, see Free- Soil party, the. Barren Hill, 182 (note). Bateau, a river, illustration, 204. Battle above the clouds, the, 334. Bear-flag Republic, the, 284. 386 INDEX. Beauregard, General P. G. T., 312, 315. Bell, John, his nomination, 302. Bemis's Heifjhts, battle of, 178; map, 180. Bennington, battle of, 178. Bentonville, battle of, 347. Berkeley, Sir William, 157. Bermuda Islands, the, 25. Biddie, Captain Nicholas, 192, Bimini, 116 (note). Blackbeard, 101 (note), 102. Black Kettle, 368. Black Snake, the, 217. Bladensburg, battle of, 253 ; map, 256. Blaine, James G., 363. Blockade of Southern ports, 351. Block-houses, 88. Bonaparte, Napoleon, 222, 234. Bonhomme Richard, the, 192. Bonnet, Steed, loi (note), 102. Boone, Daniel, 231. Booth, J. W., 354. Boston, settlement of, 41 ; siege of, 171 ; map of, and vicinity, 174. Boston Massacre, the, 165. Boston Port Bill, the, 166. Boston Tea-party, the, 165. Bouquet, Henry, 147. Braddock, Edward, his expedition and de- feat, 129-131 ; his death, 131. Bragg, Braxton, 326, 327, 331, 333. Brandywine, battle of the, 181, 182 ; map, 185. Breckinridge, John C., his nomination, 302 ; at New Market, 340. Brock, Sir Isaac, 242 (note). Brooklyn, 46. Brown, John, 301. Brown Bess, illustration, 195. Bryant, W'illiam C, 378. Buchanan, James, election of, 300 ; sketch of, 300 (note) ; his attitude toward seces- sion, 306. Buell, Don Carlos, 315, 327. Buena Vista, battle of, 280 ; map, 282. Bull Run, battle of, 312 ; map, 317 ; sec- ond battle, 320. Bunker Hill, battle of, 169, 170; map, 174. Burgoyne, Sir John, 178, 179. Burnside, Ambrose E., 320. Burr, Aaron, 227 ; his conspiracy, 235 ; his duel with Hamilton, 215 ^note). Bushy Run, battle of, 147. Cabot, John, sketch of, 8 (note; ; his voy- ages, 8-10. Cabot, Sebastian, 8 (note), 10. Calhoun, John C, 267, 269 ; sketch of, 268 (note) ; his State-rights doctrine, 304. California, American settlers in, 283 ; an- nexation of, 284 ; its history, 284 (note ; ; its admission, 287, 294 ; discovery of gold in, rapid settlement of, 294. Calvert, George and Leonard, 51. Cambridge, Mass., command assumed by Washington at, 171. Camden, battle of, 184 ; map, 190. Canada, colonization of, 116, 117 ; invasion of, capture of Port Royal, and attack on Quebec, 123, 124 ; Schuyler's expedition, 123 ; map, 123 ; ceded to England, 139 ; invasion of, in 1814, 252. Canals, 273. Canoes, Indian, 75, 76. Cape Breton Island, fortress on, 125. Cape of Good Hope, discovered, i ; round- ed, 10. Capital, the national, 213, 222. Capital and labor, 376. Carolinas, the, grant of, 53 ; proposed con- stitution for, 54 ; map, 55 ; colonial gov- ernment, 151 ; Sherman's march through, 347- Casco Bay, massacre at, 123. Cass, Lewis, 293. Catholics, laws against, in England, 51 ; emigration of, to Marj'land, 51, 52. Cattle, raising of, in the colonies, 100. Cedar Creek, battle of, 342 ; map, 344. Census, the first, 203. See Population. Central America, filibustering expeditions to, 296. Cerro Gordo, battle of, 284 ; map, 287. Chambersburg, Pa., burned, 341 ; map, 344- Champlain, Samuel de, 116, 117. Champlain, Lake, under British control, 178 ; battle of, 248 ; maps, 180, 249. Chancellorsville, 320 ; map, 322. Chapultepec, storming of, 285 ; map, 287. Charging an earthwork, illustration, 313. Charles I, king of England, 53, 157. Charles II, king of England, 53, 57. INDEX. 387 Charleston, S. C, founded, 84 ; taken by the British, 1S4 ; maps, 190, 309. Charter Oak, the, 159. Chatham, Earl of, 135. Chattanooga, seized by Bragg, 326, 331 ; battle of, 333, 334 ; map, 335. Chesapeake, the, defeated by the Shannon, 248, Chickamauga, battle of, ;^23 i ' ' the Rock of," 333 ; map, 335. " Chief who never Sleeps, the," 217. Church, Benjamin, his defeat of King Phil- ip, 82 ; his methods, 82 (note). Church and state, connection of, 200. See Religious Liberty. Churubusco, battle of, 285 ; map, 287. Civil war, the, causes of, see Slavery ; State-rights doctrine, 304, 305 ; secession, 305, 307 ; the Peace Convention, 305 ; formation of the Confederate govern- ment, 306 ; opening of hostilities, Fort Sumter, 306, 307 ; effect of its fall, 307 ; the issue, 310 ; the border States, 310, 311 ; Missouri, 311 (note); campaign in West Virginia, 311 (note) ; Bull Run, 312 ; bat- tles in Kentucky, 312 (note) ; first West- ern campaign, 312-315 ; movements in the East — Bull Run to Gettysburg, 317- 321 ; the Peninsula campaign, 318, 319 ; Emancipation Proclamation, 325, 326 ; naval operations, 324-326 ; fall of New Orleans, 226 ; fall of Vicksburg, 327, 328 ; campaign between Nashville and Atlanta, 330-335 ; Grant's Eastern cam- paign, 337-339 ; the Valley campaign, 340-342 ; closing operations, 345-348 ; Sherman's march, 346, 347 ; the sur- render of Lee and Johnston, 348 ; traits and results of, 350-355 ; the blockade, 351, 352 ; maps, 308, 309, 315, 316, 317,321, 322, 323, 328, 329, 330, 335, 343, 344, 350. Claiborne, William, 79. Clay, Henry, 261, 269 ; sketch of, 268 (note) ; his nomination, 277. Cleveland, Grover, elected President, 363. Clinton, De Witt, 273. Clinton, George, 242. Clinton, Sir Henry, 183. Cold Harbor, battle of, 339 ; map, 343. Colleges, early, 206. Colonies, the, life in : houses, furniture, food, dress, traveling, education, amuse- ments, 91-95 ; farming and shipping, products, tools, fisheries, pirates, 98-102 ; bond-servants and slaves, 104-107 ; laws and usages, 109-113 ; wars of, uniforms, methods of fighting, British officers, 142- 145 ; map showing claims to territory be- fore 1763, 121 ; government and laws of, 151-154 ; restrictions on trade and manu- facture, 153, 161, 162 ; their wars, see French Wars, King Philip's War, Fequot War, the, and Pontiac's War ; early struggles for liberty in, 156-160 ; inde- pendence of, gained, see Revolutionary War, the. Colorado, admission of, 367. Columbia, S. C, burning of, 347. Columbus, Bartholomew, 9. Columbus, Christopher, sketch of his life, 2 (note) ; his plan of a route to India, i, 2 ; applications for aid, 2, 3 ; his first voyage to America, 3, 4 ; succeeding voy- ages, 5 ; map showing his route, 7. Compromise, the Missouri, see Missouri Compromise. Compromise of 1850, the, 268, 295, 305. Compromise period, the, 268. Concord, Mass., stores destroyed at, 168. Confederate States of America, the, 306 ; removal of the capital, 311 ; money of, 353. See Civil War, the. Congress, the Colonial, 198, 199 ; the United States, its Constitution, 199. Congress, burning of the, 324. Connecticut, settlement of, 41, 42 ; the Dutch in, 47; the Pequot War, 80 ; gov- ernment of the colony, 151 ; story of its charter, 159. Constitution of the United States, the, 198, 199, 2CO ; its adoption, 198, 199 ; pro- visions, 199, 203 ; thirteenth amendment to, 359 ; fifteenth, 360. Constitution, the, capture of the Guerriere by, 246 ; of the Java, 247. Constitutional Union party, the, 302. Contreras, battle of, 285 ; map, 287. Cooper, James Fenimore, 380. Copley, John Singleton, 207. Corinth, Miss., its importance, 314; siege of, 315, 327 ; map, 315. 388 INDEX. Cornvvallis, Lord, 184, 187, 188; his sur- render, 189. Cotton-gin, the, 274. Cotton States, the, 304 ; secession of, 305. Coureur de bois, illustration, 119. Courts, United States, 199. Covvpens, battle of the, 1S7 ; map, 190. Craven, Governor, 83. Creek War, the, 253, 254. Crimes, laws against small, 106, 109, no, III. " Crimps," 105. Croghan, George, his defense of Fort Stephenson, 251 (and note). Cromwell, Oliver, 40, 53. Crook, George, 340. Crown Point, 132 ; map, 134. Cuba, attempted purchase of, 296 ; propo- sal to seize, 300 (note). Cumberland, sinking of the, 324. Currency, decimal system of, 172 (note) ; of the Revolution, 194 ; paper, see Greenbacks, and Confederate States of America. Custer, George A., 368. Cultyhunk Island, colony on, 19. Dakota Territory, 367. Dale, Sir Thomas, 26, 27, 30. Danville, Va., 348; map, 350, Dare, \'irginia, 17. Dark and Bloody Ground, the, 216. Davenport, Rev. John, 42. Davis, Jefferson, election of, 306 ; sketch of, 306 (note) ; his imprisonment and release, 355. Dearborn, General Henry, 245. Debt, the national, 352. Decatur, Stephen, 229, 247. Decimal system of currency, the, 172 (note). Declaration of Independence, the, 172, 173 ; its author (note), 172. Deerfield, Mass., destroyed by Indians, 124 ; old house at, illustration, 127. De Kalb, Baron, 183. Delaware, settlement of, 47 ; captured by the Dutch, 47 ; the government trans- ferred to Penn, 59 ; colonial government of, 152. Delaware Bay, exploration of, 45. De la Warr, Lord, 26, 30. Democratic party, the, 267 ; main differ- ences between, and the \\'hig, 268 ; its return to power, 363. De Soto, Hernando, his explorations, 116 (note). Detroit, attacked by Indians, 147 ; sur- render of, to the British, 243 ; incident of the surrender, 242 ( note); maps, 243, 255. Dinwiddle, Governor, 171 (note;. Discovery, the, 19, 21. District of Columbia, the, 223 ; slave-traffic in, 294, 295. Doeg Indians, the, 82. Dorchester Heights, 171 ; map, 174. Douglas, Stephen A., 258; his nomination, 302 ; his debates with Lincoln, 354 (note 1. Drake, Sir Francis, 16, 284 (note). Dred Scott case, the, 301. Dress, in colonial times, 94 ; after the Revo- lution, 210, 211, 212. Dress, illustrations of, 10, 11, 15, 19, 21, 30, 31 > 35, 37, 41. 42, 46, 47. 54. 57. 64, 65, 66, 69, 93, 94, 95, 97, 104, 109, 118, 119, 142, 143, 177, 178, 179, 186, 188, 192, 193, 194, 206, 211, 222, 228, 247, 251, 252, 254, 257, 258, 259, 260, 273. Drunkenness, punishment for, 1 10 ; illus- tration, 112. Ducking-stool, the, no. Dustin, Hannah, 89 (note). Dutch, the, in America, 45, 46, 47 ; their colony taken by England, 47, 48. Dutch East India Company, the, 45. Early, Jubal, 340. Earth, the, notions of its shape, 1,3; of its size, 2 ; map of the part known before 1492, 4; first circumnavigated, ii. Education, in the colonies, 95 ; school- scene, illustration, 97 ; at the close of the Revolution, 206. Election, presidential, mode of, see Presi- dent of the United States ; disputed, of 1876, 361, 362. Elevators, invention of, 373. Eliot, Rev. John, 81 (note). Elizabeth, Queen, 13, 14, 19. Ellsworth, Miss, 274. Embargo, the, 241. Emerson, Ralph W., 379, 380. Enemy, we have met the, etc., 248. INDEX. 389 England, wars with, see Revolutionary War, the, and War of 1812, the ; reten- tion of American posts by, 215, 220; seizure of vessels by cruisers of, 220 ; Jay's treaty with, 220 ; war of, with France, 240 ; interference of, with American com- merce, 240, 241 ; Indians incited by agents of, 242 ; attitude of, during the American civil war, 350, 351 ; the Alabama claims, 352. Era of good feeling, the, 264. Ericsson, John, 325. Erie Canal, the, 273. Factory system, the, 375. Fairfax, Lord, 171 (note). Fair Oaks, battle of, 319 ; map, 321. Farragut, David Glasgow, 326. Federal city, the, 223. Federal government, position of parties on the power of the, 26S (and note), 304. Federalist party, the, 213, 224, 226, 227, 304. Fillmore, Millard, 293 ; sketch of, 294 (note) ; nominated for President, 300. Fire-arms of the Revolution, 193, 194. Fireplaces, 375. Fisheries, colonial, loi. Fisher's Hill, battle of, 341 ; map, 344. Five Forks, battle of, 348 ; map, 350. Flags (illustrations) of New York merchant- ships, 99 ; of New England ships, loi ; the pine-tree, 168 ; the liberty, of the South, 171 ; the rattlesnake, 172 ; the Stars and Stripes of 1777, 178; of 1814, 253 ; the royal, of France, 1S8 ; the Brit- ish, 247 ; the Spanish standard, 264 ; the Mexican, 276 ; the Confederate, of 1861, 307 ; present United States, 372. Florida, Spanish discoveries in, 116 (note) ; their colony, 116; map of the eastern coast, 128 ; Jackson's invasion of, 254 ; purchase of, 264 ; its previous history, 264 ^^note) ; admission of, 287. Foote, Andrew H., 312. Forbes, Joseph, 136. Forefathers' day, 35. Fort Donelson, 312 ; capture of, 314 ; map, 315. Fort Duquesne, Braddock's expedition to, 130 ; his defeat, 131 ; map showing his route, 134 ; taken by General Forbes, 136. Fort Fisher, assault on, 347. Fort Frontenac, capture of, 136. Fort Henry, capture of, 312 ; map, 315. Forts Jackson and St. Philip, 326 ; map, 329. Fort Meigs, siege of, 251 ; Harrison's an- swer to the demand for surrender, 251 (note) ; map, 255. Fort Monroe, naval battle near, 324 ; maps, 321, 328. Fort Moultrie, 306 ; map, 309. Fort Stephenson, siege of, 251 ; map, 255. Fort Sumter, 306 ; bombardment of, 307 ; map, 309. Fort Ticonderoga, defeat of the English at, 136, 144 ; capture of, by Ethan Allen, 169 (note) ; by Burgoyne, 178 ; map, iSo ; ruins of, illustration, 169. Fort Washington, capture of, by the Brit- ish, 177 ; map, 179. Fort William Henry, siege and capture of, 132 ; map, 134. France, aid of, to America, 183 ; purchase of territory from, 172 (note) ; partisans of, 214 ; relations of, with America during the French Revolution, 221 ; the Direct- ory, 221, 222 ; demand of, for tribute, 222 ; feeling in, during the American civil war, 350. See French, the, and French wars. Franklin, battle of, 346. Franklin, Benjamin, sketch of, 1S9 (note), 206 ; inventions by, 373, 375 ; his writ- ings, 377- Fredericksburg, battle of, 320 ; map, 322. Free-Soil party, the, 293, 295. Free trade, see Tariff. Fremont, John C. , 2S3, 2S4 (note) ; his nomination, 300. French, the, in America, 116, 117, 118; their weakness and strength, 118; their influence over the Indians, 118, 119; their claims to territory, 119 ; map show- ing their claims, 121 ; their line of posts, 128, 129 ; cession of their possessions east of the Mississippi, 139 ; sale of Louisiana, 234 (and note). See France. French wars, the, 119, 122-126, 128-140; maps, 123, 128, 133, 134, 141 ; character- istics of, 142-147. Frobisher, Sir Martin, 11. 390 INDEX. Frolic, the, 247. Fugitive-slave law, the, see Slavery. Fulton, Robert, 271, 272. Gama, Vasco da, his voyage to India around the Cape of Good Hop3, 10 ; map show- ing his route, 7. Garfield, James A., 312 (note) ; his elec- tion as President, and his death, 362. Gates, Horatio, 178, 184. Gates, Sir Thomas, 25. Genoa, 2. George III, of England, 172 ; statue of, 175- Georgia, territory of, 62 ; Oglethorpe's de- sign, 63 ; his colony, 64 ; property laws in, and dissatisfaction, 64; governments surrendered by the king, and change of laws, 65 ; map of the eastern coast, 128 ; form of government, 151 ; secession of, see Secession ; Sherman's march through, 346. Germans, emigration of, to America, 65. Germantown, battle of, 182, 183 ; map, 185. Gerrish, Sarah, 146 (note). Gettysburg, battle of, 321 ; map, 323. Gilbert, Sir Humphrey, 11. Gist, Christopher, 129 (note). Godfrey, Thomas, 373. God-speed, the, 19. Gold, discovery of, ii ; in California, 284 (note), 293. Goldsboro, 347. Gosnold, Bartholomew, 19. Government, forms of, in the colonies, 151- 154 ; in the States, see Federal Govern- ment, the, and Constitution, the. Grant, Ulysses S., 312; capture of Forts Henry and Donelson by, 312, 314 ; at Shiloh, 315 ; at Vicksburg, 327, 32S ; at Chattanooga, 333 ; sketch of, 337 (note) ; in command of all the armies, 337 ; re- ceives Lee's surrender, 348 ; elected Presi- dent, 360 ; re-elected, 361. Greeley, Horace, 361. Green, Roger, 53. Greenbacks, 352, 353. Greene, Nathanael, in command at the South, 187, 188. Green Mountain Boys, the, 169 (note), 257. Greensboro, N. C, 188. Grenville, Sir Richard, 15. Guerriere, the, capture of, 246. Guilford Court-House, battle of, 188 ; map, 190. Gunpowder, Indian notions of, 85. Guns, matchlock, 86 ; illustrations, 84, 85 ; flint-lock, 86. Hale, John P., 295. Half-Moon, the, 45. Halleck, Henry W., 126. Hamilton, Alexander, 214 ; sketch of, 215 (note) ; his essays, 377. Hampton Roads, battle in, 324 ; maps, 321, 328. Hancock, Winfield S., candidate for the presidency, 362. Hardee, William J., 334. Harmer, General, 216. Harper's Ferry, seizure of, 301, 320. Harpsichord, the, illustration, 206. Harrison, Benjamin, 276 (note). Harrison, William Henry, 242, 251 ; quoted, 251 (note), 252 (note) ; sketch of, 276 (note) ; election of, 277. Hartford, Conn., 41. Harvey, Sir John, 157. Hatter, shop of a, in the olden time, illus- tration, 153. Hawkins, Sir John, portrait of, 107. Hawthorne, Nathaniel, 380, 381. Hayes, Rutherford B., elected President, 361, 362. Hayti, 5. Hennepin, Father, 117. Henry VII, of England, 8, 9. Henry, Patrick, sketch of, 162 (note). Hessians, the, 177; illustrations, 177, 178, 179. Highlanders, in Georgia, 64. Hispaniola, 5. Holding the Line, illustration, 332. Holmes, Oliver W., 379. Home and society in Washington's time, 209-212. Hood, John B., 335, 345. Hooker, Joseph, 320, 321, 333. Hopkins, Esek, 192. Horses in the colonies, 100 ; pacers, 204 ; Indian, 368. INDEX. 391 Houses, colonial, 91 ; illustrations, gi, 127 ; furniture of, 91, 92 ; in Washington's time, 209. Houston, General Sam, 278. Howe, Elias, 374. Howe, Lord George, 144 ; illustration, 145. Howe, Admiral Richard, Earl, 177. Howe, General Sir William, 176. Hudson, Henry, sketch of, 46 (note) ; his voyages and discoveries, 45, 46. Hudson River, the, explored, 45, 46 ; plot to surrender the Highlands of the, 187 ; map, 191. Huguenots, the, 54, 66. Hull, General William, 243, 245. Hunter, David, 340. Illinois, admission of, 259. Imboden, John D., 340. India, route to, by sea, desired, i ; plan of western route to, i, 2, 8, 10, 15 ; the sup- posed northwest passage, 11, 45, 46, 98. Indians, the, in Virginia, 21, 31, 32 ; in Massachusetts, 35, 36, 37, 41 ; treatment of, in Pennsylvania, 59 ; treaty-belt of, illustration, 60 ; their clothing, houses, tools, canoes, etc., 71-76; reason of their name, 71 ; changes made among, by the coming of Europeans, 74 (note) ; illustrations, 71, 90 ; small numbers of, 76 ; early wars with, 79-83 ; methods of vi'arfare, 85-89 ; weapons of, 85 ; stories of defense, 88 (note ) ; attempts to edu- cate and Christianize, 31, 81 (note), 118, 370; influence of the French over, 118; slaughter by, 122, 123, 124, 215 ; captives taken by, 145-147, 146 (note) ; war with, in Ohio, 217 ; in the Northwest, 242 ; later wars, 367-370. See French Wars, King Phihp's War, Pequot War, and Pontiac's War. Indian Apostle, the, 81 (note). Indian corn, 99. Indian ponies, 368. Indiana, admission of, 259. Indigo, culture of, 99. Inheritance, laws of, 210, 232. Internal improvements, attitude of parties on, 268. Inventions, American, 373-376. Iowa, admission of, 287. Irish, the, in the colonies, 66. Iroquois, the, their hatred of the French, 118, 122 ; long-house of, iUustratiou, 119; attack of, on Canadian settlements, 122. Irving, Washington, 378. Isabella, Queen of Spain, 3. Island No. 10, capture of, 314 ; map, 315. Jack of the Feather, 31. Jackson, capture of, 32S, 330. Jackson, Andrew, subdues the Creeks, capt- ures Pensacola, and defeats the British at New Orleans, 254 ; sent to receive Florida, 265 ; elected President, 261 ; sketch of, 266 (note) ; administration of, 266, 267 ; his attitude on nullification, 304. Jackson, Thomas J. (Stonewall), 318, 319; sketch of, 319 (note), 320, 321. James I, king of England, 14 (note), 19, 32, 51- James II, king of England, 57, 158 ; over- thrown, 159. James River, the, 20. Jamestown, settlement at, see Virginia ; burned, 158 ; present appearance of, il- lustration, 20. Japazaws, chief, 27. Jasper, Sergeant William, 184 (note). Java, the, capture of, by the Constitution, 247. Jay, John, 220. Jefferson, Thomas, sketch of, 172 (note) ; in favor of religious freedom, 200 ; his party, 214 ; candidate for the office of President, 221 ; elected, 227, 228 ; his portrait, 225 ; his seal, 226 ; the embargo, 241 ; his essays, 377. Jerseys, the, 57, 60. Johnson, Andrew, elected Vice-President, 353; his administration as President, 359, 360 ; impeachment of, 360. Johnson, Sir William, his expedition, 132. Johnston, Albert Sidney, 315. Johnston, Joseph E., 312, 319, 334 ; sketch of, 334 (note), 347, 348. Joliet, Louis, 117. Jones, John Paul, 192. Kansas, question of the admission of, 298 ; struggle in, 299, 300 ; admission of, 302. Kearny, Colonel, 283. 392 INDEX. Kearsarge, the, sinks the Alabama, 352. Kenesavv Mountain, battle of, 335. Kentucky, Indian troubles in, 215, 216; ad- mitted to the Union, 258. Kernstown, enjragement at, 340 ; map, 344. Kidd, William, loi (note), 102. Kidnapping in England, 105. King George's War, 124-126. King Philip's War, 81, 82. King William's War, 122, 123. Know-nothing party, the, 298. Labor and capital, 376. Lady Rebecca, the, 27. La Fayette, Gilbert Metier, Marquis de, 183 ; sketch of, 182 (note). Lake Champlain, 178 ; battle of, 248 ; maps, 180, 249. Lake Erie, battle of, 248 ; map, 250 ; results oi, 251. Lake George, battle of, 132 ; under control of Burgoyne, 178; map, 180. Lane, Ralph, colony under, 15, 16. La Salle, Sieur de, 117. Lawrence, James, 248. Lee, Robert E., 319, 320, 321, 338, 339; sketch of, 338 (note) ; his surrender, 348. Legal-tender notes, 352. Legislatures, colonial, 152. Leif, tradition concerning, 4 (note). Leisler, Jacob, his rebellion, 159. Lexington, Mass., battle of, 168, i6g ; map, 174. Lexington, Mo., attack on, 311 (note). Liberal-Republican party, the, 361. Liberty, civil, in America, beginning of : Virginia charter, 30, 32 ; charter of Mas- sachusetts recalled, 43 ; government of Pennsylvania, 59 ; early struggles for, X56-160 ; established by the Constitution, 199, 200 ; Alien and Sedition Laws, the, 226. Liberty, religious, see Religious Liberty. Lighting, modes of, 375. Lightning, Franklin's experiment with, 189 (note), 2o5. Lightning-rod, the, invented, 373. Lincoln, Abraham, his election, 302 ; in- auguration, 306 ; re-election, 353 ; his death, 354 ; sketch of, 354 i^note). Lincoln, Benjamin, 184. Literature in the United States, 377-381. Little Harbor, N. H., 42. Little Turtle, chief, 216. Log-cabin and hard-cider campaign, the 277. Longfellow, Henry W. , 378, 379 ; subjects of poems by, 132, 168 (note). Long Island, battle of, 177; the retreat, il- lustration, 176; map, 179. Lookout Mountain, battle on, 333. Loudon, Lord, hisfailure at Louisbourg, 132. Louis XIV, of France, 117. Louisbourg, Cape Breton Island, 125, 126, 132, 135, 137 ; map, 141. Louisiana Territory, founded and named, 117; attempt to connect with Canada, 117, iiS ; history of, and its purchase by the United States, 234 (and note) ; maps, 236 ; State of, admitted, 258 ; election of 1876 in, 361. Lowell, James Russell, 380. Lucas, Eliza, 99. Lundy's Lane, battle of, 252 ; map, 256. Lutherans, emigration of, 65, 65. Lynchburg, attempt to take, 340 ; map, 344 ; Lee's attempt to reach, 348. Lyon, Nathaniel, 311 (note). McClellan, George B., 311 (note), 317, 318, 319, 320 ; his candidacy, 353. MacDonough, Thomas, 249. McDowell, Irvin, 312, 31S. Macedonian, capture of the, 247 ; incident of, 247 (note). Mackinaw, capture of, 243 ; map, 243. Madison, James, elected President, 241 ; attitude of, in the War of 1812, 245 ; sketch of, 245 (note) ; his essaj'S, 377. Madoc, tradition concerning, 4 (note). Magellan, F. de, sketch of, 11 (note) ; his voyage and discovery, 10, 11 ; map show- ing his route, 7. Mails, 205, 206. Maine, settlement of, 42 ; annexed to Mas- sachusetts and separated, 43 ; part of, claimed by France, 119; map, 120; ad- mission of, 259. Manassas, battles of, 312, 320 ; map, 317. Manassas, the ram, 326. Manhattan, island of, 46. Marion, Francis, 185. INDEX. 393 Marshall, Humphrey, 312 (note). Maryland, settlement of, 50-52 ; map, 56 ; Indian war in, 81 ; government, 152. Mason, James M., 351. Mason, John, So. Massachusetts, settlement of, 35, 40, 41 ; intolerance in, 41 ; the Pequots, 41 ; gov- ernment of, 151, 152 ; struggles for lib- erty, the charter dissolved, 158. Massachusetts Company, the, 40. Massasoit, chief, 36, 81. Matamoras, capture of, map, 279. Maumee, Indian fighting on the, 220. Mayflov^'er, voyage of the, 35 ; illustration, 34- Maynard, Lieutenant, loi. Meade, George G., 321, 337. Mecca, Cabot at, illustration, 9. Merrimac, the, 324 ; its fight with the Moni- tor, 325. Mexican War, the, causes of, 278, 279 ; opening of, 278 ; Taylor's campaign, 279, 280 ; New Mexico and California, 283 ; Scott's campaign, 284, 285 ; peace signed, 286 ; maps, 279, 281, 282, 287. Mexico, city of, captured, 285, 286 ; map, 287. Mexico, territory acquired from, 286 ; map, 288. Michigan, admission of, 287. Mill Spring, engagement at, 312 (note) ; map, 316. Mines, gold and silver, expectation of find- ing, gS, 116 (note) ; discovered, 294, 367, 373- Minnesota, admission of, 302 ; Sioux mas- sacre in, 367. Minnesota, the, 324. Minute-men, 168. ^^ Missionary Ridge, 333, 334. /^ Mississippi, admission of, 259. Mississippi River, the, 116 (note); explored and held by the French, 117 ; struggle for control of, in the civil war, 314, 315, 32S. Mississippi Valley, settlement of the, 231- 23s ; life in, 232, 233. Missouri, debate on the admission of, 259, 260 ; its admission, 261 ; struggle for, at the opening of the civil war, 311 (note). Missouri Compromise, the, 260, 268 (note), 292 ; repeal of, 298, 299, 305. Molino del Rev, battle of, 285 ; map, 287. Monitor, the, fight of, with the Merrimac, 325- Monmouth, battle of, 1S3 ; map, iSo. Monocacy, battle of, 346; map, 3^4. Monroe, James, election of, 264 ; sketch of, 264 (note). Monroe doctrine, the, 265. Montcalm, Marquis de, 132, 138, 139. Monterey, battle of, 279, 280 ; maps, 279, 282. Montreal, taken by the English, 139. Morgan, Daniel, 187. Mormons, the, 367. Morse, Samuel F. B., 274. Motley, John Lothrop, 380. Moultrie, William, 184 (note). Murfreesboro, battle of, 331. Mystic, Indian village at, burned, 80. Narragansett Indians, the, 81, 82. Nashville, battle of, 346. Navigation, improvements in, 271, 272, 273. Navigation laws, the, 153, 161. Navy, the American, 192 ; exploits of, 228, 229 ; during the civil war, 351, 352. Nebraska, admission of, 367. Nebraska Bill, the, 299. Neff, Mary, 89 (note). Negroes, enfranchisement of, 359, 360 ; al- leged intimidation of, 361. Nevada, admission of, 367. New Albion, 284 (note). New Amsterdam, 47 ; its name changed, 48 ; a wedding in, illustration, 93. Newcastle, Del., 59. New England, freedom of the colonies, 43 ; map of the early settlements, 43. Newfoundland, colony in, 51. New France, 47. New Hampshire, settlement of, 42 ; joined to Massachusetts and separated, 42 ; its government, 151. New Hampshire grants, the, 257. New Haven Colony, 42. New Jersey, settlement and grant of, 47, 57 ; division of, 57 ; toleration in, maps, 50, 61 ; land laws of, 59, 60 ; union of the two provinces, 60 ; government, 60, 151. New Madrid, 314. New Market, battle at, 340 ; map, 344. 394 INDEX. New Mexico, surrendered to the United States, 283 ; organized as a territory, 295. New Netherlands, the, 46, 47 ; capture of, and change of name, 48 ; Indian wars in, 80. New Orleans, battle of, 254 ; map, 257 ; capture of, by Farragut, 326 ; map, 329. Newport, R. I., round tower at, 4 (note). News, transmission of, 274, 275. New Sweden, settled and taken by the Dutch, 47 ; placed under Penn, 59. New York, discovered and settled, 45, 46 ; capture and change of name of, 48 ; its form of government, 151 ; Leisler's re- bellion in, 159 ; map, 50. New York city, settlement of, 46, 47, 48; \'iew in, 48; evacuated, 177; maps of, and vicinity, 179, 191 ; influence of the Erie Canal on, 273. Norfolk Navy- Yard, the, 324. Norsemen, the, supposed discovery of America by, 4 (note). North America, continent of, discovered, 4 (note), 9, 10 ; but one great power in, 359. North Carolina, settlement of, 14, 15, 16, 53 ; map, 68 ; Indian war in, 83. Northwest passage, the, see India. Northwest Territory, 232 ; map of, 235. Nullification, 267, 269, 304. Offices, bestowal of government, 266. Oglethorpe, James, 62-64 ! sketch of, 64 (note) ; defeats the Spaniards, 64, 124. Ohio, Indian war in, 215-217 ; map of, 218 ; admission of, 258. Ohio River, the, discovered, 117. Old Hickory, 266. Old Ironsides, 247. Opechankano, chief, 32, 79, 80. Opequon, battle of, 341. Ordinance of 1787, the, 232, 258. Oregon, admission of, 302. Oregon boundary, 286, 287 ; map, 289. Ostend Manifesto, the, 300 (note). Otis, James, sketch of, 163 (note). Pacific Ocean, discovery of, 10. Pakenham, Sir Edward, 254. Palatines, the, 65, 66. Palo Alto, battle of, and map, 279. Parkman, Francis, 380. Parsons' Cause, the, 162 (note). Peace Convention, the, 305. Pea Ridge, battle of, 311 (note) ; map, 316. Pemaquid, Me., 42. Pemberton, John C, 328. Peninsular campaign, the, 318 ; map, 319. Penn, Admiral, 58, 59. Penn, William, sketch of, 58 (note ) ; in America, 58, 59 ; treaty-belt given to, il- lustration, 60. Pennsylvania, colony, 47, 58-60, 66 ; gov- ernment, 152 ; whisky insurrection, 217. Pensacola, capture of, 254 ; map, 257. Pequot war, the, 80. Periaugers, 271. Perry, Oliver H., 248. Perryville, battle of, 327. Petersburg, attack on, 339, 340, 342 ; taken, 34S ; maps, 343, 350. Petroleum, 373. Philadelphia, 59, lor ; plan to capture, i8i ; taken, 182 ; map of, and vicinity, 185 ; national capital removed from, 213. Philadelphia, the frigate, 229. Philippi, battle at, 311 (note) ; map, 316. Philippine Islands, the, 11. Phips, Sir William, his expedition to Que- bec, 123. Phonograph, the, 374. Piedmont, battle at, 340 ; map, 344. Pierce, Franklin, election, 295 ; sketch, 295 (note) ; favors the Nebraska Bill, 299. Pilgrims, the, in Holland, 34, 35 ; their de- parture, illustration, 35 ; voyage, com- pact, and landing, 35 ; life at Plymouth, 36, 37 (note). Pillory, the, no, 157 ; illustration, 156. Pirates, loi (note), 102. Pitt, William, 135. Pittsburg, Pa., 136; attack on, 147. Pittsburg Landing, battle of, see Shiloh. Plains of Abraham, battle on, 138 ; illustra- tion, 139. Plattsburg, battle of, 253 ; map, 249. Plymouth Colony, 35-38 ; map, 39. Pocahontas, 22, 27. Poe, Edgar A., 379. Polk, James K., elected President, 278; sketch of, 278 (note). Pontiac's War, 147. Poor Richard's Almanac, 189 (note). INDEX, 395 Pope, John, 311 (note), 314, 319, 320. Population, 203, 372 ; diagrams, 208, 261, 372, 373 ; map showing movement, 376. Port Hudson campaign, 328 ; map, 330. Port Royal, N. S., 123, 124; map, 141. Port Royal, S. C, 54. Portugal, King of, 2 ; ship sent by, 3. Portuguese try to reach India by sea, i. Potato introduced into Ireland, 14 (note) ; into Virginia and New England, 100. Powhatan, 22, 27. Presbyterians, emigration of, 57, 66. Prescott, William H., 380. President of the United States, office of, 199 ; method of election, 227, 228. Prestonburg, engagement at, 312 (note) ; map, 316. Price, Sterling, 311 (note). Princeton, capture of, 178 ; map, iSo. Privateers, 145, 249. Proctor, Henry A., 251, 252. Profanity, punishment for, 109. Protection, see Tariff. Pulaski, Count, 183 ; his death, 184. Punishment, forms of, 109-111. Puritans, 34, 40, 53 ; illustrations, 35, 40, 41. Quadrant, invention of the, 373. Quakers, persecution of, 57, 58 (note). Quebec, founded, 116, 117 ; expeditions sent against, 123, 124, 137, 138 ; its po- sition, 138 ; its fall, 139 ; maps of, 141 ; view of, 140. Queen Anne's War, 124. Quider, 123. Railways, 273, 274. Raisin, engagement on the, 250 ; map, 255. Ralegh, Sir Walter, sketch of, 14 (note) ; charter and colonies, 13-16 ; anecdote, 16. Reconstruction question, the, 359, 360. Red Eagle, 253. Redemptioners, 106. Religious intolerance, 34, 40, 41, 42, 51, 57, 65, 66, 112, 113. Rehgious liberty in Rhode Island, 42, 113 ; in Maryland, 52, 53, 113; in New Jersey, 57 ; in Pennsylvania, 59, 65, 113 ; in Georgia, 63, 64 ; in United States, 200. Republican (Democratic > party, the, 214, 226, 227 ; State-rights doctrine of, 304. Republican party, the, 299. See Federalists and Whigs. Resaca de la Palma, battle of, 279. Restoration, the, 53. Returning-boards, 361. Revere, Paul, 168 (note). Revolutionary War, the, its causes, 161-166 ; congress of delegates, 164 ; colonial con- gress, 166, 168 ; outbreak of the war, 168 ; appointment of Washington, 171 ; colo- nial constitutions, 172 ; Declaration of Independence, 172 ; American reverses, 177 ; successes, 177-179 ; dark period of, 181-185, 186 ; aid of France, 183 ; suc- cesses, 187, 188 ; surrender at Yorktown, 1S9 ; treaty of peace, 189, 190 ; traits and incidents of, 192-194 ; the navy, 192, 193 ; arms used in, 193, 194 ; poverty at the time of, 194 ; maps, 173, 174, 179, 180, 185, igo, 191, 207. Rhett, Colonel, loi. Rhode Island, settlement of, 42 ; its gov- ernment, 151. Rice, culture of, 99 ; preparing, 373. Rice, Thomas, 88. Richmond, Lee's retreat from, 348 ; map, 350. Rich Mountain, engagement at, 311 (note), 318 ; map, 316. Road, the National, 273. Roanoke Island, colonies on, 15, 16, 17 ; map of, 18. Roanoke River, Indian story of, 15. Robinson, John, 34. Rochambeau, Count de, 188. Rock of Chickamauga, the, 333. Rogers, Robert, and Rangers, 136 (note). Rogers's Slide, 136 (note) ; view of, 137. Rolfe, John, 27, 28, 98. Rosecrans, William S., 327, 331, 333. St. Augustine, Fla., founded, 116; attacked, 124 ; view of gateway of, 125. St. Clair, General, 176, 216. Saint Mary's, Md., 52. Salem, settlement at, 40. Salmon Falls, massacre at, 123. Samoset, 36. Santa Anna, 2S0, 283, 284. Saratoga, battle of, 193. Sassacus, 80. 39^ INDEX. Savannah founded, 64 ; taken by British, 184 ; map, 193 ; occupied by Sherman, 346. Schenectady, massacre at, 122. Schofield, John M., 346, 347. Scoldinj^ and slander, punishment for, no. Scotland, persecution in, 57. Scott, Winfield, 280, 284, 285 ; sketch of, 285 (note) ; nominated for the presidency, 295 ; at opening of civil war, 317. Scrooby, 34. Seamen, impressment of American, for the British navy, 240. Secession of States, 305, 307 ; map of se- ceded States, 308 ; war of, see Civil War, the ; question of the right of, 359. Seminole War, the, 293 (note). Semmes, Raphael, 352. Separatists, 34, 40. Serapis, the, 193. Servants, indentured, 104-106. Seven Days' battles, the, 319 ; map, 321. Sewing-machines, 374. Seymour, Horatio, 360, Shannon, the, 248. Sharpsburg, battle of, see Antietam. Shawnees, prophet of, 242 (note), 253. Sheridan, Philip H., 341, 348; sketch of, 341 (note ) ; his ride, 342. Sherman, William T., 334, 348 ; his march through the South, 345-347 ; sketch of, 347 (note). Shiloh, battle of, 315 ; map, 315. " Ship, don't give up the," 248. Ships, American, 271, 272. Ships of war, 325. Shirley, William, his expedition, 132, Sigel, Franz, 340. Silk, culture of, 98. Sioux, the, 367, 368. Sitting Bull, 368. Slavery, introduction of, 106 ; abolition of, in Northern States, 107 ; attempts of the colonists to keep out slaves, 153, 161 ; aft- er the Revolution, 210; forbidden north of the Ohio, 232 ; Ordinance of 1787, 232, 258 ; the Missouri question, 259, 292 ; Texas, 278, 292 ; California, 294, 29s ; the Wilmot Proviso, 293 ; Free-Soil party, 293 ; action of the fugitive-slave law, 294, 295 ; traffic in Washington, 294 ; compromise measures, 295 ; effect of "Uncle Tom's Cabin," 296 ; prepon- derance of free States, 296 ; proposed purchase of Cuba, 296; repeal of the Missouri Compromise, 298 ; the Nebraska Bill, 299 ; the Kansas struggle, 299, 300 ; the election of 1856, 301 ; the Dred Scott decision, 301 ; the John Brown raid, 301 ; divisions caused by, 302 ; free States ad- mitted, 302 ; election of Lincoln, 302 ; the Emancipation Proclamation, 325, 326 ; forbidden by thirteenth amendment, 359. Slaves, 104 ; insurrections of, 107 ; the first trader in, 107. Slidell, John, 351. Smith, James, 146 (note). I Smith, John, sketch of, 22 (note) ; at I Jamestown, 21 ; story of Pocahontas, 22, 28 ; explorations by, 21, 22 ; his re- I turn to England, 23, 24 ; Plymouth named by, 35 ; his letter to Hudson, 45. Smith, Thomas, 99. Smuggling, in the colonies, 154, 162. Snow-shoes, use of, 87. Soldiers, dress and methods of, in colonial times, 142-145 ; in 1800, 228. Soul-drivers, 106. South, the, life at, in iSth century, 210, 211. South America, discoveries in, 5, 7, 10, 11. South Carolina settled, 54 ; rice-culture in, 54, 99 ; indigo, 99 ; rebellion in and rep- resentative government, 54, 159 ; Hugue- nots in, 54, 66 ; map, 68 ; secedes, 305. Spain, 3; war with, 124; colonies, 116, 265. Specie payment, resumption of, 353. Spice Islands, the, 8. " Spirits," 105. Spottsylvania, 338 ; map, 343. Squanto, 36. ' Squatter sovereignty, 299. Stamp Act, the, 163; Patrick Henry's speech on, 162 (note) ; its repeal, 164. Stamp-Act Congress, the, 164. Standish, Myles, 36, 37. Stark, John, 178. " Star-Spangled Banner, the," written, 253. State rights, under the Constitution, 200 ; doctrine of, 26S (note;, 269, 304, 305 ; settled by the civil war, 359. States, the, after the Revolution, 197, 198 ; confederation of, 198 ; constitutional con- vention, 198 ; Constitution adopted, 199 ; INDEX. 397 life in, 203-207, 209-212 ; additions to territory, 366 ; increase, see Population ; maps, 207, 263 ; wealth, 373. Steam, use of, 375. Steamboats, 272. Steuben, Baron, 1S3. Stocks, the, no. Stone River, battle of, 331. Stonewall Jackson, see Jackson, Thomas J. Stony Point, capture of, 184, 217 (note) ; map, 191. Straits of Magellan, 10. Stuart, Gilbert, 207, 381. Stuyvesant, Peter, 47, 48. Sumter, Thomas, 185. Sunday laws, in New England, 109. Susan Constant, the, 19. Susquehannah Indians, the, 82. Swamp fight, the, 81. Swedes, colony of, 47. Tariff question, the, 363, 364. Tarleton, Banastre, 187. Taxation without representation, 163 (and note). Taylor, Zachary, his successes in Mexico, 279, 280, 284 ; elected President, 293 ; sketch of, 293 (note) ; his death, 293. Tea, tax on, 165, 166. Tecumseh, 242 (note), 251, 252, 253; his brother, the Prophet, 242 (note), 253. Telegraph, the electric, 274 ; appropriation for an experimental, 274 (note). Telephone, the, 374. Tenantry, system of, 104. Tennessee admitted, 258. Terrapin policy, 241. Texas, anne.xation of, 278 ; boundary dis- pute, 279, 2S3 ; admission of, 287 ; results of annexation, 292 ; diagram showing relative size of, 281 ; maps, 281, 288. Thames, battle of the, 252 ; map, 255. Thomas, George H., 312 (note), 331, 333, 334, 346. Thoroughfare Gap, 320 ; map, 322. Ticonderoga, see Fort Ticonderoga. Tilden, Samuel J., 361. Tippecanoe, battle of, 242 ; map, 244. Tobacco, first use of, in England, 16 ; illus- trations, 16, 17 ; raised in Virginia, 28, 98 ; used as money, 98. Trapanning, 105. Travel and transportation, in the colonies, 94-96 ; illustrations, 94, 96 ; at the close of the Revolution, 204, 205 ; modes of, 271, 375- Treaty, Jay's, 220. Treaty of Ghent, the, 255. Treaty of Paris, the, 189, 190. Trent affair, the, 351. Trenton, battle of, 177 ; map, 180. Tripoli, war with, 228, 229. Troops, quartering of, on the colonies, 164. Tuscaroras, the, 83. Tyler, John, administration of, 277 (note) ; President of Peace Convention, 305. " Uncle Tom's Cabin," 296. United States, the, capture of the Mace- donian by the, 247. Utah Territory, 367. Valley Forge, the army at, 182 ; map, 185. Valley of Virginia, campaign in, 340-342. Van Buren, Martin, elected President, 269 ; his administration, 276 ; his renomina- tion, 276, 293. Van Dorn, Earl, 327. Vera Cruz, 2S0 ; siege of, 284 ; map, 287. Vermont, admission of, 257. Vicksburg, siege of, 326-328 ; map, 330. Virginia, its name, 14 ; original extent, 14, 50 ; first colony within its present limits, 19 ; Jamestown founded, 20 ; early his- tory, 21-32 ; ownership of land in, 29, 30; the Great Charter, and the liberties it granted, 30-32 ; women sent to, 31 ; In- dian war in, 79, 81, 82 ; cultivation of tobacco, 28, 98 ; money of, 98 ; its form of government, 151 ; struggles for liberty in, 156, 158 ; Bacon's rebellion, 82, 157 (note), 158. Virginia, the, 324. Virginia Company, the, 19, 30, 32, 156. Wagons and carriages of Washington's time, 205. Walker, William, 296. Wallabout, 46. Wallace, Lew, 340. Warfare, Indian methods of, 86, 87 ; meth- ods of the settlers, 86-89 I stories of de- fense, 88 (note) ; escapes, 89 (note). 39« INDEX. War of 1812, the, causes of, 240-242 ; de- clared, 242 ; English successes, 243 ; at- tempt to invade Canada, 245 ; naval victories of the Americans, 246, 247 ; de- feat of the Chesapeake, 248 ; battle of Lake Erie, 248, 251 ; operations of priva- teers, 249 ; the river Raisin, 250 ; Forts Meigs and Stephenson, 251 ; battle of the Thames, 252 ; invasion of Canada, Lundy's Lane, 252 ; British attempt at invasion by way of Lake Champlain, 252 ; by way of Chesapeake Bay, 253 ; battle of Bladensburg, 253 ; Washington, 253 ; Baltimore, 253 ; the Creeks, 253, 254 ; Pensacola and New Orleans, 254 ; treaty of peace, 255 ; effect on emigration, 259. Wars, colonial, 122-147. War-ships, ancient, illustrations, i, 2. See Ships of war. Washington, George, early life of, 171 (note) ; his embassy to the French, 129 ; incidents, 129 (note) ; expedition to Fort Duquesne, 129 ; at Braddock's defeat, 130, 131 ; made commander of the army, 171 ; siege of Boston, 171 ; defeat on Long Island, 177; retreat and victories at Trenton and Princeton, 177, 178; Brandywine, Germantown, Valley Forge, and Monmouth, 181-183 ; Yorktown, 188 ; portrait of, 202 ; resignation of the command by, 190 ; President of Constitu- tional Convention, 198 ; his election and inauguration as President, 203 ; re-elec- tion, 213 ; his farewell and death, 218 ; Irving's life of, 378. Washington, capital removed to, 222 ; burned, 253 ; Early's attempt on, 340. Washington Territory, 367 ; boundary of, 286, 2S7 ; map, 289. Washita, battle of, 368 ; illustration, 369. Wasp, the, 247. Wayne, Anthony, 184 ; sent against the In- dians, 217 ; sketch of, 217 (note), 220. Weathersfoi'd, chief, 253, 254. Webster, Daniel, 269 ; sketch, 268 (note). West, Benjamin, 207. West Indies, the, discovered, 4 ; suppo-^i- i tion as to, 5. Westoes, the, 83. West Virginia, formation, 311 ; campaign * in, 311 (note) ; admission, 366. Wethersfield, Conn., 41. Wheat, 99. Whig party, the, 267 ; main differences be- tween, and the Democratic, 268, 298. Whisky insurrection, the, 217. White, John, 17. White and Jennings, expedition of, 146. Whitney, Eli, 374. Whittier, John G., 379. Wilderness, battles of the, 338 ; map, ,343. Wilkes, Charles, 351. William III, of England, 38, 122; Prince of Orange, 159. Williams, Roger, 42. Williamsburg, battle of, 318 ; map, 321. Wilmington, N. C, 347. Wllmot Proviso, the, 293. ^■* Wilson's Creek, battle of, 311 (note) ; map, 316. Winchester, battle of, 341 ; map, 344. Winchester, James, succeeds HuU, 250 ; his defeat on the Raisin, 250, 251. Windsor, Conn., 41. Wine, production of, 98. Winthrop, John, 41 ; sketch, 41 (note). Wisconsin, admission of, 287. Witchcraft, belief in, iii, 112. Wolfe, James, at Quebec, 138, 139. Worley, Richard, loi. Writs of assistance, 162 ; Otis's speech on, 163 (note). Yamassee Indians, the, 83. Yeardley, Sir George, 31. York, Duke of, 48, 57. Yorktown, battle of, 188, siege of, 318. map, 191 ; ZoUikoffer, Felix K., 312 (note). THE END. Nfvada Delaware Oifpon Colorado Florida i;hode Island Vi'rinont New Hampshire Nebraska West \'irginia Coniieetieut Maine Minnesota Arkansas California ■jland Louisiana South Carolina Kansas New Jersey Mississii)pi Alabama Wiscons-in North Carolina Virginia Georgia Tennessee Texas Iowa Michigan Kentucky Massiichusetts Indiana Missouri Illinois Ohio Pennsylvania New Vork UNITED STATES SHOWING DI\lSIONS INTO STATES AND TERRITORIES. (Alaska Omitted.) } ^ OF M E X J EREITORIES. IVyoming \laska [daho Montana Arizona Indian Ty. ^Vashington New Mexico Dakota L'tah Dist. of Col. Por'N T880.. 20.789 30,000 32,610 39,1,59 40,«0 72,000 75,llfi 119,665 13.5,177 143,963 177,624 Area Sq. .All. 97,SfO 580,000 84,800 146,080 113,020 64,690 69,180 122,580 149,100 84,970 70 i,a)o,coo 3,000,000 4,000,000 5,000,000