m Glass. Book. » I— I ^ ^- c^ ^ t THE ESSENTIAL FACTS OF AMERICAN HISTORY BY LAWTON B. EVANS, A.M. SUPERINTENDENT OF SCHOOLS AUGUSTA, GA. OV TTOXA. dXXa TToXv BENJ. H. SANBORN & CO. BOSTON — NEW YORK — CHICAGO -1 V ■c- ^. Copyright, 1909, BY LAWTON B. EVANS Stanbope iPtess F. H. GILSON COMPANI BOSTON. U.S.A. INTRODUCTION This book represents the author's effort to make the history of our country interestmg to school children, and therefore easily taught and long remembered. The child has been kept in mind at every stage of the writing, for by the test o'f his ability to understand and his interest to learn will the usefulness of the book be measured. Therefore the text touches the history of the United States in its great epochs only. The author confesses before his critics accuse, that many facts and figures have been omitted as unnecessary to the story of our national establishment. Those incidents that were not influential in the development of our country should be reserved for a larger text and a more mature inquiry. Herein the child need not be bewildered by that multiplicity of detail that often has perplexed his mind and confused his memory. The author has purposely avoided an encyclopedic gath- ering of historical facts loosely connected by chronological sequence. Instead he has chosen a topical treatment of the great facts of our history, hoping that he may place an emphasis upon those things a child should know and can remember. To that end the chapters are in themselves units, and each represents some significant idea of value. That the author has made each chapter short and the treatment terse should commend itself to those who have to do with the daily routine of the schoolroom. Since men are as important as measures, the author has devoted a number of chapters to certain epochal characters iv Introduction of whom a child should know much. They likewise repre- sent an emphasis in our national biographies. It is better to know a few great men and a few great measures thor- oughly than to surfeit the mind with multitudinous details. We have passed the time when history should be written or taught from sectional pride or prejudice. Our country is too great and our traditions too noble for the youth to be reared with any motive except that of making them citizens of the entire country, proud of the deeds of their fathers, and forgetful of all past difference and bitterness. The author has tried to be fair in all his statements, knowing that the child is far removed from prejudice and that his future relations will demand a generous and sympathetic feeling for all people from all parts of our country. With grateful acknowledgments to the many friends whose advice has guided him in the preparation of this book, and with an earnest hope that those who study these pages may find in them an abiding respect for the great men of the past and a deep inspiration for their own conduct in the future, the author submits the text to the indulgent consid- eration of that noble profession of which he has been a member for many years. Lawton B. Evans. Augusta, Ga. LIST OF BOOKS The teacher will find the following inexpensive books suitable for supplementary reading and for expanding the condensed story of the text. Explorers and Founders of America. (Foote and Skinner.) The American Book Co. The story of the Norsemen; Columbus; the Spanish and French Explorers; the English and Dutch Settlers; Bacon; Braddock; Wolfe. American Indians. (Frederick Starr.) D. C. Heath & Co. General facts about the life, customs, manners, and traditions of the Indians; their division into tribes and the peculiarity of each. The Making of Virginia and the Middle Colonies. (Drake.) Chas. Scribner's Sons. The Story of the English in Virginia; the English in Maryland; the great Iroquois League; the Dutch on Manhattan; the Settlement of Delaware. The Making of New England. (Drake.) Chas. Scribner's Sons. The story of the exploring and settling of New England; the Pil- grims; the Puritans; Colonies of Maine, New Hampshire, Connecti- cut, Rhode Island. The Making of the Great West. (Drake.) Chas. Scribner's Sons. The story of Joliet and Marquette; La Salle; Louisiana Purchase; Lewis and Clark; the Oregon Trail; Gold in California; later history of the West. The Conquest of the Old Northwest. (Baldwin.) The American Book Co. The country around the Great Lakes; George Washington and Braddock ; George Rogers Clark ; subduing the wilderness. Colonial Children. (Hart.) The Macmillan Company. A story of the home life of the people in colonial times. When America was New. (Jenks.) Thos. Y. Crowell & Co. The manners and customs, indoor life, books, education, women and children, and the growth of the people. A general survey of the colonial conditions. Stories of American History. (Dodge.) Lothrop, Lee & Shepard. Mainly stories of the Revolution; Boston Tea Party; Lexington; Bunker Hill; Surrender of Burgoyne; Andre; Paul Jones; Laurens, etc. V vi List of Books Noble Deeds of our Fathers. (Watson.) Lothrop, Lee & Shepard. Stories of the Revolution; Brandywine; General Wayne; German- town; General Prescott; Massacre of Wyoming, etc. Camps and Firesides of the Revolution. (Hart.) The Macmillan Company. Home Life; highways and byways; the Indians; French and Indian wars; preparing for the Revolution; Revolutionary fire- sides; in camp; in the field. Children's Stories of American Progress. (Wright.) Chas. Scribner's Sons. The Barbary Pirates; Louisiana Purchase; Lewis and Clark; the Steamboat; the Railroad; the Telegraph; the Mexican War. Makers of American History. (Chandler and Chitwood.) Silver, Burdett & Co. A series of thirty-six interesting biographies covering the entire period of American history. Romance of the Civil War. (Hart.) The Macmillan Company. Plantation life; the condition of the slaves; in and out the army; boy soldiers and sailors; in camp and on the march; on deck; women and the war. The teacher will find the following books helpful in his own prepara- tion for teaching American History. Special Method in History. (McMurry.) The Macmillan Company. Source Book of American History. (Hart.) The Macmillan Com- I)any. A Book of American Explorers. (Higginson.) Longmans, Green & Co. Epochs of American History. (3 vols.) Longmans, Green & Co. History of the United States. (Elson.) The Macmillan Company. Home Life in Colonial Days. (Earle.) The Macmillan Company. Four Great American Series. American Book Company. Pioneer History Stories. (McMurry.) The Macmillan Company. Poetry of the People. (Gayley and Flaherty.) Ginn and Company. MacCoun's Historical Geography of the United States. Silver, Burdett & Co. The more extensive writings of Fiske, Parkman, Schouler, McMaster, Bancroft, and Ridpath are recommended to those who desire an exhaus- tive study of the history of our country. TABLE OF CONTENTS PERIOD OF EXPLORATION Lesson Page 1. Four Hundred Years Ago i 2. The Coming of the Norsemen 4 3. The Story of Columbus 7 4. The Voyages of Columbus 11 5. Finding and Naming the Continent 15 6. Finding the Pacific 18 7. The Indians 21 8. More about the Indians 26 PERIOD OF SETTLEMENT 9. The Spanish Settle Florida 29 10. The French Settle Canada ^^ 11. The Story of a Lost Colony 38 12. The English Settle Virginia 41 13. Captain John Smith 44 14. More about Jamestown 48 15. Affairs in Virginia 52 16. The Pilgrims in New England 55 17. Captain Miles Standish 61 18. The Puritans and John Winthrop 65 19. Other New England Colonies 68 20. Henry Hudson 73 21. The Dutch Settle New York 77 22. The Founding of Maryland 82 23. The Settlement of New Jersey and of Delaware 85 24. The Quakers and William Penn 88 25. The Settlement of Pennsylvania 91 26. The Settlement of the Carolinas 94 27. More about the Carolinas 96 28. The Settlement of Georgia 99 29. The Original Thirteen Colonies 103 vii viii Table of Contents PERIOD OF ESTABLISHMENT Lesson Page 30. Progress of Virginia 108 31. Indl\n Neighbors 112 32. Indian Wars in New England 115 ;i^. The Tyranny of Andros 123 34. The French Explore the Mississippi 126 35. The Voyage of La Salle 129 36. The French in America 132 37. French and English Quarrels 135 38. The Young George Washington 140 39. The French and Indian War 144 40. The Fall of Quebec 149 41. The Homes of the Colonists 153 42. Occupations, Dress, Sports 157 43. Laws, Travel, Customs 161 44. Sunday in the Colonies. Education, Schools 166 45. Servants and Slaves in the Colonies 171 PERIOD OF REVOLUTION 46. Causes of the Revolution 174 47. First Acts of Resistance 178 48. The First Battle of the Revolution 183 49. The Battle of Bunker Hill 187 50. The Progress of the War 190 51. The Declaration of Independence 195 52. The British Enter New York 199 53. The Battles of Trenton and Princeton 203 54. Surrender of Burgoyne 206 55. The War in the South 210 56. The War in the South (continued) — Benedict Arnold. .. . 215 57. The Surrender of Cornwallis 219 58. Benjamin Franklin 225 59. John Paul Jones 230 60. How THE Northwest Territory was Saved for the Union 233 PERIOD OF DEVELOPMENT 61. The Critical Time 241 62. The Constitution of the United States 245 63. George Washington, President 250 64. Eli Whitney and the Cotton Gin 255 Table of Contents ix Lesson Pagb 65. Trouble with France 258 66. Thomas Jefferson 261 67. War with Tripoli 265 68. The Louisiana Purchase 268 69. Robert Fulton and the Steamboat 271 70. Trouble with England 274 71. The War of 1812 begun 278 72. War of 1812 (continued) 283 73. War of 181 2 (concluded) 288 74. The Era of Good Feeling 292 75. The Missouri Compromise 296 76. The Monroe Doctrine 300 77. Internal Improvements 303 78. The Growth of the Country 307 79. The Movement Westward 311 PERIOD OF DIVERGENCE 80. Andrew Jackson 314 81. The Policy of Andrew Jackson 318 82. Tariff Disputes and the Great Debate 323 83. A Crisis with South Carolina 327 84. Van Buren, Harrison, and Tyler 331 85. Improvements and Inventions 335 86. Acquisition of Territory — War with Mexico 338 87. Opening the New Territory 344 88. The Question of Slavery 348 89. Disputes about Slavery 351 90. The Struggle for Kansas 354 91. The War Clouds Gather 357 PERIOD OF DISUNION 92. The Southern St.'^tes Secede 362 93. Abraham Lincoln 366 94. Jefferson Davis 370 95. The Bombardment of Fort Sumter 373 96. The First Battle of Manassas 377 97. War in the West 380 98. Events on the Sea 385 99. The Virginia and the Monitor 390 100. The Peninsular Campaign 394 X Table of Contents Lesson Page loi. Stonewall Jackson 397 102. Robert E. Lee in Command of the Southern Army 400 103. Progress of the War . 403 104. The Battle of Gettysburg 409 105. The Fall of Vicksburg 413 106. Ulysses S. Grant in Command of the Northern Army.... 416 107. Sherman's Campaign 420 108. Grant and Lee in Virglnia 422 109. The End of the War 426 no. Hardship and Heroism 430 PERIOD OF REUNION 111. Plans for Reconstruction 434 112. A Crisis with the President 437 113. Conditions in the South after the War 440 114. President U. S. Grant 444 115. Presidents Hayes and Garfield 447 116. Presidents Arthur and Cleveland 450 117. Presidents Harrison and Cleveland 455 118. MCKUSTLEY AND THE WaR WITH SpAIN 458 119. War with Spain (continued) 461 1 20. Insular and Foreign Affairs 464 121. Great American Enterprises 467 122. Great American Inventions 470 123. Growth of the West 473 124. Industries of the West 477 125. Growth of the South 481 126. Industries of the South 484 127. President Theodore Roosevelt 486 1 28. American Literature 491 1 29. American Literature and Art 494 130. OxjR Country 49^ The Essential Facts of American History PERIOD OF EXPLORATION LESSON 1 FOUR HUNDRED YEARS AGO Everybody nowadays knows that the world is round. Four hundred years ago most people thought the world was flat like a big dish and that the great ocean flowed all around its sides. In those days the known world consisted of Europe, and parts of Asia and Africa. The great country in which we live, and all the lands on this side of the Atlantic Ocean, were quite unknown. The people had no idea of what was beyond the great seas that shut them in on all sides. There were no great steamships then as there are now. The sailing vessels were small, and sailors were afraid to go far from shore. They had heard dreadful stories of great monsters and sea serpents that lived in ® "* ® the ocean. They were afraid of the terrible storms which might overtake them if they went too far into the sea of darkness. It is true that a few wise men believed that the world only appeared to the eye to be flat, and that in fact it was really round. The people generally could not be persuaded that this was so. They asked such questions as how could a ship that sailed down one side of the ocean ever sail up again, and how could people live on the other side of the earth with heads downward. Of course we understand how 2 American History foolish such questions were, but it was hard to make anybody believe them foolish in those days. The people traded a great deal with India. Ships sailed from Europe through the Mediterranean Sea and met other ships coming from India with the rich products of the Eastern countries. Great caravans of camels carrying heavy burdens crossed the desert from India to trade with European merchants. Trade with India Four hundred years ago the known world consisted of Europe and parts of Asia and Africa In this way fine silks, spices, ivory, gold, silver and jewelry were brought from the far East into Europe. The mer- chants from India came to Cairo (Kl-ro), Constantinople and other cities, traded their wares, and told the European mer- chants marvelous tales of their rich country, of palaces paved with gold, and cities crowded with people, of forests laden with spices, and gardens rich with perfume. Then the European merchants were filled with a great desire to find their own way to India and to those wonder- Four Hundred Years Ago 3 ful cities of the far East. Especially did they desire this since the Turks had begun to attack the caravans and had almost stopped their crossing the deserts, and the pirates were threatening sailing vessels in the Mediterranean Sea. The easiest way of course was to sail around Africa. In order to do this the ships would have to cross the equator, and everybody was afraid of the " burning tropics " where it was thought to be so hot that ., ^.^^^ the very seas were boiling. Besides, Africa might extend to the end of the world. Nobody knew how far it went, and the seamen were afraid to find out. The learned men of the day, desiring to help the merchants and to discover the distant shores of Asia, thought that a better way was to sail around the world. If it were true that the world was round, one could reach the East by sail- ing west, if only he was brave and sailed far enough. They did not know what a long time it would take to sail around the big earth. They did not know any land was in the way. They thought that Asia was only a few thousand miles across the dreaded seas. Some of their beliefs were right and some were wrong, as we shall see farther on. Marco Polo, the Prince of Travelers. About the year 1272 Marco Polo, a young Venetian, went with his father traveling to China and other countries of the far East. Here they were royally received and enter- tained for a long time. Marco and his father stayed in China for about twenty-five years. When they started home they were loaded with the most costly presents. The party traveled as beggars, however, for fear of the robbers. On their arrival at Venice they invited their friends and relatives to a banquet. During the feast the seeming beggars threw aside their rags and put on the most costly garments. They then ripped open the cast-off clothing and drew forth quantities of diamonds, rubies, and other precious stones. They then told marvelous stories of the countries they had visited, and the riches to be found in those distant lands. Marco Polo afterwards became a prisoner of war, and while in prison wrote the story of his travels. He was called the prince of travelers. American History Questions. What did the people think four hundred years & about the shape of the earth? Of what did the known world then cor sist? Of what were the sailors afraid? What did a few wise mer think? What questions did the people ask? How was trade carried on with India at the time? What stories were told of the riches of the East? How did this aflfect the merchants? What was the easiest way to India? Why were the sailors afraid of the voyage around Africa? What did a few learned men think was a better way to India ? How far did they think it was around the world? Written Work. Write an account of what one of the Eastern mer- chants told a European trader about the riches of India. LESSON 2 THE COMING OF THE NORSEMEN Long before any attempts were made to cross the Atlantic Ocean, the people who lived in Norway, Sweden, and Denmark had become daring and skillful sailors. They were called Northmen or Norsemen because they lived in the northern part of Europe. They used long ships, carry- ing oars and sails, and having carved images on the bow. They sailed to Iceland and settled there, and afterwards sailed as far as Greenland. On the southwestern coast of Greenland, near Cape Farewell, these bold seamen founded a colony which lasted five hundred years, and of which some ruins may be seen at the present day. Soon after the Greenland colony was founded, one of the Norse leaders named Leif (Lif) sailed with one ship and thirty-five men westward to see what he could find. Sotne sailors who had been blown off their course had told him there was land in that direction. After many days' sailing he came to land somewhere in a Four Hundred Years Ago 5 ^'strange country which he called Vinland or Vineland on account of the delicious grapes which grew Vinland there in abundance. We do not know where Vinland was or what shores the brave Norsemen saw, but we suppose they landed somewhere in Labrador, and then continued their voyage down the coast. When they went back to the colony in Greenland they told strange stories of the fruits and timber they had found and the wild people they had seen on those distant shores. The Norsemen land in Labrador about the year 1000 The stories were written out afterwards, and are kept to this day. It is from them that we know of these early visitors to our country. For a number of years ships went back and forth from Greenland to the new country. The sailors carried home fruit and timber, and still more stories of the wild natives they had seen. 1 6 American History All attempts of the Norsemen to found a colony in these strange lands failed. The natives were not friendly and slew some of the people, and made so much Norsemen ^ trouble that the settlers gave up the effort. Their ships ceased to go back and forth, all records of their houses were destroyed, and the wild men of the West were left undisturbed by the wanderers from across the sea. After all, we know very little of what the Norsemen did or what they saw in America. They may have come as far south as Rhode Island or Connecticut, but they left no houses or monuments to mark their paths. ^ Their story is told in their old writings called the " Norse Sagas " from which we learn what kind of men they were, and wonder where on our coasts their rude ships dropped anchor and what land their brave sailors explored. Collateral Reading. " The Skeleton in Armor," by Longfellow. " Norse Stories," by Hamilton Mabie. Questions. Who were the Norsemen ? Describe their ships. What island did they reach ? What colony did they found? What voyage did Leif undertake? What land did he find and what name did he give it, and why ? What land do we suppose this to be ? What stories did they tell on their return? What troubles did the Norse have? Did they found a colony? Have they left any records? What are the " Sagas " ? Written Work. Write the account that Leif gave of his explora- tions along the shores of the strange country. Describe any adventures with the Indians which you think he and his men may have had that discouraged them from making a colony. ' There is at Newport, Rhode Island, an old stone tower which for a long time was supposed to be the remains of a monument built by the Norsemen. It is now known to be the ruin of a stone windmill built by Gov. Arnold of Rhode Island, in 1675. The Story of Columbus 7 LESSON 3 THE STORY OF COLUMBUS About the year 1435 there was born in the city of Genoa (Gen'o-a) in Italy a boy named Christopher Columbus. His father was a poor man, but he gave his son as good an edu- cation as the schools of that day afforded. The boy was fond of adventure as well as of study. When he was fourteen years of age he became a sailor. For many years he sailed on all the seas and to many of the ports then known to the world, and learned all about the management and care of ships. Everybody at that time was talking about a seaway to India. The King of Portugal was foremost in trying to find a way around Africa. The wise men were talking about a voyage across the Atlantic, jj^^^^^^ '° Columbus believed that the world was round, and resolved some day to sail to India by way of the Atlantic. Columbus had passed middle life. He was tall, well formed, muscular, of fair complexion, gray eyes and white hair. He had thought much about the shape of the earth, and was sure that he could sail around it if only he could get ships to go in and men to go with him. Columbus was too poor to make the voyage at his own expense. He went to the King of Portugal and unfolded his plans. The king was much impressed by the arguments he used and by the maps and charts he showed. He called a council of his wise men and laid the matter before them. The wise men, however, were not wise enough. They laughed at Columbus and called his plans foolish. One of them suggested privately to the king to send a ship secretly on the way Columbus suggested and see if American History Columbus and his son in t/ieir wanderings come to a convent The Story of Columbus 9 what he said was true. If it was, then all the glory and all the riches would belong to the king and need not be divided with Columbus. The king was weak enough to adopt this suggestion, and the ship was sent out. The sailors, however, went only a short way and came back to report that there was no land anywhere. When Columbus heard of this treachery on the part of the king, he was very indignant. For several years he wandered about talking of his great plans. He went to Spain and tried to get Ferdinand and Isabella, the king and queen of that country, to listen to him. They gave him a hearing, but iscourage- said they were too busy with their wars and had too much expense already, to attempt such vain things as trying to sail around the earth. Columbus was so discouraged that he took his little son Diego (De-a-go), and set out again on his wanderings. One day he came to a convent near the town of Palos (Pah-los), and asked for a drink of water for his son, who was very tired and thirsty. The good monk asked him to rest a while. As they talked Columbus told him who he was and about his plans for sailing to Asia. The monk was greatly interested. He told Columbus to wait while he sent for a friend and for some merchants in the town to come and hear about it. When they came Columbus told them all about sailing across the great ocean, about the gold and jewels and great cities, and the heathen people to be converted. The monk was so much impressed that he persuaded Columbus to go back to Ferdinand and Isabella. Ferdinand and He gave him letters of introduction to influential Isabella friends begging them not to let the glory of so great a voy- age be lost to Spain. lo American History- After a long time and many disappointments Columbus was again given a hearing before the court and the wise men. He explained his plans and showed his isabeUa charts. He was ridiculed by many of the learned agrees to help , , , , n • • i ■ n 111 Columbus ""len, but he boldly manitained it all could be done. At last the queen was satisfied and agreed to help the bold adventurer with her own money and jewels if necessary. She ordered all things made ready for the voyage. Thus after more than ten years of wandering and waiting, and when Columbus was probably fifty-seven years old, he found the reward of his faith and patience. Cheered by the help of a queen who believed in him he undertook the most famous voyage the world has ever known. Columbus and the Egg. A story is told that one day Columbus was at dinner witli a number of distinguished people, and they all agreed that it was a wonderful thing for him to think about sailing across the ocean. Columbus said nothing, but took up an egg and asked them to stand it on end. Everybody tried but nobody succeeded. When it came back to Columbus he cracked the shell and stood the egg up with- out difficulty. "Oh, anybody could do that, if he only thought of it!" the company exclaimed. "Yes, but I thought of it," said Columbus. Questions. When and where was Columbus bom? How did he pass his early life? Of what was everybody talking at the time? What did Columbus believe? Describe his appearance. To whom did he go and unfold his plans? How was he treated? What trick did the king play on him? To whom did he next apply? Describe what happened at the convent. How did the monk treat him? Who finally agreed to help Columbus in his voyage? How old was Columbus at the time ? Tell the story of Columbus and the egg. Written Work. Write the story that Columbus told the monk. Write the letter that the monk sent to his friends. Write the story of Columbus and the egg. The Voyages of Columbus II LESSON 4 THE VOYAGES OF COLUMBUS Columbus sailed from the port of Palos, Spain, August 3d, 1492. There were three vessels, — the Santa Maria (Mar-e-a), on which was Columbus himself, the Pinta (Peen-ta) and the Nina (Nen-ya). One hundred and twenty persons Columbus sails from Spain in 1492 and lands on the Island of San Salvador went with him. On the day the ships sailed the dock was crowded with sorrowing friends and relatives, who saw the ships depart with little hope of ever seeing them again. On the third day out the Pmta broke her rudder, which made it necessary to sail to the Canary Islands, where three 12 American History weeks passed in repairing the damage. The vessels then turned into the open and unknown sea. Columbus was sailing by a chart which he obtained from an Italian named Toscanelli, He thought he was sailing directly for Japan and China which he supposed were only about three thousand miles away. He was not trying to discover a new world. The sailors were greatly alarmed at what they thought was ahead of them. They believed they were going straight to destruction. Columbus did all he could to e a arm o goothe their fears. He kept two reckonings of tne sailors ^ *^ the distance traveled, one to show the sailors, which was much less than the real distance, and an accurate one for his own use. After several weeks they caught sight of a flock of birds, and thought they must be near land of some sort. This cheered the sailors for a while, but no land appearing they grew more and more afraid. They wanted to turn back and give up the foolish enterprise. But Columbus was calm and steady in his purpose, and kept straight on his course. Days passed ; the weather was delightful, the wind favor- able, and the sea calm. Birds flew about the ship ; green seaweed floated by, and the air was sweet and fragrant. At last almost sure signs of land appeared, and everybody was greatly excited. On the last night out not a soul slept. Columbus stood on deck and about ten o'clock saw a light in the distance and called attention to it. At two o'clock in the ] ' morning a gun from the Pinta announced that land was surely in sight. Joyfully the ships dropped anchor to wait for the coming of the day. The Voyages of Columbus i 3 On Friday, Oct. 12th, 1492, Columbus and his men first saw the New World. When the day dawned there was before them a beautiful island, covered with trees. A strange people were seen running out of the woods and crowding down to the shore. Columbus went ashore with some of his crew, and fell on his knees in prayer and thankfulness. Then rising he drew his sword, displayed the banner of Spain, and solemnly took possession of the land in the name of his sovereign. He called the land San Salvador. It was one of the small islands in the group of the Bahamas. Thus Columbus came to America by accident, after more than two months on the ocean, and in spite of the doubt of wise men, the fears of his friends, and the open mutiny of the sailors who went with him. Columbus visited Hayti (Ha'-ti) and Cuba and several other islands. He was astonished at the curious people he saw, whom he called Indians, thinking he was on the coast of India. He was delighted with ^scovers '^ other islands the flowers, the birds, the fruits and fish in abundance. The natives were friendly, and exchanged pieces of gold for beads and bits of cloth. After nearly three months Columbus sailed back to Spain, taking with him some Indians, birds, plants, gold, and other things he found in the New World. He returned a hero. Everywhere people crowded around him to welcome him, to kiss his hand, and to see the strange things he had brought from across the sea. Thus does the world admire the man who succeeds. The king and queen received him at court, where he described his voyage and discoveries. He rode by the side of the royal pair and was given a grand title. Everybody 14 American History hastened to do honor to the great man, and many offered their services to go again to the New World. Three other voyages were made by Cohimbus to the New World, making four in all. He visited nearly all the islands of the West Indies, and on the third voyage ree o er discovered the island of Trinidad on the coast of voyages South America. He never reached the coast of North America. He remained in the belief that he had found some part of Asia. On his last voyage many Spaniards went with him, seek- ing for riches, gold, and jewels, and the treasures of the East. But these adventurers would not work ; they treated the Indians with great cruelty, found little gold, were taken sick with fever, and complained loudly of their treatment by Columbus. The king and queen grew tired of the expense of these voyages, and of the promise of treasures that never came. At last they sent an order for Columbus to be as ays o brought back to Spain. The officers put chains on him, which made him very indignant. He said he would wear them as a memento of the gratitude of princes, and he wished them to be buried with him. When he reached Spain his chains were taken off, but the good Isabella died, leaving him without a friend. Poor and neglected, he lived as best he could until nearly seventy years of age. He died in Valladolid, Spain. ^ * Columbus was buried first at Valladolid. Seven years afterwards his body was removed to a monastery in Seville. Twenty-three years after that he was again removed to the Cathedral of the city of Santo Domingo on the island of Hayti. In 1796 his remains were taken with great pomp and ceremony to the city of Havana and buried in the Cathedral at that place. After the war between the United States and Spain in 1898, his body was taken back to Spain and now rests in Seville. His remains have been moved as many times as he himself made voyages of discovery. Finding and Naming the Continent i 5 To the very last he did not know he had discovered a new world, but died in the belief that he had found a new way to India. Collateral Reading. " Columbus," by Joaquin Miller. Questions. When and from where did Columbus sail? Name the vessels. How many persons were aboard? Describe the departure. What happened to the Pinta? By what chart was Columbus sailing? What was he trying to do? What about the sailors? What reckoning did Columbus keep? What happened after several weeks? What happened the last night out? When was land discovered? What did Columbus do? What name did he give the land? What land was it? What other islands did he visit ? What people did he see ? What name did he give them, and why? Describe his return to Spain. How was he treated ? How many voyages did he make ? What did he discover on his third voyage? How did the king and queen treat him? How did he spend his old age? When did he die? In what belief? Written Work. Imagine yourself one of the sailors on board the vessel of Columbus, and write a description of the voyage. Imagine yourself an Indian, and write your impressions of the visits of the white men. LESSON 5 FINDING AND NAMING THE CONTINENT In every land spread the fame of what Columbus had found. Every nation that had ships on the seas was eager to do what Spain had done. About a year before Columbus made his third voyage, the King of England sent out an Italian sailor John Cabot named John Cabot (Cab'ot), who sailed west- ward in the spring of 1497. He also was seeking a new route to India to secure the spice trade for England. He found what he was not looking for. After sailing many weeks he came to land, the mainland of our continent. i6 American History somewhere in the neighborhood of Cape Breton Island, at the entrance of the Gulf of St. Lawrence. He took posses- ^ sion of the land in the name of the King of England. That is how the mainland of North America was dis- covered. The next year Sebastian Cabot, the son of John Cabot, explored the coast of North America all the i way from Nova '; Scotia to North \ Carolina. The '. ; king was delight- ' ; V ^4 cd with the ac- counts the Cabots ;i brought home of 7^^:, the icebergs and ^' polar bears they John Cabot in 1497 comes to the main/and of North ^^^^ ^^^" °^ ^^^ America amid the icebergs at the entrance of the northern shores, Gulf of St. Lawrence and the wonder- ful fruits and forests of the southern coasts. Upon the voyages of the Cabots, England laid claim to all the main- land of North America. At the time that the Cabots were sailing along the shores of North America, a navigator named Americus Vespucius (Ves-pu'-shus) was exploring the coasts of South America. When he went back to Europe he gave accounts of the strange customs of the people he had seen. He said the Indians wore no clothes, had a reddish Americus Vespucius Finding and Naming the Continent \j skin, and were of medium size. They were good swimmers and runners. They did not sleep in beds, but in hammocks among the trees. He also boldly announced that this land was not India nor Asia at all, but was a new continent that had been found. Few people believed this to be true until Vespucius had made other voyages to various parts of South America, going as far downas Brazil andmakingcharts of the coast, and bringing home descriptions of the birds and plants and many other things he had seen. He told so many things to prove that this new land could not be a part of the Old World, that at last everybody believed what he said was true and that a new country had really been added to the knowledge of men.^ Americus had a map drawn showing the new continent lying between Europe and Asia, and across the Atlantic Ocean. The ancient geographers then divided the world into four parts. Europe was one part, Asia was another, Africa was another, and the newly discovered country was the fourth part. When the maps were made, this fourth part was named ■ Vespucius was a greai talker as well as writer. He boasted much of his travels, and people listened eagerly to his wonderful descriptions. While Columbus merely reported to the king and queen what he was doing, Vespucius was writing accounts of his voyages and claiming great credit for his exploits. In one of his letters he wrote, " I have found a continent more thickly inhab- ited by people and animals than is Europe, Asia, and Africa. It might properly be called a new world.'''' Ships of the sixteenth century 1 8 American History America, in honor of Americus who first declared it was a new world. That was the way America was named. Questions. Who was John Cabot? When and for whom did he sail? What was he looking for? What did he find? Where was the land? In whose name did he take possession? Who was Sebastian Cabot? What land did he explore? What accounts did he bring home? What claim did England make on these voyages? What was Americus Vespucius doing at this time? What accounts did he give of his explorations? What announcement did he make? How did he prove his assertions? How was the world then divided? What name was given the fourth part? For whom, then, is America named? Written Work. Write a letter from Sebastian Cabot to the king, describing his adventures along the coasts of North America. Write the story of the adventures of Americus Vespucius. LESSON 6 FINDING THE PACIFIC Up to this time, many explorers had come to the shores of America, and much of the coast had been visited. All the world now recognized that a new continent had been discovered, but what it was like or what was on the other side of it nobody as yet had any idea. About ten years after Vespucius had made his last voy- age to South America, a bold Spaniard named Balboa was wrecked in a storm off the coast of Darien. He Balboa and his followers secured a lot of gold from the Indians, and while they were quarreling over the division, an old chief was so disgusted that he struck the scales with his fist and told them if they would travel west over the tall mountains, they would find a great sea, and streams whose banks and beds were lined with gold. Finding the Pacific 19 Now, if there was one thing that the Spaniards did want, it was gold. They all came after it, but very few found it. Balboa and his men traveled through forests and across streams until they came to a tall range of mountains. When they neared the summit Balboa was the first to catch sight of the great ocean on the other side of the new continent. He marched down to the shore and took possession of the Balboa crosses the Isthmus of Darien and discovers the Pacific Ocean in 1513 ocean and all its islands in the name of the King of Spain. He found no gold, but he did find a great sea. In this way Balboa discovered the Pacific Ocean in 1513, being the first European to set his eyes upon its vast sur- face. For the first time it was known that a great ocean lay between America and Asia. Ferdinand Magellan (Ma-jeP-lan) now proposed to explore the coasts of South America which Vespucius had visited, to find out what was at the end of the great body of land, to go 20 American History around it, and, if possible, to sail all the way around the earth. It was a bold adventure. Magellan started from Spain with five ships and nearly three hundred men determined to go around the earth or die in the attempt. After losing one ship in a storm, and spending weary weeks along the rocky coast, the ships came to the straits that are now called Magellan, in honor of the ures g,j.p]Qj.g^_ After five weeks' sailing they found themselves on the broad bosom of a great ocean. Its calm waters delighted Magellan so much that he named the ocean Pacific, because it was so peaceful. Magellan with his four remaining vessels sailed westward, not knowing how far he would have to go, nor what he would find, but knowing that he was on his way to Asia, and around the earth. It was a long, distressing voyage. Food gave out, the water became foul, the sun blistered the decks, and many of the sailors died, but Magellan refused to go back. At length they reached the Philippine Islands, which the Spaniards claimed for the King of Spain. Here the brave Magellan was overtaken in a fight with the natives, who pierced him through with spears and arrows and killed him.* ' Sixty years after Magellan had made his voyage, Francis Drake, an Englishman, made the same passage along the coasts of Brazil, through the Straits of Magellan, and along the western shores of South America. He was a pirate as well as a voyager, and took rich toll of the Spanish ships when- ever he met them. He entered the harbor of San Francisco, where the Indians worshiped him and his men as gods. He then crossed the Pacific Ocean, and returned to England, being the first Englishman to sail around the earth. He afterwards became a great admiral in the service of Queen Elizabeth, and defeated the Spanish in the great wars betvvcen England and Spain. The Indians 21 Three other ships were lost or abandoned, and but one went on the voyage across the Pacific, around Africa, and back to Spain. Of all the five ships and three hundred men, only one small vessel and nineteen men returned after a voyage of three years. This was from 1519 to 1521. Questions. What happened to Balboa? Why did he travel into the interior? What did he find? When was the Pacific Ocean discovered? What did Magellan propose to do? How many ships did he have? Through what straits did he pass? What did he name the ocean he reached, and why? What misfortune overtook him? What great islands did he discover? What happened to Magellan? How many ships and men completed the voyage around the world? When was this ? Written Work. Write an account of how Balboa discovered the Pacific Ocean. Write an account of how Magellan passed around South America. LESSON 7 THE INDIANS It is time for us to learn something about the people the explorers found in America, whom Columbus called Indians, and who are still called by that name. It is not at all certain where they came from, when they came, or how they ever reached these shores. We can only suppose that, at some distant time, a few people from Asia may have crossed Behring ti^e^in^flns" Strait and wandered southward, or some adven- turous ships may have been blown across the Pacific Ocean. In this way a race may have been started in America. At best it is only a guess. The Indians had the same dark skin as the people of Asia. Most of them were tall, well made, standing very straight, and capable of great endurance. The eyes of the Indians were 22 American History small and black. Their cheek-bones were high and prom- inent. Their hair was coarse, black, and straight, which the women wore long. The men cut their hair " short except a tuft on the top which was called appearance ^ ^ the "scalp lock." The scalp lock was left for an enemy to grip if he could get it, and by means of it to pull off the scalp as a trophy of battle. The Indians were not inclined to talk much, but were grave and dignified, not apt to provoke a quarrel, but revengeful and treacherous when aroused. The Indians wore but little clothing when the weather was warm. In winter they sometimes had clothes of soft deerskin. Often these skins were braided with Their clothing ■, ■ ^ ■ o n i t t quills, and colored with pamt. btill the Indian boasted of not being cold, even in severe weather. When asked why he did not wear more clothes, he would point to the exposed face of the white man and say that the Indian was face all over. On his feet he wore soft skin shoes called " moccasins " which were very comfortable. It is said that the Indian moccasin is the most comfortable as well as the warmest covering for the feet that is known. The women did all the hard work. They had to plant the corn and tobacco. They made the deerskin clothes. They rubbed two sticks together until a fire was caught. They took down the tents, moved the household goods, and carried the babies or " pappooses " in a pack on their backs. While the women were at work the men sat by the fire, and smoked, or made arrow heads and spear points out of pieces of flint, or made bows and spears out of the strong wood from the forest. The Indians 23 There were only a few hundred thousand in all. They lived in various tribes all over the continent of North America. The Algonquin tribes lived along the Atlantic coast from Nova Scotia to Virginia. It was mainly the Algonquin Indians that the first settlers met. The Iro- quois lived in the territory of the present State of New York. The Cherokees, Creeks, and Natchez lived in the south and along the Gulf of Mexico. The Aztecs were the most advanced of all the tribes and had developed a fair degree of civilization in Mexico.* The Indians generally lived in small villages. Their houses or huts, which they called wigwams, were made of the bark of trees covered with grass, or were mere tents covered with skins. A fire was .""^ wigwams built in the center, on the ground, to warm by or cook with, and the smoke was left to get out of a hole at » the top. A bed of grass or skins was made in a corner for the family to sleep on. They never thought of keeping anything clean, so there was always plenty of dirt and smoke and foul odors. The Indians were skilled in many things. They knew how to make a rude kind of pottery of clay, which they colored according to the traditions of their various tribes. 'The Pueblo tribes lived in Arizona and New Mexico, and were so called because they lived in villages, whose houses or pueblos were built of sun-dried bricks. These Indians made a fine kind of pottery, wove blankets, planted crops, and were a better class of Indians than those along the Atlantic sea- board. Throughout the Mississippi valley may be found many mounds of earth, sometimes shaped like serpents or animals. Those Indian mounds are sup- posed to be burial places, sites for temples or memorials of victory. They are very curious and interesting. When opened, these mounds often contain Indian relics, such as spear heads, pottery, and bones of men and animals- 24 American History In this they cooked their food, carried water to drink, and kept tobacco. They knew how to weave grass into mats, and later on learned to make warm blankets for the winter. The Indian was skilled in woodcraft. He knew all the habits of the animals and birds he used for food. He knew The Indians generally lived in small villages how to stalk the deer, to trap the beaver, to catch the fox and to net the wild fowl. He could find his way through the densest forests by the signs on the trees. He could follow the path of a wild animal or of a foe when the white man could see nothing. He could hear the approach of an enemy or of game when all was silence to the white man's ears. In fact, the Indian was a simple child of the woods, know- ing by experience all the secrets of the forest and streams, fond of sports of all sorts, but not fond of hard work or of The Indians 25 living long in one place. He had no ambition except to supply his daily wants, he knew no law except his own will or the word of his chief, and desired nothing except to be let alone. The Indian Who Knew How to See. An Indian had some dried deer meat hanging in a tree before his wigwam. He was gone for several days, and when he returned the meat was missing. He looked all around, and then after a while asked a white man, " Did you see a little, old, white man, with a short gun? He had a little dog with a stump tail. He has stolen my meat." " Yes, I saw him," was the answer, " but how did you know it was a white man? " " White man turns toes out ; Indian walks with foot straight in front of him." " But how do you know he was little and old?" " He piled stones so that he could reach the meat. He took short steps." " But how do you know his gun is short? " " He put gun against the tree. I saw the scratch on the bark." " But how about the dog? " " Dog sit in sand. He left mark of his tail. He make short tracks. Indian can see with both eyes." Questions. Where do we suppose the Indians came from? Describe the appearance of the Indians. What was the '' scalp lock "? What of their clothing? What were "moccasins"? What work did the women do? What would the men do while the women worked? How many Indians were in America? How did they live? Describe the " wigwams." In what were the Indians skilled? Tell some of the things the Indian could do. Written Work. Write a description of how you would dress, the house you would live in, the food you would eat, and the things you would know how to make if you were an Indian. Illustrate your story by drawing a wigwam. 26 American History * LESSON 8 MORE ABOUT THE INDIANS The Indian loved war as much as he loved anything. The many tribes of Indians — and there were dozens of them — were constantly at war with each other. When the white settlers began to establish homes in America, the Indian wars were frequent and often disastrous. The weapons of the Indians were bows and arrows, won- derfully made, with which they could shoot so straight that they were as deadly as guns. It is said an Indian could send an arrow through a buffalo, and that with the animal in full flight. They used also the tomahawk, a kind of stone hatchet, with which they dealt terrible blows in close conflict. Before going to war, the Indians decorated themselves with bonnets, in which eagle feathers were stuck, and leather trousers curiously embroidered and painted, and ^ f" colored their faces with war paint. They gave a warfare ^ ^ _ ■' ° great dance, around a big fire in the village, beating their rude drums, dancing wildly about, throwing their tomahawks around, and boasting of what they were going to do. The dance often lasted all night to please the spirit that could help them in war. When the time came to march, however, they were as still as panthers. They crept in single file through the forests, each man stepping in the footprints of the one in front of him, never making a sound or cracking a twig. Their instinct guided them through the woods. They never lost their way. Silently they approached the place of attack, and before their enemies were aware of their presence, they raised the terrible war whoop, and burst upon the foe with tomahawk and firebrand. More about the Indians 27 Their fallen foes were scalped, and the scalp locks hung as trophies to the belt of the victor. Their prisoners were sometimes made slaves, sometimes adopted into the tribe, but often were cruelly tortured to death. A captured Indian never showed any fear. He never begged for mercy, nor uttered any cry, even when being burned alive. His greatest glory was to die at the stake with a smile upon his face and taunting words upon his lips. The Indians had a vague notion of a Great Spirit which they worshiped as a being all-powerful and all-wise. Their notion of heaven was a happy hunting ground Indian where brave warriors who had killed many religion enemies would go to hunt and fish forever. When an Indian died, his dog, his bow and arrows, and anything he needed in the chase, were buried with him. Many treaties were made by the white men with the Indians from time to time. These treaties were often signed in a curious way, as with a belt made with shell ,, . _ Treaties beads called " wampum showmg two figures clasping hands. Wampum was also used for money. Often these treaties were sacredly observed. The Indian taught the white man many things. He taught him how to raise corn. He also showed him how to kill trees by girdling them and go making a sunny field for the grain to ripen in. He taught him the use of the tomato plant, the potato, and how to raise and smoke tobacco. From the Indians we first learned of the turkey, and of such things as cocoa, mahogany, and of many plants good for medicine. It has taken the white men many generations to drive the Indians away from their hunting grounds. Little by little their lands have been bought and have been pushed farther and 28 American History farther west. They are now kept on lands called "reserva- tions," and are not allowed to leave them without permission. As a race they have never been fully civilized, though many live in houses and cultivate the fields as white men do. Even these sadly tell to their children the story of the times when their great-grandfathers roamed wild and free over the whole land. Collateral Reading. Selections from " Hiawatha " by Longfellow. Note. The story of Hiawatha is excellent for schoolroom or woodland dramatization. It carries the pupils fully into the spirit of Indian life, and teaches them many of the interesting legends of the savage tribes. Questions. What did the Indians love? What were their weapons? How did they prepare for war? What about the war dance? How did they act on the war path? How did they treat their fallen foes? How did they treat their prisoners? Describe the conduct of a captured Indian. What notion did the Indian have of a God? What was their notion of heaven? How were treaties signed? What did the Indian teach the white man? What else did we learn first from the Indians? What has become of the Indians? What can you say of them at the present day? Written Work. Write a description of an Indian war dance, the preparation for an attack on a neighboring tribe, the march, the battle, and what happened to the prisoners. PERIOD OF SETTLEMENT LESSON 9 THE SPANISH SETTLE FLORIDA The Spaniards who came over with Columbus settled on Cuba, Porto Rico, and other islands of the West Indies, holding on to their possessions in spite of many difficulties. Every now and then some explorer bolder than the others would venture to the mainland to see what he could find, but the deep swamps, dense forests, and the savages kept him from going far into the continent. On the islands of Porto Rico lived the old governor named Ponce de Leon (Pontha da Laon). There were two thino^s he wished, one was to be young and the other was to be rich. He had heard from the Indians that somewhere in the mainland there was a foun- tain in which if one bathed, old age and white hairs would fall away and youth and black locks would come in their stead. Straightway the foolish and superstitious old man sailed west in search of the fountain of youth. On Easter Sunday, 1513, he came in sight of land, beautiful land, with flowers blooming, and woods bright with birds and sweet with perfume of orange flowers. He called the land Florida,^ and so it is named to the present day. ' Florida may have been named from the beautiful flowers and foliage that de Leon saw, but it is more likely that it took its name from pascua florida, which is the Spanish for Easter Sunday. 29 30 American History In 1 52 1 Ponce de Leon again visited Florida seeking for the fountain of youth. For nearly a year he wandered up and down looking for his fountain. He found only savage Indians, who fell upon him one day and wounded him with an arrow. He was carried to Porto Rico, where he died and was buried. He was the first Span- iard who ever trav- eled inland upon the territory now owned by the United States. About twenty-five years after the nam- ing of Florida, the governor of Cuba, Hernando de Soto, resolved totry his for- tune in this strange land. Like all the rest he also wanted gold. Six hundred men joined him. They landed at Tampa Bay on the west coast de Soto ^^ Florida, and traveled north. The country was full of swamps and thickets. Many of the Spaniards were ill with fever, all suffered for food, and many were exhausted by the hard marches. De Soto and his men crossed what is now Georgia, Ala- Ponce dt Leon names Florida in 1513 and then explores it in search of the fountain of youth The Spanish Settle Florida 31 bama, and Mississippi. They robbed the Indians of their food, made slaves of them, and compelled them to carry provisions for use on the march. At one place de Soto took captive an Indian princess and compelled her to accom- pany him several hundred miles. Still he found no gold, nor silver, nor precious stones. De Soto having discovered the Mississippi in 1541 dies upon its banks one year after, and is buried in its stream After many weary weeks, the Spaniards came to a great river. They asked the Indians the name of the noble stream, and the reply was " Mississippi," which means Father of Waters. De Soto and his followers were the first white men to gaze upon this lordly current. They had reached a spot near the present city of Memphis. Crossing the river the Spaniards hunted for gold in the 32 American History territory that is now the States of Missouri and Arkansas, but were disappointed as usual. Coming back to the river, de Soto was seized with a fever. His followers laid him on a cot under a tree, where he died. His body was taken by night to the middle of the great river, weighted with stones and sunk to the bottom. Into the keeping of the mighty stream was given the body of the explorer who first of white men had gazed upon its waters. He died in 1542. Other Spanish explorers had adventures in America, some landing along the coast, others going far into the interior, some going into Mexico and others penetrating into the far west.' As the years passed the land gradually became known to the Spaniards. In 1565, St. Augustine in Florida was settled. It is the oldest town in the United settied^^^ ^°^ States, and still preserves many of the original narrow streets. Twenty years after that Santa F6 (Fay) in the far west was founded. Questions. Where did the Spaniards who came over with Columbus settle? What kept them from explorations into the Continent? Who was Ponce de Leon? What did he wish? What had he heard of? What did he go in search of? When did he reach the mainland? What name did he give it? What became of Ponce de Leon? Who was Fernando de Soto? Where did he land? How did his men suffer? Across what land did they march? What adventures did they have? What river did de Soto discover? What became of de Soto? When was St. Augustine founded? When was Santa Fe founded? Written Work. Describe the search of Ponce de Leon for the fountain of youth. Describe the burial of de Soto. '■ The Spaniards had settled themselves in Mexico and were making ex- plorations into the west. At the time that de Soto was on his march Coronado set out for Mexico to find the Seven Cities of Cibola, which were supposed to contain vast riches in gold and jewels. He may have traveled as far north as Kansas or Nebraska, but he found only Indians and a fertile country. The French Settle Canada 33 LESSON 10 THE FRENCH SETTLE CANADA When John Cabot returned from his voyage along the coasts of North America, he told wonderful stories of the fish he had seen, saying they were in such quantities the ships could hardly get along for them. The F"rench heard of this and their fishing vessels soon started for the banks of Newfoundland. The French explorers led by Verrazano (Ver-rat-sa'-no), an Italian in the service of France, sailed all along Ngw FrdiiiCG the coast, named the land New France and claimed it for the French king, paying no regard to the fact that England claimed the land also. Jacques Cartier (Zhack Car-tT-a), a Frenchman, sailed up a broad river, which he named the St. Lawrence, trying to find a passage to China. The river grew so narrow and the Indians were so threatening that after seeing a mountain which he named Montreal, he gave up any attempt at further exploration. The French were still interested in the great fur trade and fisheries of the northwest. Samuel de Champlain (Sham-plain), a French soldier, sailed champlain along the shores of New England, explored the harbors, and made maps of the coast line. He visited the harbors of New York and Boston long before any white settlements were made there. In 1608 he sailed up the St. Lawrence River and founded the town of Quebec. He pushed his journeys far up the river, into the Great Lakes themselves, and was the first white man to visit that beautiful sheet of water that is called Lake Champlain, in honor of its discoverer. He crossed Lake Huron and Lake 34 American History Champlain sails up the St. Lawrence River in 1608 and selects a site for the City of Quebec The French Settle Canada 35 Ontario, and in spite of many hardships penetrated deep into the heart of the northern woods. The colony at Quebec had a hard struggle for life. The first winter was a terrible one. Snow and ice covered the rude cabins, food was almost exhausted, and nearly every one was sick. Of the twenty-eight who formed the colony, all died but eight. Others came next year, however, and Champlain did all he could to keep up the spirits and hope of the people. Quebec The first winter at Quebec was a hard one The friendly Algonquin s and Hurons asked Champlain to join them in their war against the Iroquois. The Indians had never seen white men before, and still believed in the wonderful powers they possessed. Their armor they thought could not be pierced by arrows, and their guns were objects of gi'eat mystery. 36 American History Champlain agreed to join the war party. A great war dance was held in Quebec. The boats then went up the The Iroquois river, and afterwards the men went overland become enemies until they came near the village of their enemies. The Indians were ready to receive them. Champlain and his few soldiers were in front, and dis- played their polished armor and white skins. Their loud guns blazed forth, bringing down an Indian at each shot. The Iroquois, though large in numbers, were so astonished at these heavenly warriors whom no arrows could pierce, and who hurled lightning and thunder with such deadly aim, that they fled in terror, leaving everything behind. The victory was complete. Fear did more damage than the guns themselves. The Iroquois henceforth were the fiercest enemies of the white men in the north. Champlain lived in Quebec for many years. The town struggled on, after twenty years having no more than one hundred and five persons in all. Still it has grown into a great city. Its foundation established the French people in Canada, and gave a distinct French tone to much of the northern part of America. The Spanish had occupied the southern part, the French the northern part, and now we shall see that the English came and took possession of all that lay between. The Huguenot Settlement. The French had built a fort on the St. John River in Florida. The Spanish king sent Pedro Menendez (Ma- nan'-dath), an officer in the royal navy, to break up the fort. The Span- iards came upon the French fort unexpectedly and murdered one hundred and fifty men. Another party of French, who were away at the time of the attack, surrendered on their return. These the Spaniards hanged to trees, and nailed a sign over their dead bodies, " I do this not as to Frenchmen, but as to Lutherans." Shortly afterwards a Frenchman named De Gourges (De Gourzh) The French Settle Canada 37 determined to avenge his countrymen. He fitted out a fleet of vessels and sailed for Florida. When he reached the St. John River he attacked the Spaniards so vigorously that in a short time nearly all were killed. \^:^r^'i::fMM^ wr^ f-'«^^ The French hang the Spaniards in retaliation for their cruelty. The rest were hanged to trees, and over their dead bodies De Gourges nailed a sign, " I do this not unto Spaniards, but unto traitors, robbers, and murderers." Questions. What stories had Cabot told of the fish he had seen? What did Verazano do? What name did he give the country? What river did Cartier explore and name? What mountain did he name? What happened to the Huguenots in South Carolina and in Florida? What explorations did Champlain make? What places did he visit? What town did he found? What was his character? What lake did he discover? What hardships did the colony of Quebec suffer? What Indian war did Champlain undertake? Describe how the Iroquois were defeated. What can you say of the effect of the founding of Quebec? Written Work. Write some of the adventures of Champlain. 38 American History LESSON 11 THE STORY OF A LOST COLONY Before we tell how the English succeeded in planting a colony in America, let us learn the sad story of how a colony was lost in the wilds of the new world. Sir Walter Raleigh was one of the favorite soldiers of Queen Elizabeth of England. One of his plans was to establish a colony in America. He secured the J^ . ^ ^^ patent or right from the queen to make a settle- ment somewhere in her domains. He sent some ships to explore the shores and look for a place to found a colony. The sailors brought back glowing accounts of the richness and beauty of the country. In honor of Elizabeth, who was a virgin, or unmarried, queen, the whole country from Maine to Florida was named Virginia. Plans were at once made to send colonists over. Raleigh himself did not go, but he sent one hundred Ra eigh s rs pg,-g,)j-jg^ ^yj^j-^ Ralph Lane as governor, who made a settlement on Roanoke Island, on the coast of the present State of North Carolina, in 1585. The colonists, however, were not willing to work. They were idle and lazy, and would rather wander about looking for gold and silver than raise corn and vegetables for food. They came near starving, and would have done so if Sir Francis Drake, who had been fighting the Spaniards in the West Indies, had not come along to see how they were doing. He found the settlers in so bad a condition, and so home- sick for their native land, that he took them back to England with him. These colonists, however, brought home some valuable The Story of a Lost Colony 39 information to the people of England. They showed them about the use of Indian corn, and how it was ground into meal and made into bread. They also brought home the potato, which Raleigh planted on one of his farms in Ireland. The potato grew so well and was so good for food that it has since been called the Irish potato, and is now the chief support of the people of Ireland. The greatest interest was taken in the tobacco which the colonists brought back. The courtiers and even the queen were persuaded to smoke, just to try it. Sir Walter himself learned to smoke, and liked it very much. As he sat in his room one day, smoking his pipe, his servant entered with a pitcher of ale, which he emptied on Sir Walter's head, thinking he was on fire. Raleigh sent out other colonists in 1587 with John White as governor. They also settled at Roanoke, and set to work to rebuild the houses left by the others two years before. Governor White's daughter, ^ "f ^ -' ® second colony who had married a Mr. Dare, went along. Soon after they landed, a little girl was born, who was named Virginia Dare. She was the first white child born in America. Governor White stayed with this colony a little while, saw them well started, and then went back to England to get new supplies. It was three years before Governor White returned, A war between England and Spain had been going on, and nobody had any time to think about a poor little colony in America. When the war was over ,^ °^ ■' colony Governor White set out to find his colonists, but not a trace of them could be seen. The houses were aban- doned, the fields were overgrown, but no signs of massacre or violence were seen. The colonists had disappeared, and 40 American History to this day no man knows what became of them. For this reason the colony is known as the lost colony. It had been agreed that if the colonists left the town for any reason they should leave on a tree or door-post some directions so that they could be followed. Governor White found carved on a tree the word Croatan, which was the name of an island near by where friendly Indians lived. He >fl few huts and the word " Croatan " carved on a tree were all that could be found of the lost colony tried to reach the island, but a storm drove him away, and he had to return to England. Other efforts were made to find the lost colony, but no one ever found a single person. Perhaps they were killed by the Indians, perhaps lost in the woods. Rumors came that some were killed and others carried away as captives. All we know is that they vanished entirely, every one of them, and among them was the little girl whose eyes opened first on the beautiful land around the coast of North Carolina. The English Settle Virginia 41 Sir Walter Raleigh and Queen Elizabeth. When Raleigh was a young man he was in a crowd watching Queen Elizabeth and her attend- ants go by. The path in front of the c^ueen was muddy and she hesi- tated to go forward, fearing to soil her shoes. Raleigh, who was near the queen, quickly threw his cloak on the ground over the muddy places. The queen smiled and stepped on the cloak. She sent for the young man and offered to pay for the garment, but Raleigh gallantly replied, " I desire only to be allowed to retain the cloak. It has become very precious since your Majesty's feet have trod upon it." This incident attached him to her service and he became a rich and powerful nobleman. Questions. Who was Sir Walter Raleigh? What was one of his plans? How did Virginia get its name? Where was the first colony made by Raleigh? What happened to this colony? What information did the colonists bring back to England? What about the potato? What about tobacco? Tell the story of Raleigh and his servant. When did Raleigh send out another colony? Who was the first white child born in America? What became of this colony? Written Work. Imagine yourself one of the colonists returned to England and write an accoiuit of what you saw in the new world. LESSON 12 THE ENGLISH SETTLE VIRGINIA After Raleigh's colony failed, it was a number of years before the English again tried to make a settlement in America. The Spaniards had established themselves in the South, and the French were planting colonies along the St. Lawrence, but the English still hesitated about making settlements in the land they claimed. Fishing vessels plied back and forth between the new world and the old. Cargoes of furs were bought Trade with the from the Indian traders and hunters. Rich ^^^ World woods, dyestuffs, and valuable plants used for medicine were brought from the shores of America. 42 American History All this rich trade induced the English merchants to form companies for colonizing the territory claimed by the crown. Two companies were formed, and all the land ^^ ^^ . divided between them. One of these companies companies ^ was called The London Company and the other The Plymouth Company. One cold winter in December, 1606, three small ships sailed from England, with one hundred and five persons on board, bound for the new world. The orders for the govern- ment of the colony were put into a box and sealed, not to be opened until the ships reached America. It took these ships six weeks to get out of sight of Eng- land, on account of the bad weather and the smallness of the vessels. They sailed by the way of the Canary Islands and the West Indies to avoid the heavy cold seas of the winter time. After a four months' voyage the voyagers came to shores they did not recognize. A storm drove them into the mouth of a large river, up which they sailed. 'n Am 'c They were greatly charmed with the appearance of the country. It was now early spring, the birds were singing in the trees, flowers were beginning to bloom, the forests were green, and the land looked very wel- come after the tedious ocean voyage. The river they named the James River, after James the First, then king of Eng- land. On the 13th day of May, 1607, the colonists landed forty miles from the mouth of the river, at a place Settlement of 1 • 1 ^ -^ i 1 r ^ tt ^i Jam sto which seemed suitable tor a town. Here the first permanent English colony was established, and called Jamestown. Every man set to work. Trees were cut down, tents were pitched, a fort was built, The English Settle Virginia 43 and spaces cleared for gardens. Trouble, however, came on the colonists thick and fast. The food supply, as usual, had been eaten too freely. Soon it was nearly all gone, and there was not time to raise a crop. ^^^^^J^^P oj tUG colonists The Indians were showing hostility. In fact, they attacked the town while the men were at work, killing seventeen men and one boy. The water was bad for drinking, and gave the colonists fever. The heat of the climate soon became so intense that the men refused to work on their houses or on their little farms. The tents became rotten and torn. The colonists, like most of the others who had come over, were idle and little inclined to hard work. The result was that during the fiist summer fifty of them died, some of sickness, some by the hands of the Indians, and some for want of sufficient food. The ])rospect was discouraging. Everybody was in de- spair and anxious to return to England. One man, how- ever, rose to the occasion and took charge of affairs. He was Captain John Smith. P>om the time that he was in command a new order prevailed. Questions. What did the English hesitate to do? What can you .say of the fishing vessels? What cargoes were brought from America? What did this rich trade induce the English merchants to form? What were the names of the two companies? What can you say of the depar- ture of three small ships in December, 1606? What about the orders for the colony? What can you say of the voyage? What river did they ascend? When and where was the first permanent English settlement made in America? Wliat trouble did the colonists have? Describe some of their sufTerings. What man rose equal to the occasion? Written Work. Write a letter from one of the first settlers at Jamestown describing the settlement and the hardships of the first year. 44 American History LESSON 13 CAPTAIN JOHN SMITH The settlement at Jamestown owed so much to Captain Smith that it is worth our while to learn more about this remarkable man. He was born in England, and in early- life had shown a love of adventure. He became a sailor and soldier. He fought in the wars against the Turks and was captured and sold as a slave, but after killing his master escaped into Russia and thence back into England. He was about thirty years of age, and was delighted to join the colonists that were on their way to Virginia. When Smith took charge of the colony he obliged every man to work. "Those who do not work shall not eat" were his orders, and the lazy ones had to labor Captain Smith ^^ starve. He drilled the garrison, strengthened the fort, mapped out the country, sent letters to England for supplies, and received new colonists as they came over. He was a high-tempered man, getting into many quarrels and having many marvelous adventures, all of which he wrote in a book. It is not certain that we can His c aracter i^^j-^^^g ^|| j^^ wrote about himself, but it is true that he was a brave man, who more than once saved the colony from destruction. He was full of courage, and not afraid to go alone against the Indians, and was so persuasive that he often induced them to sell corn to save the lives of the starving white men. In one of his trips into the I'idian country, he left his men to guard the sail boat, and with two white His adventures , -, i . • i -i ._ • men and one Indian guide he went in a canoe to explore the Chickahominy River. Two hundred Indians Captain John Smith 45 attacked the little party. The two white men were killed, and Smith was taken prisoner, but not before he had slain two Indians with his pistol. The Indians started to put Smith to death, but he took out his pocket compass and showed them the trembling The Indians capture John Smith needle, which they could see but could not touch on account of the glass case. This so interested the savages that the warriors marched him to their village. Smith was kept in the village for some time. He con- tinued to astonish the savages by his stories of the land beyond the great waters, and by his account of how the sun rose and the stars moved. They were especially surprised at his power to write words on paper so that anyone could 46 American History read and understand what he wanted. They though't he could make the paper talk. Among those who listened to him eagerly was Pocahontas, the twelve-year-old daughter of the chief. The Indians had condemned the brave captain to death, and the day came at last for his execution. The chief was called Powhatan. He sat before the fire in his on a tent, clothed in a robe made of raccoon skins, saves his life ' Around him sat the squaws. The grim warriors stood with their faces, arms, and necks painted red, and with chains of shell beads around their necks. Two big stones ''^^^^tSmm-^^^'^'" " .^fc.-l^^B .:u:-«W-. v-j^^' ■'■ i^T^t JF^;, ^^r^ '"'^H Pocahontas begs her father to spare the life of John Smith were brought and put in front of Powhatan. Smith was led in, and his head was laid on the stones. The warriors seized their clubs, and stood awaiting the sign from Powhatan to dash out the brains of their captive. Pocahontas in a moment of tenderness rushed up and knelt down by the prisoner, taking his head in her arms and beg- Captain John Smith 47 ging her father to spare his hfe. The old chief, who loved his beautiful young daughter, consented. Smith was released and sent back to Jamestown, very much to his own relief and to the joy of his friends. From this time on Pocahontas was the true friend of the white men. She played about the village, coming and going as she chose. She loved the colonists, and whenever they were in danger of attack from the Indians, the Pocahontas young prmcess would secretly send them word. When their food gave out she would find means to get pro- visions to them. She was beloved by Indians and white men alike, and helped to keep peace and friendship between them. After a while Pocahontas married a young Englishman named John Rolfe. She became a Christian and was bap- tized under the name of Rebecca. She went Marries to England and was received at court as became "^"^^ 'Roite her rank as the daughter of a king. Her gentle manners won the hearts of everyone. Her husband decided to go back to Jamestown. Just as the ship was ready to start, Pocahontas was taken ill and died, leaving one young son. Pocahontas was buried in England, mourned by all who knew her. Many families in Virginia to-day are proud to claim their descent from this brave and gentle Indian girl. Captain Smith stayed with the colonists several years. On one of his trips he was badly injured by the explosion of a bag of powder on board a ship. He jumped overboard to put out the flames, and was barely „^^ -^^s °th rescued by his companions. This injury made it necessary for him to go to England. He never re- turned to the colony, though he did explore the coasts of 48 American History New England and made valuable maps of that portion of the country. He spent the last years of his life in England, dying at the age of fifty-two. Questions. What can you say of the early hfe of Captain Smith? What adventure did he have with the Turks? How old was he when he came to Virginia? What orders did he give when he took command? What else did he do to restore order? What kind of a man was Captain Smith? How was he captured by the Indians? How did he save his own life at the time? How did he amuse the savages? Tell the story of how Pocahontas saved the captain's life. How did Pocahontas show her friendship for the colonists? Whom did she marry? How was she treated in England? What about her death? How was Captain Smith injured? What became of him afterwards? Written Work. Imagine yourself to be Captain Smith, and write the story of any one of your adventures. LESSON 14 MORE ABOUT JAMESTOWN John Smith left about five hundred people in Jamestown. Not having his strong hand to guide and control, troubles arose fast. The men became idle and planted no crops. The Indians grew suspicious and would not sell corn or any kind of food. The natural result followed. The colonists were reduced to starvation. The starving people ate everything they could lay their hands on. They even ate their own dogs, horses, and such things as mice, snakes, and lizards. When a . ^*^^^S man died of hunger his starving companions devoured his dead body, as a pack of hungry wolves would have done. The Indians watched for wan- derers from the colony to kill them in the woods. By the More about Jamestown 49 end of the winter only sixty were left alive of all the five hundred. The others had perished miserably. This was known as the Starving Time (1609). Another shipload of people, however, were on the way Sir Thomas ^ t Gates arrives ^o James- town, with Sir Thomas Gates, a new governor for the colony. These colonists had been ship-wrecked on one of the Bermuda Islands, where they had spent the winter. As soon as spring came they made new ships and started for James- town. It was well they did, for when they arrived they found only gaunt skeletons, nearly dead for food, and piteously waiting to be fed and Powhatan's country taken away from that dreadful place. If Gates had been ten days later, not a man would have been left alive in Jamestown. Gates himself had food for only two weeks more, and in this desperate condition he decided to take the colonists on board, abandon the town, and sail to Newfoundland, hoping to fall in with some fishing and trading vessels. The ^o American History people of Jamestown were glad enough to go, and so they departed with Gates, leaving not a soul on the shores of America to claim an English settlement. When they reached the mouth of the James River they were met by a fleet of vessels from the mother country, bringing new colonists and plenty of food. Lord De aware -j-^Qn there was great reioicing. This was bet- arrives ° jo ter than going to Newfoundland. Lord Dela- ware was with the new fleet, as governor of the colony. He took the colonists back to Jamestown, gave thanks for their deliverance, and soundly scolded them for their idleness and lack of foresight, wljich had brought them into such a mis- erable plight. With Lord Delaware, and those who succeeded him, the colonists fared better. Every man was given a small farm and made to cultivate it for his own use. Houses were built, new settlements were made up and down the river, and people came every year from England. The colonists now (1612) turned their attention to the planting of tobacco. It is said that John Rolfe, the husband of Pocahontas, was the first to grow it for sale. The people of England had grown fond of smoking, and there was a great demand for it. When the people in Jamestown foimd they could sell all the tobacco they could raise, they began to plant large ^quanti- ties of it. From that time they began to prosper. Nearly every- body became a tobacco planter. Tobacco was growing everywhere, even in the streets of the town. With the money from the sale of it, the colonists bought many things they needed. Vessels came up the river to sell supplies and to buy tobacco. Taxes were paid in tobacco. Salaries More about Jamestown 51 were paid in tobacco. At last the people had found an occupation and were content. One thing more they needed, and that was wives. There were too many men and too few women in the colony. The company in London knew that the settlers would never be content without homes and ^^^^ "^ e colonists women to take care of them. Accordingly, a shipload of young women, of good character and healthy, was sent over to Jamestown to be wives for the young men. Each young woman was to choose her husband, who must pay one hundred and twenty pounds of tobacco, to cover the cost of the passage to America. When the ship arrived with ninety young women on board, the men greeted them gladly. Courting was done in a hurry, and ministers were on hand to marry them at once. The tobacco was paid down, and all the women found good homes in a prosperous colony. Other ships came with young women for wives. Soon the settlers' homes showed the touch of woman's hands, signs of peace and prosperity and contentment were on all sides, and the colony was well on its way to success. Questions. What happened to the colony after the departure of John Smith? Describe the horrors of the Starving Time. How many were left alive of all the five hundred? By whom were the colonists saved? What did Gates find on his arrival at Jamestown? What did Gates resolve to do? Who came in time to save the colony from destruction? What did Lord Delaware do? How did the colonists now fare? To what did the people turn their attention? Who was the first to grow tobacco for sale? What can you say of the planting and importance of tobacco? What other thing did the colonists want? How many young women came over? What effect did this have on the colonists? Written Work. Write an account of the Starving Time. Suppose you were a colonist choosing a wife, write how it was done. 52 American History LESSON 15 AFFAIRS IN VIRGINIA Everybody was at first required to live out of a common stock. This was one of the reasons the people of the colo- nies in Virginia were dissatisfied. No matter easons or j^^^ j^^^^| ^ ^^^^^^ worked, or what he raised on discontent ' his little farm, he had to put it all together with the others. Each man drew out of this common stock what he needed for his own use. In this way every man felt that he was working for the colony and not for him- self. This made the industrious ones support the idle and lazy. When Thomas Dale became governor of Virginia, he changed all this promptly. He gave every man his own little farm and allowed him to keep all he made on it. Those who worked, had an abundance. Those who were idle, had nothing. All that Dale required of each man was that he should pay two and one-half barrels of corn yearly as his share of the tax. This change brought about a greater activity and more content. Another cause of discontent was that all the laws for the colonists were made in England, and whatever governor was sent over by the king could do as he chose „ ^^7! . . ^ without asking the consent of the colonists. for Virginia '^ This also was changed, and a new charter was granted to Virginia, allowing the people to have a voice in the making of their laws. They were allowed to have a general assembly of persons chosen by them, who were to meet and make laws for the government of the colonies. The governor was still appointed by the king, but the people could decide many things for themselves. Affairs in Virginia 53 Under the provision of the new charter, the people of each settlement, which was also called a borough, elected repre- sentatives to a general or colonial assembly which met for the first time in Jamestown, ^lH^Hy^ July 30, 1619. This was the first time in the history of America that a meeting was held by the repre- sentatives of the people for the purpose of making laws. It was America's first legislature. Other people came over to Virginia in great numbers. In one year as many as twelve hundred joined the various settlements, and peace and prosperity appeared on all sides. The settlers, as fast as they came over, were given small farms, upon which they built houses and established their families. Lands were cleared, corn and tobacco were planted, and roads between the settlements and the farms were laid out. Ships appeared on the rivers, unloading live stock, farm utensils, clothing, medicine, and other things from England. On the docks were piled huge hogsheads of tobacco and bags of corn to be sent to England. In 1619 a Dutch war vessel arrived in Jamestown, and sold twenty negroes to the colonists to be used as slaves. The negroes had been captured on j^tJo^ced the coast of Africa. They were very docile, easily managed, and made excellent field hands. This was the beginning of African slavery in America. One sad event checked the general joy. Powhatan, the friend of the white men, had died. The new chief looked with distrust and suspicion upon the palefaces. The white men kept on coming in such numbers that he was afraid they would get too strong for the Indians and drive them away. The red men already foresaw their fate. 54 American History The massacre Silently and secretly the Indians gathered about their council fires and made their deadly plans. They were to hide in the forests and around the plantations until noon, when the men would be in the fields and without their guns. Then the savages were to rush in and murder everybody. , The cruel plot was laid, the Indians were on the war- path, and the colo- nists were not aware of their danger. On the morning of the massacre (1622), a converted Indian ran into Jamestown, and call- ing for a few of his friends told them the Indians were gather- ing for the destruc- tion of the whites. It was too late to save any place but Jamestown, or to notify any of the planters. The blow fell. The painted savages burned and murdered and scalped until four hundred people were killed, and eighty plantations were reduced to eight. It was a dreadful massacre. The white people took their revenge upon the Indians. A converted Indian gives warning of the intended massacre The Pilgrims in New England ^^ For years a war was kept up that cost the lives of many white people as well as of many Indians. The savages were hunted and driven from place to place until they were thoroughly beaten and punished. They were then glad to sue for peace. Thus we have seen that the colony of Virginia was started and was well on its way to prosperity. It is time for us to turn our attention elsewhere and see what was going on in other parts of the country. Questions. What was one of the reasons for discontent in Virginia? What was the eiTect of having a common stock? What did Thomas Dale do to change this? What was another cause of discontent? What was granted to Virginia? What were the people allowed to do? When did the first colonial assembly meet, and where? What signs of pros- perity appeared? When and how was negro slavery introduced into America? What dangers arose from the Indians? What did the savages plan to do? How was Jamestown saved? Tell about the great massacre. How were the Indians punished? Written Work. Imagine yourself a planter buying a slave from the Dutch vessel, and write an account of it. LESSON 16 THE PILGRIMS IN NEW ENGLAND The shores of New England were very well known to the English by this time. Fishing vessels often went that way, and Captain John Smith, our hero of Jamestown, had explored the coast for many miles and had given the land the name of New England. We have now to see who came there to make a settlement. To do this let us go back to England. We find that at that time people were not allowed to think as they chose ^6 American History in regard to religion. The king declared that everybody should think as he thought, or they would have trouble. Nowadays, no king would do such a thing. The king's People do as they please about religious matters, join any church they like, go to service or stay away as it suits them. But things were different then, and people had to do as the king said. There were some people in England who did not like this, because they wanted to worship God in their own way. They tried to leave the church, but in doing so they found it best also to leave the country. When they left England, they went to Holland, where they stayed twelve years, working hard, attending to their own business, and having the kind of church service and religion they liked. The only objection to Holland was that the children were growing up speaking Dutch and learning Dutch customs. Therefore these wanderers, who called them- The Pilgrims , tti • .. i • i i ^ ^^ a selves " Pugrmis, decided to come to America. While other colonists turned to these shores for gold and gain, the Pilgrims came here to find a place of freedom to worship God according to their own ideas. It was decided to send a small number of their people over to America to find a place for them all to settle. Two vessels were engaged to take the colonists over, but hardly had they sailed when one of the ships sprung a leak and had to go into harbor for repairs. The repairs were of no avail, and the vessel was abandoned. About one hundred of the Pilgrims gathered on board the other vessel, — the JlTay- flowcr, — bound for America. The party intended to land somewhere on the New Jersey coast, where the king had given them permission to go, glad to get rid of them doubtless, and hoping all the others of The Pilgrims in New England SI their sort would soon follow. The weather on the voyage was bad, and the Mayflozver came to land around Cape Cod. This was as good a place as any, and so the settlers decided to stop there to found their colony. The Pilgrims held a meeting in the cabin of the Mayflower, and signed an agreement among themselves, by which each The Pilgrims gather in the cabin of the " Mayflower " and sign the compact one bound himself to obey all the laws of the colony, and to see that only good laws were made. They chose John Carver to be governor. Then they began to explore the coast to find a good place to locate. The Pilgrims settled at a place which Captain John Smith had marked Ply mo7(f/i on his map. They decided to make that the site of their town, because it p^g^i^g" reminded them of their old home in England. This was December 21, 1620, thirteen years after James- town in Virginia had been settled. 58 American History On Christmas Day the first house was begun. It was a rude storehouse for provisions. All that day and for many days after, the men cut down trees, built cabins for their families, covered them with thatch, filled up the cracks with The Pilgrims suffer great fiardship mud and mortar, and put oiled paper in the windows. It was very cold, and the colonists suffered dreadfully. The winter settled down dreary and severe. Half the colonists died, among them Governor Carver himself. William Brad- ford was chosen in his place, and the people did the best they could until spring. The Indians were watching them. The colonists did not know whether they were friendly or not, so the graves of the The Pilgrims in New England 59 dead were leveled, plowed over, and planted with corn, so that the savages could not tell how many had died. One day an Indian walked into the village crying aloud, " Welcome, Englishmen." His name was Samoset, an Indian from Maine. He had learned some English from , , ^ , , ,1 ^ o ^1 Samoset and the fishermen along the coast. Samoset became gp^a^to the friend of the colonists. He brought another Indian, named Squanto, who lived a long time with the English and helj^ed the colonists in many ways. Samoset enters the village and calls out, " Welcome, Englishmen" He told the settlers to plant their corn when the oak leaf was as big as a mouse's ear, and to drop a dead herring in each hill for fertilizer. He hunted and fished for the colo- 6o American History nists, and became their guide, interpreter, and protector. He told the Indians that the white men kept the plague buried in the ground and could let it loose whenever they liked. It was through his help that a treaty was made with Massasoit, a neighboring chief, which was faithfully kept by both sides for fifty years. But not all of the Indians were so friendly. Canonicus, the chief of the Narragansetts, did not like to see the white men on his soil. He sent Governor Bradford a nmi y o bundle of arrows tied in a snake skin. The Canonicus messenger dropped it in the village street and ran away as fast as he could. Governor Bradford knew that this meant war. He filled the snake skin full of powder and shot and sent it back to Canonicus. If there was one thing the Indians were afraid of, it was the gun of the white man, and the mysterious black dirt that could turn into thunder and throw deadly balls. Canonicus looked at the snake skin and decided that he did not want war. Collateral Reading. "The Landing of the Pilgrims," by Mrs. Hemans. Massasoit's Recovery. Massasoit was ill with fever, and nigh unto death. Edward Winslow and two attendants set out for his relief. The king was lying on a bed of skins, full of dirt and filth. The wigwam was shut up tight, so that it was dark and stifling within. Outside the medicine men were making hideous noises to drive away the evil spirits. The king's lips were dry, his skin was parched, and his eyes rolled with the fever. Winslow drove the people out of the tent, and opened it up for air and light. He bathed the king in water and gave him a cool, clean bed to lie upon. He wet his lips with water and gave him some medicine. Then he ordered all noise to cease. Soon the king fell asleep and awoke next day refreshed. At the end of three days the fever left him, and in a few weeks he was well and walking about. " Now I know the English are Captain Miles Standish 6i my friends," said the grateful king. As long as he lived he showed his gratitude for this service. Questions. How did New England get its name? What did the king of England require of his subjects in matters of religion? What did some people think of this? Where did they go to find religious freedom? What was the objection to Holland? What did the people call themselves? Where did they decide to go? What vessel did the first party sail in? Where did they land? What agreement was signed before landing? Where did the Pilgrims settle? Describe the suffer- ings of the first winter. How did they deceive the Indians as to the number of the dead? What about Samoset? How did Squanto help the colonists? What did Canonicus do? What reply did Governor Bradford make? Written Work. Write a description of the landing of the Pilgrims and the hardships they endured the first winter. LESSON 17 CAPTAIN MILES STANDISH Among the leaders of the Pilgrims of Plymouth was the stout ancl valiant soldier, Miles Standish. He was small in size, with yellow hair and beard, quick of . ■' ^ Appearance temper, and brave as a lion in his dealings with of Captain the Indians. Some of them called him "boiling ^**"^^^^ water" on account of his temper ; others called him " Captain Shrimp " on account of his size and color. He, with sixteen followers, was among the first of the Pilgrims to land from the Mayjlozver. His wife died the first year of the colony, when so many perished of the hardships. Standish and six others at one time were the only well ones. They brought all the wood, made all the fires, cooked most of the food, and even washed the clothes of nearly the entire colony. 62 American History- Captain Standish was the leader of the colonists in their dealings with the Indians. One time when Squanto, the friendly interpreter, had been made prisoner by some unfriendly Indians, who threatened to kill him, Standish marched with nine men to the Indian village, and placing his men around the house of the chief, boldly entered it alone and called for Squanto. Bescues Squanto '^/'- "^X I^HBpv ^^^^d I ■^^^^^^4' f hL'' ' H^^^tf^^^ M^ Ji&/'4^^ B^3P«^^^ ^H^^P ^^^S^^^l K^S l^jJ^^gjJS, ^ '«• •. fllHl^^H Hj^^^H ^^^K^^^""' ' ^^^^UlS^^ wKF '^ *» ^^^' |H^ 1^^ 'W 'i*^Mr'^'*««^^^^HR_^ *^B^V. " '^^3" PH^B 'JL ^^ l^y^B --. :, '^- ■ 1 ii Captain Miles Standish with sixteen followers lands from the Mayflower to explore the coast The Indians were alarmed at this sudden appearance of the soldier, and ran out of the house as fast as they could. Squanto was soon found and delivered to his friends, while Standish and his men spent the night in the chief's house, not allowing any of the Indians to come in. The next day they marched in triumph back to Plymouth. Captain Miles Standish 63 Another time Captain Standish had gone in a boat to buy some corn from the Indians, who Hved down the coast. The wind died out, and he was compelled to pass the nio^ht on shore. The Indians talked in a friendly °°. ^^ o ^ J venture way, but Standish discovered a plot to kill him in the night. One Indian invited him to go to his house to sleep. Standish accepted the invitation and went into the house, but instead of lying down, he loaded his gun and kept it ready on his knee as he sat by the fire. The Indian begged him to go to sleep, but Standish knew that if he did the Indian would kill him. So he stayed awake all night, his gun ready, the Indian watching him closely. When morning came he backed out of the house, and made the Indian follow him to the boat and back to Plymouth. His courage had made the savage afraid to attack him. Captain Standish required every man to carry his gun with him, and be ready to use it. Even when the colonists assembled to go to church, each man brought 1 • 1 ... 1 • . 1 -T-1 1 His orders his musket to the captains door. I hen they marched by twos and threes to the meeting-house, the w^omen along with them. The men stood their guns by their sides while service was being held. In this way the brave captain kept down the Indians, drilled the soldiers, inspired courage and hope, and secured peace and prosperity for Plymouth. He was a type of the sturdy colonist, ready to go to war or to church, quick to fight an Indian for the sake of corn, or a king for the sake of conscience, whom no terrors could daunt and no climate subdue, and whose example of courage and patience helped to make a colony, as the same colony has helped to make a nation. 64 American History The First Thanksgiving. The Pilgrims had passed their first summer, and it was now autumn. The com was ripe in the fields, the nuts were falling in the woods, the game was plentiful, and the Indians were peaceful. " Let us gather our crops, call in our Indian friends, and have a day or two of feasting and fun, and call it Thanksgiving," said Governor Bradford. To this the Pilgrims all agreed, except they wanted a whole week instead of one or two days. Massasoit was invited. He came with a string of bones and a pouch of tobacco around his neck, his face daubed with paint, and his hair sleek with oil. Governor Bradford said he " looked greasily." His braves were with him in all the glory of deer- skins and feathers, and with faces painted all the colors of the rainbow. The white men and the Indians went hunting, and killed v/ild turkeys and deer for the feast. The women cooked the meat, broiled the fish, baked the bread, and the young people waited on the tables. Under the trees the tables were spread. Around them sat the Pilgrims and their Indian friends. Jokes were passed, stories were told, and the old times in England and Holland were talked over. Then followed games, shooting matches, and by night the Indians danced and sang their war chants. It was a royal week of Thanksgiving. It has passed into a national holiday, and now once a year the whole nation rejoices in its prosperity and gives thanks for its many blessings. Collateral Reading. " The Courtship of Miles Standish," by Longfellow. Questions. Describe the appearance of Miles Standish. How did he help the colonists during their hardships? Describe the way he rescued Squanto from some unfriendly Indians. Describe his adventure with another body of Indians. What did Standish require of every man? What did the brave captain do for the colony of Plymouth? Written Work. Write the story of some of the adventures of Captain Miles Standish. The Puritans and John Winthrop 65 LESSON 18 THE PURITANS AND JOHN ^A^INTHROP We have seen that there were many people in England who did not like the way the church was managed, and who thought it was corrupt. Those who tried to The Puritans purify the church without actually leaving it were called Puritans. They believed in a simple service with more religion among the preachers, and better life for the people. Those Puritans who left the church and came to America were called Pilgrims. We are now to see how those who did not leave the church also came to New England. The company in England, which had formed the Plymouth Colony and which had been known as the Plymouth Company, was changed to the Massachusetts Bay Company. This company made ready a ship to take a body of Puritans over to America in 1628, with John Endicott as leader. The colonists landed on the shores of Massachusetts and founded a town which they called Salem. The next year Endicott sent an exploring party up the Charles River and began a settlement which took the name of Charlestown. The Massachusetts Company now decided to move its headquarters to New England. The king granted them a charter to govern themselves as they saw fit. This pleased the Puritans greatly, and in 1630 f °^j° over one thousand came over under the leader- ship of John Winthrop, and settled at Boston, which afterwards became the capital of the colony, and a great city. Other towns were soon established as people came over, and in ten years as many as twenty thousand people had 66 American History left England to find homes in what is now the State of Massachusetts. Governor John Winthrop, who was the leader of the Boston settlement, was as remarkable a man in his way as was Captain John Smith of Virginia, or Captain Miles Stan- dish of Plymouth. He was brave, self-reliant, and very religious and severe in his notions. He was so generous to the colonists that at one time during a severe winter when he had but one loaf of bread in his oven, he gave it all to a man who came beg- ging some meal. As Boston grew and other towns were settled near by, Gov- ernor Winthrop found that he had plenty to do. Every shipload brought over laborers of all sorts, who had to be set to work. The carpenter was put to building houses, the mason to laying brick, the stone cutters to hewing stones, and the farmers to planting corn and vegetables. His was a busy life. He worked every day with his own hands. The Puritans march in a body to church, armed for protection against the savages The Puritans and John Winthrop 67 There was no time for play in a young colony, and, besides, the Puritans were a severe people who did not believe much in play. Nobody was allowed to 1 1 1 • 1 r 1 -T-, Puritan life dance, or attend any kind 01 a show. 1 he women were not allowed to wear ribbons, nor dresses of fine cloth. The governor himself wore the plainest clothes and lived in the simplest way. Everybody had to go to bed early. The governor ordered all lights out by nine o'clock, but you may be sure he had everybody up by daybreak, and as soon as the sun rose the town was busy at work. Governor Winthrop had his own way of dealing with people. When, for example, an angry man sent him a letter, written in a bad temper, the governor sent it back to him, saving he was not willing to keep ^^ rops ' ^ ^ 01 management such a letter by him. The man who wrote it was the man to have it. The writer soon apologized to the governor for his rudeness. At another time when the winter was very cold, the governor heard that a certain needy neighbor had been stealing wood from his woodpile. The governor said, " I will fix it, so that he will not steal any more of my wood." He sent for the man and said to him, "My friend, it is a severe winter, and I have no doubt you need wood. There is my woodpile. If you need any, take it, until the spring comes, when you can repay me." In this way the poor man was provided, and the governor made him ashamed of his act. An old writer of that time. Cotton Mather by name, says that "the governor sometimes made his own private purse to be the public purse, not by sucking into it, but by squeez- ing out of it. It was his custom to send some of his family on errands into the houses of the poor about their mealtime 68 American History on purpose to spy whether they wanted, and if it were found that they wanted, he would make that the opportunity of sending supphes to them." Good Governor Winthrop ! Twelve times he was re- elected governor, and died in his old age, loved by everybody who knew him and honored in the annals of the nation. Questions. Who were the Puritans? What did they believe in? What new name was given the Plymouth Company? What town was founded, and by whom, in 1628? What town was founded the next year ? When and by whom was Boston settled ? How many people came over in ten years? What can you say of John Winthrop? Describe Winthrop's generosity. Describe his activity. How were the Puritans required to live? What did the governor order? How did Winthrop treat the man who sent him a note in bad temper? How did he treat the man who was stealing his wood? What did Cotton Mather say of him? Written Work. Write a story about John Winthrop and his man- agement. LESSON 19 OTHER NEW ENGLAND COLONIES As soon as the Pilgrims had become well established at Plymouth, and the Puritans had founded Boston and other towns near by, various settlements were made along the coast northward. Some of these settlers, mainly fishermen, wood cutters, and traders with the Indians, planted their villages farther and farther north, until in 1623 a settlement was made on the territory that is now the State of New Hampshire. This settlement was at Little Harbor, near the city of Portsmouth. Two years later, a permanent settlement was made far up the coast, on the land that afterwards became the State of Maine. Other New England Colonies iiradiey ^ PouUa, Lnjr a. A. T Settlements in the New England colonies 70 American History Among the men who left the first settlement to found others was Roger Williams, who had come over to Salem in 163 1 as a preacher. He was a Puritan, and ^^^ had left England on account of the persecution. Roger Williams had even more severe views on the subject of religion than the Puritans themselves. He preached very boldly that all laws that bound a man's con- science were unjust ; that a man should not be punished for staying away from church ; that the king had no right to give away the lands of the Indians ; and many other doc- trines that the Puritans themselves did not believe in. The people of Salem decided that Williams was too bold a preacher, and so they ordered him to go back to England. He kept on preaching, however. Soldiers were sent to his house to arrest him, but he escaped before they arrived, and fled into the forests to the villages of his Indian friends. He had already learned their language, had slept in their tents, and knew their ways. With five friends, Williams sought for a place to found a colony of his own. He at last settled at Providence (1636). He made friends with the Indians and bought a large tract of land from them. His earnest pleading kept the terrible Narragansetts friendly to all the white colonists. Other friends soon joined his colony, and a prosperous community was started. Another member of the Puritan church in Boston was Mrs. Anne Hutchinson. She declared that the preachers did not preach sound doctrine. The preachers HutcMnson replied that a woman had no business mixing in public affairs, and Mrs. Hutchinson should not hold meetings in her house to discuss religious matters. The preachers then banished her from Boston. Other New England Colonies 71 With a few friends she went to Providence where Roger WilHams was, and by his advice and help bought some land from Canonicus, the Indian chief. The first settlement was called Portsmouth, and the second was called Newport. After a while the towns of Providence, Portsmouth, and New- port were united under one govern- j^^^^s^. ment, and were called Roger Williams, having settled at Providence, Rhode Island and welcomes Anne Hutchinson to his colony Providence Plantations. This is the way that Rhode Island was settled. There was a rule among the Puritans at Boston, that only church members should vote in the affairs of government. Thomas Hooker, although a pastor of a church, thought that everybody should have a voice in public affairs whether he was a member of a church or not. Governor Winthrop would not listen to such an idea. Then Hooker decided to found a town of his own, where every man could have a voice in its management. A few months after Roger Williams had been driven out of Salem, Hooker gathered a large body of people who thought as he did, and started on a journey toward the Connecticut River. The congregation traveled slowly, taking their wives, children, and cattle with them. They lived as best they could during their long march, on the food they bought, and on the milk of the cows. Thomas Hooker 72 American History They settled at Hartford on the Connecticut River in 1636. They drew up a body of laws for the government of the town, and for other towns which were foundedlese ^^^^^ established by them. This was the way the State of Connecticut began, under a written constitution, in which everybody had a voice and a vote in the government. This was the first time in the history of the world that a state was thus begun. Thus we see that the New England colonies had begun their existence, with the Pilgrims and Puritans, seeking a place to worship God in their own way. Ships came over in great numbers bearing their friends, who settled along the coast and in the interior. Differences of opinions about matters of faith caused some to gather in special colonies. In the course of twenty years more than twenty-five thousand stern and hardy settlers had firmly planted themselves in New England, had learned to brave the severe winters, care for themselves and their children, and were glad to find a home in a land of liberty. Questions. What settlements were now roade? When was New Hampshire settled? When was Maine settled? Who was Roger Williams? What religious views did he have? What did the people of Salem order? What did Williams then do? Where did he found a colony? What influence did he exert over the Indians? Who was Mrs. Anne Hutchinson? Where did she go? What settlements did she make? What name was given to all these new settlements? What opinions did Thomas Hooker have? What journey was begun? How did they travel? Where did they settle? What can you say of the written constitution of Connecticut? What about the prosperity of the New England colonies? Written Work. Write the story of Roger Williams. Write the story of Anne Hutchinson. Write the story of Thomas Hooker. Henry Hudson 73 LESSON 20 HENRY HUDSON In 1609, two years after Jamestown was settled and eleven years before the Pilgrims landed at Plymouth, Henry Hudson, an Englishman, sailed across the Atlantic Ocean in a ship called the Half Moon, under a Dutch flag, and in the service of the Dutch East India Company. The ship was of eighty tons burden and had two masts, and was manned by a crew of twenty men. Of course, whatever land they discovered would belong to the Dutch. After a five months' voyage, and in the month of Septem- ber, Captain Hudson came in sight of the hills that mark the coast around New York. Sailing inside what we now call Sandy Hook, he anchored at the entrance of New York Bay, seeing before him the broad entrance ^ V\ ^^ that he hoped might lead through the continent and into China. At this place his ship lay at anchor for a week, while the men fished and explored. At the end of the week Captain Hudson weighed anchor and sailed a little way into the bay, where he stopped again to explore. Canoes full of Indians came to the side of his vessel. The savages made signs of friendship, The Indians and offered beans and oysters for sale. Ihe captain would not allow any of the Indians on board his vessel, though he was glad enough to get the oysters in exchange for glass beads. The Indians had never seen any white men before, and thought the Great Spirit had come. Crowds of canoes soon put out to see this great canoe with white wings, that moved without rowing, but Hudson would not let them come too near him. 74 American History Sails up the river The Indians were very numer- ous, for the land was rich and beautiful. On the island lived the Manhattans, and up the river lived the Sing Sings. On one side of the river lived the Hackensacks, and down the bay were the Raritans. Hudson was afraid of all these strange and warlike faces, and proceeded up the river with great caution. He next anchored opposite Manhattan Island, somewhere near the present city of New York. See- ing the broad river before him he sailed boldly up, passing the site of West Point, seeing the great Catskill Moun- tains, and going as far as the present city of Albany, Here the ship could go no farther. Hudson consented for the In- dians to come on board, bring- ing corn, grapes, pumpkins, as well as the skin of the otter and of the beaver. Above Albany, the Hudson Historic waterways ig only a narrow and shallow river. Hudson saw that he had no chance to get to China that way, and so he turned the Half Moon down stream. When he neared the mouth of the river the Indians grew Henry Hudson 75 Henry Hudson in 1609 sails up ttte Hudson River under a Dutch flag and claims all the territory of New York for the Dutch yd American History hostile and attacked his ship. He fired a cannon at a canoe full of warriors, which stove in the side of the frail craft and drowned nine of the savages. Hudson then sailed out of the river he had discovered, and which ever afterwards has been called the Hudson River. He sailed back to Holland, and reported to the Dutch what he had done and seen, and they at once laid claim to all the lands on both sides of the river, by right of discovery and exploration. Hudson sailed no more under the Dutch flag. He went back to London and entered the service of the London Company, and started out again to find a north- as ays \ygst passage to Lidia and China. He dis- covered Hudson Bay, which also was named for him. Here he was obliged to spend a dreary winter, with his ship frozen hard and fast in the ice, and his crew nearly dead for want of food. When spring came, his men rebelled, seized him and a few of his faithful companions, put them in a small boat and set them adrift among the icebergs of the northern seas. Thus Henry Hudson came to his end, but not before he had left his name as a great discoverer and had given to the Dutch the right to send their ships to trade with the Indians of Manhattan Island for furs and fish, and to found a colony on the banks of the Hudson River. The Drunken Indian. Hudson visited an Indian village on Man- hattan Island. After talking a while he drank the chief's health in a glass of brandy, and then offered a drink to the chief. The old warrior smelt it and handed it around. They all shook their heads and refused to drink except one who lifted the glass to his lips and swallowed the brandy with many a wry grimace. In a short while he began to stagger, then to whoop and yell, and finally fell unconscious to the ground. His companions thought he was The Dutch Settle New York 77 dead, but Hudson and his men soon had him all right. The Indian declared it was the strongest water he had ever tasted, but that it made him feel he was in the happy hunting grounds, with plenty of game on all sides, and the scalps of many enemies in his belt. After that they all took a drink. Later on the white man's " fire water " became a deadly poison to the Indians, and many a dreadful massacre could be traced to its evil influence upon the race. Questions. When did Henry Hudson set sail? In whose service? What bay did he enter? What passage was he seeking? How did the Indians treat him? What did they think of the white men and their ships? W^hat were the names of some of the tribes? Where did Hudson ne.xt anchor? To what point did he sail? Why did he return? How did he treat the savages who attacked him? Where did he sail after leav- ing the river ? What other voyages did he attempt ? What bay did he discover? What became of him? What right was established by his discoveries? Tell the story of the drunken Indian. Written Work. Imagine yourself an Indian, and write your impres- sions of the Half Moon as it came sailing up the Hudson. lp:sson 21 THE DUTCH SETTLE NEW YORK The Dutch laid claim to all the lands that Henry Hudson had visited. They sent out ships to trade with the Indians, and established trading posts along the Hudson River and on Manhattan Island. They bought valuable furs from the Indians in exchange for cheap toys, beads, and other things, and were not averse to selling whiskey to the savages. In 1614 a few cabins were built oh Manhattan Island, and a little town was started with a fort to protect it. The place was named New Amsterdam, after the town by that name in Holland. Afterwards the whole island was bought from the Indians for a few trinkets and other things worth about yS American History twenty-four dollars. The Indians had no idea of values, and would sell the white men the richest lands or the finest furs for anything that attracted their fancy. The Dutch merchants formed the Dutch West India Com- pany, and obtained a charter to trade in the territory from the Delaware to the Connecticut River. They yfTx. 1 J called all this land New Netherlands. Thus we Netnerlauds see that there was a New England, a New France and a New Netherlands in America, all at one time. New England is the only one of the three names that has survived. The Dutch settlement grew slowly. Fort Orange was built on the site of the present city of Albany. The few scattered hamlets around the mouth of the river were mere trading posts. After fifteen years New Amsterdam had only three hundred people. The Dutch Company now offered to every man who would bring over a colony of fifty persons a tract of land sixteen miles along the river, over which he could be the absolute ruler and lord, provided he paid the Indians for it. This was easily done, and some of these lords, or " patroons " as they were called, played an important part in the history of the colony. The Dutch sent over several governors to New Nether- lands, but Peter Stuyvesant (StI've-sant) was the most noted of them all. He had been a soldier, and while St*^^ fighting bravely had lost one leg. Ever after- wards he wore a wooden leg. Because it was bound with silver bands he was called " Old Silver Leg." He was cross and peevish, and sometimes would get terribly angry when things did not go to suit him. Still, he ruled justly, and the people respected him. He forbade the merchants selling whiskey to the Indians, he The Dutch Settle New York 79 established good schools for the children, and he made everybody go to church, though each one was allowed to go to any church he chose. The Dutch patroons lived in ease and comfort The Dutch lived differently from the English in New England. They had odd-looking houses, of curious gables, with a stoop, or porch, in front. Inside the stolid, fat Dutch merchants would sit and smoke their pipes in comfort. The women were fine house- Dutch life 8o American History keepers, keeping everything clean and orderly, the floors covered with w^hite sand, and the tiles polished as bright as could be. The Dutch housewives became noted for their thrift. The men wore baggy knee-breeches, with stockings, and silver buckles at the knee and on their shoes. They wore curious high hats, and often a braid on the back of the head. Many of the families of New York trace their ances- try back to the good old Dutch colonists of New Amster- dam, and many streets and villages and mountains still bear the old names first given them by the Dutch settlers. England, however, had her eyes on the Dutch settlements, and the growth of New Amsterdam^ on Manhattan Island Enelish take ^^^^^ "^^ please the king. England claimed all possession of the land that the Dutch had occupied, on the New York ground that it had been granted to the English companies to settle upon, and that Henry Hudson was an Englishman, even if he was sailing under a Dutch flag. The king of England in 1664 sent a fleet of ships which appeared off Manhattan Island. The Dutch were ordered to surrender their town. Governor Stuyvesant was in a great rage. He tore up the demand for surrender, and called upon the people to drive the English away. But it happened that the Dutch had grown tired of Stuyvesant 's rule, and more especially of the tyranny of those "patroons," or proprietors. So they forced Governor Stuyvesant to yield to the demands of the English. ' When the English threatened the colony on Manhattan Island, New Amsterdam was made secure on the land side by a stockade twelve feet high, defended by blockhouses. This stockade extended along the line of what is now Wall Street; hence its name. The village was still small, hardly a mile all around it. Outside lay the farms, or " boweries " as the Dutch called them. The Dutch Settle New York 8i The name New Am- sterdam was changed to New York. The village contained only fifteen hundred people at the time, but it has since grown into one of the greatest cities of the world. All the Dutch claims in Amer- ica were ceded to the English, though the Dutch people still re- mained as good citizens and subjects of the king of England. Even old Peter Stuy- vesant did not return to Holland. He had a farm on Manhattan Is- land called the Bowery. Here he spent his last days in peace and comfort, honored and respected, dying at the age of eighty years. Questions. To what did the Dutch lay claim? When and where was New Amsterdam established ? How much was paid for the whole island ? What Dutch Company was formed ? What name was given to all the land ? Where was Fort Orange built? How large was New Amsterdam in fifteen years? What was now ofTered by the Dutch Company? Who was Peter Stuyvesant ? Describe his character. Describe the Dutch life. What did the English claim, and why ? What were the Dutch ordered to do ? What new name was given to the town ? What became of Stuyvesant ? Written Work. Write a description of Peter Stuyvesant. Stuyvesant in a rage appeals to the people not to surrender their town 82 American History LESSON 22 THE FOUNDING OF MARYLAND We have now to see how another sort of colony was established in America,' and for the same reason that the Plymouth Colony was settled. This time, however, it was for the Roman Catholics, who had no religious rights at all by the laws of England. If a man was a Roman Catholic he could not hold office or take any part in the govern- ment. There lived in England a good Catholic named George Calvert, who was a friend of the king. He had been made a lord, with the title of Lord Baltimore. He .„ ,^. wanted to find a place in America where he Baltimore ^ could found a Catholic colony, and where the persecuted members of that church could worship without hindrance. The king readily granted to Lord Baltimore a portion of land north of the Potomac River, which was easily done since the grant cost him nothing, and he had to ask nobody's consent. The land was named Maryland in compliment to the wife of Charles I, whose name was Henrietta Maria, and who herself was a Catholic. Whereas other colonies had been ruled by a company, this colony was to be governed entirely by Lord Baltimore, who was called the "Lord Proprietor." It was in this way that Maryland, and several other colonies afterwards estab- lished, differed from the colonies ruled by charters, or by governors appointed by the king. Lord Baltimore was almost a king in the power granted him. He had to pay a yearly rent of two arrowheads to the crown of England, together with a fifth part of all the The Founding of Maryland 83 gold and silver he found in Maryland, but as he never found any, this part of the contract did not amount to anything. Lord Baltimore had the right to coin money, create courts, appoint judges, pardon criminals, and call together an assembly of the people to make laws. The laws ^^^ powers did not have to be sent to England for the king of Lord to see, but were to be approved by Lord Balti- Baltimore more himself. Finally, Lord Baltimore's sons in line were to be his heirs as lords of the colony. This was quite differ- ent from the other colonies in America, but that is the way King Charles fixed it for his favorite friend. The good George Calvert died before he came to America, and his son Cecil Calvert, who is called the second Lord Baltimore, took up the work his father began. Two vessels called the Dove and the Ark set sail for America carrying two hundred colonists. Not all of these were Catholics, for a few Protestants had joined the enterprise, since Lord Baltimore had resolved that all kinds of religion should be tolerated. The Catholics had been persecuted in England, °^^ ^"^ ® but in America they would not themselves turn persecutors, Cecil Calvert did not come himself, but sent his brother Leonard Calvert, to whom is really due the credit of founding the colony of Maryland. The colonists landed at St. Mary's in 1634. Trade opened at once with the Indians. Land was bought for the town, in exchange for clothes, axes, hatchets, knives, and other things the Indians liked. The savages were friendly, invited the colonists to spend a while in their wigwams, and showed them how to plant corn and make bread. 84 American History This colony was spared many of the hardships tliat other colonies had endured. Tobacco was planted on the rich lands, negro slaves were introduced to work on the farms, many Protestants joined the colony, and under the wise rule of the Calverts, Maryland prospered year after year. The people of Virginia on the other hand were not at all pleased to see so prosperous a rival colony near them. One Virginian, named Claiborne, who lived on Trouble with j^^^^^ j^^.^^^^ -^^ ^,^g Chesapeake Bay, attacked Virginia ' ^ the Marylanders with an armed force. He was defeated, however, and driven from the island. Later, when a number of Puritans had come to Maryland and tried to overthrow the Catholic government, Claiborne tried again with their assistance to invade Maryland. Again he was driven away. He tried again a third time, and suc- ceeded in defeating the Marylanders in a battle fought near the site of the city of Annapolis. The cause of the Calverts was carried to England, and after a patient hearing there it was decided that Lord The Calverts Baltimore and his descendants had a right to defend their the soil of Maryland, and the Virginians were cause ordered not to molest them. After this the Maryland Colony had no further trouble. With varying fortunes the colonies in Maryland grew. After fifty or sixty years laws were enacted against the Catholics, and the rule of the Calverts was brought to a close. For more than twenty years the colony was ruled by governors sent over from England. At length the fourth Lord Baltimore turned Protestant, and the proprietorship was restored to him, which was not again disturbed until the colonies rebelled against England, and a new government began for all of them. New Jersey and Delaware 85 Questions. How were the Catholics treated in England? Who was George Calvert? What title was given him? What did he wish to do? What grant was made by the king? What name was given to the land, and for whom ? How was the colony to be governed ? What powers were granted to Lord Baltimore? What rent did he have to pay ? What rights did Lord Baltimore have ? Who was Cecil Calvert? How many colonists came over? To what Calvert is really due the credit of founding Maryland? How did the Lidians treat the colonists? What prosperity did they enjoy? What trouble did they have with the Virginians ? How was the trouble decided ? How did the rule of the Calverts come to a close ? How was it restored ? Written Work. Give your reasons for thinking Lord Baltimore was a good man. LESSON 23 THE SETTLEMENT OF NEW JERSEY AND OF DELAWARE Yoii will remember that the territory of New York was captured by the English. It was then given to the Duke of York, the brother of the King of England. The land com- prised in this territory extended toward the south, covering the present States of New Jersey and Delaware. The Duke of York had two friends in England named Lord Berkeley and Sir George Carteret. Between these two noblemen he divided a portion of the southern part of the territory captured from the Dutch ^&i°"i»&so ^ ■' ' New Jersey and named the territory New Jersey, in honor of the Isle of Jersey which was the English home of Sir George Carteret. Lord Berkeley's part was called West Jersey, and Carteret's part was called East Jersey. There were already settlements along the coast, and a few towns in this territory, the people buying land from the 86 American History Indians and considering themselves as belonging to New York. In 1665 Philip Carteret, the deputy governor, arrived, and landed with thirty emigrants. He marched into one of 1 mHi M ■K^ ,.«>S!3H fli ^9 1 PIH g Xft' ^^6^w '',/ ■ C^H ■ p ^.>' tH H aH?^~->l!r fVSfe ^j 1 w^% 1 M ■yi^ vf| M I ^l --P . ^,. 1 1^ HH m ^^^^H 4 ^mr-v -^L ^ ^4^ bL3 Ih^ /, ^ #1 ^El J ^^ 1^^ Governor Carteret arrives at Elizabethtown the villages with a hoe on his shoulder, followed by the people from the ship, very much to the surprise of the vil- lagers. He then announced himself as governor, and named the place Elizabethtown in honor of the wife of Sir George Carteret. This may be considered the beginning of the State of New Jersey. A short time afterwards Lord Berkeley sold West Jersey and George Carteret sold East Jersey to a body of Quakers. William Penn, who afterwards became famous in Pennsylva- nia, was one of those who purchased George Carteret's share. Settlers now poured in fast to this rich territory. A num- ber of towns were built ; crops of wheat, berries and peaches were found to be valuable; wild turkey, deer and fish supplied New Jersey and Delaware 87 the tables with meat, and the two colonies grew rapidly and prospered. After a while the new owners of East Jersey and West Jersey, who were called the proprietors, grew tired of their charge, and gave up their rights to the crown in 1702. Their governors were then appointed directly by the crown, and the two Jerseys were united into one and called New Jersey. Let us now see how Delaware was also made out of some of the territory that had been acquired from the Dutch. Peter Minuit, who had been governor in New Netherlands, afterwards entered the service of Sweden, and was engaged to bring over a body of Swedes to America and find them a place to live. In 1638 he ^S^'^^^^S^ ° ^ "^ Delaware brought them over and settled at a place he named Christina, in honor of the young Queen of Sweden. When Stuyvesant became governor of New Amsterdam, as New York was first called, he came down the coast with a big force of men, captured the Swedish fort, took the officers off to New Amsterdam, and made all the Swedes swear fidelity to Holland. This broke up the Swedish col- ony, and the Dutch remained in possession of the country. When the Dutch in turn gave up their possessions to the English, the Duke of York claimed the territory along with all the other lands held by the Dutch. William Penn obtained from the duke a grant of lands covering most of the State of Delaware. The territory granted to Penn was called "The Three Lower Counties of the Delaware." The people who lived in these counties, who were Swedes, Dutch, and some English from Massachusetts, came under the government of Pennsylvania, and remained so until the Revolution. This is the early history of the State of Dela- ware. 88 American History Questions. To whom was the territory captured from the Dutch given? Between whom did the Dulie of York divide a portion of this territory ? What name was given it ? What did the new owners promise ? Describe the arrival of Philip Carteret. What name did he give the town? Who bought the two Jerseys from their owners? What famous man was among the purchasers? What prosperity followed? What did the new proprietors do in 1702? Into what were the two Jerseys united? W^hat had Peter INIinuit been engaged to do? Where did he locate his colony? How and by whom was this colony broken up? By whom now were these lands claimed? What grant did William Penn obtain? What was it called? Under what government did the people remain until the Revolution? Written Work. Write the stor}- of the arrival of Carteret. LESSON 24 THE QUAKERS AND WILLIAM PENN We have now to tell the story of still another sort of people who suffered for conscience' sake and who came to America to find a place of refuge. These were the Society of Friends, or Quakers as they are better known. The Quakers went even further than the Puritans in the simplicity of their faith and life. The Quakers lived on the simplest food, and dressed in the plainest clothes. They would give no man a title, but always called him by his name. They said "thee" and "thou" to each other instead of "you." They kept on their hats no matter where they were, even in the king's presence. They would not go to law about th^o'^V anything, and did not believe in war. They were a people of peace, and never returned a blow or used an oath. They believed in equality, brotherly The (fakers and William Penn 89 love, and lived by the Bible. They called everybody Friend, and treated all alike. The Quakers were very unpopular in England. They were not allowed to meet, and were hooted and despised by the people, who made all kinds of sport of their somber brown dress, broad-brimmed hats, and simple ways. The Quakers were forbidden by law to hold a meeting within five miles of any town. Among their number was a young man named William Penn, who belonged to a distinguished family. His father was an admiral in the navy and a -m-iif^^p great friend of the king. When Penn was a boy he was very religious. While at college he met a Quaker who had great influence over him. He was much impressed with the simple faith and life of this new sect of religious people. He rebelled at wearing the long gowns that the students of the University wore. He even went so far as to tear the gown off one of his fellow students, saying it made him look like a Catholic priest. For this offense he was expelled from school. Penn's father was mortified and angry at all this, for he wished his son to lead a gay life and be known at court. He was so afraid that William would become a Quaker that he sent him over to Paris to enter society there. The young Penn was not tempted by the life in that city, but remained as good and pious as he was in London. When he came back to London he joined the Quakers, became one of their leaders, and wrote many religious books. This made his father so angry that he drove his son away from home. William Penn now turned his attention to finding a place in America where the Quakers could go and live in the way that pleased them. His father died and left him an estate of 90 American History ),ooo, which was in the form of a debt owed by the king. The king did not have the money, and was glad enough to give Penn a large tract of land west Pennsylvania ^^ ^j^^ Delaware River in payment of the debt, granted ^ J The grant covered forty thousand acres. By the signature of the king's name Penn became one of the largest land owners of the world. It was a vast and princely domain. Penn wished it to be named Sylvania, which means Woodland. The king agreed to this, but quietly wrote the word Penn before it, saying, " It shall be called Pennsyl- vania, in honor of the admiral your father." William Penn and King James. A short time after James II became King of England, William Penn, who had become a Quaker, was granted an audience. When Penn entered the room he found the king standing with his hat on, as was the custom, surrounded by his courtiers who were uncovered. They were vying with each other as to who could most flatter the king, and do him the greatest honor. Penn came forward with his hat on. Instantly the king removed his own hat and bowed very low with much deference. " Why dost thou remove thy hat? " asked Penn of the king. " Because it is the custom of this court for only one man to remain uncovered," explained King James. Questions. What can you say of the Quakers ? How did they live ? How did they dress? How did they address each other? What were some of their other customs ? How were they treated in England ? What can you say of the early life of William Penn? For what offense was he expelled from school ? How did Penn's father feel towards him ? Where did he send him? What did Penn do? What did his father now do? To what did Penn now turn his attention? How did he obtain the grant for a tract of land in America? What name was given it? What does the name mean? Tell the story of William Penn and his interview with King James. Written Work. Describe the customs of the Quakers. Write the story of William Penn. The Settlement of Pennsylvania 91 LESSON 25 THE SETTLEMENT OF PENNSYLVANIA As we have already seen, William Penn had become interested in sending over to America the Quakers who had settled in Jersey, on land that they had bought from the proprietors. Three vessels were sent out by Penn from England in 1 68 1, but one of them was frozen hard in the Delaware River. Penn himself sailed one year later with about one hundred colonists, and landed on the shores of Penn- sylvania. He sent word to the Delaware Indians to meet him for the purpose of forming a treaty of friendship. The Indians gladly came, and on the day appointed great crowds of warriors, with their wives and chil- dren, assembled to listen to Penn. Presents were distrib- uted and a price was agreed upon for the lands. The Indians promised to live in peace with the whites. Their chief shook hands with the great leader of the Quakers, and a treaty of friendship was made that lasted for many years. The Indians and the Quakers hunted and fished together, their children played together, and each went safely in and out of the villages and homes of the other. Philadelphia was laid out in 1683. Its name means Brotherly Love. In two years it had six hun- 1 1 1 1 ^ ^. 1 . Philadelphia dred houses, and at one time was a larger city than New York. In a single year as many as seven thou- sand people came into the Quaker colony. Penn himself was only thirty-seven years old when he came to America. He went back to England after a while, where misfortune overtook him. He was often imprisoned. 92 American History The Settlement of Pennsylvania 93 and was once accused of being a traitor. This, however, was not true, and at last he was allowed to live in peace. He was one of the most upright of men, never drinking or using profane language. The colony of Pennsylvania grew and prospered until it became necessary to settle the boundary line on the south between it and Maryland. Lines in those days , . T /T 1 r^ n Mason and were very uncertani. In 1707, long after Fenn jji^on-g Line was dead, the dividing line was run by two sur- veyors known as Mason and Dixon. Every fifth mile a stone was set up. This line became the boundary between Penn- sylvania and Maryland, and is often spoken of as " Mason and Dixon's Line." Later on it became famous as a dividing line between the states of the North where there were no slaves and the states of the South where negroes were still held in slavery. Questions. When did William Penn sail to America? How many colonists were with him? What was his first duty? What tribe of Indians met him ? For what purpose ? Describe the meeting and Penn's talk to the Indians. What did the Indians promise? Was this treaty faithfully kept ? When was Philadelphia laid out ? What does its name mean? How did it prosper? How many people came into the colony in one year? How old was Penn at this time? What misfortune over- took him later? What is Mason and Dixon's Line? For what did it become famous later on ? Written Work. Write the supposed conversation between William Penn and the chief of the Delaware Indians. 94 American History LESSON 26 THE SETTLEMENT OF THE CAROLINAS By this time we have seen that the English colonies had gradually spread out over the country, all the way from New Hampshire to Virginia, and that the States were beginning to take shape and name. We must not forget that the French were holding the territory along the St. Lawrence River, and that the Spaniards were still in Florida. Between Virginia and Florida there was a large tract of land that England still claimed, to which few settlers had as yet gone. New England and the middle colonies were growing fast, but the vast regions in the South were hardly touched. There was a king of England named Charles the Second who desired to reward his friends for helping him become king. He selected eight of his friends, among The territory ^^^^^ ^^^ j^^^^^ ^^ Albemarle and the Earl of granted Clarendon, and gave them, in 1663, all the land between Virginia and Florida. This was indeed a great gift, and out of it three great States have been made, but at that time it was all called Carolina, in honor of Charles the Second. Among the first settlers in this territory, we find many of the Virginians, eager for the wild life of the frontier, looking for fertile farms, and seeking adventures in the deep forests. They came across the border and settled upon land that is now in the State of North Carolina. They put up rude huts along the rivers, cleared a few acres, bought a slave or two, planted tobacco, hunted and fished, and lived the free life of the early pioneer. Among The Settlement of the Carolinas 95 these were some Quakers who had drifted down from Pennsylvania, and were hurried along by the more warlike Virginians. All these came into this territory from time to time before it was separated into a distinct colony. In order to provide laws for this country, a famous phi- losopher named John Locke was asked to draw up a model system of government. Although Locke's sys- tem was called the "Grand Model," it was a -^q^^i foolish plan of having lords, earls, and barons to own the land, and the people to be mere tenants and dependents. The people who came to Carolina were too free in their ideas to be under such a system. Men who live in log houses, fight Indians, and brave the dangers of a wilderness, are not willing to be the tenants or dependents of anybody. So the Grand Model was a grand failure, and after twenty years' trial was abandoned. At first there was no purpose of making two colonies. But it so happened that the first colonies were planted far apart. Some colonists settled along Albemarle Sound, and near the Virginia line. Other col- ^.^^ ^ onists settled farther south, near the present city of Charleston. This made much trouble in appointing the governors, so that sometimes there was one governor and sometimes there were two. The Lords Proprietors, as the owners in England were called, did not care anything for the colonies except what they could get out of them in money. Their rule was very unpopular with the people who came into the land. After more than fifty years had passed, and Carolina had become well settled and established, these proprietors turned over their government to the crown. The two Carolinas were 96 American History- then divided into North Carolina and South Carolina, and each became a separate royal province. Questions. WTiat of the English colonies up to this time? Where were the French and Spanish? What of the regions in the South? How did King Charles reward his friends ? What name was given to the land ? What can you say of the first settlers ? How did they begin their frontier life? Who were among these settlers? Who drew up the " Grand Model "? What kind of a plan was it? Why was it unpopu- lar? What about the early colonies? Where were they planted? What difBculties arose? What did the Lords Proprietors do after fifty years had passed? Into what two divisions was Carolina divided? Written Work, Write a short description of the Grand Model, and tell why it was a failure. LESSON 27 MORE ABOUT THE CAROLINAS The settlements along Albemarle Sound were organized into the county of Albemarle. Other settlements along the Cape Fear River were organized into the county North CaroUna ^ \„ ^, ^ . \ of Clarendon. Those two counties were united under one government and called North Carolina. The people were allowed in the main to manage their own affairs. They were dissatisfied at first because they were not allowed to own their farms as the people of Vir- ginia did, but this was changed to suit them, and peace was restored. On the territory of North Carohna there lived at the time a tribe of Indians called the Tuscaroras. They did not like to see the white men settling on their hunting the^uscaroras &^'o^"'''cls and fishing in their rivers. One day a party of savages captured John Lawson, who was the surveyor general of the colony, and burned him to More about the Carolinas 97 death. The party then attacked the farms and killed many families who were not near the villages. This brought on a dreadful war which lasted two years. The Tuscaroras were completely defeated and driven out of the State. The homes of the people of North Carolina were generally on large farms, and far apart. There were no good roads as we have nowadays, and travelers found their way through the forest by following the marks on the ^^^^.^^^1^ trees. The people raised tobacco mainly, which was floated down the streams on small rafts to ships that lay in the harbors. Cattle were raised in the rich bottom lands. From the great pine forests the settlers obtained tar, pitch, and turpentine, which were put in barrels and floated on rafts to the harbors and sent to England. From the beginning of the colony, tobacco and the products of the pine forests have been among the chief sources of wealth of the people. The colony grew so rapidly that by the time of the Revolution it was the fourth in size among the thirteen states. The first settlers on the territory of South Carolina were people who came over from England in 1670 and started a town on the Ashley River. They named their •^ South Carolina settlement Charlestown, or Charleston as it is now called, in honor of Charles, who was then king of Eng- land. A few years after the landing, the town was moved to a place between the Ashley and Cooper rivers. The fact that everybody was given freedom in the matter of religion encouraged many settlers. Some English came from the islands owned by England in the West Indies ; Dutchmen came down from New York when that colony passed into the hands of the English ; and many colonists came over from the mother country. 98 American History A large number of Huguenots (Hu'ge-nots), who were Protestants persecuted in France for their religion, came over and settled in America. Many of them were of the best people in France, well educated and good citizens. A body of these Huguenots came to Charleston, and from them have descended some of the best families in South Carolina. One of the trading vessels brought to Charleston some grains of rice from the island of Madagascar. These were planted by the colonists on the rich lowlands along the coast. The climate and soil proved to be so well adapted Eice • , 1 to rice that m a short time its culture became one of the main occupations of the people, and has remained so ever since. In order to cultivate the rice, negro slaves were brought into the colony. This labor proved as well adapted to rice as rice had proved adapted to the soil. The planters of South Carolina soon became people of wealth. Many of them had handsome homes in Charleston, which for a long time was the only city. The plantations were worked by negro slaves, who were comfortably cared for and well treated by their masters and overseers. Questions. What were the first two counties of North Carolina? With what were the farmers at first dissatisfied? How were the Tus- caroras subdued ? What of the homes of the people ? How did travelers find their way through the forests ? What did the people raise ? What of the growth of North CaroHna? Where was the first settlement in South Carolina, and when ? What discouraged many settlers? What can you say of the Huguenots? Where was rice brought from ? What about its culture ? What can you say of the Carolina planters? Written Work. Write a short description of the homes and life of the people of the Carolinas. The Settlement of Georgia 99 LESSON 28 THE SETTLEMENT OF GEORGIA Between South Carolina and the Spanish settlements in Florida there still remained a large area of country unoccupied by either the English or the Spaniards, and yet claimed by both nations. We are now to see how this territory was settled by the English and became the last of the great states that composed the original colonies. Many of the laws of England at this time were hard and oppressive. One of them was a law that put a man in prison if he could not pay his debts. Nowadays no one thinks of trying to imprison a poor man who owes money he cannot pay, but in those days the prisons of England were full of these unfortunate debtors. There was an English nobleman by the name of James Edward Oglethorpe who became greatly interested in these poor people. He resolved to ask the king for r 1 1 • A • 1 T-i ■ 1 Oglethorpe a grant of land m America, between l^londa and South Carolina, where he would found a colony on the land claimed by the English, where poor and worthy people could find work and a home. The grant of land was secured, and the new colony was named Georgia in honor of George II, who was then king of England. Oglethorpe decided to go to America himself with the colony. He set about getting his emigrants, selecting them carefully from the great number that applied. He finally set sail from England with twenty-five families. In February, 1733, they sailed up the Savannah River, and founded the town of Savannah, fourteen miles from the sea. lOO American History The colonists at once set to work cutting down trees, building cabins, and laying out the streets of their town. Oglethorpe pitched a tent under a tree, where he lived for a year, helping the colonists to establish their homes and begin their town. As soon as the colonists landed, Oglethorpe made a treaty of peace and friendship with the Indians. The old Indian chief, Tomochichi (To'-mo-che'che), gave him a buf- falo skin with the head and feathers of an eagle Tomochichi .,.._,, pamted on it, saymg, "Ihe eagle means speed, and the buffalo means strength. The feathers are soft and mean love. The skin is warm and means protection. '1^^ ^^^BBBHHriiijl^^My»''a lljfe^ ^^^■hHII ■SfT^'^H Hy^'' ^^^Hb '-'' ''^^^^^1 9^y ^^^^^HH '^ ''"'.^^^^K'fKit flu»/ ^^^^^r WrT^ ^ ip;'.'-Cf' W^ ' ^^ ^ v^*^*. l^^^Kr^ -^ -^ HP^- " ~ "^^^ "^ — -' The Indians present Oglethorpe with a buffalo robe in token of a treaty of peace Therefore love and protect our little families." This treaty was faithfully kept by the whites and Indians for many years. The Settlement of Georgia loi Ships soon arrived bringing over new colonists. A body of German Protestants, called Salzburghers, was given a place on the Savannah River for their town, The colonists which they named Ebenezer. Jews also came to Savannah and were given a home in the new colony. Later on a body of Scotch Highlanders settled in Frederica. Georgia thus opened her doors to all good people from everywhere, and the oppressed of all lands were welcome. Among those who came over to Georgia were John and Charles Wesley and George Whitefield, three great preachers, John Wesley came to preach to the colonists and to the Indians. George Whitefield founded a noted Orphan Asylum near Savannah.^ In the course of four years over a thousand persons had come into Georgia, and nearly sixty thousand acres of land had been granted to settlers for ^°S^f^^ ° o Georgia farms. Five towns were built, including the city of Augusta. Forts had been erected along the princi- pal rivers and on the coast, and treaties had been made with the Indians. The Spaniards in Florida by no means relished the idea of an English settlement in Georgia. They claimed the land and still called it Florida. The King of Spain sent word to the King of England to allow no more forts to be built and to send no more colonists to Georgia. When the message ' George Whitefield was very eloquent in raising money for his asylum. Benjamin Franklin wrote: " I happened soon after to attend one of his sermons, in the course of which I perceived he intended to finish with a collection, and I silently resolved that he should get nothing from me. I had in my pocket a handful of copper money, three or four silver dollars, and five pistoles of gold. As he proceeded I began to soften, and concluded to give the copper. Another stroke of oratory made me ashamed of that and determined me to give the silver; and he finished so admirably that I emptied my pocket wholly into the collector's dish, gold and all." 4 I02 American History was read in the King's Council, one of the members re- marked, " This message should be answered by a fleet of battle ships on the coast of Spain." Spain threatened to invade Georgia. Then England declared war. Oglethorpe did not wait for the Spaniards to attack Savannah, but raised an army and went after the Spaniards in St. Augustine. He besieged the town, but could not capture it. He then withdrew his men, and went back to Savannah. The Spaniards shortly afterwards returned his visit with a large body of soldiers. Oglethorpe went down the coast to meet the invaders, and a bloody battle occurred in which the Spaniards were defeated, though they greatly outnumbered the invasion^^ English. Oglethorpe laid a trap for the Spanish by sending a letter into their camp by one of his prisoners, addressed to a deserter, telling him to keep the Spanish in Georgia as long as he could, and to deceive them as to the size of his army. The letter went straight to the Spanish commander, who hastened to pack up his forces and leave Georgia as quickly as he could. Oglethorpe had only seven hundred men, and the Spaniards had five thousand. This ended the Spanish invasion of Georgia. After the colony was well established, Oglethorpe went back to England. He lived to be ninety-six years of age, loved and honored by all who knew him. He 0^1 th^^^ ° lived to see Georgia an independent State. When the War of the Revolution occurred he was offered command of all the English forces sent to subdue the colonies, but he refused, saying he knew the Americans well; that "they never would be subdued by force, but that obedience would be secured by doing them justice." The Original Thirteen Colonies 103 Questions. What about the territory between the Carolinas and Florida ? What can you say of the English laws regarding debt ? What did Oglethorpe resolve to do? What name was given the land? When was Savannah founded? What of the industry of the colonists? What treaty was made with the Indians? What did Tomochichi say in presenting the buffalo skin? What other colonists came to Georgia? What about John and Charles Wesley? What of George Whitefield ? Wliat prosperity was shown in four years ? Why and how did England declare war? What did Oglethorpe do? How did Ogle- thorpe lay a trap for the Spaniards? What can you say of the last days of Oglethorpe? Written Work. Write the story of how Oglethorpe deceived the Spaniards. LESSON 29 THE ORIGINAL THIRTEEN COLONIES We have now learned how the nations came to America to found colonies. We have seen that the Spaniards settled in Florida, the French in Canada, and that the English colonies extended all the way between them from Maine to Georgia. These early colonies were composed of small towns scat- tered along the seacoasts and rivers, while the great interior of America was as yet a wild and unknown country. It was many years before the white men knew about the great rivers, forests, and plains that lay between the two oceans. The first foothold that the English had in America was in Virginia. All other efforts failed until Jamestown was settled in 1607. Virginia was the first of the jj^^ original original thirteen colonies, and was settled by thirteen Englishmen seeking homes, wealth, freedom, and '^^ °"^^^ adventure in the great new country of which all the world was talkins: at the time. I04 American History Then in 1620 came the Pilgrims to Massachusetts. After the Pilgrims, came the Puritans, who were very much like them. From this beginning, all the New England colonies developed by the spreading out of settlements in many directions. New Hampshire, Rhode Island, and Connecticut became colonies in this way, as later on did the states farther along the northern coasts. Then the Dutch came to New York, but were not allowed to stay there, for the English in New England would not permit other nations to have colonies in their neighborhood. We have seen how the territory of New Jersey became a great colony by grants to two English noblemen and by the absorption of Swedish settlers who had come there to live, Maryland was then started as a colony for the Roman Catholics under the good Lord Baltimore. Pennsylvania became the home of the Quakers in 1681, under the leadership of William Penn, who afterwards added to his colony the territory now called the State of Delaware. North Carolina and South Carolina were settled next by Englishmen, though for a long time they were but one State and called Carolina. Finally Georgia, the last of the original thirteen States, was settled by Oglethorpe, who brought over a body of poor people who could not pay their debts in England. The names of the thirteen original colonies are : New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Vir- ginia, North Carolina, South Carolina, Georgia. It was clear that most of the English colonies in America were composed of people who were seeking to escape the severe laws of the Old World, and who wanted a land of freedom and opportunity in which to live in their own way. The Original Thirteen Colonies 105 The Puritans in New England, the Catholics in Maryland, the Quakers in Pennsylvania, the Huguenots in South Caro- lina, the imprisoned debtors and the Germans in Georgia, all came to America to obtain freedom. OFPEMNSYLVAMIA In America every man was free to worship in his own way Naturally we find these colonies at the very beginning having laws that gave men freedom in every possible way. A man might here belong to any church he chose, and worship God in any way that pleased „ , him. In England there were two hundred crimes for which a man might be put to death; in Pennsylvania there was only one, that of murder. In England a man's oldest son inherited all the property; in nearly all the colonies the children inherited alike. In all the colonies there was a practice that a man should enjoy the benefit of his own labors, and should pay as small a tax to the government as was possible to support it. io6 American History America, then, became a land of liberty-loving and liberty- seeking people, who would rather come to wild and for- bidding shores, brave the dangers of the seas and the terror of savages, the possibility of starvation, the cold of the winter and the discomfort of a new country, than live under laws that were oppressive and unjust. With this beginning, America has grown to be a country America °^ ^^^^ institutions, where one may be free in the land of his religion, free in his speech, free in his choice ree om ^£ ^^j.]^^ ^^qq to come and go and do as he pleases, so long as he does not break any of the laws that were made to protect him and his neighbors. A great writer said that " America is another name for America opportunity," and so the first settlers found it. the land of So will we to-day find it if we only look around opportunity ^^^^ ^^^^^ enjoy the freedom our forefathers sought and gained, and, like them, be brave, industrious, and upright citizens. Questions. What nations founded colonies in America? Where did these nations make these settlements? What about the location of the early colonies? What of the interior? Where did the English gain their first foothold ? Where next ? What other colonies grew out of the Massachusetts colony ? Who settled New York ? How was New Jersey settled? Maryland? Who founded Pennsylvania? What of North Carolina? South Carolina? Georgia? Name the thirteen original colonies. With what purpose were most of the English colonies founded? What kind of laws were made in the new country ? What were some of the oppressive laws the people escaped from ? What kind of people, then, do we find as our first settlers? What kind of a country has America grown to be? What about our opportunity here? Written Work. Write the names of the original thirteen colonies. The Original Thirteen Colonies lop^ REVIEW QUESTIONS 1. What were the merchants seeking four hundred years ago? 2. Who were the Norsemen, and what land did they explore? 3. Relate the story of the early trials of Columbus. 4. Tell the story of the voyage of discovery. 5. When, where, and by whom was America discovered? 6. Who discovered the mainland of North America? 7. How did America get its name? 8. Who discovered the Pacific Ocean, and when? 9. Who named the Pacific Ocean, and why? 10. Describe the Indians; their appearance; their clothing; their life. 1 1 . Describe Indian warfare ; Indian religion ; Indian customs. 12. By whom was Florida e.xplored and named? 13. Who discovered the Mississippi River? 14. Where and by whom were the French settlements in America made ? 15. Tell the story of Raleigh's lost colony. 16. What, where, and when was the first permanent English colony ? 17. Tell some adventures in the life of Captain John Smith. 18. What was the Starving Time? How was the colony saved? 19. How did the Virginia colonists get wives? 20. What was the first legislature to meet in America ? 21. When and how was slavery introduced into America? 22. Who were the Pilgrims? When and where did they .settle? 23. Wliat about Samoset? Squanto? Massasoit? Canonicus? 24. WHio was Miles StandLsh? Tell some of his exploits. 25. Who were the Puritans? What city did they found? 26. Tell some facts about John Winthrop. 27. What of Roger Williams ? Anne Hutchinson ? Thomas Hooker? 28. Tell the story of the voyage of Henry Hudson. 29. Where did the Dutch settle? What about Peter Stuyvesant? 30. By whom and when was Maryland settled? 31. What was the beginning of New Jersey? of Delaware? 32. By whom and when was Pennsylvania settled? ;^^. By whom were the Carolinas settled? Why were they divided? 34. When, where, and by whom was Georgia settled? 35. Name the thirteen original colonies. PERIOD OF ESTABLISHMENT LESSON 30 PROGRESS OF VIRGINIA At the time that the Pilgrims came to New England, Virginia was a flourishing colony of four thousand people. They were living in eleven separate settlements, called by the old English name of boroughs. m 1624 the king took away the charter of the London Company, and Virginia became a royal province. Its gov- ernors were appointed by the king, though the people were still allowed to make many of their laws. A great many of the friends of the King of England, who were called Cavaliers, came over and settled in Virginia. In England many of the Cavaliers had been . _. . . country gentlemen of large estates. When they reached Virginia, they bought large plantations, built beautiful homes on the banks of the rivers, planted large farms of tobacco and corn, and bought many slaves to work the soil. It was quite a common thing for a large planter to own his own wharf, where he shipped his cargo of tobacco to England, and bought supplies for his own house. There was almost no manufacturing, for everybody turned to farming where the land was rich and cheap, slaves could be had in abundance, and the climate was so delightful. In 1642 Sir William Berkeley (Berk-li) became the Gov- 108 Progress of Virginia 109 ernor of Virginia. He was an aristocrat who cared very little for the ordinary people. He was fond of fine clothes and high living. He was a brave soldier, a merciless judge, and a devoted friend of the king. He Bg^jj^^gy did not believe in education, and said that he thanked God there were no free schools and printing presses in Virginia. In 1670, about the time the Dutch were driven from New York, and before Pennsylvania was settled at all, Virginia had forty thousand inhabitants. Berkeley was still governor, and was very unpopular. 1 he king had made a law that no Virginian should send any tobacco out of the country except in an English ship, nor buy anything from any country except England. This law put the planters at the mercy of the English traders, who paid very little for tobacco and charged very high for supplies. In addition to these laws, the foolish king actually gave away all the territory of Virginia to two of his favorites, called Lord Arlington and Lord Culpepper. But this gift, amounted to nothing, for two men could hardly come over and take possession of a vast territory and forty thousand people. To make matters worse the Indians began to make trouble. In 1676 they rose and began to massacre the people. It was a terrible attack, and Governor Berkeley refused to send any soldiers to fight them. The people .,^°j ^. ^^* begged him to send troops to protect the farms and drive away the savages, but he refused. At last the people took things in their own hands. A wealthy planter, Nathaniel Bacon, called his neighbors together, and raising a body of soldiers, went after the I 10 American History Indians. He was so successful in his attack that the people obeyed him instead of the governor, and asked him to make laws for them. This made Governor Bacon's Berkeley indignant, and he proclaimed Bacon a rebel. This caused such a storm of protest from the people that the governor was forced to be more reason- able. As soon as the Indians started more depredations. Bacon again called on the governor to protect the people, and was again re- fused. The gover- nor ordered him not to lead the soldiers out, but Bacon presented himself in James- town at the head of the troops and demanded the right to attack the sav- ages. Berkeley left the town in a rage, and tried to raise a body of troops of hi and is known as "Braddock's Defeat." The Indians now flocked to the side of the French, while the English were greatly discouraged at this bad beginning. The war now took another field. In the upper part of New York State on Lake George, the French were defeated by the English in a bloody battle, and Fort Progress of wiHiam Henry was built to command the the war -' _, . . headwaters of the Hudson River. This fortress was captured in 1757 by the French, and the English sol- diers were promised a safe return to their homes. As soon The French and Indian War 147 as they left the fort, however, the savages, who could not be held in check by the French officers, fell upon the pris- oners and murdered every one of them. In 1758, Louisburg, which we remember had been returned to the French, was captured again by the English. ' ~ ■^- ., ■r.tV ' (■■■^^^HHB^Li ^- . 1 ^■■:' •«;> ' ; ^Sk ■ The French surrender Fort DuQuesne, whose name was changed to Fort Pitt. It is now the city of Pittsburg In the same year Fort DuQuesne was captured from the French and its name changed to Fort Pitt. It has since become the city of Pittsburg. Washington himself was present when the French left Fort DuQuesne, and the English flag was planted on its ramparts by his own hand. When he went back to Virginia he was chosen member of the House of Burgesses. When he came to take his seat, the Speaker of the House rose and thanked him for his services. Washington was no 148 American History orator, and when he tried to respond was so embarrassed that he' could not say anything. " Sit down, Mr. Washington," said the speaker. " Your modesty exceeds your valor, and that is beyond the power of language to express." The Acadians in Nova Scotia are driven from their homes on account of their sympathy for the French The sad story of the Acadians belongs to this part of our history. They were a simple peasant people living in Nova _, , . Scotia. Their sympathies were with the French of the and they refused to take the oath of allegiance Acadians ^^ ^j^^ Kmg of England. They wished to be neutral in the war, and begged to be let alone by both sides. The Fall of Quebec 149 This the Enghsh would not allow. They entered upon the lands of the Acadians, burned their houses, and at the point of the bayonet forced the people on board of waiting ships. Families were separated in the confusion, never to be reunited. Seven thousand of these people were distributed among the various colonies by this cruel act, and many sad afflictions befell the unhappy people. Collateral Reading. " Evangeline," by Longfellow. Questions. What two forts were built on the Alleghany River? What became of Washington's fort? What treaty was made with the Indians? What plan did Benjamin Franklin propose? Who was General Braddock? Of what was he boastful? Describe his march through the wilderness. Describe the ambush. What did Washington try to do? What happened to Braddock? W^hat of the massacre at Fort William Henry? What of the fort at Louisburg? What became of Fort Pitt ? What incident can you relate of Washington's modesty? Tell the stor)' of the experience of the Acadians. Written Work. If you had been an eye-witness to Braddock's defeat, what account would you write of it ? LESSON 40 THE FALL OF QUEBEC A great war was going on in luu'ope, known as the Seven Years' War. France was in league with Austria and Russia against Prussia and England. In this way nearly every European city was a rally camp for Years' troops, and nearly every country was a battle- ^^^ field. The war in America was a part of the Seven Years' War, though here it was known as the French and Indian War. 150 American History The great English statesman, William Pitt, grew tired of the way the war was carried on in America, and deter- mined to make a bold strike to end it. To do this he knew that it was necessary to capture the city of Quebec in Canada. For this purpose he chose one of the bravest officers in the English army. His name was James Wolfe. A part of the town of Quebec is situated on a hill three hundred feet above the river. The top of this hill is called the Heights of Abraham. The lower town along the river was easy enough to capture, but it was no slight task to climb a precipice and conquer a strong citadel full of brave men, especially when they were under the command of so able a soldier as the French general Marquis de Montcalm (Mar-ke de Montcam). For two months and a half the English laid siege to Quebec. Wolfe was ill with fever nearly all the time, but never failed in his industry and vigilance. He e siege clirected every movement and planned every attack, but Montcalm on the Heights with his seven thousand men was too strong to be captured. Wolfe was discouraged, and knew that the citadel could be cap- tured only by a bold stroke. So he hit upon a desperate plan. Montcalm had guarded every approach to his citadel, except on one side where the rocks were so steep that he thought no one could possibly climb them. Only a few pickets were placed there as sentinels. It was up this preci- pice that Wolfe decided to climb with his army. On the day before the attack he was very ill. He made his will, sent for a friend, and told him he doubted if he should be alive many days. The Fall of Quebec 151 On the night of September 12th, i759,the EngUsh lowered their boats from the ships, and the soldiers quietly took their places. With ^ The Attack muffled oars they glided up the river past the French batteries. Not a sound was uttered. Wolfe was in the foremost boat.^ The troops landed silently and began two by two to pull themselves up the steep rocks. When near the top, one of the men made a noise, and a picket cried out, "Who goes there ? " An English captain answered, "The French." The sentinel demanded, "What regiment.?" The cap- tain replied, "The Queen's." The sentinel was satisfied, and the English passed on. In the morning great was Montcalm's surprise to find Wolfe and his army on the plain before the fort, known as the Plains of Abraham. At eight o'clock the battle began. Wolfe, sick as he was, led his men to the attack, and was shot down by a ' Cxeneral Wolfe was an admirer of Gray's "Elegy in a Country Church- yard." On the night of the attack, he repeated the lines: — "The boast of heraldry, the pomp of power, And all that beauty, all that wealth e'er gave, Await alike the inevitable hour — The paths of glory lead but to the grave." "Gentlemen," said he, to his officers near him, "I would rather be the author of that poem than take Quebec." Wolfe s Cove, Quebec The capture of Quebec 152 American History French bullet. He said to one of his aids, " Support me. Do not let my men see me fall." He was then borne from the field. As he lay dying he heard the cry, " They run ! They run ! " " Who run ? " he asked. " The French," was the reply. "God be praised," said he, "I die in peace." Thus expired the brave general Wolfe just as his men were driving the French oat of Quebec. In another part of the field Montcalm was also dying, killed by a shot from the English. When he heard of the disaster to his troops, he said, "Thank God, I shall not live to see Quebec surrender." Two brave generals thus fell upon this famous field. Quebec had fallen, and the French forts were at the mercy of the English. The power of France was broken forever. Four years later peace was signed between France and England, in which the French gave up all of Canada, and all their possessions east of the Mississippi. America was henceforth to be English and not French. Collateral Reading. " With Wolfe in Canada," by Henty. Questions. What war was going on at this time? What did Pitt resolve to do? Whom did he choose for the purpose? What can you say of Quebec? What can you say of the siege of Quebec and the vigi- Wolfe's Monument The Homes of the Colonists 153 lance of Wolfe ? What did Wolfe resolve to do ? Describe the approach of the boats and the scaling of the precipice. Describe the death of Wolfe and of Montcalm. What was the result of the fall of Quebec? Written Work. If you had been one of the soldiers scaling the preci- pice at Quebec, what account would you write of the occurrence? C-^JtJi,^^^ ^-f LESSON 41 THE HOMES OF THE COLONISTS The French and Indian War was over, and the English colonies had established themselves firmly in America. Before going further into their history, it is well for us to look into their homes and to see their ways of living. Virginia was now about a hundred and fifty years old. It was the largest colony, having over a quarter of a million people. Georgia was the youngest colony, and was now about thirty years old. Altogether at the close of the French and Indian War there were probably one million and a half people in America. There were no large cities such as we have to-day. Phil- adelphia, Boston, New York, and Charleston were the largest towns, but none of these contained more than twenty or thirty thousand people. When the first settlers came to America they found great forests with plenty of wood, but, having no sawmills and but few saws to cut boards, many people were pioneer forced to live in caves dug out of the sides of iiomes the hills. These were used for a short time only, and soon gave way to the log cabin. A log cabin was made of round logs, notched at the ends so that they would fit together. The spaces between the logs were filled with mud or straw to keep out the wind ^54 American History and cold. The roof was made of long shingles, split with an ax. There was also a rude chimney made of mud and sticks. This made a comfortable house in the summer time, but it was cold in the winter. The log cabin for a long time was the only kind of house the farmers had. After a while in the A pioneer's house in the wilderness. From such homes have come many of the greatest men of the nation villages a better sort appeared. As the people prospered they gradually built larger and more comfortable houses just as they do in this day. There was no glass to be had for the early homes. The colonists frequently used oiled paper in the window open- ings, which let in some light, but their main dependence was upon the great fireplace, and the huge fire which served for both light and heat. Often there were no wooden floors to the houses, but the The Homes of the Colonists 155 ground was packed hard and covered with sand. Sometimes the people used candles for light, for there were no lamps and kerosene oil as we have nowadays. Even candles had to be made at home, and were considered a great luxury. Let us look into one of the homes of the early colonists after dark. We find a great roaring fire in the chimney, with a big back log glowing hot, and fat wood burning around it. The flames leap up the chim- . .°° ney, giving out a splendid heat, but if it is very cold outside our backs will almost freeze while our faces scorch. Around the fire are benches or stools on which the family sit, the women knitting woolen socks or making shirts, coats, trousers, and indeed all the garments that the family wears. The men are cleaning their guns, mending their tools, and helping with the housework all they can. The supper is cooking in kettles, pots, or ovens before the fire, for there are no stoves yet in the colonies. When the food is ready, — and it probably consists of corn- meal mush or corn bread in some form, beans, pork, or game from the woods, — it is all put into wooden bowls or trenchers, and on a rough table. Everybody eats out of wooden plates, or, if the family is well off, out of shining pewter platters, and since there are no forks, everybody must eat with the fingers. There is plenty of food, and hard work has made hearty appetites. The talk is about the governor, and the ships coming over from England, or about the fishing and the game to be had. Then about the farm and the crops for next year, the corn, and the Indians that have been giving trouble. Perhaps the family will drink a little cider or home-brewed beer, and crack some nuts that the children have gathered iS6 American History A New England fireside from the woods. After a short while the fire is covered over with ashes to keep it alive, for there are no matches to light another one, and everybody goes to bed early, maybe sleeping on hemlock boughs instead of mat- tresses. As the country prospered, however, better homes were built, of two stories, with glass windows, and painted. Fur- niture was brought over from England, and the wealthy merchants of New England surrounded themselves with the comforts their fathers had known in the old country. Some of these houses were even mansions in their pro- portions, where gay parties, balls, and receptions were given. In Virginia the rich planters' homes were built on the slopes leading down to the rivers, where often the planters Virginia owned their own wharves, where ships came to Mansions \o2id and unload. These mansions were tall white houses, with wide halls and great verandas, built in a style known as colonial. Here the planters lived in princely fashion. There were log cabins near by for the slaves, stables for fine horses, kennels for dogs, houses for overseers, and hundreds of broad, rich acres in every direction. Inside was rich furni- ture from England, carpets on the floors, silver and glass for the table, and an abounding hospitality. There were few inns and taverns to be found along the roads, and those were of so bad a sort that the hospitable Occupations, Dress, Sports 157 planters invited all travelers into their homes. It is said that some of the planters stationed negro servants at the gate along the highways to invite travelers to come in and take a meal or spend the night. The planters themselves always cordially welcomed the stranger, were glad to get the news from other towns, put before him the best food and wine, and gave him the best bed in the house. In this way Southern hospitality and a Virginia welcome became proverbial. Collateral Reading. " Snow Bound," by John G. Whittier. Questions. How old was Virginia at this time? How many people were in America ? What were the largest towns ? How large were they ? Describe the log cabin of the early settlers. What did they use for glass ? What about the floors? What about light? Describe the inside cheer after dark. What are the men and women doing? Describe the food and the table service. What was the talk about? What did the family drink? What improvements were made? Describe a mansion in Virginia. What about inns and taverns? What hospitality did the planters show? Written Work. Write a short account of the inside of a pioneer's home of the early times. LESSON 42 OCCUPATIONS. DRESS, SPORTS The occupations of the colonists were mainly farming, fish- ing, and trading. Of course, there were a few small factories and shops for making furniture, clothes, shoes, and other things the people needed, but as a rule most of the things the colonists used were brought from England. In New England and the Northern colonies generally the farms were small. On them the people raised corn, beans, squash, and other vegetables. Fishing and ship-building 1^8 American History occupied most of the attention of the people. This called for ship-builders, carpenters, ropemakers, sail- ^dustries m j-^-,^]^g^g^ ^j^j stores for ship supplies. Fishing vessels went after codfish, and larger ships went in search of whales for oil and whalebone. These ships, loaded with lumber, dried fish, whale oil, furs, and corn, traded along the coasts as far as the West Indies, and even sailed to Europe. The ships brought back tobacco, sugar, cotton, molasses from the Southern ports, and furniture, clothes, tools, hats, carpets, and things of that sort from Europe. In New York the people found the fur trade to be the most profitable. The old Dutch colonists made friends with the Indians easily, and were not far from Industries m ^^^ great trading posts on the St. Lawrence River. In Pennsylvania there were great fields of grain. The Dutch had wandered into this section, had found the land fertile, had cultivated large areas of corn and wheat, and built fine mills, so that the grain from other colonies was often sent there to be ground. In the Southern colonies the people were almost entirely farmers. Tobacco, rice, indigo, and corn were the principal products. The farms were large, negro slaves th ^^^''th^ ^" were cheap and readily bought from the slave ships, the climate was mild and the weather pleasant nearly all the time. As far as clothes were concerned, many of the pioneers had to depend upon their guns to give them fur to wear instead of cloth. Breeches made of deerskin, moccasins for the feet, hats made of beaver skin or raccoon skin, were commonly worn. At first there were laws against wearing fine clothes, but after a while the Occupations, Dress, Sports 159 wealthy insisted on bringing in rich silk and laces from England for their wives. Even men sometimes wore fine embroidered clothes, espe- cially when they went to receptions or on great occasions. The women wore high-heeled shoes, hoop-skirts, and some- times masks of cloth and velvet to protect their complexion from the sun. Among the rich people there was almost as much style and expense of dress as there was in England. In the old days there was not much time for sports. Life was too hard for much diversion, and the Puritan idea of severe living gave no thought for pleasure. There were sports of the woods, such as hunt- ing wolves and bears, which when caught were sometimes tied to a stake and made to fight dogs for the amusement of the crowd. On cold moonlight nights a load of codfish heads would be placed by the side of a fence or a wall, and hunters would hide near by to kill the prowling foxes. Shooting at a mark for a prize was a great diversion. To be the best shot in a town was no easy matter where every man had to be a marksman to protect his home from Indians and provide his family with food. So far as dancing, card-playing, and theater-going were concerned, these were at first frowned upon by the New England people for a long time. Such pleasures were not proper for the young men and maidens. Later on, however, we hear of parties being given, and in some of the old papers we read of balls in New England where the young people danced until late hours in the night. At these balls or receptions the men wore their finest clothes, and the women wore silks and brocade almost stiff enough to stand alone. t6© Affitfkan Hbtory t\\ tht S^uthtJii e^vilaf> siftet maft.y t^awtefs mistd ^ntg st^ek att'd 4^d<(i'^5 tht^mjA<^hvs nn lh<^ ;s\^<^<^i Ami evuhwancc t^f theif ift th^ bettef elass ^ ^"outh^etn h'Otues thet^e \>^^ *oft€ft ^^ftts ^ gf^t ga>^ty-. The¥^ was mvieh f €€asit>^\ in th\\ie mneh ^ tht ^easti^i^s ^ Christmas and the ha*\^i*^^- uj^ *diE st^^kiftp fef th»e visits *^" Santa Ckm. Thty €fefeferattd New Year's Day with visits t© ft-iends and with feasting and ddnkivtf.. Then eame St Vaientine's Day> l^Iastef \ind the May^^ieAe^ in att ^ whieh the ha^)py» thrifty l>iat "-r^ts^ ^Tt ^ * w^as' o^ftedl '''' ^6^ fii ujt^' ike 6f bet side 6* ffee sdSMles-/'^ s^ &6v Jteglbv jiiw^lfe' ^md ffee ^ttfe^ «i€?i *lie- -^omg kdy v(>«5 if«My #ei'^ed' fe>m Me fflk>r. '''' If'feei'e, t^y sM/'^ Mid) Mull to Se-vcal1>, " take t^ose shitlMgs fof my (htigMefs pbifiio^'. ti h rtoe every ^ik- tte fe -c^y^^iifo kei* w^ei"^* iw ailW^.''' (Athfkdp&m Hohofkofm.)' ^e^-d&m, WM vii^&s the Anafrt' 6€eii:]t>a^ii6Ai 64 fhe e6!bftist5?' Wiffe did they get tmst oi the tMftgs they used'r' Whaf did' tfee 5^e-v^ :^ii^l^rtd^ k*FAs produce? Wfeiai! a]k>ti* tfee ftisfeiAg mdiiinstty? Wi!n*fi- dldl the Miif^ vessel!? Mttg: l!)a'<*:k-' diiidS the ikh peoplW d¥ess? Wfeat- spoi^ts S4 tfeer people eft3Ikyi?^? What aboiit tfee; sports of tie SoutAeriii plWifers? Mow (^d' tfee i)^M' de4^*^ty fe aw esiielfert^ ^ooli 6Wfe*taiUftiei4e, sho*»iii4^ the diesis, fuTniture, table service, artd' rAanriers of the old times. LAW^, TRAVEL, CUSTOMS Om iMelM^e^s Mdi some I'apiwS' M<:i efiMofM- thM^ &e&m ciifkvus fo us rvO'vO'didays. 1 fee/e 'W^e^'e' fows ag^ksC tytog^ against ta&ifng t^w much,, against staying awary If 6m (hmthy agafe^t fin^ (&$6^fe€5> t&at th'^ viT&Mm' t(mM nbt- ai^iofd; against drinking too mu^fiy— t&ougJ:t ^e miaist ad^ tMt tk>se l^«rs were not^ aJvo'ays enlorded. II a man was gisilty ol tellmg a %&f Ms t^:^tii6 was^ ca^gM- t^y a split sticky aMl foe was st06d' ii|)' i&a peop-fe t^ teg^ at.- II a woman w^ pr^oven to be a^ sc&Ming,^ cross-fiaCiared^ per-- 1 62 American History son, she was put on a ducking-stool at one end of a long plank, and ducked in the river. If a man was shown to be a drunkard, he was often obliged to wear a big D of red cloth hung around his neck or sewed to his clothes. Set up in public places were the pillory and the stocks. If any person was convicted of breaking the laws, he could be ordered into the pillory or into the stocks, 1 ory an where he was quite helpless. The boys and men who passed by could throw rotten eggs at him, and the girls and women would laugh at him, until the officers of the town were satisfied that he had stood it long enough. All hangings were done in public, and were the occasions of great crowds coming to see the unhappy scene. The streets were filled with people from many miles around, speeches were made, sermons delivered, and hanging day was equal to the circus day of later times. Our forefathers had no elegant railroad cars or fine roads from town to town as we have, but contented themselves with the rude and slow stage-coach that went Travel . , , ^, , from one place to another. The roads were bad, especially in winter, and often everybody in the stage- coach had to get out and walk up hill, or help pull the wheels out of a rut or deep mud hole. Nobody traveled for pleasure in those days. A lumbering stage-coach ran from New York to Phil- adelphia once a week at a rate of three or four miles an hour. When in 1776 the trip was made in two days, it was thought so wonderful that the stage-coach was called the " flying machine." Those who could, always rode horseback, traveling in small companies for protection. If the journey could be Laws, Travel, Customs 163 made by water, a sailing vessel or rowboat was used. The inns along the road were poor affairs, of rough accommo- dations and uncomfortable. Where we npw go comfortably Our forefathers traveled by stage-coach in a few hours in a palace car, our ancestors took many weary, disagreeable days. The mail was carried on horseback. The charge for a letter was often as high as twenty-five cents, and but few letters were written. The postman came irregularly, and when a person wrote to a distant friend there was no telling how long it would take to get a reply. The farmers who lived along the roads were very hospi- table to travelers, and no one was ever turned away or denied a night's lodging. Their cordial reception was the only thing that relieved the weariness of a journey. 164 American History Witchcraft One of the strangest and saddest things in the early history of the country was the belief in witches. If a persop had a fit, or if the cattle died, or if the crops failed, the people said "a witch did it." If anybody acted curiously, especially an old man or woman or a deformed person, he was at once accused of being a witch. This silly craze became worse in Salem, Mass., in 1692 than at any other place or time. The least circumstance was sufficient for an accusation. A girl of fourteen years of age accused the laundress of stealing some of the linen. The mother of the laundress, v/ho was an old woman, came and abused the girl, after which the child fell into fits. One of her brothers and two of her sisters likewise had fits. The old woman was ac- cused of being a witch and was hanged. ' Many persons were persuaded to confess they were witches. Several hundred were tried in the courts, and the jails became full. The people were almost crazy on the sub- ject. Persons of high rank and of good families were pointed out as witches, even one of the judges, the wife of the gover- nor, and the wife of one of the ministers. Nineteen of the accused were publicly hanged before the The witchcraft delusion reached its height in Salem, Mass., in 1692 Laws, Travel, Customs 165 people came to their senses and saw how foolish they had been. Then the jails were opened and the poor prisoners set free. Since that time there has been no hanging of witches in our country, and everybody knows there never was nor ever will be such a thing as a witch. If they had known it in those days it would have saved the lives of nineteen people and avoided a great deal of folly and misery. We should not neglect the story of the pirates who roamed the seas in the early days, destroying ships, capturing cargoes, and murdering sailors. The New England people, as we have seen, were a sea-going people. Their ships went back and forth, carrying and bringing rich merchandise. Some of these ships tried to evade paying duties on their cargoes. They tried to smuggle in their goods by landing at some hidden creek or river, or on some deserted part of the shore. These smugglers and pirates became so bad that the honest ship dealers and owners complained loudly. The governor of New York sent out Captain William Kidd to put down the sea robbers. The captain, however, pre- tended not to see any pirates ; and, indeed, he became one himself. For a while he was the terror of the seas. When he came back to New York he was arrested and sent to London to be tried and hanged. Along the North Carolina coasts were the favorite haunts of pirates. One of the most famous of those was named Blackbeard. He had a ship that was swift and men that were daring. He would attack small vessels, rifle their cargoes, kill everybody on board, and sink the ship. A Virginia ship went after him, and a desperate hand-to- hand fight took place. All the pirates were killed or wounded. Blackbeard himself was slain, his head was cut 6 1 66 American History off and hung up in the bowsprit of the victorious ship. After a few years all the pirates were captured or run off from the Southern coasts, and from that time on no further trouble arose from that source to annoy the trade of the colonists. Collateral Reading. Selections from " Grandfather's Chair," by Hawthorne. Questions. What were some of the curious laws of our forefathers? What were some of the punishments? Describe the pillory and stocks. What about hangings ? How did our forefathers travel ? What was the "flying machine"? How was the mail carried? What about postage and letters? What was the foolish belief about witches? Relate an incident of how an old woman was accused. Who else were accused? How many persons were hanged in all? What about pirates and smugglers? What can you say of Captain Kidd? What was the fate of Blackbeard? Written Work. Write the story of the Salem witchcraft. LESSON 44 SUNDAY IN THE COLONIES. EDUCATION, SCHOOLS We have learned that many of the colonies in America were founded to secure religious freedom. Naturally, then, many of the early colonists were very strict on the subject of religion. The church, or meeting-house, was the finest building in the town. At first oiled paper was used in the windows. When glass came it was set in with nails instead hous™^^ ^'^^' ^^ putty. Since there were few if any news- papers, all sorts of signs were put up on the meeting-house doors and walls, — notices of town meetings, marriages, new laws, sales of cattle and farms. Sunday in the Colonies 167 On the outer walls were often nailed the bloody heads of wolves that had been killed, for which a reward was to be paid. On the church green were the pillory, stocks, and whipping" posts, and a long row of hitching posts for the horses, as nearly everybody came on horseback. There were various ways of calling the people to church, such as the beating of a drum, the blowing of a horn or a shell, the raising of a flag, the firing of a gun, and occasionally the ring- ing of a church bell. In the very early times every man went with his gun, ready loaded and set down by the pew in case of an Indian attack. Inside the church the seats were rough benches, or the pews had high backs that one could hardly see over. The pulpit was very high, so that those in the pews could see the preacher, though they could not very well see each other. The men sat on one side of the church and the women on the other. The boys were always required to sit on the pulpit or gallery stairs where they could be closely watched by the Pulpit of Old South Meeting House 1 68 American History tithingman. The churches were not heated, and in whiter time it was a hard matter to keep warm during the long service. To keep warm the women often brought fur bags to put their feet in, and the men brought their dogs to put their feet on. When the dogs made too much noise they had to be put out. Sometimes there were foot-stoves which could be carried in the hand, containing live coals, which were very comfortable and serviceable for warming cold feet. The sermons were often very long, and very dull. Some- times the preacher, who was often the only warm one in the house, went on for two or three hours, and XliG sGrvicG .-,™ everybody became very tired. There was a tithingman or captain of the watch whose business it was to look out for sleepers. He had a long stick with a rabbit's foot on one end and a rabbit's tail on the other. If one of the boys or men became sleepy and nodded, the tithingman would rap him sharply over the head with one end of the stick. If an old lady became sleepy and nodded, the tithingman must tickle her nose with the rabbit's tail to keep her awake. Services were held morning and afternoon, and at the noon intermission everybody would hasten to the near-by tavern or to a neighbor's and sit by a big fire until the time for the afternoon service. Sunday was strictly observed. Any unseemly conduct was punished by a fine or by a whipping. Every- ^Ts^aT^ body was forbidden to fish, shoot, sail or row a boat, dance, jump, or to do any work on the farm. The use of tobacco also was forbidden near any meeting-house. Sunday began at sundown on Saturday and lasted until Sunday in the Colonies 169 sundown on Sunday. Ev^erybody was required to go to church. In Virginia in the early times, half an hour before service, the captain of the watch stationed sentinels, and then searched all the houses to see that everybody was on the way to church. After the church in importance came the schoolhouse. In New England free schools were early established by law. The school teachers were important people in the community and much respected. There were few books to be had, however, and life in those days was too busy to spend much time on going to school. The rule of the schoolmaster was very severe, and the boys and girls were punished heavily for every offense. In many of the colonies the children of the wealthy planters and merchants had private teachers. In places where there were no teachers, the ministers brought the children together and taught them. As early as 1636 the colony of Massachusetts founded a college at Newton, afterwards Cambridge. Two years after Rev. John Harvard gave his library and „ seven hundred and fifty pounds to the college. CoUege In gratitude for this gift the college was named ^stabUshed Harvard College. So great was the interest felt in this college that at one time every family in New England gave something for its support. The next college to be founded was William and Mary College in Virginia in 1693. The colonists raised ;^2 5oo, and a charter was received from the King and Queen of England for whom the college was jyiar^^c^u^*^ named. Other colleges were founded from time to time until at the close of the French and Indian War most of the present great colleges and universities lyo American History of New England and the Middle colonies had been estab- lished. There were few books for the people to read, because there were few printing presses, and books had to be brought all the way from England. Public libraries and book stores were rare, and it was only the wealthy who had a collection of books. It was a matter of great note that one Virginia planter had a library of three thousand volumes. The first newspaper was issued in the year 1704, from which time a few weekly or monthly papers sprang up in various parts of the country. They were small sheets, con- taining but little news, for news was hard to get, and was often a month old when it arrived. Questions. On what subject were the colonists very strict? Describe the church, or meeting-house. What signs were put on the doors or walls? What was put on the outer walls? What was on the church green? How were the people called to church? What about the guns in the early times? Describe the arrangements inside. What about the boys? How did people keep warm? What about foot-stoves? Describe the sermons. What was the ofifice of the tithinguian ? How did he keep the people awake? What about the services? The intermissions ? How was Sunday observed ? What was everybody for- bidden to do? What was everybody required to do? What about schools and school teachers? What about the rule of the schoolmaster? What did the wealthy planters have? When was Harvard College founded? How did it get its name? What was the next college to be established? What of books and book stores? What about newspapers? Written Work. Suppose you had attended a service in colonial times, and write your impressions of the occasion. Servants and Slaves in the Colonies 171 LESSON 45 SERVANTS AND SLAVES IN THE COLONIES Among those who early came to America was a class of white servants known as "indented servants." They were generally poor white boys or girls who could indented not pay for their passage and were bound to servants their masters by written agreements, called "indentures," for a series of years. Even criminals were sent over and sold into service to farmers and small manufacturers to pay for their passage. Worse than that, there were gangs of kidnap- pers in England who would seize laboring men, ^ ^v j ^ ^ o fc> ' vagabonds vagabonds, and even children out of the alleys and along the wharves of London, and hurry them on board ships to be sold into service when they reached America. There is no means of Knowing exactly how many criminals and vagabonds were brought to America, but it is estimated that there were more than ten thousand, most of these being sold into Maryland and the Middle colonies. Many of these indented servants, and about all the crimi- nals, were a worthless class of people. When their term of service expired, and they were free to do as they pleased, they generally pleased to do as little as possible. They thus laid the foundations of a lower and criminal order from which all the colonies have suffered. We have already seen that the first negro slaves were brought in 1610 to Virginia. This was the „ ° . Negro slaves beginning of negro slavery in America, but it soon spread over all the colonies, until every one of them had some negro slaves. 172 American History- New England had the fewest slaves of any of the colonies, and those were mostly house servants. The Dutch in New York also had slaves, but by far the greatest number of negro slaves were found in Virginia and the other Southern colonies. The negroes coming from Africa where the climate is warm were not used to cold weather, and could not work out- side in the hard winter of the Northern colonies. On the other hand, the climate of the South was like that of their own native country ; the work was farming, for which the negro is adapted, and the class of work required physical strength more than skill. Thus the Northern colonies did not find negro slave labor worth the while, and the Southern colonies found it very profitable. At one time there were twice as many slaves in South Carolina as there were white people. The slave trade became a profitable industry. Ships were built in England for the very purpose of going to the coast of Africa, buying the negro prisoners that had trade been captured in the wars, and bringing them to America for sale. Even the ship captains of New England engaged in this business, and after selling their cargoes in London would call at the African coasts and get a shipload of unhappy negroes. It is said that in ten years, from 1680 to 1690, nearly fifty thousand negroes were thus brought to America. All of them were bought from the ships' sides by slave dealers, who then sold them to the farmers for laborers. In New York in 1712 there was an uprising of the slaves, and again in 1741. To put down these insurrections the negroes were treated harshly. At one time Insurrections twenty-four and at another time thirty-thres were put to death. Nineteen of them were burned alive. Servants and Slaves in the Colonies 173 In 1740 there was an insurrection of the negroes in South Carohna, which was put down with much bloodshed and cruelty. In this way there grew up in the Southern colonies a great slave system. The system continued long after slavery was abolished in New England, and was the foundation of a social order in the South, ancl the occasion of a long and bitter quarrel and war, of which we shall study later on in our history. Questions. Who were indented servants? How were they treated? What of criminals? What did the kidnappers do? How many do you suppose were thus brought to America? What can you say of this class of servants? When was negro slavery introduced? What was thought of slave- holding at that time ? Why were more slaves to be found in the South ? What made the negroes so valuable to the Southern planters ? What can you say of the slave trade? What can you say of the insurrections? Written Work. Write the supposed story of a negro who was bought in Africa by the captain of a slave ship and sold to a Southern planter. PERIOD OF REVOLUTION LESSON 46 CAUSES OF THE REVOLUTION We are now to study about a great war known as the American Revolution. This was a war between England and the colonies in America, caused by unjust and oppress- ive laws of the mother country. In this chapter we shall see what some of these laws and measures were, and what the people thought of them. When England planted colonies in America, or agreed to people coming here for that purpose, the king had in mind only the riches to be gained for England. He cared little for the colony ; it was there for the benefit of the mother country. To carry out this idea certain laws were passed. The first of these were laws regulating trade, called Navi- gation Acts. By these laws the colonies were required to trade with England only. The merchants of avigation America could not sell their tobacco, rice, indigo, furs, lumber, or anything they raised, made, or bought, to any other than English merchants. Then again the people of the colonies were not allowed to buy from any merchants except the English merchants. All the French silk and the China teas had to be brought to America in English vessels, so that the English merchants could make their profit on them. This was all very well 174 Causes ot the Revolution 175 for the English merchants, but it was hard on the American colonists. The second unjust law was the one regulating manu- factures. It was against the law for the _ ° Laws colonists to make anything out of wool and regulating sell it in any other colony. The English manufactures manufacturers wanted the colonists to raise sheep and send the wool to England to be made into cloth. It was also against the law to put up ironworks in America. The English wanted the colonists to dig the iron out of the ground and prepare it in foundries for manu- facture, and then send it to England to be made mto plows, axes, knives, and things of that sort. It was also against the law for the colonists to make hats, although there was plenty of fur on this side of the ocean to make them with. The English hatters said the colonists should get the fur and they would make the hats. All this was very well for the English manufacturer but was hard on the American colonist. One of the most oppressive laws was that of taxing certain articles such as sugar and molasses, which the colonists used a great deal and for which they had to pay a duty before it could be brought OPP^^^sive into the country. Every man who used a gallon of molasses had to pay the English government ten cents. The colonists began to evade the laws when they could. Their own ships would trade with the West Indies and get foreign produce and smuggle it into the country. So long as the British officers did not find it out, the people did not care. In fact, they rather encouraged it, and if anybody was caught the judges were very easy in their punishment. 176 American History So the warehouses and stores of the colonists were often full of smuggled goods for sale. The custom house officers tried to put a stop to this by- searching everybody's house. They secured search war- rants known as " writs of assistance " which ^} ! ° allowed them to enter any man's house and assistance '' seize anything they thought had been smuggled into the country. With these writs the officers went about Boston, breaking into the warehouses, tearing down doors, overturning boxes and searching for goods, which they seized at pleasure, whether the goods had been smuggled in or not. This made the people angry, you may be sure. They were almost ready to mob the officers, but decided to make a case in law. They employed a young Boston j^^^'^ Of lawyer named James Otis (O'-tis) to plead their cause in the courts. He spoke for five hours in defense of the principle that a man's house is his castle and while he is in it he should be as safe as a prince in his palace. Otis also declared that Great Britain had no right to tax us without our consent, or take our money in any way with- out permission. We had no voice in the British rgumen Parliament when the laws were made. We were of Otis not allowed to send our representatives there to vote on the laws that taxed us. We were not consulted about those laws. We were not allowed to make them in our colonial assemblies. In fact, we were taxed without being represented. This was taxation without representation, which the colonists would not stand. We did not mind paying the money, but we did object to having it taken from us without our consent. Causes of the Revolution 177 This speech produced so great an effect that the judges were afraid to decide against him. They gave no decision at all, which was the same as a victory for Otis, but there were no more writs of assistance is- without sued in Boston or elsewhere. The battle cry ^^presentation of the Revolution became "Taxation without representation is tyranny." All this happened iifteen years before the Revolution actually occurred. We must not get the idea that the American colonists were opposed to the mother country in feeling. Such was not the case. They loved the Old England from which their fathers came. It was a proud boast to have been in London, or to have seen the king pass by in his carriage, or to have seen any of the great Englishmen of the day. The colonists had fought for the mother country, and were willing to die for her interests, but they wanted to be treated as subjects and not as dependents. Questions. What war are we to study about now? What caused the war? What was the king of England's idea in allowing colonies In America? What were the first oppressive laws? What did these laws require? What were the colonists not allowed to do? What was the second unjust law ? What were some of the requirements ? What were some of the oppressive taxes? How did the colonists treat these laws? What about smuggling? What were "writs of assistance " ? What great speech was made and by whom ? What were some of the things that Otis declared ? What effect did this speech produce on the judges ? What became the battle cry of the Revolution ? What was still the feeling of the colonists toward the mother country? What was a proud boast to make? What were the colonists willing to do? How did they wish to be treated? Written Work. Write a statement of the argument of James Otis before the judges. 178 American History LESSON 47 FIRST ACTS OF RESISTANCE Four years after James Otis made his great speech in Boston against the writs of assistance, England decided to put a new kind of tax on the American people. A law was passed in 1765 called the Stamp Act. This Act required everybody to use stamped paper for all licenses, all bonds and deeds to property, all newspapers, books, and printed matter. This pai:)er was The Stamp Act . \ . J, . / ^ pnnted in England, stamped, and brought to America to be sold to the colonists. The stamped paper was sold from one cent to fifty dollars according to the pur- pose for which it was to be used. The Stamp Act required that everybody who married should buy a stamped marriage license or they were not legally married, but the ministers paid no attention to the laws and people were married anyhow. The act required all deeds to property to be on stamped paper, but the lawyers agreed that deeds were good without the stamps. In fact the people again refused to be taxed without their consent. They flatly refused to buy any of the stamped paper. Among those who opposed the Stamp Act was the great statesman and orator, Patrick Henry of Virginia. When the news of the Act arrived he was a member of Patrick Henry , -n ^ -n, the House of Burgesses. He tore a leaf out of the back of an old law book, wrote on it a resolution de- claring England had no right to lay taxes on the colonies. He then had the resolution read to the members, and began to speak. It was one of the greatest speeches ever delivered in America. At the close of the speech he said in tones of thunder, First Acts of Resistance 79 " Caesar had his Brutus ; Charles I his Cromwell ; and George III " When he reached this point, for George III was king of England and it was not lawful to say anything against the king, the members rose to their feet and cried out, " Treason, Treason ! " Henry only paused a moment Patrick Henry making his famous speech in the House of Burgesses, Virginia, denouncing the Stamp Act and turned on them, saying, " George III may profit by their example. If this be treason make the most of it." The resolutions were passed by a majority of one vote. The British Parliament, seeing the opposition of the colo- nies, repealed the Stamp Act in 1766. Still Parliament believed that the British government had a right *"" T3.X on ti63i to tax the colonies, and if they would not buy Stamped paper probably they would buy something else. i8o American History Accordingly, in 1767, a law was passed taxing tea, glass, paper and a few other things. Here was more trouble. The colonists had not used stamped paper and now they agreed not to use tea. The way to avoid the tax is not to use the thing taxed. So the people drank sassafras tea instead of tea from China. This made the English merchants angry for they had no sale for their cargoes. From Boston to Savannah the tea ships lay in the harbor, but nobody wanted tea, nor anything else that was taxed by England. The legislature or Assembly of Massachusetts sent out a circular letter to all the other colonies, asserting the rights of the American people and calling for united action against the new taxes. When George III heard of this he was furious and ordered Massachusetts to recall the circular letter. This Massachusetts refused to do, and the king had the Assembly dissolved. Other assemblies in other colonies were treated in the same way, until public business was seriously inter- rupted. George III foolishly tried to enforce the law by arms. Accordingly he sent a body of troops to Boston. The people of that town held a meeting and a day was appointed for fasting and prayer. The troops were not allowed the use of the people's houses, but had to use the Capitol building to live in. After the troops had been there for a year and a half a body of seven of them, one night, had a quarrel with some citizens of the town, and, firing into the crowd, killed five Boston people and wounded others. This was known as Massacre, the Boston Massacre and greatly angered the March 5, 1770 citizens. The next day Samuel Adams, one of the leading men of the colony, called upon the governor and First Acts of Resistance i8i sternly told him to take his soldiers out of town or they would be run out by the citizens. By sundown the troops had all left, and were on a little island in the harbor.' The British troops in Boston fire into a crowd of citizens There were tea ships in the harbor of Boston waiting to unload their tea. There were no people willing to buy, but there were many who were afraid if the tea were allowed to ' Samuel Adams is often called the "Father of the Revolution." He was a very stern patriot who had little patience with the British. When he told the royal governor to remove the troops from Boston he shook his finger at him and said, "The voice of ten thousand freemen must be respected and their demands obeyed." Later Adams said with great satisfaction, "I saw his knees tremble and his face grow pale. I confess I enjoyed the sight." Samuel Adams was the one who organized "Committees of Correspond- ence," by means of which the various towns could consult on public matters when the legislature was not allowed to assemble. This plan was adopted by other states and opened the way for the Continental Congress. t82 American History land, and put in the warehouses, that the few friends of the king might buy some of it. A great meeting of the Boston Tea people of Boston was held, and speeches were Party, delivered, until it grew dark. Some one asked, Dec. 16, 1773 u j wonder how tea would mix with sea water .'' " Suddenly a whoop as of Indians was heard in the streets. Everybody rushed outside and found that some citizens had disguised themselves as Indians and were on their way to the tea ships. They were going to find out how tea and sea water would mix. The crowd followed, and when the wharf wa^ reached the disguised citizens climbed aboard the ships, broke open three hundred and forty-two chests of tea, and poured it all into the ocean. This is called the Boston Tea Party. Other towns had tea parties. In Charleston the tea was stored in damp cellars, left to spoil, or else was sold for the public good after the war began. At Annapolis a rich ship- owner was compelled to set fire to his own ship. The spirit of one colony was the spirit of all. America had but one voice now, and that was resistance to all forms of injustice and tyranny. Questions. When was the Stamp Act passed? What did the Act require ? How was the stamped paper prepared ? How did the ministers treat the Stamp Act ? How did the lawyers treat it ? How did the people still feel about taxation ? Describe the great speech of Patrick Henry. What did the British Parliament do? What new tax act was passed? What did the colonies say about tea ? What did they use in the place of tea ? What about the merchants? What about the tea ships? Why did the king dissolve the Assembly of Massachusetts? What did the king resolve to do ? What was the Boston Massacre ? Describe the Boston Tea Party. What other tea parties were held? Written Work. Write a description of the Boston Tea Party. The First Battle of the Revolution 183 LESSON 48 THE FIRST BATTLE OF THE REVOLUTION When the news of the way the colonists had treated the tea, especially in Boston, reached England, the Parliament decided to teach the colonies a ^^^^^IH^^^ lesson. To do this they passed several measures. The first was to close the port of Boston until the tea that had been destroyed was paid for. No ships could come in or go out. All trade was stopped, and the people had to suffer or submit to the laws. The other colonies came to the relief of Boston at once. Money, food, and clothing poured in from everywhere, and the peo- ple did not suffer. The universal cry was, "The cause of Boston is the cause of all." ^ The next measure was to change the charter of Massa- chusetts so that all the judges, sheriffs and other officers were to be appointed by the crown instead of being elected by the people. A new military governor, General Thomas Gage, was also appointed, but the people paid no attention to him, would not pay money into his treasury, and in every way ignored him. The next measure was to provide that any officer or soldier who committed murder in the colonies while in discharoe of o his duty, should be sent to England for trial. It was thought that this would make them more active, by not leaving them to be tried by unfriendly juries in America. These measures provoked the colonies more and more. Sympathy for Massachusetts was expressed everywhere. A ' South Carolina sent her message to Boston in these ringing words, "The whole country must be animated with one great soul, and all Americans must stand by one another even unto death." i84 American History- First Continen tal Congress. Congress of delegates from the colonies met in Phila- delphia in 1774. It was the first Continental Congress. All that this Congress could do, however, was to address a petition to the king, setting forth the grievances of the American people, and to pass resolutions of resistance to the laws. The people of Massachusetts called a provincial Congress. It met in Concord. This Congress set to work to gather guns, powder, shot and cannon in readi- ness for the war which they saw was sure to come. General Gage, in Boston, resolved to capture those stores by sending a body of troops secretly through the country, about twenty miles, and take them before the people knew what he was about. He also wanted to capture John Han- cock and Samuel Adams, two noted pa- triots, who were at a friend's house in Lex- ington, on the way to Concord. The British soldiers were ready to march to Concord, but the Americans sus- pected their plans and were watching them. Across the The First Continental Congress met at P/tiiadelpfiia in 1774 The First Battle of the Revolution 185 river a patriot, Paul Revere, stood mounted and ready. When he saw the lantern hung up in the church tower, a signal that the troops had started, he rode off ride ^^ ^ "^^^ ^^^^ night on the way to Lexington and Concord, shouting as he thundered along the roads and through the towns, " The British are coming ! " When he came to the house in Lexington where Han- cock and Adams were asleep, the man on guard called out to him, "Don't make so much noise!" "Noise!" cried Revere, " there will be noise enough before long : the regulars are coming." Hancock knew Revere's voice and was soon up. When he heard what was happening, he and Adams quickly proceeded to Philadelphia. All along the road to Lexington and Concord the people rose and armed themselves. When the British reached Lexington they found seventy men drawn up and ready to meet them. Captain John Parker was commanding them. He had said to his men, " Don't fire unless you are fired upon ; but if they want war it may as well begin here." The British commander, Major Pitcairn, on seeing the patriots in line, drew his pistol, and pointing it at them, cried out, " Disperse, ye rebels ! " The soldiers, however, did not move. One of the patriots tried to fire his gun, but it flashed and did not go off. The British then fired and several of the Americans were killed. After a feeble resistance, Parker retired. The British marched on to Concord. When they arrived they found that much of the stores had been removed, but they began to burn and destroy what was left. Everywhere the farmers were pouring in, bringing their old muskets and rifles. Crowds had reached Concord, and from a neighboring hill they began to shoot at the British i86 soldiers. Battle of Lexington American History The British, having done all the damage they could, started back to Lexington. It was now broad day and the highway was lined with the indignant patriots. Behind every tree and bush, from every stone fence and every clump of trees came a ceaseless rain of bullets. It Major Pitcairn, at Lexington, cried out, " Disperse, ye rebels !' was one long ambush, and the British soon broke into a run. The faster they ran the faster came the shots from the hidden farmers. Nearly three hundred British were killed and captured. When those who were left reached Lexington they fell down, completely exhausted by their terrible expe- riences. Thus it was that the battle of Lexington, the first battle of the Revolution, was fought, April 19, 1775. The Battle of Bunker Hill 187 Collateral Reading. " The Concord Hymn," by Emerson. " Paul Revere's Ride," by Longfellow. Questions. What was the first measure the British Parliament passed? How were the people of Boston relieved? What change took place in the Charter of Massachusetts? What new law was passed regarding the trial of officers and soldiers? When and where did the First Continental Congress meet? What did this Congress do? What Congress met at Concord? What provisions did it make for the war? What did General Gage resolve to do? Describe Paul Revere's ride. Describe the incident at Lexington. What did the British do at Concord? Describe the way the British were treated on their way back to Lexington. WHiat was this battle called? When was it fought? Written Work. Suppose you had been Paul Revere. Write the story of your ride through the country. LESSON 49 THE BATTLE OF BUNKER HILL News of the battle of Le.xington spread like wildfire. Soldiers poured in from all over New England. Israel Put- nam, an old hero of many Indian wars, was plow- ing in the fields at his home in Connecticut when ^, ^° ^^" ^ _ gather he heard the news. He left the plow in the fur- row, saddled his horse and rode a hundred miles, almost without stopping, to join the army before Boston. In a few days there was an army of si.xteen thousand men around Boston. Inside was the British army, ten thousand strong. At Philadelphia a second Continental Congress had met and chosen John Hancock president. This Congress organ- ized all the troops into a Continental Army, and called for volunteers ■ from Virginia, New York, and other colonies. They also chose George Washington to be Commander-in- 1 88 American History Chief of the army.* He departed immediately for Boston to take command. Before he arrived, however, another great battle was fought known as the battle of Bunker Hill. Two months after the Lexington fight the American soldiers around Boston began to fortify Breed's Hill, which overlooks Boston and is very near to Bunker Battle of ^-jj Q^^ -^^ jj^ T^^ ^ thousand men dug a Bunker Hill & j o fort there and threw up breastworks to protect themselves. The next day, June 17, 1775, the British moved up to take this fort. The Americans had but little powder and shot, and the officers told them not to fire until they could see the whites of the enemy's eyes. On came the British up the hill. When they were within a hundred feet of the fort the order to fire was given. The Americans rose up and poured a deadly fire right into the faces of the British and then dropped behind their breast- works. Again this was done until the British retreated twice under the deadly fire. On the third attack the ammunition of the Americans gave out, and as the British moved up to the fort the brave patriots met them with clubbed musket and heavy stones. But the Americans were forced to retire, and they retreated slowly to Cambridge. They had made a noble fight, and the battle of Bunker Hill will long remain in the memory of the nation as one of the heroic conflicts of the great war. When Washington, who was on his way to Boston, heard 1 Modesty is always a becoming trait in a great man. When Washington was chosen Commander-in-Chief he said to the Continental Congress, "I beg it may be remembered by every gentleman in this room that I this day declare with utmost sincerity I do not think myself equal to the command I am honored with." Nevertheless he agreed to accept the command, saying, "I do not wish to make any profit from it. I will keep an exact account of my expenses. Those I doubt not they (Congress) will discharge. This is all I desire." The Battle of Bunker Hill 1 89 of the battle of Bunker Hill from a courier who met him, he anxiously asked, " How did the militia stand the fire of the British regulars?" "Well," was the i^eply. "Then," said he, "the liberty of the country is secured." The very day the second Continental Congress met and before the battle of Bunker Hill had been fought, Ethan Allen and a few men surprised the British fort at Ticonderoga on Lake Champlain. The Com- TfconderoRa""^* mander of the fort was a friend of Ethan Allen, and when he opened the door he was surprised to see him there with his three hundred soldiers. " By what authority do you ask me to surrender .'' " said he. "In the name of the great Jehovah and the Continental Congress," answered Allen. He then seized the fort with all its cannon, arms, and supplies. Daniel Webster and the Bunker Hill Oration, At the laying of the corner stone of the Bunker Hill monument in 1825 Daniel Webster delivered a great speech. The eager crowd pressed forward and came near carrying away the platform on which the speakers were sitting. They asked him to appeal to the crowd to move back. Webster paused in his speech and begged those in front to desist. " We cannot, Mr. Webster," they cried, "it is impossible." "Impossible!" thundered the great orator. " Nothing is impossible on Bunker Hill." The great crowd, swayed by his eloquent words, rolled back like the waves from the shore. Collateral Reading. " Oration at the Laying the Comer Stone of Bunker Hill Monument," by Daniel Webster. Questions. What effect did the news of the battle of Lexington pro- duce? What of Israel Putnam? How many men gathered around Boston? How strong were the British? Who was chosen president of the second Continental Congress? What did that Congress do? How did the battle of Bunker Hill begin? When was it fought? What order was given? Describe the attack and the retreat. Describe the capture of Fort Ticonderoga. Written Work. Write an account of the battle of Bunker Hill. 190 American History LESSON 50 THE PROGRESS OF THE WAR Two weeks after the battle of Bunker Hill, George Washington arrived near Boston and took command of the troops. The ceremony took place under an elm Washington ^ j^^ Cambridge, a spot that will ever be dear takes command & ' r to the hearts of Americans. He established his headquarters in a house that afterwards became the home of the poet Longfellow. It was over this house that the first Under the historic elm tree at Cambridge, Mass., Washington assumes command of the army national flag was unfurled. This flag had thirteen red and white stripes, but in place of the stars was displayed the "Union Jack," which was the British colors. There were fifteen thousand men, but not much of an army. They had almost no guns, were poorly trained, and The Progress of the War 1 9 1 knew little about the duties of a soldier. It took nearly nine months for "Washington to drill them, see that they were organized into companies and made ready for actual war. The British stayed quietly and comfortably in Boston while all this was going on. After a while Washington was ready to make a move. Fifty cannon had been dragged on ox sleds all the way from the captured fort of Ticonderoga, and enough powder was at hand to load them. Accordingly, in March, 1776, Wash- ington seized Dorchester Heights, which overlooked Boston on the south. When the cannon were in position he sent word to General Howe' to move out of Boston or be prepared for an attack. When General Howe saw the cannon he thought it best to move out. He and his army,with about , ^ " ^! ■' leave Boston a thousand of the citizens who sympathized with the king, and on that account were called "Tories," went on board their ships and sailed away to Halifax. Washington then marched into Boston. He had captured the town without losing a man. Everywhere there was rejoicing, and Congress voted him a gold medal in honor of the event. While this was going on, the British in Canada threat- ened to move down on the towns in New York. To give them something else to think about. General Montgomery of New York marched against i^^o^canada Montreal and captured it. Benedict Arnold, from Connecticut, started overland with a thousand men to join Montgomery in an attack on Quebec. ' When the English government received news of the faint success of the battle of Bunker Hill they recalled General Gage to England and placed General Howe in command of the troops in Boston. 192 American History Arnold and his men marched through the forests of Maine for six dreadful weeks. The food gave out and the soldiers suffered dreadfully. Many of them deserted and went back to their homes. When the rest reached Quebec they were J m 1 f^H 1 i m Vtj^ 9 m K Hk 'V- '^^hI^^^^^I 1 ^^^■^^"i. i 1 1 ^flHH Pv ^' "^^ JhH ^Hp* "^wqm ijd^^l m p^ w \. H ^ ^ J tt^g^ ! r 1§ r Iv^ ^^^ E ^ •^^m m^ ■ ■ ^^^ Arnold and his men march through the forests of Maine on their way to Quebec SO ragged, footsore, and weak that they were not fit for service. Montgomery had a few hundred men. He and Arnold stormed the great fortress which Wolfe had captured from the French. Montgomery was killed, Arnold was badly wounded, and the American army was compelled to retire from Canada. When the British who had sailed out of Boston reached The Progress of the War 193 Halifax, not knowing what else to do, they decided to sail for South Carolina and attack Charleston. The British When the brave people of that colony heard attack what was coming, they went to work building Charleston forts to protect themselves. On Sullivan's Island a fort of Sergeant Jasper leaps upon the parapet at Fort Moultrie and replaces the fallen flag palmetto logs and dirt was quickly made, cannon were mounted, and Colonel Moultrie was placed in command. 194 American History When the British arrived they began to attack the fort, but the cannon balls sank into the dirt or into the soft palmetto wood and did little damage. Colonel Moultrie replied so vigorously all day that when night came the British decided that they could not land, so they raised their anchors and sailed northward to attack New York. The fort has ever since been called Fort Moultrie. While the battle was in progress, the flagstaff was cut by a cannon ball. Sergeant Jasper, seeing the flag fall over the wall, leaped down outside in the face of a furious fire from the enemy, seized the flag, fixed it in its place, and returned unharmed. For this brave act he was presented with a handsome sword. History of the Flag. Among the early flags used by the colonies was one under which the Virginia troops fought in 1775. It held the picture of a rattlesnake with the words " Don't tread on me," and also the famous words of Patrick Henry, " Liberty or death." In Massachusetts the troops used a banner haying a picture of a pine tree with the words " An appeal to Heaven." In Charleston harbor Colonel Moultrie raised a blue flag with a white crescent in one corner. Still another flag was used by some of the troops, showing the.thirteen stripes with a rattlesnake across them. June 14, 1777, Congress adopted a flag of thirteen stripes, alternate red and white, with the union, consisting of thirteen white stars in a blue field. It is said that the first flag was made by Mrs. Elizabeth Ross of Phila- delphia. This flag was first used in the battle at Brandywine, in 1777. Captain John Paul Jones first displayed the flag at sea, flying it from the mast-head of his flagship. It was also first shown by him in a foreign port. The thirteen stripes still continue in the present flag to represent the original thirteen colonies, but the stars have been increased from time to time to represent the number of states. Questions. Where did Washington take command of the army ? In what house did he establish his headquarters? What about the flag? The Declaration of Independence 195 What was the condition of the army ? What did Washington have to do ? How did Washington begin his movements against the British? What order did he send General Howe? What did Howe do? What did Washington do? What of the British in Canada? What place did General Montgomery capture? Describe the expedition of Arnold into Canada. With what result? Where did the British now sail? How were they received? What was the brave act of Sergeant Jasper? Written Work. Write the story of Sergeant Jasper restoring the flag. LESSON 51 THE DECLARATION OF INDEPENDENCE The war had been going on now for a year. It was plain to everybody that a long and stubborn conflict was at hand. The Americans up to this time had been fighting for their rights as colonists and subjects of the British government. Even Washington, when he took charge of the army, had no idea of fighting for anything else. It became evident, however, that the king did not intend the Americans to have their rights. To make matters worse, the king had hired about thirty thousand Hessian ^ soldiers to put down what he called " the rebellion in America." When this became known the people of Amer- ica with one voice declared for independence of Great Britain and its unwise king. In June, 1776, Richard Henry Lee of Virginia proposed in Congress, then in session in Philadelphia, that "these united colonies are and of right ought to be free and inde- pendent states." John Adams of Massachusetts joined him in urging the independence of the colonies. * The Hessians were German soldiers hired mainly from the province of Hesse-Cassell. After the war many of them settled in America and became good citizens. 196 American History A committee of five was appointed to draw up a Decla- ration of Independence. Thomas Jefferson of Virginia wrote Declaration '^^' J^hn Adams of Massachusetts, Benjamin of Inde- FrankUn of Pennsylvania, Roger Sherman of Connecticut, and Robert R. Livingston of New Thus we see that all parts pendence York made some suggestions Independence Hall, Philadelphia, where the Declaration of Independence was signed of our country were concerned in the preparation of that most famous of American State papers. July 4th, 1776, the Declaration of Independence was formally adopted. The bell-ringer in the belfry was in readiness to give out the news to the people. A boy was stationed in the hall below to an- nounce the vote. The boy cried out, " Ring ! Ring ! " The ringer pulled the bell rope vigorously, and the notes of liberty rang out over Philadelphia and over the wait- July 4, 1776 The Declaration of Independence 197 ing crowds below. The town went wild with joy. People shouted and embraced each other, bonfires were built at night, and processions were formed.^ John Hancock was the first to sign the Declaration of Inde- pendence. He signed his name in a large, bold hand, " so that the king could read it without spectacles," he declared. Then the others signed it in order. When Charles Carroll came to sign it some one said, " You are safe, for there are so many Carrolls in Maryland that the king will not find you." " Then I will make it certain who I am," said he, and wrote Charles Carroll of Carrollton. Benjamin Franklin quaintly remarked, " Now we must all hang together, or else most assuredly we shall all hang separately." ^ The bel! which rang out the glad news of the adoption of the Declaration of Independence has ever since been known as "Liberty Bell." As if by- inspiration it bore the inscription, "Proclaim liberty throughout the land unto all the inhabitants thereof." It is among the most sacred of American relics, and is carefully preserved in Independence Hall, Philadelphia. 7 The members of the Continental Congress sign t/ie Declaration of Independence 198 American History The news of the Declaration of Independence was carried to all the colonies as fast as possible. However, news traveled slowly in those days, and it was not Rejoicing of ^^jj August loth that word reached Georgia, the people ° the last of the colonies. The great news was hailed with joy. Bonfires were lighted, parades were formed, and speeches were made in honor of the event. In New York so great was the enthusiasm of the people that they pulled down a leaden statue of George III and melted it into bullets with which to fight his soldiers. The Declaration was read at the head of the army, and from the pulpit and platform. Everywhere, from one end of the country to the other, the people rejoiced that they were to fight henceforth for their independence as a nation and not for their rights as subjects. ( The Declaration of Independence made of us a Nation We were no longer Colonies ; we had become States. We were no longer dependent on England ; we had to depend on ourselves. From that time we proposed to be a free and independent people, to make our own laws, choose our own rulers, and, under the guidance of God, to work out our own destiny. The Mecklenburg Declaration. As soon as it was known that the Enghsh ParUament considered the American colonies in a state of rebel- lion, ^he people of Mecklenburg County, North Carolina, held a con- vention in Charlotte, May, 1775. Resolutions were passed by those patriotic citizens declaring that they no longer owed allegiance to the British crown, but were henceforth subject only to the Provincial Con- gress of North Carolina, and to the Continental Congress of all the States. These resolutions were passed more than a year before the great Declara- tion of Independence. Questions. What was now plain to everybody? For what had the Americans been fighting up to this time? Whom had the king hired? .1 The British Enter New York 199 What did the people with one voice declare for? What resolution did Richard Henry Lee introduce in Congress? Who wrote the Declaration of Independence? When was it formally adopted? What did the bell- ringer do? How did the people act? Who was the first to sign the Declaration? What did he say at the time? What of Charles Carroll of CarroUton? What did Benjamin Franklin remark? How was the news received by the people of all the colonies? What did the Declaration make of us? What can you say of the Mecklenburg Declaration? Written Work. Write an account of the signing of the Declaration of Independence. LESSON 52 THE BRITISH ENTER NEW YORK The British, who had moved out of Boston and been defeated at Charleston, now decided to attack New York and get control of the Hudson River. They tlius hoped to separate New England from the rest of the country. They could then move against Boston or Philadelphia as they chose. Washington hastened from Boston to New York and made ready for the attack. He built two forts on opposite sides of the Hudson River, and sank vessels in the channel so that the enemy's ships could not move up the river. General Putnam was stationed in a fort on Long Island, at Brooklyn Heights. The British army, under General Howe, landed on Staten Island.' They then crossed over with a large force to Long ' When General Howe reached Staten Island he sent a letter addressed to "George Washington, Esq.," offering pardon to all those who had taken up arms against England if they would return to their allegiance. Washington returned the letter unopened. Howe then addressed it to "General George Washington," and received a courteous reply saying the Americans had done nothing to ask pardon for. 200 American History Island. General Putnam went out to meet them. A battle was fought August 27, 1776, known as Battle of ^j^g j3^^^|g Qf L Island. The British, how- Long Island ° ever, were too strong for Putnam. The little American army was defeated, and retired within its fortifications. General Howe now thought he could capture the Ameri- can army. That night a dense fog came up. Under cover of the fog and darkness General Washington moved all his men in boats across the river. The next morning when the British moved up to the fort they found it empty. Washing- ton and his army were in New York. The British, however, planted their cannon on Brooklyn Heights and could easily command the city so that Washing- ton was obliged to leave New York, and march up the river. In this way New York fell into the hands of General Howe and the British troops. One of the sad incidents of the occasion was the fate of Captain Nathan Hale of Connecticut, who volunteered to enter the British lines and find out their plans. Nathan Hale ^ x , 1 11 1 ^ ^ 1 He dressed as a school teacher, went to the British camp as though he were a resident of Long Island, and took notes of all he saw. He had gained valuable knowledge for Washington, and was on the point of taking a boat for New York, when some one recognized him and took him prisoner. Of course he was a spy and could offer no excuse. It was all in the fortune of war. He should not have been in the enemy's lines. He was hanged in a few days. His last words were, " I only regret that I have but one life to lose for my country." Misfortunes now came fast upon General Washington and his army. A traitor carried to General Howe the plans of The British Enter New York 20I one of the forts on the river, and it was captured with three thousand men. General CornwalHs had arrived Retreat across and taken command of the British forces, and New Jersey was pressing Washington very hard on one side of the river. Washington ordered General Charles Lee, who was on the other side, to cross over and help him, but General Lee will- Washington and his army retreat across New Jersey in the dead of winter, 1776. fully disobeyed orders and stayed where he was. Washing- ton saw that he could not hold the other fort, so he left it to the enemy and began a retreat across New Jersey. As Washington retreated he destroyed the bridges, cut trees across the roads, and destroyed all provisions on the 202 American History way, so that Cornwallis who started in pursuit had a hard time of it. It took the British three weeks to travel seventy- miles. They were close behind the Americans, however, and often Washington was barely out of one side of a town before the red coats of the enemy were seen on the other side. Discontent seized upon the people and army. Here was a miserable, ragged, poorly fed, badly equipped army of Americans hotly pursued by a large, well-armed, and well- fed body of British soldiers. Everybody was discouraged except Washington. General Charles Lee with a small army followed his com- mander, whom he had disobeyed. One night he went to sleep in a tavern about four miles from his troops, and the British suddenly appeared and captured him. It was of no great consequence, for he was a vain, envious man, who wanted to be commander-in-chief, and who gave Washing- ton a great deal of trouble General Reed. During the Revolution when General Reed was president of Congress, the British commissioner offered him a bribe of ten thousand guineas, about fifty thousand dollars, if he would desert the cause of his country. To this the noble patriot replied, " Sir, I am poor, very poor indeed; but poor as I am, the King of England is not rich enough to buy me." Questions. What did the British now resolve to do? What did they hope to accomplish by it ? What did Washington do ? What was the result of the battle of Long Island? How did General Washington rescue his army from capture? Why was Washington obliged to leave New York ? Relate the sad story of the fate of Nathan Hale. What became of one of the forts held by Washington? How did General Charles Lee dis- obey orders? What did Washington then do? Describe the retreat across New Jersey. How did he annoy the British? In what state were the people and the army? Tell the story of General Reed. Written Work. Write the story of Nathan Hale. Battles of Trenton and Princeton 203 LESSON 53 THE BATTLES OF TRENTON AND PRINCETON Washington with his army crossed the Delaware River at Trenton. It was now December, 1776, and the weather was cold, and the river was full of floating ice. A force of Hessian soldiers had reached Trenton and were waiting to cross the river in pursuit of Washington. They began to Washington receives tfie surrender of a thousand Hessian soldiers at Trenton celebrate Christmas by drinking and carousing. They thought Washington, having crossed the- river, was still in full retreat. Christmas night, however. General Washington put his men into boats, recrossed the half-frozen Dela- ware, and in a furious snow storm marched j^^^^j^ against the Hessian camp and surprised the soldiers at their revels. He captured a thousand prisoners 204 American History and a large quantity of arms. This was the brilliant victory of Trenton, and those who were in despair now began to rejoice. It was a happy Christmas in the colonies when news of this event became known. In spite of this, however, the poor soldiers of the patriotic army were in dreadful distress. Winter was at hand; they had no shoes, no clothing, poor food, bad shelter, and no money. They thought of their wives and children at home. They clamored for money that would buy things, and not for the paper money which Congress printed by the cart-load and which was almost worthless. In this distress, Washington wrote to his friend Robert Morris, a banker in Philadelphia, to send him fifty thousand dollars in cash or his army would go to pieces. Robert Morris j^qj^^j.^ Morris read the letter and started out raises money before daybreak on New Year's Day. He went from house to house and begged for gold and silver to pay the half-starved soldiers, and relieve the wants of their families. He had very little trouble to get the money. It was sent to Washington, paid out to the soldiers, and was as grateful to them as if they had won another victory. Cornwallis now took a hand at Washington. He found him near Trenton, where he had captured the Victory at Hessians, with the Delaware River behind him. Pnnceton " Now I will bag the old fox," said he, and went to sleep, thinking he had Washington in a trap. That night, to deceive Cornwallis, Washington left a few men to keep his camp fires burning and to make a noise as if they were throwing up breastworks. He then moved his men out of the trap and appeared at Princeton before Cornwallis knew he had srone. A battle was fought in Battles of Trenton and Princeton 205 which the British were defeated (Jan. 3, 1777). Then Washington made his httle army safe at Morristown for the rest of the winter. Things began to look better for the Americans. Wash- ington had proved himself to be a great general, and was the pride and hope of the American cause. In the summer of 1777 the Marquis de Lafayette, a young French nobleman, nineteen years of age, came over and offered his services to Washington. He became a famous general himself, a devoted friend of Washington and of the cause of liberty. He spent much of his own money in clothing and food for the soldiers. With him also came Baron de Kalb (Kab). Among others was Baron Steuben, who was of great service in drilling the soldiers and showing them how to act in battle. Kosciusko and Pulaski, two brave Polish patriots, also threw their fortunes in with the brave Americans who were fighting for the independence of their native land. The Cost of a Game of Cards. The Hessian commander at Trenton was named Rail. He had made his headquarters in the house of Abra- ham Hunt, a merchant of the place. Rail was very fond of drinking and playing cards. On Christmas night he and Hunt were in a warm room, before a big fire with plenty to drink before them, and a game of cards in progress. A servant came in and handed Rail a note. He was so interested in the game of cards that he thrust the note in his pocket and forgot it. The next time he thought of it he was being carried mortally wounded into a tavern near by, and Washington had taken prisoner a large body of his troops. When the note was opened it was found to contain a warning of the plans of Washington, which was sent by a tory and delivered to the servant at Hunt's house. What a difference in the history of our country was caused by a game of cards! Questions. What river had Washington crossed? What can you say of the weather and the river? What about the Hessians? Describe 2o6 American History how Washington captured the Hessians. How did the soldiers suffer? What service did Morris render to Washington? How did Washington escape from CornwalHs? What was the result of the battle of Princeton? What can you say of Lafayette? What service did Steuben render? What others came over to help the Ameri- cans? Tell the story of Rail and the game of cards. Written Work. If you had been one of Washington's soldiers when he attacked the Hessians, what account would you write of it? LESSON 54 SURRENDER OF BURGOYNE The summer of 1777 had come, and the scene of war was changed to Canada. General Burgoyne, the British com- mander, marched into New York State with Burgoyne's -^^ thousand men, by way of Lake Champlain, plan ° ' J J capturing Fort Ticonderoga on the way. He expected General Howe to move up from New York City and meet him at Albany. Then the British would hold the Hudson River, and the plan of separating New England from the rest of the country would be carried out. However, the plan did not work very well. General Schuyler (Ski-ler), the American commander, was in front of Burgoyne's march. He burned all the bridges, cut down trees across the roads, and did everything he could to worry the British troops. So slow was Burgoyne's progress that he was twenty-four days going twenty-six miles. Burgoyne's horses died of fatigue, and food for the soldiers was scarce. Burgoyne heard that a quantity of provisions was at Bennington in Vermont, and sent a thousand men to cap- ture the supplies for his men. Colonel John Stark started out to meet the British. When he came in sight of themi, Surrender of Burgoyne 207 he said to his troops, " There they are, boys ; we beat them to-day, or Molly Stark's a widow." The men rushed upon "the redcoats," as the British ^*"® "* ^ Benmngton were called, and whipped them so badly that hardly a hundred out of the thousand reached safety in Burgoyne's camp. Burgoyne went on his way towards Albany, and reached Saratoga. General Gates took command of the x^merican forces. No help came from New York, and battles Burgoyne was in a bad plight. The fighting around took place at several places around Saratoga. Saratoga At Stillwater, some of the American soldiers climbed tall trees, and, hidden by the leaves, easily killed a number of British officers. General Benedict Arnold acted with great bravery. He could be seen on his horse riding over the field where the smoke and flame of battle were thickest. His horse was killed under him, and he himself was wounded in the leg. General Burgoyne withdrew toward Saratoga. He was surrounded by the Americans, and exposed to a deadly fire from their cannon and musket. There was not even a safe place for the wounded, nor for the ^^ Burgoyne women and children. Burgoyne decided to surrender. As the officers were deliberating about the matter, a large cannon ball swept across the table where Burgoyne and his men were sitting. This hastened their decision, and they sent word to General Gates that they would surrender. Oct. 17, 1777, General Burgoyne gave his sword to Gen- eral Gates. His army was surrendered, and the men were marched off to Boston. It was a great victory, and entirely changed the British plans for carrying on the war. There 2o8 American History- was now no danger of the British holding all the Hudson River. They were shut up in New York City, and Washing- ton was watching them closely. News of the surrender of Burgoyne was received in Eng- land with great dismay. In America everybody rejoiced and took courage. When the king of France heard about it, he said that the Americans were worthy of independence. Ac- cordingly he acknowledged the independence of America, and was ready to help carry on the war. Thus we see the battle of Saratoga had two important results : first, it broke up the British plans of the war ; and second, it secured for us the alliance and friendship of France. Let us see why the British in New York did not come to the aid of Burgoyne as he expected. General Howe, who mv. T> -i- V. was left in command at New York, thought he The British '=' move on could march over and capture Philadelphia, and Philadelphia ^Yiq^i get back in time to send troops up the river. Washington was not asleep, however, and as soon as the British moved out of New York he worried them so much that they decided to abandon the land march and try a sea trip to Philadelphia. General Howe then sailed south and entered Chesapeake Bay. He landed at the head of it and marched against Philadelphia. Washington had hurried to meet him, and gave battle at Brandywine Creek, but was defeated (Sept. II, 1777). After a two weeks' march Howe entered Phila- delphia, and took possession of the capital of the United Colonies. Washington by his strategy had delayed the capture of the city so long that Howe found it was too late to help Burgoyne, and so he left him to his fate. What that fate was we already know. The summer was now over. Burgoyne had been defeated Surrender of Burgoyne 209 and the Hudson River was safe. The British still held New York, and General Howe was in posses- sion of Philadelphia. Here he made himself and p^-if^^'^f 'iJj^^* his troops snug for the winter. They had warm houses, plenty of food and clothing, and spent the cold win- ter in peace and comfort. There were so many parties and balls that Franklin wrote from Paris that Howe had not taken Philadelphia, but that Philadelphia had taken Howe. Not so the poor American troops under the brave Washington. They had retired to Valley Forge, about fourteen miles from Philadelphia, to watch the ,„ , . ^ ^ Washington British if they should start for New York, at VaUey Rude log cabins were built, lined with clay, °^^®' each accommodating about a dozen men. Then the winter settled down, the snow fell, and the rain and sleet came. It was a terrible winter. There was but little wood to be had, and often the soldiers had to hud- dle together to keep warm. There was but little food, and frequently the soldiers were on the point of starving. There was almost no clothing, the soldiers were ragged and bare- foot, and often the snow was stained from their bleeding feet. The Patriotism of Lydia Darrah, When the British held Phila- delphia, the headquarters of the adjutant general were in the house of a Quaker named Darrah. One night the officer said to Mrs. Darrah, whose name was Lydia, " I will have some friends here to-night, so you may pre- pare the best room for me and them, and then you and the members of your family may go to bed at an early hour." The room was prepared, and the friends came. The family went to bed, but Lydia rose and stole in her stocking-feet to the door of the room and overheard the officers talking. She heard them discussing an order from General Howe arranging for a secret attack on Washington. That was enough for the brave woman. The next morning, on the pretense of 2 10 American History going to the mill for flour, she trudged through the snow for five miles and gave word to Washington of his danger. The British tried to make the attack, but Washington was ready for them, to their great chagrin. When the troops marched back in disgust at their failure to surprise the Americans, the officer remarked, " It is very strange how Washington could have found out our purpose. I cannot understand it." Mrs. Darrah could have told him, but she did not. This was but one instance of many in which the heroism of the women in the cause of liberty was shown during the war. Questions. What were the movements of General Burgoyne? What did he expect General Howe to do? How did General Schuyler annoy the British march? Describe the battle of Bennington. What did Colonel Stark say to his troops ? Describe the progress of Burgoyne's advance. What happened at Stillwater? What of the braver)' of Benedict Arnold? Upon what did Burgoyne decide? When did Burgoyne surrender? What two important results followed the battle of Saratoga ? What had the British in New York decided upon? What city did General Howe capture? Where did Washington and his soldiers spend the winter? What were their sufferings? Tell the story of Lydia Darrah. Written Work. Write a description of the sufferings of the soldiers at Valley Forge. LESSON 55 THE WAR IN THE SOUTH After the winter of 1777 had passed, the British left Phil- adelphia and started to New York. Washington followed B ttl of them closely and gave battle at Monmonth, Monmouth, which would have been a brilliant victory for June 28, 1778 ^j-jg Americans if General Charles Lee (who had been exchanged for a British general) had not acted so badly. The War in the South 21 1 Instead of attacking the British, he retreated, against the positive orders of Washington. For once the Commander- in-Chief was angry. He sternly rebuked Lee in no meas- ured words, and ordered him to the rear. Later he was tried by court-martial and .dismissed from the army. This was the last great battle on Northern soil. The Brit- ish reached New York, and Washington stretched his lines around them. Here we shall leave him watching the enemy ceaselessly day and night. For the next three years the scene of war was changed to the Southern colonies, where the great conflict was destined to come to an end. The British plan was to begin with Georgia and conquer each colony northward separately. To carry out this design, a fleet sailed from New York, landed at ._ •^- 1. ° British overrun Savannah, and captured the city (Dec. 29, 1778). Georgia and A short time after, a British force captured ^°"*^ CaroUna Augusta and took possession of other small towns. This ^^j^;f~~ remote colony offered as brave resistance as it could, but, left to its own resources, it was no match for the trained soldiers of England. The British kept Savannah in spite of a des- perate effort to retake it in the fall of 1779. In the spring of 1780 a British fleet under Sir Henry Clinton and Lord Cornwallis sailed from New York to Savannah. The troops went overland to attack Charleston, where General Lincoln had collected a small army for defense. Besieged by land and sea, the city could not hold out, and was surrendered with all the soldiers and a large quantity of supplies (May 12, 1780). Thus Georgia and South Caro- lina fell under the control of the British. Clinton sailed back to New York, leaving Cornwallis to push the conquest northward. The British plan so far had succeeded, and two of the Southern colonies were for a time in their hands. 212 American History The patriots in the South could now offer Httle resistance to the British. War was kept up in an irregular way by small bands of soldiers, who gathered in swamps rregu ar ^^^ dense thickets and descended upon the British camps, shot at them from ambush, cap- tured their horses, harassed their rear guards, and if pursued vanished into their hiding-places. Among those leaders were Francis Marion, who was called the " Swamp Fox," and Thomas Sumter, the " Carolina Game Cock." These men led brave bands of South Marion Carolina patriots, hovering over the enemy like a cloud, worrying them always, but rarely coming to actual battle. When pursued they and their men took refuge in the swamps for safety. One time Marion met a British officer under a flag of truce and invited him to dinner. When the meal was ready, it consisted of a few roast potatoes, served on dinner pieces of bark. " Do you usually have this for food.''" asked the British officer in astonishment. "Yes," said Marion, "except that we have a few more than usual, on account of our guest." When the officer went back to his friends, he told them it was idle and foolish to fight against soldiers who would endure such privations for the sake of liberty. Everywhere the people suffered from the cruelty of the British troops. Houses were burned, crops were destroyed, cattle were stolen, and often murder was com- the peopfe " mitted, The patriotic women made bullets out of their pewter dishes, made clothing for the soldiers in the field, and hid their provisions from the bands of tories. Collateral Reading. " The Song of Marion's Men," by W. C. Bryant. The War in the South 213 214 American History Nancy Hart. Nancy Hart lived in a cabin in Elbert County, Georgia. She was a tall, strong, cross-eyed, high-tempered woman who cordially hated the British. A party of them gave her a visit one day while her husband was at work in the field. They ordered her to cook them a breakfast. She soon had the smoking meal before them. They stacked their guns in a corner and sat down to eat. Nancy edged round to the guns and, seizing one, pointed it at the British, saying, " I will shoot the first man that moves." No one could tell from her cross-eyes whom she was aiming at, and all sat terrified and trembling. " Go," said she to one of her children, " and tell your father I have captured six base tories." One of the men ad- vanced upon her. She fired, and the man fell dead. Seiz- ing another musket, she held the others at bay until her hus- band and several men arrived. The tories were then taken out and hanged in front of the cabin, Nancy swearing that shooting was too good for them. Molly Pitcher. At the battle of Monmouth, Molly Pitcher was busily engaged carrying water to the thirsty soldiers. Her husband was serving one of the cannon, but was shot down in her presence. She did not stop to waste time in tears, but seizing the ramrod she began to load and fire the gun as well as her husband had done. ^ All during the battle the brave woman continued to load and fire the big gun with as much coolness and bravery as a man. When Washington heard of it he conferred on her the rank of lieutenant, and Congress granted her half pay for life. She was afterwards known as Captain Molly. Molly Pitcher takes her husband's place at the battle of Monmouth The War in the South 215 Questions, How did the battle of Monmouth happen, and with what result ? What can you say of the action of General Charles Lee ? What place did the British reach? What did Washington do? What was now the British plan of war? What cities in Georgia were captured? How did Charleston fall into the British hands? What was now the condition of affairs in the South? What can you say of Francis Marion ? Describe the dinner he gave to a British officer. From what did the people suffer? Tell the story of Nancy Hart. Tell the story of Molly Pitcher. Written Work. Write a description of Francis Marion's dinner. LESSON 56 THE WAR IN THE SOUTH (Continued) Under this condition in the South, CornwalHs moved out of Charleston towards Camden, S.C. General Gates, who had been appointed to the command of the Ameri- can army in the South, was on his way to -^ ^ ° meet Cornwallis. The armies met at Camden August 16, 1780, and after a stubborn fight the Americans were badly defeated. General Gates, who by no means was an able officer, ran for three days and a half, leaving his army utterly beaten and demoralized. It was a crushing blow. Cornwallis was now free to march into North Carolina. So far the British had been in the South a year and a half, and had captured Savannah and Charleston, had over- run Georgia and South Carolina, and had won the battle of Camden. The tide was now to turn, however, and they were to win no more victories of consequence. As Cornwallis advanced, the hardy mountaineers gathered 21 6 American History before him from hill and valley, bringing muskets, rifles,. and Battle of shot-guns. When a part of the British force King's reached King's Mountain in upper South Caro- oun ain Ym^^ they found an army ready to give them battle. Armed with guns, knives, tomahawks, and clad in buckskin shirts, the untrained soldiers fell upon the British so mercilessly that hundreds were slain and the rest taken prisoners (Oct. 7, 1780). This first victory changed the fortunes of war. General Nathanael Greene succeeded General Gates. A British force under Tarleton met an American force under General Morgan at the Cowpens in South Carolina, not Nathanael far from King's Mountain, and the British Greene suffered another terrible defeat. Greene now led Cornwallis on a long chase until the two armies reached Guilford (Gil-ford) Court House in North Carolina, not far from the Virginia border. Here the Americans had to retreat, but the British suf- fered so badly that it was said "another such victory would destroy the British army." Cornwallis now started north. What became of him we shall see later on. Greene, leaving Washington to look after Cornwallis, turned his army south, and by his turns^toutli ^^^^^ ^^^ ^^^ bravery of his troops, soon drove the remaining British troops back from the ter- ritory of Georgia and South Carolina, shutting them up in Savannah and Charleston. The war was over in the South. It had lasted for three years, and many hard battles had been fought and a great deal of suffering endured. Greene was in command of the situation, and Cornwallis was on his way to. meet his fate in Virginia. The Treason of Arnold 217 TREASON OF ARNOLD While the war was going on in the South, the sad event of the treason of Benedict Arnold occurred at West Point on the Hudson River in September, 1780. Treason of Arnold had been a brave soldier, but was dis- Benedict appointed about promotion. He had fallen into bad habits, and had been reproved by Washington for his conduct. This had made him angry, and he determined to turn traitor to the American cause. He asked Washington to put him in charge of West Point, a strong fort on the Hudson River. This Wash- ington readily granted. From that point Arnold secretly sent word to the British in New York that he was willing to surrender the fort for thirty thousand dollars and an officer's position in the British army. Major John Andre, a brave young officer, was sent from the British lines to meet Arnold. They had a meeting on the banks of the river at midnight. Arnold gave up im- portant papers describing the fort, and agreed upon how it was to be surrendered. Andre started by land down the river. All went well until he reached Tarrytown. Here three men stopped him and asked what he was doing. Thinking they were friends, Andre replied, " I am a British officer on important business. I hope you will not detain me." Seeing they had made an important capture, they ordered Andre to dismount. Andre was alarmed at the mistake he had made, and showed the pass that Arnold had given him. It was too late, however. They Andre searched his clothes and found the plans of West Point and other papers in his boots. Andre offered the men his watch, horse, and indeed everything he had, if they 2l8 American History would let him go. The patriots sternly refused, and Andre was taken to the American lines. Arnold was at breakfast after his meeting with Andr6 and was handed a note. It told him the arrest had been made and his treachery dis- covered. Hastily ris- ing, he told his wife of his danger, mounted a horse, reached the river, and was safely carried to New York and to the British. Andre was tried by court-martial as a spy. His fate was a sad one, for he was a noble young officer, and much beloved by his friends. He was hanged in October, 1780. Later Life of Benedict Arnold. After Arnold reached the British in New York he was given a commission as an English officer. He led a band of Tories and Hessians in a warfare of destruction in Connecticut, his native State. At one time he was fearful of capture, and asked an American prisoner, " What will the Americans do with me if I fall into their hands?" The prisoner replied, " They would cut off the leg that was wounded in the service of your country; the rest of you they would hang." After the war Arnold went to England to live, but was treated with the Andre on his way from West Point is captured by three Americans The Surrender of Cornwallis 219 contempt he deserved. At one time he was asked to write a letter of introduction to some friends in America. To this he replied, " I was bom and reared in America, but now I can call no man there my friend." It is said that when Arnold was ill and about to die, he asked to put on his old American uniform. His epaulettes and sword were brought to him. He looked at them sadly, and said, " With these I fought my battles. May God forgive me for ever having worn any other!" Questions. How did the battle of Camden happen, and with what result? What can you say of General Gates? What was Cornwallis now free to do ? How was the battle of King's Mountain fought, and with what result? Who succeeded Gates? What of the battle of the Cow- pens? Of the batde of Guilford Court House? What did Greene now do with his army? Into what two cities were the British driven? What sad event occurred at this time? What had caused Arnold to change his feelings towards Washington? What fort did he try to betray ? Describe his attempt and how it failed by the capture of Andr^. Written work. Write the story of Andre's capture. LESSON 57 THE SURRENDER OF CORNWALLIS Let us now return to Cornwallis. After the battle at Guilford Court House in February, 1781, instead of following Greene southward, Cornwallis turned into Virginia. Lafay- ette was in front of him, and so embarrassed his movements that he could not ravage Virginia as he hoped. Cornwallis then moved over to Yorktown, on the coast. Washington, who all the time had been watching the British in New York, now saw a chance to end the war. Leaving a small force to protect the Hudson, he quietly marched down to Virginia, joined his forces with the French, and appeared before Yorktown, almost before the British knew what he was about. At the same time a French fleet appeared in Chesapeake Bay. 220 American History Cornwallis was thus shut up in Yorktown, besieged by sea and by land. Day by day the works of the British fell under the cease- less fire from the American guns. Cornwallis had no hope of escape, and so in despair he hoisted the white fiag. October 19, 1781, he formally surrendered his whole army. The scene of the surrender of Cornwallis was most im- pressive. The British army marched out of Yorktown with their flags furled, guns on shoulder, and were The surren er ^[^.^^^^^ ^^ jj-^ order opposite the American troops. It was two o'clock in the afternoon. Washing- ton and Rochambeau (Ro-sham-bo), with their staff officers, sat on their horses at the head of the troops. Cornwallis was not present. He was represented by General O'Hara, who approached Washington, saluted, and apologized for Cornwallis's absence, saying he was too ill to be present. Washington returned the salute, saying that General Lincoln would receive the surrender of the troops. Lincoln had been obliged to surrender his own sword to Clinton at Charleston the year before, and the commission to receive the surrender of the British at Yorktown was very pleasant to him. The order to "ground arms" was given. Some of the British soldiers threw their guns down so hard as almost to break them. A sharp order corrected this. The prisoners then marched back to Yorktown to await further orders. A courier on a swift horse started to Philadelphia with the news. As he rode into the town late at night he told the watchmen of the city. They cried out the PMladThia S^^at news, " Past two o'clock, and Cornwallis is taken!" Soon everybody was up, bells were rung, bonfires were lio^hted, and people were shouting, The Surrender of Cornvvallis 221 J/d^Jp- Cornwallis surrenders at Yorktown, I/a., Oct. 19, 1781. 222 American History wild with joy. Early next morning, Congress met and marched to one of the churches and gave thanks to God for the deliverance of the nation. The old doorkeeper of Con- gress was so overcome with emotion that he dropped dead. The news in England was received in quite an opposite way. The British minister threw up his hands and exclaimed, " My God ! it is all over ! " The people de- manded that the war should cease. They were tired of it, and were glad to let America have her freedom at any cost. While the surrender at Yorktown practically ended the war, yet peace was not secured until a treaty was signed between the colonies and Great Britain, which Partr *** ^^°^ P^^*^^ finally September 3, 1783. This was known as the Treaty of Paris. The British agreed to leave America, the captured cities were restored, and peace once more reigned. By the terms of the treaty the United Colonies of America became a free and indepen- dent nation. Washington now resigned his commission as commander- in-chief of the army, bade farewell to his officers and men, made a visit of a few days to his aged mother, and retired to his home at Mount Vernon on the Potomac River, Let us see some of the results of the Revolutionary War, In the first place, the people of the United Colonies of America became free and independent. They were no longer subject to the king of England. They were free The colonies ^^ make their own laws, to choose their own rulers, were now free and to manage their affairs as they pleased. Henceforth England had nothing whatever to do with them and could not interfere in their affairs. In the second place, the different colonies learned to depend upon each other. They had stood together in their The Surrender of Cornwallis 223 demands upon the mother country, and their soldiers had fought side by side. The cause of one had been the cause of all. It had become very evident ^epg^^g^j. that they were like a bundle of sticks, very strong v^hen tied together, very weak when taken separately. Spirit of liberty Washington visits fiis aged motfier In the third place, the spirit of liberty had grown very dear to the American heart. The colonies had been planted with that idea, they had grown with that pur- pose, and they had fought the great war with that hope. The nation had been baptized with the blood of its heroes. Soldiers and citizens had starved and suffered that the colonies might be free. Governor Nelson's House. At the siege of Yorktown, Lafayette turned to Thomas Nelson, the Governor of Virginia, and said, " To what particular spot would your Excellency suggest that I direct the fire of 2 24 American History this cannon ? " Nelson pointed to a fine house, and said, " Fire at that house. It is mine, and it is the best one in the place. I am willing for it to be shot to pieces, for I am sure that Cornwallis and his officers have made it their headquarters." The Escape of General Putnam. The British general Tryon was ravaging the territory of Connecticut in 1779. Near Stamford they came upon General Putnam, who had only a small party of men. " Old Put " stood his ground for a long time, but the enemy were too strong for him. He ordered his men to retreat to a swamp near by. Being close pressed by the British, he found himself on the edge of a steep incline, in which about one hundred steps had been cut for the people to climb in going to church. " Now we have you! Halt! " cried the British officer. " You shall have to catch me! " cried Putnam, and spurred his horse down the slippery incline. The British went to the edge of the precipice, fired a few shots at the escaping general, but did not pursue him. Questions. Where did Cornwallis go after the battle of Guilford Court House? Who was in front of him to embarrass his movements? Where did Cornwallis finally go? What did Washington do? How was Cornwallis now besieged? When and where did Cornwallis sur- render? Describe the scene of the surrender. How was the news re- ceived in Philadelphia? How was it received in England? When and where was a treaty of peace signed ? What became of Wash- ington ? What was the first result of the Revolution ? What was the second result? What was the third result? Tell the story of Governor Nelson's house. Tell the story of Putnam's escape. Written Work. If you had been living in Philadelphia at the time the news of the surrender arrived, what account would you give of the occasion ? Benjamin Franklin 225 LESSON 58 BENJAMIN FRANKLIN One of the most notable men of the times of the Revo- lution was Benjamin Franklin. He was bom in Boston, January 17, 1706. He was the son of a candlemaker, and was one of seventeen children. His father was too poor to give him much of an education, but the young Franklin studied while he worked at his father's trade. When a young man he went to Philadelphia and became a printer. For many years he published the " Poor Richard's Almanac," full of quaint sayings and homely wisdom. The following are some of the maxims of Franklin taken from the *' Poor Richard's Almanac." "A word to the wise is sufficient." "God helps those who help themselves." " Keep thy shop, and thy shop will keep thee." " Con- stant dropping wears away the stone." " A small leak will sink a great ship." " Creditors have better memories than debtors." " Better go to bed supperless than in debt." "A sleeping fox catches no poultry." Franklin had very practical ideas. He persuaded the people to put their books together in one common stock for a public library.* He formed a debating society of his friends to discuss scientific subjects. He .J^^ "^ •" ideas became interested in electricity. By means of a kite held by a silk cord he proved that the clouds were full of electricity when there is a storm. He invented the light- ning rod to protect houses against being struck by lightning. Franklin suggested that a great deal of heat was wasted by chimneys, and devised the open stove, which is still called ' The people of Franklin, Mass., built a church with a steeple, and applied to Franklin to present them a bell. He replied that sense is to be preferred to sound and sent them a lot of books to found a town library. 226 American History the Franklin stove. He persuaded the people of Phila- delphia to pave the streets and light them by lamps, to have night watchmen, and to form fire companies. Benjamin Franklin When Franklin was forty-five years of age he was made deputy postmaster general for the colonies. He astonished the people by proposing to have a regular mail once a week between New York and Boston. This was thought to be Benjamin Franklin 227" a wonderful achievement. At that time there were about seventy post offices in the whole country. Letters that left New York on Monday reached Boston on the following Saturday. At the beginning of the French and Indian War, Franklin had proposed, at the convention of delegates of the colonies at Albany, to form a union of the colonies for their mutual protection. He presented the plan, and it was approved by the convention. It was not approved, however, by the British government, and was not allowed to go into operation. Franklin was sent to England as the agent of the Penn- sylvania colony. While he was there the Stamp Act was passed by the British Parliament. P'ranklin was strongly opposed to the measure. He told the ^"^^^^^^ ^^ English people that the colonies would never sub- mit to it, that they loved liberty very dearly, and would fight rather than surrender their rights as colonists. It was largely through his influence that the Stamp Act was repealed.^ During the Revolution he was sent to France to gain the friendship of that nation for the colonies. He was very popular with the French people. He became a friend of the king and a favorite at the court. J^^^ ^ =■ Pans He was received in his plain brown suit, while everybody else wore the fashionable court dress of the time. ' Franklin had many friends in England, among them a Mr. Strahan (Stron), who was a member of the British Parliament. After the battle of Bunker Hill and the burning of Charlestown by order of General Gage, Franklin indignantly wrote to his former friend: "Dear Mr. Strahan, — You are a member of Parliament, and one of that majority which has doomed my country to destruction, — You have begun to burn our towns and murder our people, — Look upon your hands! — They are stained with the blood of your relations! — You and I were long friends : — You are now my enemy, — and I am Yours, B. Franklin." 228 American History His wisdom, good humor, and tact gained for the colonies the friendship of France. To him in great measure were due the alHance that the French made during the war and the aid they sent us to carry on the struggle. He was described as the man who could " snatch the lightning from the sky and the scepter from ty- rants." Franklin attracts distinguished attention at the court of France When the war was over, Franklin was one of the represen- tatives of the American government at Paris in making the treaty of peace with England. After the treaty had been signed, a dinner was given in honor of the event. The English ambassador offered the following toast: "England — the glorious sun at mid- Franklin's toast Benjamin Franklin 229 day, that illumines the world." The French minister arose and offered his toast : "France — the full moon rising in its splendor to drive away the shades of night." All eyes turned on Franklin as he arose and asked the company to join him in the toast : " The United States — the Joshua who commanded the sun and the moon to stand still, and they obeyed him." Franklin lived until 1790, beloved and respected by all men. It may be said that Washington in America and FrankUn in Europe were the two greatest men of the Revolution. Collateral Reading. Franklin's " Autobiography." Franklin and his Future "Wife. When FrankUn arrived in Philadel- phia looking for work as a printer, he had but a few cents in his pocket. With these he bought a loaf of bread and began munching on it as he was walking along the street. A pretty girl with a laughing eye saw him from one of the windows as he was passing by. She laughed outright at the uncouth boy, very much to his chagrin. She afterwards became his wife. Questions. Where and when was Franklin born? What can you say of his early life? What Almanac did he pubHsh? Mention some of his maxims. What practical ideas did Franklin have? In what did he become interested ? What did he invent ? What kind of a stove did he devise? What did he persuade the people of Philadelphia to do? What did he propose when deputy postmaster general? What did he propose during the French and Indian War? What did he tell the people of England about the Stamp Act? How was he received in France ? Tell the story of his toast at the dinner. Written Work. Make a list of the maxims of Poor Richard men- tioned in the lesson. 230 American History LESSON 59 JOHN PAUL JONES England at this time was considered the mistress of the seas. The American colonies had almost no navy, and yet their few vessels won immortal fame during the war. A few ships, fitted out at pri- vate expense, called privateers, and commissioned to prey upon the enemy, spread ter- ror among the British merchant ships. In 1775 Con- gress decided to organize a navy of six vessels for pro- tecting the coasts. Among the com- manders commis- John Paul Jones, who first raised the American flag at sea sioned at that time was John Paul Jones, a Scotchman, scarcely twenty years of age, but one of the most skillful and daring seamen that ever handled a ship. It was he who first raised the American flag at sea.^ ' The flag that Jones raised at sea was shot down in the engagement with the Serapis, and fell overboard. A brave officer, named Stafford, leaped into the boiling sea and swam with the flag to his ship. The flag afterwards came into his possession. It is now in the National Museum at Washington City. John Paul Jones 231 His vessel was named the Bon Homme RicJiard (B6n-6m- Rishar'), which is the French for Poor Richard, in honor of Benjamin Franklin. During the time he was commander he fought twenty-three battles at sea, captured four large vessels, and made his name a terror to British seamen everywhere. September 23, 1779, Jones was cruising off the English coast, and fell in with a fleet of merchant ships convoyed by the Serapis (S e - r a' -pis) and another war ves- sel. He gave chase to the British ship and soon came up with the Serapis. It was the first time an English and an American war vessel had met up- on the high seas, and both commanders were eager for the battle. In those days ves- sels were made of Engages the Serapis wood, and fighting was at The two close range. ships came together just as the sun was setting. The British commander cried out, " What ship is that .'' " Jones replied by hurling an eighteen-pound shot that went tearing into The Bon Homme Richard captures the Serapis 232 American History the Serapis, destroying a gun carriage. The British ship poured a broadside into the Bon Homme Richard, that splintered the mast, killed several men, and exploded a part of the magazine. A most terrible naval engagement now ensued between the two vessels. The full moon was shining, and it was almost as bright as day. The sea was calm. Great crowds of people on the Flamborough Hills in England were watch- ing the deadly combat. The vessels sailed around each other, delivering their fire with terrible effect. Cannon balls tore through the rigging, the ships were pierced, the decks ran red with the blood of stricken men. After a while the British commander called out, "Are you ready to surrender } " " Surrender ! " answered Jones, " We have not begun to fight yet." The two ships grappled. Explosives were thrown on the decks of the Serapis, several cannon burst, and both ships soon were on fire. Jones's ship was in a sink- Serapis ^ condition, but he gathered his men in a surrenders =• ® final attack that bore away the enemy's mast. The commander of the Serapis lowered his flag and agreed to surrender. John Paul Jones took possession of the Serapis, extin- guished the flames, and from the decks of the captured ship saw his own vessel sink to the bottom of the sea. It was the greatest naval victory of the war. It lowered the pride and humbled the boast of the British navy for many years. Paul Jones and Captain Pearson. When Captain Pearson sur- rendered his sword to Paul Jones he did so in a very surly manner, say- ing, "I hate to give up my sword to a man who has fought with a halter around his neck." Jones did not lose his temper, but replied politely, " Sir, you have fought like a brave man ; and I do not doubt that your sovereign will reward you in an ample manner." The Northwest Territory 233 Soon afterwards King George made a knight of Captain Pearson for his bravery. When Paul Jones heard of it, he remarked, " Well, he deserved it; and if I fall in with him again, I will make a lord of him." Questions. What was England considered at the time? What did the few American vessels do during the war? What navy was proposed in 1775? Who was among the commanders commissioned at that time? What was his ship named? What record did his vessel make? When and how did he encounter the Serapis ? How did the engagement begin? Describe the battle that ensued. What reply did Jones make to the British commander? How was the Serapis captured? Tell the story of Jones and Captain Pearson. Written Work. Describe the capture of the Serapis as seen by a sup- posed eye-witness. LESSON 60 HOW THE NORTHWEST TERRITORY WAS SAVED FOR THE UNION DANIEL BOONE While the war was going on along the Atlantic seaboard, two brave men were doing great things beyond the Alle- ghany Mountains, in the territory that had been gained by the French and Indian War. All this vast region was a wil- derness, in which were few white people and many Indians. In 1775 Daniel Boone of North Carolina moved into the regions of Kentucky and founded the town of Boones- borough. He and his family, with other set- Daniel Boone tiers, about fifty in all, moved across the inoun- moves into tains with their beds, clothing, and provisions ^^ ^° ^ strapped on the backs of horses, and driving cattle before them. Settlers came hi from Virginia, and other small settlements were made. Then the war came on, and the Indians, urged 2 34 American History by the British, swooped down upon the Httle forts, burned the houses, and often captured the settlers, murdered them, or took them off to their villages. Boone was a born pioneer. The roar of the beast, the cry of the wild bird, and the yell of the savage were music to his ears. He loved the wilderness, and whenever society grew up around his cabin he moved farther, that he might be alone in the unbroken forests. Boone himself was taken prisoner one day while he was boiling water for salt, and was carried off by the Indians. He heard of their plot to destroy Boonesborough oone saves ^^^^ j^-jj ^^ ^|^^ people. He managed to escape, and reached the town in'five days, traveling more than a hundred and sixty miles. During this time he ate but one meal, which was a turkey he had killed. He reached there just in time to have Boonesborough fortified and save the place from the Indians. All the region north of the Ohio and around the Great Lakes was known as the Northwest Territory. The English had come into possession of it after the French and Indian War, and had built forts at Kaskaskia, Vincennes (Vin-sen') and Detroit. They were so far away from the rest of the country that during the war they were almost forgotten. GEORGE ROGERS CLARK There was one man, however, who saw that this territory must be wrested from the English in order to hold it for the United States when the time came to make a treaty of peace. He was a bold young frontiersman of Kentucky named George Rogers Clark. Clark rode his horse all the way to Virginia and appeared before Patrick Henry, who was then governor. " I desire to raise a company of soldiers The Northwest Territory 235 to defend Kentucky and to drive the English out of the Northwest Territory," said he. The governor was pleased with the idea, and gave orders to enlist seven companies of men who were to " defend Kentucky." Nothing was said about the North- west Territory, for that part of the plan had to be kept secret. About one hundred and fifty men, hardy sons of the frontier, with fur caps, fringed hunting shirts, buckskin leggings and moccasins, and armed with long rifles, tomahawks, and knives, enlisted for the „ V °°^ ' ' ' Knives" enterprise. They soon became known as " Long Knives " on account of their deadly aim with a gun, and fear- less natures. The party dropped down the Ohio River in boats until they reached the site of the present city of Louisville. Here Clark landed, drilled his soldiers into some kind - ' Journey of military order, and told them of his plan to through the conquer the territory. After resting several days wilderness they proceeded down the river, and landed at a place about one hundred and thirty miles from Kaskaskia. He decided to go on foot through the wilderness in order that the spies on the river might not give word of his approach. The soldiers waded through the swamps, and toiled through the long grass of the prairies, on their way northward, Clark appeared before Kaskaskia July 4th, 1778, and found most of the people of the village at a dance. The governor was in bed. Nobody had the least idea that an enemy had reached the fort. Clark J'^,^^^,? J Kaskaskia and his men marched to the hall where the dancing was going on. He stood at the open door, leaning against the post. Some one saw him, and raised the cry of 236 American History "The Long Knives ! " Instantly there was great alarm, but Clark quietly said to the people, " You may go on with your fun, but remember you are dancing under the flag of Vir- ginia, and not under that of Great Britain." The next day the fort surrendered, and the priests came to Clark and begged him not to march the people off into the wilderness without food and clothing. " Do you take us for savages ? " asked Clark. " We are Americans, and you can tell your people to go on with their business as usual, fo*r nobody will be disturbed." THE CAPTURE OF VINCENNES In February, 1779, Clark decided to march against Vincennes (Vin-sen'), a hundred and fifty miles away, and capture that fort from the English. It was in arc ^j^g dead of winter, the river was frozen, snow Vinceiuies ' covered the fields, and the forests were bare of game. The British commander had no idea that an enemy could reach him in such weather, Clark set out, followed by his brave men. All day long they trudged through the cold and snow, and at night built great fires to warm by and dry their clothes. The Wabash River was swollen, and the shivering men had to march through freezing water to' cross the drowned lands. At one time the men were so discouraged that they held back. Clark selected a tall soldier, six feet four inches high, mounted a drummer boy on his shoulders, and started him through the icy flood. The drummer boy beat his drum, and Clark commanded, " Forward — March ! " Amused and delig-hted the brave men waded in and crossed over. In a few days they came in sight < f the fort of Vincennes, where The Northwest Territory 237 they were joined by another party having several small cannon. Clark sent word to the fort to surrender. The governor, whose name was Hamilton, was called " the hair buyer," be- cause he paid for scalps of the white people of Kentucky that the Indians brought to him. Hamilton refused to surrender, and Clark began to bombard the fort. Hamilton asked for a conference with Clark. While the conference was going on, a party of Indians „^^ ^^^ ° >^ ^ ' t- J Vincennes came along with a lot of scalps they had taken over in Kentucky, expecting the usual reward. When Clark's men saw them they fell upon them and tomahawked the whole party, and threw their bodies into the river. Hamilton surrendered Vincennes soon afterwards. He and his men were sent to Virginia as prisoners of war. Thus it was that Illinois and Indiana and all the Northwest Terri- tory came into the hands of the Americans through the bravery of Colonel Clark. This was very important to our country. When the treaty of peace was signed, it was agreed that England and the United States should each keep what territory they held at the close of the war. Canada remained in pos.session of England, but the Northwest Territory, out of which the five great States of Ohio, Indiana, Michigan, and Wiscon- sin have since been made, remained in possession of the United States. Collateral Reading. "Twice Told Tales," by Hawthorne; "The Partisan," by Simms; " Boys of '76," by Coffin ; " The Pilot," by Cooper; " The Spy," by Cooper. Questions. When did Daniel Boone move into the regions of Ken- tucky? How did the settlers move? What town did they found? 238 American History How did the settlements fare during the war? What happened to Boone, and how did he save the town ? What territory was known as the Northwest Territory? What settle- ments had been made in it ? What man saw the necessity of wresting this region from the English? Describe his interview with Patrick Henry. What party was organized, and how did they proceed toward Kaskaskia? Describe the way the town was captured. Describe the march toward Vincennes. Describe the way Clark per- suaded his men to march through the water. What happened during the interview with Hamilton? What did Hamilton do? What became of the Northwest Territory? Why was this important to our country? Written Work. Suppose you had been one of Clark's men, and write a short account of your adventures. The Northwest Territory 239 REVIEW QUESTIONS 1. What was Bacon's Rebellion ? 2. Tell what you know of John Eliot. 3. Who was King Philip, and what became of him? 4. Describe the incident of the Charter Oak. 5. Describe the explorations of Joliet and Marquette. 6. Describe the voyage and exploits of La Salle. 7. What claims were established upon the voyage of La Salle? 8. Give the reasons for the French and English quarrels, g. Name the three wars that were fought in succession. ID. Describe Braddock's defeat. It. Describe the capture of Quebec. 12. Contrast the occupations of the Northern and Southern colonists 13. What was the Salem witchcraft ? 14. Name the two earliest colleges in America. 15. What were the Navigation Acts? 16. What was the Stamp Act? 17. Describe the Boston Tea Party. 18. When and where did the first Continental Congress meet? 19. Describe the battle of Lexington. 20. Who was chosen Commander-in-chief of the American forces? 21. Describe the battle of Bunker Hill. 22. Who wrote the Declaration of Independence? 23. When and where was it adopted? 24. Tell what you know of Nathan Hale. 25. Describe the battle of Trenton. 26. Name the foreign generals that came to America. 27. Describe the surrender of Burgoyne. 28. What important result followed the battle of Saratoga? 29. Describe the treason of Benedict Arnold. 30. When and where did Comwallis surrender? 31. What service did Franklin render America? 32. Describe the capture of the Scrapis. S;^. What had Daniel Boone done in 1775? 34. What was the Northwest Territory? 35. Of what importance was the capture of Kaskaskia and Vincennes? GEORGE WASHINGTON 'First in war, first in peace, and first in the hearts of his countrymen " PERIOD OF DEVELOPMENT LESSON 61 THE CRITICAL TIME At the close of the Revolution there were about four mil- lion people in the United States. There were no large cities such as we now have. Philadelphia was the largest, having forty-two thousand people ; New York came next with thirty- three thousand ; then Boston with eighteen thousand ; and Baltimore with thirteen thousand. Even these places had the appearance of large country towns, being badly paved, with ill-lighted streets and poorly kept sidewalks. The houses were mainly of wood, very comfortable indeed, but far from being the splendid dwellings we now see in the great cities. The long war had brought great distress to the people. War always does, even when the cause is a righteous one. It had cost a great sum of money, and the States _. as well as the people were heavily in debt. There follows the was almost no gold or silver money. There was ^^^ plenty of paper currency, but it was worthless, because the government could not redeem it in coin. In fact, of so little value was the paper or continental money that two hundred dollars of it was not worth one gold dollar. Indeed, the people refused to take it, preferring to barter, or exchange their goods with each other. ^ ' A pound of sugar sold for $ro. A barrel of flour cost $1500. When the people wished to express their contempt of anything, they said, "It is not worth a Continental." 241 242 American History Besides this, so many men had been killed in battle, so many houses burned and farms destroyed, so much time lost from the industries of the country, that the close of the war found the American people poor indeed, even if they were free. During the Revolution the various States had been held to- gether by a common danger. So long as there was an enemy to fight, all the people from all the States had common stood bravely together for the common good. union JO t> Instead of being an army for each State, there was one army for all. In the same way all the war measures, such as the foreign loans of money and the treaties of peace and friendship, had been in the names of all the States united, and not for each State separately. For the purpose of a common union during the war, a Continental Congress had been held. It was composed of delegates from each State, who met to agree in the name of each State upon measures that were for the good of all. Articles of Confederation were adopted in 1777 for the government of the country and the conduct of the war. As a matter of fact, the Continental Congress under the Articles of Confederation had but little power. It could pass laws, but could not make the people obey Limited i" ' i i j powers of the them. It needed money to carry on the war, Continental b^^; could not force the States to furnish it. It ongre needed soldiers for the army, but had no power to get them. The Continental Congress could hardly do more than advise the States about certain matters, and it was for the States themselves to decide whether they would follow the advice or not. After the war was over, the States became jealous of each other, and disputes arose about boundary lines, trade, and The Critical Time 243 the right of each legislature to do as it pleased. It was even suggested that a man should not buy and sell outside his own State without paying duty. If a farmer took his produce, or a merchant took his goods, from one State to another, he might be called on to pay a tax for the right to sell in that State. Daniel Shays raises an insurrection The people were so terribly burdened with debt that they could not pay what they owed. In Massachusetts, in 1786, so many poor people had been sued for debt and thrown into prison that a rebellion of the farmers occurred. Daniel Shays raised an army of two thousand farmers, marched to the courthouse in Springfield and also in Worcester, and demanded that all the courts Shays' s Rebellion 244 American History adjourn and that all lawsuits for debt be stopped. It took a military force to put down this rebellion, but it showed the temper of the people. The country was fast drifting to discord. The thirteen States were so many separate governments, quarreling with each other and likely to go to war at any time. The wise men of the nation saw very plainly that something had to be done to bring order out of this confusion. The one thing that held the people together was the great country known as the Northwest Territory. This territory was at first claimed by several States, but at The Northwest ■' Territory a length by agreement became the joint property common prop- of all the States. If land in this territory could be sold to settlers to pay the public debt and to reward the soldiers of each State for their services and losses in the war, all would yet be well. ^ The following facts, then, made a better union of the colonies necessary : 1. The universal distress of the people after the war. 2. The need of a common defense for them all. 3. The need of a money that was good everywhere. 4. The danger and expense of separate governments. 5. The public debt, for which all were responsible. 6. The Northwest Territory, which they held in common. 7. The lack of power of the old Congress. It became plain that we could not become a great nation ' In July, 1787, an ordinance was passed by Congress to organize and govern the Northwest Territory. This famous "Ordinance of 1787" provided for the future division of the territory into States; for personal and religious liberty and means of education for the settlers; guaranteed civil rights and proper treatment of the Indians. The most important provision of the ordi- nance was that which excluded slavery forever from the territory. This ordinance has been pronounced second only in importance as a great State paper to the Declaration of Independence itself. The Constitution 245 unless we had a better union, under a written agreement or Constitution. How this came about, and what the Consti- tution was, we shall see in the next lesson. Questions. How many people were in the United States at the close of the Revolution? What was the size of some of the cities? What appearance did they present ? What about the cost of the war ? About the money? Of how little value was the Continental money? What was the condition of the people? How had the States held together during the war? Of what was the Continental Congress composed ? What of the Articles of Confederation ? What little power did the Continental Congress have as to laws? As to money? As to soldiers? How did the States act after the war? What was the occasion of Shays's rebellion? What one thing held the people together ? Written Work. Make a written statement of the facts that called for a better union. LESSON 62 THE CONSTITUTION OF THE UNITED STATES The most important event in the history'of our country is the making and adoption of the Constitution. The Consti- tution is the written agreement entered into voluntarily by all the States, by which they bind themselves together under one government and make of themselv&s^ne nation. This noble instrument is worthy of^ our study. It was made by the greatest men of the nation, and we have lived under its provisions e^^ since. It has been called " the most wonderful wa^i^ver struck off at a given time by the brain and purpose of man."^ \ These are the words of William E. Gladstone, the great English states- man. 246 American History In 1787 a convention of fifty-five men, sent as delegates from the States, met in Philadelphia for the purpose of making the Constitution. They met in the Con-stiuitioii ^ame room in which the Declaration of Inde- pendence had been signed. George Washing- ton was chosen president of the convention. The session lasted from May to September. The interests of all the States were carefully considered, and many com- promises were made. The Constitution was finally agreed upon and submitted to the States for their acceptance or rejection.' When the Constitution was published it brought on a great deal of discussion. There were many able men Adoption of opposed to somc of its provisions, and for many the Con- months there was great excitement everywhere, stitution j^ ^y^g agreed that when nine States had adopted the Constitution it should go into effect. When it became known that nine States had adopted it, there was great rejoicing.^ It was not long before all the thirteen States had adopted it and the great nation was united. Let us study some of the provisions of the Constitution. The government is divided into three departments, viz.: the legislative department, which makes the laws ; the execiitive department, which carries out the laws ; and the jjuiicial department, which construes the meaning of the laws. ' Benjamin Franklin was a member of the convention. While the mem- bers were signing their names to the Constitution he pointed to a painting of the sun on the back of the president's chair and said, "I have often, during the course of the session, looked at that sun behind the president, without being able to tell whether it was rising or setting; but now at length I have the happi- ness to know it is a rising and not a setting sun." ^ The states adopted the Constitution in the following order, viz.: Delaware, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire, Virginia, New York, North Carolina, Rhode Island. The Constitution 247 The legislative department is divided into a Senate and a House of Representatives. There are two senators from each State, but the representatives vary in num- ^^^ ^.^^ ber according to the population of the States, lative de- as shown by a census taken every ten years, partment These senators and representatives are chosen by the people of each State. They meet every year, on the first Monday in December, at the capital, which is Washington City, for the purpose of making laws for the government of the nation. When they meet we say that Congress is in session. Before any measure can become a law it requires the con- sent of both the Senate and the House of Representatives and the approval of the President of the United States. In case the President refuses his consent, which is called a veto, it takes the consent of two-thirds of both houses to make the measure a law. Congress has certain powers given to it by the Constitu- tion. Some of these are to levy and collect taxes, borrow money, coin money, establish post offices, declare war, raise and support armies, and provide for a °^®^ navy. There are also powers that are denied to Congress, such as levying a tax on exports, granting titles of nobility, and such powers as the States reserve for them- selves. There are also powers that are denied the States, such as making treaties, collecting customs, coining money, engaging in war, etc. All these powers, and the way our laws are made, one can see for himself in the Constitution. The executive authority of the government is vested in a President of the United States of America. He is chosen by the people every four years. He must be a native-born citizen of the United States, and at least thirty-five years of 248 American History The President age. In case he dies, or is removed from office, or becomes unable to perform his duties, the Vice-President takes his place until the next election. It is the duty of the President to see that all the laws of Con- gress are duly and faithfully carried out. The President is the Commander-in-Chief of the army and of the navy of the United States; he has the power, with the consent of the Senate, to make treaties, to appoint The White House, the home of the President of the United States, as it appears at the present day ambassadors and ministers to foreign courts, to appoint judges of the national courts, and many other officers of the United States. The President lives at the capital, in a splendid mansion provided by the government, which for many years has been known as the White House. Some of the greatest men in The Constitution 249 the country have held the office of President. He should always be regarded with the highest respect and veneration, since he represents the majesty of our government and the dignity of our institutions. Nor should we forget that, in a government like ours, where all men are equal in the sight of the law, the highest office is in the reach of every citizen, no matter how humbly born, provided he be able and worthy. The last department is the judicial department, or the courts, which have the power of construing the meaning of the laws and applying them to special cases. The highest court is the Supreme Court, of which the judges are appointed for life by the President. Before them come cases that have been tried in the courts below and which for various reasons are garried up to them for review. There are also lower courts, estab- lished from time to time by Congress to decide cases in which the national law has been violated. As the years have gone by the Constitution has been changed or added to by amendments. In the main, how- ever, the great document still stands as our fathers made it. Questions. What is the Constitution? What has been said of it? Where and when did the convention meet? Who was president of the convention? The consent of how many States was required to make the Constitution operative? Into what three departments is the government divided? How is the legislative department divided? What of the senators? Represen- tatives ? What is Congress ? How does a measure become a law ? Name some of the powers of Congress. What can you say of the President? What powers does he have? Where does he h've? What power have the courts? What of the Supreme Court? What about amendments ? Written Work. Write the names and duties of the three departments of our government. 250 American History LESSON 63 GEORGE WASHINGTON, PRESIDENT The discussion over the Constitution divided the people into two great parties. One party believed in giving much power to Congress to make a strong central government. In order to do this that party insisted that the Constitution should be construed very liberally. This party was called the Federalist party. Its great leader was Alexander Hamil- ton of New York. The other party beUeved that Congress should be confined very closely to the powers mentioned in the Constitution, Federalist ^"<^ that the rights of the States and the strength and Anti-Fed- of the State governments should be carefully eraUst parties pj-gserved. In order to do this the Constitution should be construed very strictly. This party was at first known as the Anti-Federalist party, and afterwards as the Republican party. Its great leader was Thomas Jefferson of Virginia. One party considered the government strong in itself ; the other party considered it strong only in the powers given to it by the State. Both parties believed in a government able to take care of itself at home and abroad, with ample powers to make itself respected and feared. The difference between them was in construing the meaning of the Consti- tution. Both parties were glad to honor the great George Washington by making him the first President of the United States. New York was then the capital of the country. There, on April 30th, 1789, Washington took the oath of office, standing on a balcony in front of Federal Hall, where Con- George Washington, President 251 Washington takes the oath of office in New York City, April 30, 1789 gress met, while a great crowd of happy people shouted, bells rang, and cannon boomed.* Thus the government of the United States began. The first question to confront the new government was ^ Washington was now fifty-seven years old, but still in the prime of his life. He was tall, muscular, and hardened by his years of life as a soldier. He was a large man in every way. He wore a number thirteen boot, had big hands, and weighed two hundred pounds. When he stood erect he loomed well above his fellows. He was an excellent shot, a skillful swordsman, and a fine rider. In his younger days he could cover twenty-two feet in a running jump. Washington had become a rich man. He owned thousands of acres in Virginia, and large tracts of land along the Ohio. At one time his estate was valued at a half million dollars, consisting of lands, houses, slaves, crops, etc. However, he was often pressed for ready cash, and, it is said, had to borrow money to get to New York when he was inaugurated. 252 American History the money question. The country was heavily in debt from the war. There was an immense foreign debt, caused by loans that had been made with European countries ; there was a large debt owed by the country to its own citizens ; and there were heavy debts owed by the separate States. Thus there were three kinds of debts which had to be pro- vided for. Alexander Hamilton, whom Washington had made Secre- tary of the Treasury, rose equal to the occasion. He was a financial genius. Daniel \Vebster said of him, Alexander ,, j^^ smote the rock of national resources and Hamilton a copious stream of wealth poured forth. He touched the dead corpse of public credit and it sprang upon its feet." He was at this time but thirty-two years of age, but was one of the leading men of the nation. Hamilton proposed that Congress should lay a duty on all foreign goods coming into the country, and with the money H m'lto 's thus raised should pay the foreign loan and also financial the money borrowed from our own citizens. He scheme made also the startling proposition that Congress should assume all the State debts, since they were incurred for the common good of all. In this way Congress would be responsible for all the debts of the country, whether made by the general government during the war or by the States themselves. To the last proposition there was much opposition, especially from the Southern States, who feared the influence upon the government of the rich capitalists and merchants of the North. In this opposition they were led by Thomas Jefferson, who said that the Constitution gave Congress no power to assume the States' debts. If the Constitution were stretched to assume this power, it might be stretched I 1 George Washington, President 253 some other way, and there was no telHng where the assump- tion of power would end.^ While this discussion was going on, the question of locating the seat of government was also in dispute. The people of the North wanted it somewhere near them, on the Delaware River. The people of c^ita^^ the South wanted it near them, on the Potomac River. Accordingly, a compromise was made by both sides. The Southern statesmen agreed to have the govern- ment assume the debts of the States, and the Northern statesmen agreed for the capital to be on the Potomac River. And this is how the government took over the debts of the States, and why Washington City is located where it is. Another important question was settled by Washington while he was President. England and France were engaged in war. France wanted the United States to 111 -1 ■ 1 T^ 1 1 1 Citizen Genet help her m her war with England, and sent a minister, or representative, to this country, who called him- self Citizen Genet (Zhenay). Genet tried to obtain ships, money, and supplies from the government, but Washing- ton flatly refused, and issued a proclamation saying that the United States should not take any part in European quarrels. This declaration made Genet so angry that he tried to stir up a mob in Philadelphia, to overturn the government, and ' The two great statesmen of that day were undoubtedly Hamilton, the Secretary of the Treasury, and Jefferson, the Secretary of State, in the cabinet of President Washington. They were soon political enemies, unable to agree, since they held such different views of the nature of the government. Hamilton and Jefferson had many a stormy debate around the table of the President, Hamilton insisting that the general government be given much power in itself and Jefferson protesting that the people should retain as much power in their own hands as possible. Both these great minds have impressed themselves indelibly upon the institutions of the country. 254 American History remove Washington from office. The result was that Genet was sent home promptly. The proclamation of the President was accepted by the people as wise, and ever since has been the declared policy of our government. Washington was President for two terms, or eight years. He could have been elected for a third term, but he firmly refused, saying that he was tired of the cares of public life. Mount Vernon, on the Potomac River, the home of George Washington and that two terms were enough for one man. He was now getting old, and was anxious to retire from his long public service as soldier and statesman. After his second term of office expired he returned to his home at Mount Vernon, on the Potomac River, and passed , his remaining years in the peace and quiet of a death of Country life. Here, December 14th, 1799, he Washington died, at the age of sixty-eight. His grave is at Mount Vernon, where thousands of visitors go every year to pay their tribute of love and veneration to this greatest of all our citizens. Eli Whitney and the Cotton Gin 255 Questions. What were the principles of the Federalist party? What were the principles of the Anti^Federalist party ? Who was elected the first President of the United States? When and where was he inaugurated? What was the first question to confront the new government? Describe the three kinds of debts. What can you say of Alexander Hamilton ? What did Hamilton propose? What startling proposition did he make about State debts ? What opposition did he meet ? Who was the leader of the opposition ? How did Washington city happen to be located on the Potomac River? Who was Genet? What did he want? What proclamation did Wash- ington issue? Describe the retirement and death of Washington. Written Work. Write a short statement of Hamilton's financial scheme. lf:sson 64 eli whitney and the cotton gin Up to this time very little cotton was raised in the South. It took so long to separate the seed from the lint that cotton was not a profitable crop.^ No one \ !^^ ^ [^ ^ ^ raising cotton could clean more than a pound a day. It was easy enough to raise cotton, but there were not enough hands in all the South ]to clean even a small crop. In the year 1793 a young man named Eli Whitney was living in Georgia. He was born in Massachusetts, but had come to Georgia to teach school and study law. He had made his home with Mrs. Nathanael Greene, who was living at that time not far from Savannah. Whitney had made several useful and ingenious things for Mrs. Greene, and she had great faith in his power of invention. ' In 1784 eight bales of cotton were carried by a ship into England, and reported as coming from the South. They were promptly seized on the ground that such an enormous quantity could not be raised in the United States. Even in 1791 only three hundred and ninety-nine bales were exported from this country. 256 American History Upon one occasion she had a number of distinguished guests to dinner, and they were discussing the difficulty of removing the cotton lint from the seed. One Mrs^ Greene °^ ^^^ guests remarked that not only fame and fortune would await the man who invented a machine for this purpose, but that he would also do a great service for his country. Mrs. Greene said, "Why not ask Mr. Whitney to make a machine of this sort ? He can do any- thing." Whitney was sent for, some cotton was given to him, which he had never seen up to that time, and the diffi- culties explained ^to him. He at once set to work on a machine. Model of Whitney's cotton gin, 1793 He had to make his own tools, and with his own hands made all the parts of the machine. He tried to keep his work a secret, but before he had fin- ished, some curious people broke into his shop and carried off his model. He bravely started on another Whitney one. When it was finished his friends were makes a gin , 1 1 •. -ni 1 • amazed to see how clever it was. ihe machme could do as much in a few minutes as a man could do in a day. Eli Whitney and the Cotton Gin 257 Whitney devoted himself to the making of cotton ma- chines. They were at first called " cotton engines," which name was contracted to "cotton gins." He went back to New England, where machinery could be more readily had, but he encountered a great deal of trouble. Once his shop was burned ; other people stole his idea : lawsuits followed to defend his patent. It is doubtful if he ever made any money out of his invention. In ten years after the invention of the cotton gin a hun- dred thousand bales of cotton were exported to England. Every year there was an increase in the crop, and money was coming fast into the pockets of ^^^^^^ the cotton planters. It helped the people of New England quite as much, for mills were rapidly started for the manufacture of cotton into cloth. One of the effects of the invention of the cotton gin was to establish the importance of negro slavery. Up to that time many men, both North and South, regretted that slavery had ever started in the United States, giaverv ^ It was thought to be a great evil as well as a great danger. Now that the vast fields of the South were; open to cultivation of cotton, and the New England mills wanted it for manufacture, everybody stopped talking about the evils of slavery. Slavery became profitable for both sides. Questions. What was the dift'iculty in the way of raising cotton ? Who was Eli Whitney ? What did Mrs. Greene suggest for him to do ? Describe the way Whitney invented the cotton gin. What trouble did Whitney have with his gins ? What about the cotton crop in ten years ? How did this help the people of New England? What effect did the cotton gin have on slavery ? Written Work. Write a short account of how Whitney was led to invent the cotton gin. 258 American History LESSON 65 TROUBLE WITH FRANCE John Adams was the second President of the United States. He was in office for only one term of four years. Nearly all that time was occupied in a threatened war with France. England and France were still at war with each other. The French thought that the United States should aid them in this war, since they had aided the United States in the Revolution. Washington, however, had been too wise to allow the young nation to become entangled in this way, and France was still nursing its wrath. In addition to this the United States had a dispute with Great Britain regarding the terms of the treaty of peace. The British had not abandoned all the frontier En w"^*^ forts, although they had agreed to do so. The United States had not paid certain debts due to British sympathizers in America during the war. Besides this, the British ships would seize American vessels on the way to France, and prevent them selling their cargoes in French ports. To prevent a war with Great Britain, Washington had sent John Jay to England, who had made a treaty that was not very satisfactory to the people of America, tr^a't''^^"'^ They thought England had the better of the bargain. It was the best that could be done, however, and we were in no condition to dictate terms. PVance, however, was provoked that we had made the treaty at all. She wanted us to go to war with her enemy, and so, in spite, began to annoy our commerce in the same way that England was doing. Our ships were seized at sea, Trouble with France 259 the vessels and cargoes were sold in French ports, and the ministers we sent to France to protest against this action were insulted. This was the condition of affairs when Adams became President. It looked very much as if we should have war with our old ally, the French. The President did not desire this, and sent commissioners to _ ^ ^ France to treat with the French government. The French government, then known as the Directory, would not receive the commissioners. Three French persons called on the commissioners and told them that peace could be secured if they would pay a large sum of money to the directors themselves, The X Y Z in other words, bribe them. To this the com- „ . * ' affair missioners returned an indignant and positive refusal. Charles C. Pinckney, one of the commissioners, uttered the ringing words, " Millions for defense ; but not one cent for tribute." When President Adams reported the matter to Congress, he did not give the names of the three persons, but called them X. Y. Z. From this circumstance, it was known as "the X. Y. Z. Affair." War soon followed between the two countries. Our sailors caught up a new song, "Hail, Columbia," and captured several French vessels. Napoleon Bonaparte, however, saw the folly of war with America, and peace was made in 1799. During the controversy with France, several newspapers ' in America were edited by foreigners, who abused the American government. To put a stop to this Congress passed laws known as the Alien and „ d^-f-^'^l Sedition Laws. The Alien law gave the Presi- dent the right to send any foreigner out of the country whose 26o American History presence he thought was dangerous to our government. The Sedition law gave him the right to punish anybody who was abusing the government and stirring up the people against the authorities. The laws were very unpopular, however, because the people thought they took away their liberty of speech. The legislatures of Kentucky and Virginia passed resolutions de- claring the laws were contrary to the Constitution, and that the States had a right to refuse to obey them. These laws were never enforced and soon passed out of existence. At the close of Adams's term of office, in 1800, the seat of government was moved from Philadelphia to Washington ,„ . . . City. Washington himself had selected the site Washington ^ ° becomes the on the Potomac River. A district ten miles capital square was ceded by Maryland to the general government, and known as the District of Columbia. It is in this district that the capital city, named for Washington, is situated. At the time the government was moved there, it was almost a wilderness. There was but one hotel. The house of the President was in an open field. This, with a few scat- tered houses along the unpaved streets, made up. the town. It has since become one of the most beautiful cities in the world. Questions. Who was the second President of the United States? What war was in progress ? What did the French think ? What disputes did we have with Great Britain ? What about the Jay treaty ? What did France do? How were our ships treated? What was the X. Y. Z. Affair? What followed? When was peace declared? What was the Alien law? What was the Sedition law? When did Washington City become the capital? Written Work. Write an account of how the commissioners received the offers of the three French persons. Thomas Jefferson 261 LESSON 66 THOMAS JEFFERSON In 1801 Thomas Jefferson became the third President of the United States. He was one of the greatest men in the history of our country, and we may well devote this lesson to the study of his character. He was born near Charlottesville, Virginia, April 13, 1743. He went to William and Mary College, where as a rule he studied fifteen hours a day. He learned the , 1 1 , 1 • 1 T • Early Ufe ancient languages thoroughly, and m addition knew how to speak French and several other modern lan- guages fluently. He said that if he had to choose between the pleasure that learning gave him and the estate that his father was to leave him, he would prefer education and poverty to ignorance and riches. He began the practice of the law, and became noted for the extent and accuracy of his knowledge. He had a poor voice for speaking, and was by no means an orator, but was very successful before a jury. One who knew him well said that he always seemed to be on the right side. When he was a student at college he heard Patrick Henry deliver his great speech against the Stamp Act. From that time he became an ardent believer in the liber- ties of the colonies. When he was twenty-five °vf•^^.^ -' public life years old he entered public life, saying that as a public servant he would never indulge in any enterprise that would increase his private fortune. He was a leading man in Congress during the Revolution. When he was thirty-three years old he wrote the Declaration of Independence, all except a few words that were put in by 9 262 American History Thomas Jefferson Adams and Franklin. He took no part in the debates on the Declaration, which lasted for three days. When Jefferson left the Continental Congress he was elected a member of the legislature of Virginia. He thought Eeforms in ^^^^ Certain reforms were badly needed. Up to the laws of this time the law of Virginia allowed a man to will his real estate to his descendants with con- ditions attached to it, such as not to divide the land up or Thomas Jefferson 263 even to sell it except in the way directed in the will. Also there was a law directing that if a man died without leaving a will, all his land went to his oldest son. Jefferson had these laws repealed, so that no man could leave his real estate entailed with conditions, and if he died without a will all his children shared alike. Up to this time the Episcopal Church was the established church in Virginia, and every one was taxed to support it, whether he belonged to it or not. Jefferson introduced a bill into the legislature allowing every one to 1 • 11 1 • 1 1 r 1 • Author of worship as he chose, not to be punished tor his religious religious belief, and not to be taxed for the sup- liberty in ^ir&fiiiiSi port of any church. For this reason Jefferson is spoken of as "the author of religious liberty in Virginia." He was also the founder of the great University of Vir- ginia, and planned a scheme for public education at the expense of the State, from the lowest grades through the University. It has been said that Jefferson never made a speech or fought a battle. He became great and famous through his writings and wise opinions. He was a deep thinker on all great questions regarding government. He introduced the custom of having the President send a written message to Congress instead of making a speech. He believed very firmly in the rights of the States to decide certain questions for themselves. He was the founder of the States' Rights doctrine, which held Congress to , ., „ ° ' ^ Author of a strict construction of the Constitution. By this States' Rights doctrine all powers not expressly given to Con- ^o'^*"^® gress by the Constitution are to be closely construed as belonging to the States themselves. Probably no other public man has had so great an influ- 264 American History ence on the country as Thomas Jefferson. He was the founder and the first leader of the Anti-FederaUst party, which became known as the Republican party, and which to-day is known as the Democratic party. His principles are often referred to as the Jeffersonian principles. Jefferson lived on a great estate in Virginia. He built himself a beautiful home near Charlottesville, called " Monti- cello," where he entertained with great hospi- M ^t^ 11 tality. As many as fifty people sometimes were guests in his house. He was known as " the Sage of Monticello." He had a splendid library, which in the latter part of his life he sold to Congress. He was a rare scholar, who seemed to know everything.* He always rose early. The sun had not caught him in bed for fifty years. He was a fine horseman, was His habits ^ ■' . . a dead shot with a rifle, and was a fine violinist. His manners were friendly, and his dress was plain and simple. As President he did not stand aloof from the people, but shook hands with all who came. He did not have the splendid balls and parties at the White House that former Presidents had encouraged, but lived simply and quietly, greatly beloved and honored by all the people. Questions. Who was the third President of the United States? When and where was Jefferson born? Describe his ability and accom- plishments as a student. What of his ability as a lawyer? Describe his ^ It was said that he "could calculate an eclipse, survey an estate, tie an artery, plan an edifice, try a cause, break a horse, dance a minuet, and play the violin." An acquaintance said, " When he spoke of law, I thought he was a lawyer; when he talked about mechanics, I was sure he was an engineer; when he got into medicine, it was evident that he was a physician; when he discussed theology, I was convinced that he must be a clergyman; when he talked literature, I made up my mind that I had run against a college professor." War with Tripoli 265 entrance into public life. What reform did he bring about in the laws of inheritance in Virginia? What reforms in the religious laws did he secure ? How did Jefferson become famous ? Of what doctrine is he the author ? Of what party is he the founder? Describe his life at home. Describe his habits as a man. Describe his habits as President. Written Work. Write what you consider to be the most striking characteristic of Jefferson. LESSON 67 WAR WITH TRIPOLI Along the northern coast of Africa lay the Barbary States. Their ships were pirate vessels that infested the Mediterranean Sea and compelled all passing craft to pay tribute. To satisfy these pirates, and in fear of them, many nations of Europe had paid large sums of money to the Barbary States, on the condition that the pirates would let their vessels alone. The United States had also been paying this tribute for twenty years. The rulers of the Barbary States became very insolent, and sometimes added to the tribute money when it was late in coming, or wanted it paid in naval stores which they greatly undervalued. When Cap- |^"^"*« ^0 tain Bainbridge in 1800 carried the tribute money from the United States to Algiers, he was made to pull down the flag of his ship and run up that of Algiers. This was very insulting, and he said, " I do this because there is no choice, but the next time I hope to deliver the tribute from the mouth of a cannon." The next year the ruler of Tripoli, one of the Barbary 266 American History States, was incensed because he thought the tribute was not large enough. He declared war upon the United States. This was the very thing that our young navy wanted, for it was time to teach these insolent pirates a good lesson. In 1801 an American vessel attacked a war-ship of Tripoli off the coast of the island of Malta. The Tripolitan vessel hauled down its flag at the end of two hours. Trf^oUb ■ "^^ ^°^^ ^^ ^^^ Americans stopped their guns, the Tripolitans fired another broadside. The fighting was renewed, and again the enemy's flag was hauled down. The guns were again stopped, and again the Tripolitans fired a broadside. This treacherous con- duct so enraged the American sailors that they riddled the enemy's ship, shot away the masts, and killed many of the men. They could not be stopped, though the Tripolitan captain wildly tore down his flag and threw it into the sea as a sign of surrender. Then he threw over- board, all his arms and ammunition, cut away the masts, and otherwise dis- mantled the ship. He was completely subdued, and was told to go home and tell his ruler how the Americans could fight. Captain Bainbridge resents the insult of the Dey of Algiers War with Tripoli 267 The following year an American vessel, the Constellatio7i, engaged nine Tripolitan gunboats in battle. Five of these were driven ashore, and the rest saved them- selves by running under cover of the forts in a c^^stellat' near-by harbor. By this time the pirates were beginning to have more respect for the young navy of the United States. Shortly after this one of the American frigates, the PJiiladelpJiia, ran aground off Tripoli. It was captured, and all the men thrown into prison. Lieutenant -. . ^ Lieutenant Stephen Decatur was sent to seize the ship and Stephen burn it. It was a cold night, a heavy gale was ^^''^^ur blowing, and Decatur with several men in a small ship started on his mission. He silently floated near the stranded ship, of w'hich the enemy had possession. Not knowing who he was, the Tripolitans warned him away. But he came alongside and grappled the sides of the ship, and called out, "Board her !" The Americans climbed on the PJiiladelpJiia and caught the Tripolitans unawares. With sword and pistols they made short work of those who did not have Recapture time to jump overboard. The PJiiladelpJiia of the was then set on fire, and Decatur and his men 1 a ep la escaped safely to their own vessel, without the loss of a single man. This was enough for the Tripolitans. Peace was made, all prisoners were ransomed, and the payment of the tribute money to the pirates ceased. All Europe rang with praise of the bravery and spirit of our naval officers and men. The value and necessity of war-ships became evident, and the pride of the people in their own resources and power was greatly increased. 268 American History Questions. What about the pirate ships of the Barbary States? What had the nations been doing? What had the rulers of the Barbary States become? How was Captain Bainbridge treated in 1800? What reply did he make ? How was war declared ? Describe the first engage- ment in 1801. What was the result? What happened the following year? What happened to the Philadelphia? Describe the way Lieutenant Decatur attacked the pirates. Describe the success of the attack. What followed ? Written Work. Suppose you had been with Decatur, what account would you write of his victory? LESSON 68 THE LOUISIANA PURCHASE At the end of the French and Indian War all the territory- west of the Mississippi had been given to Spain. Spain also held the city of New Orleans and the mouth of the Missis- sippi River. Naturally the United States was anxious to add all this territory to its own domain, as well as to secure an outlet of the Mississippi to the Gulf. Hardly had Jefferson become President when he heard that Spain had sold all this territory, which was called Loui- siana, to the French. He at once directed our minister in France to offer to buy New Orleans from Napoleon, who was then Emperor of France and a deadly enemy to England. Napoleon at first would not listen to it. He changed his mind, however, and offered to sell not only the city of New „ , „ Orleans but all the Louisiana territory for fifteen Napoleon sells -^ Louisiana for millions of dollars. When Napoleon had signed $15,000,000 ^i^g agreement to sell all this domain to the United States, he remarked, " I have now given England a rival that shall some day humble her pride and break her power." The Louisiana Purchase 269 The treaty was made and signed in 1803. The United States came into possession of all the territory west of the Mississippi to the Rocky Mountains. This purchase doubled the territory of the United States, and removed a dangerous rival from our western borders. It was the most important act of Jefferson's administration. Jefferson's enemies taunted him by saying that the Con- stitution gave him no power to make the purchase, and that he was abandoning his own principles in doing so. To this he replied that the opportunity to make such a great bargain was too golden to let slip, and that there Could not possibly be any opposition to it. In order to explore the new territory, Jefferson sent two young men from Virginia, Lewis and Clark, with directions to go up the Mississippi River, across the Rocky Mountains, and to the Pacific Ocean. The story of their adventures reads like a romance. They were gone nearly two years and a half, making maps of the regions that they explored, telling the Indians of the change of ownership of the lands, and - . , , '=' r- ' Lewis and learning many things of the great West. They Clark explore suffered much hardship at times, but accom- ^""^^lana plished their mission, and brought back a full report of their adventures to the President, who had long since given them up as lost or dead. Thus we see our country expanding in territory and power. Settlers and explorers in the North had spread out so fast that Vermont had grown into a State and „ been admitted to the Union in 1791. Daniel enter the Boone had already led his pioneers across the ^^^^^ mountains of North Carolina, and so rapidly had settlers built homes along the rivers that in 1792 Kentucky also 270 American History became one of the States. In the same way Robertson and Sevier had followed the Tennessee and the Cumberland rivers and opened up the great State of Tennessee, which entered the Union in 1796. Emigrants were also rapidly forming settlements along the Ohio River. In 1790 a village of log huts along the river was named Cincinnati. People came so Westward ^^^^ ^^^^ j^^ ^ ^^^^ .^ ^jj ^j^^ Northwest Ter- movement -^ ritory was alive with hardy pioneers. The tide of movement westward was flowing very strong. Alexander Hamilton Killed in a Duel. Aaron Burr, a prominent politician of New York, had long been the political enemy of Hamilton. He discovered that Hamilton had defeated his nomination for the gov- ernorship of New York. With bitter feelings he challenged Hamilton to a duel. Hamilton did not have the courage to refuse. In the gray dawn of a July day in 1804 the two men with their seconds met on the banks of the Hudson.. Hamilton was nervous and undecided; Burr was cool and determined. The men were placed in position, and the signal to fire was given. But one shot was heard, and Hamilton pitched forward on his face, shot through the body. As he fell, his pistol went off in the air, the ball passing over Burr's head. The next day Hamilton was dead, and the nation lost one of its most brilliant men. Burr later was detected in a conspiracy to set up a western republic. He was hunted down and tried, but was acquitted for lack of evidence. He passed his last days in neglect and want. Questions. What country had the western territory at the end of the French and Indian War? To what country had it been sold? What did Jefferson direct our minister to do? What did Napoleon offer? What did he say? When was the Louisiana Purchase made? What can you say of this territory? How did Jefferson defend the act? Describe the explorations of Lewis and Clark. What three states were now admitted to the Union ? What of Cincinnati ? What of the West? Written Work. Write an account of the explorations of Lewis and Clark. Robert Fulton and the Steamboat 271 LESSON 69 ROBERT FULTON AND THE STEAMBOAT We now come to the story of how an American, Robert Fulton, mvented the steamboat. Up to this time all ships were sailing vessels. It took many weeks to cross the ocean, depending upon the winds, whether they blew for or against the voyage, or whether they blew at all. A trip to Europe and return was a matter of weary weeks, and perhaps months. Fulton was a Pennsylvania boy, of an inventive turn of mind. He was always seeking to make things work better. While still a lad he designed a paddle-wheel row-boat, in which the paddles were turned by " <"i ^s a a hand crank. He at once thought how much better it would be if the crank was turned by an engine. Among other things Fulton became an excellent painter and a fine draughtsman. He planned a system of canals for the country, so that the farmers could reach the markets in boats, and designed locks to move the boats from one level to another. He lived in England for a while, and invented a number of things, becoming widely known as a promoter of the use- ful arts. He also lived in France, studying science and engineering, and while there proposed a scheme for sub- marine boats and torpedoes to destroy war-ships by means of high explosives. All this time, however, he had in mind his great idea of propelling a boat by steam power. While still in France, he had interested Robert Livingston, ^^^*°f *^ ^"^ ° ' inventor a wealthy American statesman, in his idea. Together they had a boat made with side wheels and an 272 American History engine to turn them, and in 1803 it was launched upon the Seine (Sane) River. They invited their friends to come and see it work, but the night before the time appointed the boat sank to the bottom of the river. The machinery was so heavy it had broken the boat in two. The design of Fulton's steamboat Fulton set to work upon another boat. This time he resolved to try it in his native country. He spent all his own money, borrowed from his friends, used all p ^ ,°^^ that Livingston would let him have, and, in 1807, was ready for the trial voyage. He had built a boat one hundred and thirty feet long, with side paddle wheels turned by an engine. He had been laughed at by many people, who called his boat "Fulton's Folly." Late in the summer of 1807 a great crowd assembled on the docks of New York City to see the Clermont — for that was the name of the new steamboat — start on The success of j^^ ^^j^j ^-^ q^ board were thirty or forty of the Clermont ^ ^ -^ Fulton's friends, among them some ladies of the best families in the city. The signal was given, the engine started, but the boat did not move. " I will fix it in a few Robert Fulton and the Steamboat 273 minutes," said Fulton, when he saw the trouble. In less than a half-hour the engine started again, the wheels turned, and the Clermont started slowly up the river, amid the cheers of the crowd, the waving of flags, and the congratulations of his friends. The boat moved at the rate of four miles an hour, and in thirty-six hours had reached Albany. Here it stayed but one night, and came down the river to New York in thirty hours. Fulton had at last proved that a boat could be run by steam power, and had earned his place among the great inventors of the age. The Clermont steams up the Hudson in 1807 It was not long before the Clermont was making regular trips between New York and Albany, charging seven dollars a trip, and always crowded with passengers. In the course of a few years five or six other boats were built, and were used for passenger and freight service up and down the river and around New York City. The thought of the people was now upon steam naviga- tion. Every year improvements were made, larger vessels and better engines constructed. At last, after Fulton was dead, in 1819, a steamship built Javannah by the directions of a company in Savannah, Georgia, and named the SavannaJi^ crossed the ocean for the first time. 274 American History The people in the ports of Europe had never seen a steamship, and as it came up to the dock with smoke rolling from the funnels, the citizens in alarm for a burning ship gathered with buckets to help put out the fire. From this beginning have grown the great vessels that ply all oceans, carrying thousands of people and tons of freight, crossing the seas in all weather, regardless of winds and tides, and making travel by water a delight and a com- fort, instead of the once dreary and dreaded experience. Questions. What of ships up to this time ? Who was Robert Fulton ? What were his ideas as a boy? What things did he plan? What of his life in England ? In France ? Describe his boat on the Seine and tell what happened to it. What did he next design? What was it called? Describe the trial trip. What was the name of the boat? When did this occur? When did a steamship cross the ocean for the first time? What was its name, and by whom built ? Describe the sensation it created. Written Work. If you had been a passenger on the Clermont, what account would you write of your experience? LESSON 70 TROUBLE WITH ENGLAND England and France were still engaged in war. Napoleon was the Emperor of the French, and by his skill as a general was about to overrun most of Europe. Both of these nations had annoyed the American merchant vessels for a long time. Napoleon declared that our vessels should not trade with England. If they attempted to do so they would be cap- tured and destroyed. England, on the other hand, declared that American ves- sels should not trade with the French. In addition to this, England declared that she had a right to stop our vessels Trouble with England 275 on the high seas and examine the sailors on board. If there were any English seamen among them, they were to be taken from our vessels by force and made impressing to join the English navy. This was called seamen "impressing" the seamen, by the rule of "once an English- man always an Englishman." This had been going on for some time. Many of our ships had been stopped by the British war vessels, and even native-born Americans had been taken from them, until we had lost several thousand sailors. This was humiliating to our pride and destructive to our commerce. We stood it as long as we could, for we were not in condition to make war against so powerful a nation as England. In 1807 an American frigate, the CJicsapeakc, was going down the Potomac for a cruise in the Mediterranean. The British frigate Z^'^/rt-zvi^ overhauled her, fired into her, and killed several men. A searching party peakeandthe was sent on board the Chesapeake, and four sailors ^e<>P^^d were taken away, three of whom were Americans. This was more than the country could stand, and a cry of indignation burst forth from one end of the land to the other. Congress made a law in 1807 that no American vessel should leave port to trade with foreign countries. This was called the Embargo Act, and was designed to cut off trade with England, thereby depriving her of „ j-^™ *^^° the supplies she needed for the war with France. It hurt America as much as it did England. Ships and their cargoes lay rotting in the ports, seamen were thrown out of employment, mills were stopped, and farmers ceased to raise crops. There were no foreign markets for goods, tobacco, cotton, or anything else. Everything declined in price, and business was at a standstill. 276 American History It was soon evident that the embargo could not last. The ship owners declared that they would rather lose a vessel or a few men every now and then, than to lose Non-Inter- ^]] their business. In 1809 the Embargo Act course Act 1 , , ■ i • -re was repealed, havmg been in operation tor lour- teen months, and having cost the country many millions of dollars. In place of the Embargo, Congress passed the Non- Intercourse Act, which forbade American vessels from trad- ing with either England or France as long as they were hostile to the United States. JAMES MADISON, PRESIDENT At this juncture Jefferson's term expired, and James Mad- ison became the fourth President of the United States (1809). Like Jefferson he was a man of peace, and was anxious to avoid trouble with any foreign nation. The British minister at Washington assured Madison that the English government would protect all American ves- _, , . sels that would trade exclusively with England. Treacnery of j o England and Madison quickly and gladly announced that the France Non-Intercourse Act was suspended so far as England was concerned. Almost immediately the imprisoned fleet of merchant vessels spread their white sails for England. The British government, however, declared that their minister had promised too much, and that they would not agree to suspend the searching of American vessels. Where- upon Madison in deep chagrin withdrew his announcement. Napoleon now promised the same thing for France, if our ships would not trade in English ports. Again we were deceived. As soon as our vessels reached French ports, they were seized and sold. Ten million dollars' worth of property fell into the hands of the French. Trouble with England 2/7 To make matters worse, it was found that a famous Indian chief, Tecumseh, and his brother, The Prophet, had organized the Indians of the western territory into a great confederacy for the purpose of ^.^ kilhng all the whites or driving them out of the country. It was believed that England had secretly aided Tecumseh in the plot. Dreadful massacres occurred in many places. General William Henry Harrison, who later on was to become President of the United States, marched against the Indians. A battle was fought at Tippe- canoe, Nov. 7, 181 1, in which the savages were defeated. All these things taken together irritated the Americans beyond endurance. England declared that she had a right to search the American vessels and take from _ Second war them all British sailors. The Americans refused with England to acknowledge this right. England persisted ^^'=^^^^'1 in stopping our ships and impressing seamen for her own service. This was the reason that a second war with Eng- land was declared by Congress in 1812. Questions. What attitude did England and France assume toward American merchant vessels? What right did England claim? What is meant by " impressing seamen "? What can you say of the way our ships had been treated? What happened in 1807 to the Chesapeake? What was the embargo of 1807? What was the effect of the embargo? What became of the Embargo Act ? What was the Non-Intercourse Act ? Who became the fourth President of the United States? What kind of man was Madison ? How was he deceived by the assurances of the British minister? What mistake had been made? How was he deceived by the promises of Napoleon ? What of Tecumseh ? What great battle was fought by General Harrison? What was the cause of the second war with England? Written Work. Make a written statement of the events and causes that led up to the War of 1812. 278 American History LESSON 71 THE WAR OF 1812 BEGUN At the beginning of the War of 1812, the United States had eight millions of people ; England had twenty millions. En land and ^^^ United States had a revenue of about ten America com- million dollars a year ; England had three hun- pared ^^^^ ^^^^ |^£^y millions. The United States had sixteen war vessels ; England had over eight hundred. The United States had six thousand seamen ; England had one hundred and fifty thousand. There was a great difference between our young nation and its powerful enemy, but we shall see that we gave a good account of ourselves. The first movement in the war was to attack Canada. General William Hull, an old hero of the Revolutionary War, started on his way to strengthen Detroit, then a town of about eight hundred people. It was a dreadful march through two hundred miles of woods and swamps. Soon after he arrived in Detroit, he found that the British had moved up behind him and cut off his supplies and ammuni- tion. He was surrounded by a British force and a large body of savage Indian allies. The old general should have given battle and died in defense of the place if need be, but he was so alarmed for the safety of his men and for the women and D^r^^t ° children of the place, that without waiting to be attacked and without firing a gun, he sur- rendered his army and the fort (August 16, 1812). This was a bad beginning of the war, for it gave all Detroit and Michigan to the British. The people were indignant at the apparent cowardice of General Hull. He was court- The War of i 8 i 2 Begun 279 martialed for his act and sentenced to be shot. President Madison, however, pardoned him for his past record in the Revolution. The Americans had expected great things from their land forces, but all the attempts made against Canada ended most disas- trously. They had not expected much fron^ the little navy, but it was from our few bat- tleships that the great- est glory was won. Three days after the surrender of Detroit the American vessel Constitution, in com- mand of Captain Isaac Hull, fell in with the British man - of - war Gnerritre (Gar-e-are) off the coast of Nova Scotia. The fight lasted only a half-hour, but at the end the British ship was a hope- less wreck. It was surrendered to Captain Hull, who blew it up with powder, and then sailed away to Boston with his prisoners. This was a great victory. The Constitution was hardly damaged, and was henceforth known as Old Ironsides. Hull was voted a gold medal by Congress, and fifty thousand dollars were divided among the men as prize money. General Hull in a panic of fear surrenders Detroit without striking a blow 280 The War of 1812 Begun 281 This was but the beginning. Two weeks later Stephen Decatur, in command of his frigate the United States, met the English frigate Macedoniaji. After a fight, ^ ■ , , T^ 1- , 1 The United Jastmg a short time, the JLngush commander sur- states and rendered, having lost ten times as many men as t^e Macedo- Decatur. When the English vessel was boarded, Decatur was surprised to find it commanded by one of his old friends. When he offered Decatur his sword, Decatur said, " I cannot take a sword from a man who has so bravely defended his ship." In October the American sloop Wasp fell in with the British brig Frolic off the coast of North Carolina. The vessels lay alongside each other, both being fearfully dam- aged in the fight. When they grappled and the Americans boarded the Frolic, they found only the man at the wheel and two officers. The others had run below for safety. There were hardly twenty men on board that were unhurt. This would also have been a great victory, if a British gun- ship had not suddenly appeared and captured the almost helpless American vessel. In December, the Constitution, now under command of Commodore Bainbridge, engaged the British ship Java off the coast of Brazil. This battle lasted sev- 11 I- i. ^1 A • T, 4. Other victories eral hours, but the American guns shot away ^^ ^^^ ^^^ every mast from the British ship, and opened her hull with round shot. The Java surrendered, with the loss of her captain and over a hundred men. The Constitu- tion had lost only thirty-four. On the sea was a series of almost unbroken victories. In six months the American navy had captured three British frigates, many smaller vessels, and any number of privateers. The British had captured but three small vessels. All the 282 American History world was sounding the praises of the bravery, skill, and marksmanship of the American sailors in their contest with the mighty nation, who up to this time had not met their match on the sea. The Wager of a Hat. Isaac Hull, who commanded the Constitution, and Captain Dacres, who commanded the Guerriere, were old friends. In former days they had made a wager of a hat on the result of a battle if they should ever meet. After the Guerriere was in a sinking condition, Hull sent his compli- ments to Dacres, and asked him if he had struck his flag. Dacres replied to the officer bearing the message, " Well, our mizzenmast is gone, and so is our mainmast. On the whole, you may say that we have struck our flag." When Dacres came up the side of the Constitution, Hull advanced to meet him, smiling. Extending his hand, he said, " Dacres, I will thank you for that hat." Collateral Reading. " Old Ironsides," by O. W. Holmes. Questions. Compare the United States and England in 1812 as to population; as to revenue; as to war vessels; as to seamen. Describe the way that Hull surrendered Detroit. What became of Hull ? Describe the engagement of the Constitution and the Guerriere. What name did the Constitution now receive? Describe the engagement between the United States and the Macedonian; between the Constitution and the Java; between the Wasp and the Frolic. What had our navy done in six months? Written Work. Write the story of Hull's wager of a hat The War of 1812 283 LESSON 72 WAR OF 1812 (Continued) In June, 1813, occurred the battle between the American frigate CJiesapeake and the British ship SluiJinoi. The Chesapeake vizi's, in the harbor of Boston under- xheChesa- going repairs, Captain Lawrence being in com- peakeand 1 -r\. 13 i.- 1 1 • • • ^ • 1 the Shannon mand. Ihe British ship, cruising outside, challenged Lawrence to come out and fight. The Chesapeake was not quite ready, and the crew was not at all willing, but Lawrence put out to sea. The ships engaged, and in a few minutes the Chesapeake was completely disabled by the shots of the enemy. Captain Lawrence was mortally wounded, and was carried below in a critical condition. He kept saying to those around him, " Don't give up the ship." The vessel became the prize of the Shannon, but the dying words of the brave com- mander have been the inspiration of every American sea fight since that day. September 10, 1813, a great victory was won on Lake Erie by Oliver H. Perry, who was not yet thirty years of age, and who up to this time had never commanded a ship in battle. He had been assigned to the command of the American fleet on Lake Erie. When he reached the lake he found almost no fleet. He set to work with ship carpenters, and cutting down the trees near by the shore he made five vessels and fitted them for service. To these were added four more vessels, and over all the commander's flag floated, bearing the words, " Don't give up the ship." Soon the British fleet of six vessels was encountered, and American History Captain Lawrence, as he was borne below, cries out to his men, " Don't give uo the ship " TheWarofi8i2 285 a terrible battle occurred. Perry's ship was literally cut to pieces, the decks ran with blood, and were covered with the dead and dying. In the midst of the battle, and amid a hail of bullets from the enemy, he _^, %.^. lowered a boat, took his little brother, twelve years old, and ordered the crew to row him to another ship. It was a dangerous trip. The boat was the target of every gunner that could see it, but as by a miracle Perry reached the other ship in safety. The end of the battle was a great victory for Perry and his home-made ships. The British surrendered to the young ofificer, who immediately wrote a dispatch to General Har- rison as follows : " We have met the enemy, and they are ours ; two ships, two brigs, one schooner, and one sloop." This victory gave the Americans command of Lake Erie, and the British withdrew from Detroit. From now on to the end of the war many naval battles occurred from time to time. We need not mention them, nor were they very important. It is sufficient to say ^j^^ privateers that our little navy, aided by privateers, did great havoc with the British commerce. One privateer captured twenty-seven merchant vessels in a month. Another cap- tured twenty. In two years and a half over fourteen hun- dred English ships with cargoes valued at many millions of dollars were captured by these swift-sailing privateers. Of course the American foreign trade was practically destroyed, for the British ships watched our coasts like hawks ready ^to swoop down on our merchant vessels if they ventured outside. Let us now return to the operations on land. Perry's victory on Lake Erie had opened the way for another cam- paign against Canada. The British moved out of Detroit, 286 American History pursued by General Harrison. They were overtaken at the Thames (Temz) River. The British officer ran away, but old Tecumseh, the Indian chief, stood his ground. He had said the night before the battle that he was going there to die. So it was, for he fell pierced with many wounds, and his followers were Battle of the Thames Tecumseh at the battle of the Thames falls pierced with many wounds badly beaten. The alliance of the Indians and the British was broken, and the Ohio territory was free from danger of invasion. The inhabitants of Georgia and Alabama were threatened with Indian warfare. The Creeks had been aroused long before by the appeals of Tecumseh. They had descended The War of i8 I 2 287 on Fort Mims, not far from Mobile. One day while the sentinels were careless, the guns were laid Massacre at aside, and the gates were open, the Creeks ^°^^ ^^^^ burst upon the fort and massacred three hundred men, women, and children. Retribution came swiftly. General Andrew Jackson of Tennessee, with a body of regulars, pursued the savages ruthlessly. They made a last stand at the Horseshoe Bend on the Tallapoosa River. There were a thousand warriors, with their squaws and children. After the battle six hun- dred were dead, and the rest scattered in every direc- tion. The power of the Indians in the South was broken forever. Tecumseh. Tecumseh was probably the greatest American Indian that the race ever produced. He was a noble soldier, ?.id never allowed his prisoners to be tortured. Upon one occasion he came upon a number of Indians engaged in torturing a lot of captives v/hile a British general looked on unconcerned. Tecumseh furiously thrust the Indians aside, freed the poor wretches from their torture, and turning to the general, said, "Why do you allow such an outrage?" " Your warriors cannot be restrained," was the reply. " You are not fit to command," cried Tecumseh. " Go home and put on dresses like a woman." Tecumseh was an able general, skilled in woodcraft and strategy. He was personally very brave. As an orator he had few equals ; no one could resist his splendid eloquence. When Tecumseh went to Alabama to stir up the Creeks, he found them unwilling to rebel against the whites. He angrily told them, " Your blood is white. You do not want to fight. You do not believe the Great Spirit has sent me, but you shall believe it. I am going back to Detroit. When I get there I shall stamp my foot on the ground and shake every house in your village." After he left, the Indians counted the days until he should reach home- About the time he was due there, an earthquake shook the village. The Indians rushed wildly from their dwellings, crying, " Tecumseh is in Detroit: we feel the stamp of his foot." 288 American History Questions, How did the Chesapeake happen to engage the Shannon? What were the dying words of Captain Lawrence ? When was the battle of Lake Erie fought? Describe Perry's daring movements. What was the result of the battle? What message did Perry send? What can you say of the privateers ? What of the battle of the Thames ? Describe the death of Tecumseh. Describe the massacre at Fort Mims. What retribution did the Indians meet? Written Work. Write the account of a supposed eye-witness at the battle of Lake Erie. LESSON 73 WAR OF 1812 (Concluded) In the summer of 1814 two battles were fought near Niagara Falls. One was at Chippewa and the other at Lundy's Lane. Li the first battle the British were repulsed; but in the next, which was fought for five hours in the dark- ness of night, the result was uncertain. Both sides claimed the victory. The British in the meantime had blockaded all the Ameri- can ports. Their huge navy ranged along the Atlantic coast, and frequently descended on some small as '^S °° village, which they plundered and destroyed. In August, 1814, a fleet sailed up the Chesapeake Bay and landed a body of troops a few miles from Wash- ington City. Scattering the Americans before them, the British marched upon the capital, then a town of eight thousand people, and entered it without opposition. President Madison fled in haste, with all the members of his Cabinet. Mrs. Madison hastily collected some of the silver and a few valuable relics, including the Declaration of Independence and a fine portrait of Washington, and left just in time to escape capture. The dinner had been laid The War of 1812 289 for the President and his friends, but the British enjoyed the feast that had been prepared for others. The pubHc buildings were at the mercy of the British. The Capitol, the President's house, the Treasury building, the navy yards, and many private buildings were burned. It was a piece of ruthless warfare, and all the more shameful because it was authorized by the British home govern ment. The same force started for Baltimore. Their ships came in sight of the city and began to bombard Fort McHenry which was the main defense. All day long and late into the night the British poured shot ^"f.''^ °° ° '^ Baltimore against the walls of the fort, over which floated the American flag. The people of Baltimore anxiously watched the result. When morning came and they saw the flag of their country still waving over the fort, their joy knew no bounds. The British had sailed down the Chesapeake, and Baltimore was safe. It was on this occasion that Francis S. Key of Baltimore wrote the beautiful poem, " The Star-spangled Banner." He was a prisoner on board a British ship, , and all night long by the flash of the guns he spangled had watched the waving of the American flag ^^^^^^" over the fort. In the morning the flag was still there. On the back of an old letter he wrote the beautiful lines of the poem, which the people from one end of the country to the other took up as a national song of rejoicing. About the same time a British force moved down from Canada to attack New York. They came by way of Lake Champlain in a fleet of vessels. Commodore McDonough was in command of a small American fleet, and gave battle to the invaders at Plattsburg Bay. 290 American History At the very first fire of the enemy a chicken coop was broken open on one of the American vessels, and out flew a young rooster, that perched upon one of the Invasion from ^^^^^ ^^^ ^^^^^^ ^^ ^^^^ j^^^j^ j^^ soldiers vaUaClcl cheered as the rooster crowed. They handled their guns so bravely that in a few hours all the British ships were in full flight for safety. This put an end to the inva- sion from Canada. The last battle of the war was at New Orleans in Janu- ary, 1815. The British general Packenham landed below the city with ten thousand men. General Battle of Andrew Jackson defended it with half that num- New Orleans -' ber. He had built fortifications of earth, stones, cotton bales, logs, and of anything else he could get. The battle began at daybreak, and was over in two hours. It was a wonderful victory. The British had twenty-six hun- dred men killed and wounded. General Jackson lost only twenty-seven men. This battle was fought after peace had been declared be- tween the two countries. A treaty between the United States and Great Britain had been signed at Treaty of Ghent in Belgium, December 24th, 1814, which peace ° was to end the war. There were no telegraph or cable lines in those days to bring the news, and it was many weeks before it reached America. Strange to say, the treaty did not mention the question of searching American vessels, the very thing the war was fought about. It was not necessary, for it was understood that the American claims were allowed, and our merchant ships should no longer be molested. The war had cost the country over a hundred million dol- lars. Thirty thousand lives had been lost, a great number The War of 1 8 1 2 291 of vessels captured by the enemy, and all commerce practi- cally destroyed. It had never been a popular war with the people of New England. Toward the end several of the New England States had called a convention at Hartford to protest against some measures which thev I^^ Hartford , -^ Convention thought were in violation of the Constitution. It was understood that in case Congress did not attend to the complaint of these New England States and stop the war which was so ruinous to their commerce, measures would be taken by ihem looking to their withdrawal from the Union. Before the Convention could present its protest to Congress, however, word arrived that peace had been declared. The country now gladly returned to peaceful pursuits. The world had learned that we could take care of ourselves on land and on sea, and that henceforth our merchant ships should be respected. The begin- fi^^^°"^ ^°™ ning of a long era of peace and prosperity found the nation ready and willing to build up the great country they had won through two dreadful wars. The Burning of the Capitol. The British had encamped at night within a quarter of a mile of the Capitol. In the early morning they started for the building, bent on destruction. A notorious ofl&cer named Cockbum, followed by a mob of soldiers, entered the Capitol, climbed up to the Speaker's chair and called out," Shall this harbor of Yankee democ- racy be burned ? " The mob of half-drunken soldiers called out, "Aye!" and proceeded to apply the torch to the building. They then marched to their destructive work elsewhere. Story of the Origin of Uncle Sam. During the War of 1812 an inspector of supplies for the army at Troy marked all the boxes with the name of the contractor, and then stamped U. S. on them, meaning, of course. United States. The inspector, however, was generally known in 292 American History town as Uncle Sam, and some one said in a joke that he put his initials on the boxes to let the boys in the army know he was thinking about them, and was sending them food and clothing. The joke spread outside of the town and into the army. The soldiers would say, " Here is something from Uncle Sam." After a while nearly everybody was saying it, and even to-day we often hear the United States spoken of as Uncle Sam. Collateral Reading. " The Star-spangled Banner," by Francis S. Key. Questions. What battles were fought in the summer of 1814? When was Washington City captured? What of President Madison and his Cabinet ? What of Mrs. Madison ? What did the British do ? Describe the attack on Baltimore. What was the occasion for the writing of " The Star-spangled Banner." Describe the incident of the battle of Plattsburg Bay. What was the last battle of the War of 181 2? What were the defenses of General Jackson? What of the battle? When had a treaty of peace been signed? What was strange about the treaty? What of the Hartford Convention? What lessons had we gained from the war? Written Work. Write an account of the burning of Washington City and your opinion of the act. LESSON 74 THE ERA OF GOOD FEELING In 181 7 James Monroe became the fifth President of the United States. He also was from Virginia, as Washington, Jefferson, and Madison were before him. That noble State had furnished four out of five of the first presidents. For that reason Virginia is often called "The Mother of Presidents." Monroe had just graduated from William and Mary College when the Revolution began. He laid aside his books, joined the army as many other young men did, and fought bravely in several battles. He had been Minister to several countries The Era of Good Feeling 293 abroad, Governor of Virginia, and Secretary of State while Madison was President. Monroe was of a gentle disposition, industrious, generous, and amiable. He was so popular with the people that the eight years that he was President are known .1 r 1 r T >i T^n 1 Character of as "the era of good feehng. When he was ]mo^j,og inaugurated he stood by the ruins of the Capitol, which the British had burned, and which the workmen were busily engaged in restoring, calling upon the people to rebuild their country upon the desolation of war, and foretelling a long season of prosperity. There was now practically but one political party. The old Federalist party had almost ceased to exist. Everyone belonged to the Republican party, which was the new name for the Anti-Federalist party. When the time came for Monroe's election for a second term, he received the votes of all the delegates but one, and that delegate said he voted against him because he wanted Washington to be the only President who ever received all the votes. The people now turned their attention to internal improve- ments, and to building up manufactures. They had already learned this lesson well during the war, for, trade being cut off from Europe, the people were .^ ^^"^ ° I'll improvements obliged to depend upon themselves. Home production became a necessity. Mills, foundries, factories, and many other kinds of industries, sprang up all over the country. They prospered because they had no foreign competition. Now that the war was over, the ports of the country were open to foreign trade. Ships from England began to arrive, fleet after fleet, laden with luiglish goods. In a few years 10 294 American History the imports had increased tenfold. English labor was skilled, and English goods were well made and cheap. The English merchants threatened to undersell the ^^^^.. American merchants on their own soil. There competition was no considerable duty on these imported goods, and England was able to lay them down here cheaper than we could make them. In this predicament the American manufacturers began to see the millions of dollars they had invested in mills and factories endangered by foreign competition. To prevent this disaster the manufacturers appealed to Congress to increase the duties ^ on certain foreign goods, so that they could not be sold in America at a less price than they could afford to make them themselves. In other words, the manufacturers wanted protection. Up to this time the duty on foreign goods had been chiefly to raise a revenue to pay the expenses of government. This was called a tariff for revenue only. Now when esire or ^|^-g ^g^j.jj:f ^^g increased on certain articles to protection prevent them being sold for less than the same articles that were manufactured at home could be profitably sold, it was called a tariff for protection, or a protective tariff. Congress passed a Protective Tariff Act in 1816. It imposed a high duty on foreign cotton and The Protective , j *. 1 -n t Tariff of 1816 ^^^^^^ goods, to encourage home mills. In the same way other foreign goods were taxed which came into competition with home productions. The ' It is well to understand that when a foreign-made article is brought into this country the importer pays a charge upon it. This is called the duty and is added to the first price of the article to be paid by the purchaser. The home manufacturer pays no duty, hence he can get more for his product than the man who imports goods from abroad. The duty thus protects the home manufacturer by increasing the cost of foreign goods. The Era of Good Feeling 295 principle of tariff for protection and the question of wliat things should be protected and how far, have ever since been a cause of dispute and difference among the people. PoHtical parties have been formed, sections have been divided, and statesmen have contended over the tariff. As a general thing, we may say that those portions of our country where manufacturing is the main industry of the people, and where protection for things to sell is most needed, have favored strongly a high tariff. Those portions of our country that were agricultural and where manufactured articles of all sorts had to be bought, have wanted a low tariff. At the time that the protective tariff was passed, all sections of the country agreed that it was a wise measure. The agricultural States of the South wanted good prices for cotton goods ; the western States wanted protection for hemp, flax, and their other products ; the manufacturers of New England wanted their mills to flourish. So for a time everybody was content, and the era of good feeling was undisturbed. Questions. Who became the fifth President of the United States? What can you say of Virginia and the Presidents? What of the previous life of Monroe? What of his character? What was his administration known as? What of his inaugural? What can you say of his reelection ? To what did the people turn their attention? What can you say of home production? What about the coming of English ships? What did the English merchants threaten to do ? What disaster threatened ? What was Congress asked to do? What was a tariff for revenue? What was a tariff for protection? What tarifT act was passed in 1816? What can you say of the different views of the people on the tariff? Written Work. Write a statement of the meaning of tariff for revenue and tariff for protection. 296 American History LESSON 75 THE MISSOURI COMPROMISE Let us take a look at the condition of the country at this time. You will remember that during the Revolution there were only thirteen States. Shortly after the Ohio admitted ■' •' war ended, Vermont, Kentucky, and Tennessee were admitted to the Union. Then a great tide of emigra- tion set in westward, and the Ohio River was full of boats carrying people into the Northwest Territory. So rapidly was the country settled, that in 1803 Ohio was admitted as a State. Thus at the beginning of the century the thirteen States had grown to seventeen. Nine years passed before another State came in. The southern part of the great territory of Louisiana, which Jefferson had bought from France, applied for admitted admission in 181 2. It was admitted under the name of Louisiana, making eighteen States in the Union during the War of 1812. The Northwest Territory kept filling up, and the people kept going westward. Indiana was admitted in 1816. The Southwest was also developing, and Mississippi Other States became a State in 1817. Then Illmois was admitted in 1818, and Alabama in 1819. We see, therefore, that in i8i9there were twenty-two States. All the territory east of the Mississippi, except the present States of Michigan, Wisconsin, and Florida, had been organ- ized, and one State beyond the Mississippi had been admitted. Not only were new States entering the Union, but new territory was being acquired. Florida, which was still a Spanish possession, was a source of annoyance to the States lying next to it. The government was bad, and it became a The Missouri Compromise 297 resort of pirates and robbers and the retreat of runaway slaves from Georgia and Alabama. Even the Seminole Indians in Florida could not be kept down, but sallied from the swamps and forests and attacked farms and villages and destroyed much property in Georgia. This was very irritating, and General Andrew Jackson was sent to put an end to all these outrages. This he pro- ceeded to do in his vigorous way. Spain now wisely agreed to sell the territory of Florida to ^^ Florida *^^ the United States for the sum of five millions of dollars (1819). In this way another great territory was added to the domain of the United States. So far all the States had been admitted very peaceably to the Union. Some had come in as slave-holding States, and some as free States. There were many people Slave-holding in the North and some in the South who thought that slavery was a great evil, and that slave-holding ought to be abolished, or at least, restrained. It had been forbidden by the Constitution as well as by special law to import slaves after the year 1808. By the " Ordinance of 1787 " it had been determined that there should be no slave States in the Northwest Territory. All the States from Pennsylvania north had freed their slaves before 1820, and the slave-holding States were now in the South, where cotton was grown in great quantities and slave-holding was profitable. When Missouri applied for admission to the Union, a great dispute arose over the question of slavery. The people of that State wanted it to be admitted as a slave o, , T-i 1 1 >. 1 Disputes over State. Those who were opposed to slavery 31^^^— insisted that there were enough slave States already, and that Missouri should come in as a free State. 298 American History Henry Clay For nearly two years the debate was carried on with bit- terness. At last a compromise was agreed upon. It was as follows : Missouri should be admitted as a slave State, with the understanding that there- after all States to be formed out of the territory west and northwest of Missouri, that is, above the parallel of 36° 30', should come in as free States. Con- Clay brings about the Missouri Compromise The Missouri Compromise 299 gress agreed to this, and Missouri was admitted (182 1). This measure is known as the Missojiri Compromise. Henry Clay of Kentucky was prominent in bringing about this happy solution of the difficulty. On account of his many adroit measures in securing peaceful legislation, he is often spoken of as "The Great Pacificator." The effect of the Missouri Compromise was to exclude slave-holding from all western States north of the southern boundary line of Missouri except in that one State. In the meantime Maine had been admitted to the Union as a free State in 1820. The slave States and the free States were still equal in number. The aged Jefferson was opposed to slavery, yet he favored its extension to Missouri, hoping thereby to scatter its influ- ence without increasing the evil. He said, after , ,„ ^ ' Jefferson s the compromise had been agreed upon, " The views on question sleeps for the present, but it is not ^^^^^"^y dead : I thank God I shall not live to witness the issue. This momentous question, like a fire bell in the night, awak- ened me and filled me with terror." Questions. What States had been admitted shortly after the Revo- lution? When was Ohio admitted? When was Louisiana admitted? How many States were there during the War of 1812 ? When did Indiana come in? Mississippi? Illinois? Alabama? How many States were there in 1819? What new territory was acquired in 1819? How much did the United States pay for Florida ? What can you say of slave States and free States ? What had the Constitution forbidden about the importing of slaves? What disputes arose when Missouri applied for admission? What had JefTerson already said about this dispute? What compromise was reached ? What was it called ? What was its effect ? What can you say of Henry Clay? How was the balance of slave and free states maintained? Written Work. Write a statement of the meaning of the Missouri Compromise. 300 American History LESSON 76 THE MONROE DOCTRINE About the time that the United States was obtaining the territory of Florida from Spain, that country was having trouble with her South American colonies. One after another they had risen in rebellion, declaring themselves independent of Spain, and set up governments of their own. The United States naturally felt a great sympathy for these struggling young republics. It was not long before Congress recognized their independence and provided means to send ministers to their governments. In Europe, the old governments had been alarmed at the rise of republican ideas. A number of the powers had formed an agreement known as the Holy Alli- Aiu ° ^ ance. Its purpose was to give mutual aid in putting down any revolution that might occur. This was easily carried out in Europe, and whenever an out- break occurred in any country in the Alliance the others would help to restore the old order of things. The allies turned their attention to the condition of affairs in South America. They began to consider how the re- volted colonies might be restored to Spain. Possibly they hoped that Spain would reward some or all of them by liberal grants of territory in South America, thus giving them a foothold on that side of the Atlantic. England was the only European country that opposed this interference in South American affairs. In the meanwhile Russia, not satisfied with owning Alaska, had issued an order reserving all trade and fishing on the northwest coast as far down as the fifty-first parallel The Monroe Doctrine 301 of latitude exclusively to Russian subjects, and forbidding all foreigners to come within one hundred miles of the coast. This seemed to encroach uioon ^^^^^^^ o^ ^ Russia the territory of the United States, and there was no telhng how far down the coast the Russians would extend their demands. In view of the situation in South America and the action of Russia, it appeared to President Monroe that the Euro- pean nations were trying to establish colonies in America. This would be a source of danger and annoyance to our government. John Ouincy Adams, who was then the Sec- retary of State, informed the Russian minister that the United States would take the position that the American continents were no longer open to colonization by any Euro- pean power. The time had come for the establishment of colonies in America to cease. President Monroe in 1823 sent his famous message to Congress in which he said : The American Colonies, by the free and independent condition that they have assumed and maintained, are henceforth not to be considered as subjects for future col- onization by any European powers. We should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. We could not view any inter- position for the purpose of opposing them [Mexico and the South American Republics] or controlling their destiny by any European power, in any other light than as a mani- festation of an unfriendly disposition towards the United States. This declaration is known as the Monroe Doctrine. It not a law of the land, but is merely a statement by President Monroe of the policy of the United States. In IS 302 American History plain words, it means that no European nation should hence- forth found any colonies in America, nor interfere in the affairs of any American country. This appeared Doctr' ^^ wise and prudent that it has been enforced by all parties and Presidents since that day as one of the settled rules of our government. When Monroe asked Jefferson's advice about it, that aged statesman replied that our first maxim should be never to entangle ourselves in the broils of Europe; our second, never to suffer Europe to intermeddle with affairs on this side of the Atlantic. The message of Monroe had its effect. England joined the United States in demanding that the allies let the South American republics alone. Shortly afterwards a treaty was made with Russia which settled the limits of her claim on the northwest coast. The Monroe Doctrine was announced in Europe, and has never been contested by any of these governments. One happy event closed the term of President Monroe. The aged Lafayette made a visit to the United States in 1824. He came as a guest of the nation, and lT °tt spent a year traveling through the country. Everywhere he was received with affection. The old soldiers wept when they saw him, and the times of the great war for independence were renewed at banquets and public occasions. The nation was glad to do honor to its great guest, the friend of Washington and the steadfast defender of the liberties of the people. Congress voted him two hundred thousand dollars, and gave him twenty-four thousand acres of land. When he returned to France he was followed by the prayers and blessings of a grateful nation. Internal Improvements 303 Questions, What trouble was Spain having with her South American colonies? What action did Congress take? What alarmed the old governments of Europe? What did they form? For what purpose? What did the allies begin to consider? What did they hope? What of England ? What restoration did Russia make? What was forbidden? What appeared to Monroe? What did Adams inform the Russian minister? What does the Monroe Doctrine mean ? What can you say of it ? What were Jefferson's views on the subject? What effect did the message have? When did Lafayette visit America? What can you say of his recep- tion ? What did Congress vote him ? Written Work. Write a statement of what you understand the Monroe Doctrine to be. LESSON 77 INTERNAL IMPROVEMENTS In 1824 there were four candidates for the Presidency : Wilham H. Crawford of Georgia, Andrew Jackson of Ten- nessee, Henry Clay of Kentucky, and John Quincy Adams of Massachusetts. No one of the four receiving a majority of the electoral votes, it became the duty of the House of Representatives to elect a President. John Ouincy Adams was chosen President. He was the son of John Adams, the second President. He was not a popular President, for he was an austere, cold, and reserved man, although an honest and capable one. During the four years that he was President the country was mainly concerned in internal improvements. The Erie Canal was completed in 1825. It connected the Hudson River at Albany with Lake Erie at Buffalo. It had taken eight years to build. It was three hundred and sixty- three miles long, forty feet wide, and four feet deep. This 304 American History depth was afterwards increased to seven feet. The expense was borne by the State of New York. Gover- The Erie Canal ^^^ ^^ Witt CHnton was the genius of the undertaking. When he started it, people laughed at the idea, called it "Clinton's Big Ditch," and foretold nothing but expense and failure. When it was finished Governor Clinton went in a canal boat drawn by four gray horses, from Lake Erie to Albany. He then went down the Hudson River to New York. The canal boat carried a bear, two eagles, two Indian boys, and other things typical of the original country. Clinton also carried with him a keg of water from Lake Erie which he poured into the ocean to show that the waters of the Lakes and the Atlantic were united. When the canal was opened a row of cannon, one every five miles, from Buffalo to New York, carried the news by firing in succession. The canal was a cheap highway between the East and the West. Freight charges dropped so low that no one thought of the overland wagon route. Freight dropped from ^100 a ton by wagon to $ 10 a ton by the canal. New York became a great center of trade ; the wharves at Albany were crowded with boats, and villages along the canal soon grew into cities. At first toll was charged on all boats, but to-day the canal is free, and one can see an endless procession of craft of all kinds exchanging the products of the eastern and western markets. Canals were not possible, however, when mountains stood in the way, and railroads were not yet known. To connect the Ohio River with the East, a great turnpike or road was built by the government from Cumberland on the Potomac River to Wheeling on the Ohio. Internal Improvements 305 It was twenty years in building and cost six millions of dollars. It was eighty feet wide, hard and smooth. It connected with the great turnpike from Baltimore and with boats and barges on the Potomac, and became a favorite road with travelers going West. This road was afterwards extended by the States through which it passed until it nearly reached the Mississippi. It was known as the National Road. Travel over it was immense. Stage-coaches made regu- ^'i® j^^tioi^al lar trips, and pack-horses carried merchandise from town to town. Great canvas-covered wagons filled with household goods and farm utensils drew slowly along, up and down hill and over the mountains, carrying settlers and their families into the fertile valleys of the Ohio. In this way the nation rolled westward, opening new territory and filling the country with a prosperous and contented people. The greatest of all the improvements, however, was the locomotive and the railroad, which had already been invented in England by George Stephenson. He had shown the astonished and somewhat terrified people of that country that a train of wagons or carriages could be drawn on a track by a locomotive at a rate of fifteen miles an hour, and that the passengers could still live in spite of the speed. " Suppose a cow should get in the way, Mr. Stephenson," said someone. "It would be verv bad for the cow," was the reply. In 1828 the aged Charles Carroll of Carrollton, then more than ninety years of age and the only surviving signer of the Declaration of Independence, turned the first spadeful of earth for the beginning of the Baltimore and Ohio Rail- road. Striking the spade into the ground he said, " I con- sider this among the most important acts of my life, second 3o6 American History only to that of signing the Declaration of Independence, if second even to that." In 1830 the first locomotive started over the road, and on its trial trip had an exciting race with a stage coach. In 183 1 the road between Charleston and Hamburg in South Carolina was opened. It was one hundred and thirty- six miles long, and at the time was the most important railroad in America. In ten years rail- roads had gTown to three thousand miles in length. To-day First railroad An early railroad train in America there are over two hundred thousand miles of railroads in the United States. If put in a straight line they would reach nine times around the world. The first locomotives were rude affairs, very different from the splendid engines of the present day, that dash over steel rails at the rate of a mile a minute. The first coaches were crude carriages, compared with the palace cars of to-day that convey passengers across the continent with every com- fort and luxury. Henry Clay. Henry Clay was bom in Virginia, but had moved to Kentucky under the stern conditions of its pioneer days. He early developed great powers of oratory, and as a political leader has rarely had his equal. For many years he was the dictator of the policies of the Whig party. So popular was he in his own State that it was said in jest, " when Henry Clay takes snuff, everybody in Kentucky sneezes." One of his opponents in Congress was John Randolph of Virginia. The Growth of the Country 307 Randolph was an eccentric genius who said in debate anything he chose about anybody. When Clay went into the Cabinet of John Quincy Adams, Randolph denounced him for selling out his influence as a candidate for the Presidency in order to secure a Cabinet ofhce. He called Adams a " Puritan " and Clay a " Blackleg." Clay could not stand this, and to Randolph's surprise challenged him for a duel. The parties met and fired once without effect. Clay fired again, and the bullet pa.ssed through Randolph's coat. Randolph fired into the air, threw away his pistol, and advanced, smiling, toward Clay. Clay gladly ran to meet him, and shook hands warmly. Randolph drolly remarked, " Mr. Clay, you owe me another coat." " I am very glad the debt is no greater," replied Clay. Questions. Who was elected President in 1824? What can you say of John Quincy Adams? In what was the country concerned during his administration? When was the Erie Canal completed? What did it connect ? How long was it ? Who built it, and what was it first called ? Describe the opening of the canal. What efTect did the canal have on freight rates? What did it do for New York and Albany ? What about toll at first, and at the present day ? What turnpike was built by the government? How was the road extended ? What was it called ? What invention had George Stephenson made ? Describe his early experiments. What was the beginning of the Baltimore and Ohio Railroad? What of the road in South Carolina? What about railroads to-day? Written Work. Describe the first trip on the Erie Canal as seen by a supposed eye-witness. LESSON 78 THE GROWTH OF THE COUNTRY Fifty years had gone by and the Republic had grown to ten million people. The thirteen States had become twenty- four. The territory had been extended to the I*roffr6ss in Gulf of Mexico and across the continent to the g^^y yg^j.g Rocky Mountains. Everywhere could be seen the movement of great industry. Mills and factories were springing up, steamboats were running on the rivers and 308 American History lakes, canals were uniting the waterways, and turnpikes were joining the cities and leading into the fertile areas of the West. New York City had become a great place of a hundred and sixty thousand inhabitants. Over a thousand sailing vessels entered the port every year, bringing; all kinds of New York City ^ . ^ ^ , ,• foreign wares and loadnig with the products of farm and factory. Five thousand immigrants came in yearly, mainly laborers and skilled workmen, some of whom re- mained in the city, while others traveled to frontier homes beyond the mountains. The city had different customs then from now. Every citizen was required to sweep in front of his house and to the middle of the street twice a week. From December to April there was no street cleaning. Hogs were allowed to run loose provided they had rings in their noses. When a house caught fire the citizens formed a line to the nearest pump and passed water buckets up and down. For this purpose every householder was required to keep a water bucket in his front hall, with his name on it, which he seized as he ran to the fire. In case the fire was at night, the town watch called out the name of the street on which the fire was, and every householder put a lighted candle in his window. Philadelphia was the next city in size. Its customs were like those of New York. Every householder had to sweep in front of his house on Friday or pay a fine. Philadelphia ^ r^ ■, , 1 • 1 rr • r On Sundays the streets were chained orr in front of the churches to prevent vehicles from passing and making a noise. The night watchman still cried the hours, trimmed the wicks of the lamps, and kept a sharp lookout for fires and late wanderers about the streets. The Growth of the Country 309 New Orleans, Charleston, and Savannah were the main cities in the South. They still had the appearance of large villages. Their wharves were crowded with vessels loading cotton for the Northern and foreign mills. In the interior the cultivation of cotton was growing rapidly. It was sold in England from twenty to thirty cents a pound. The use of coal for fuel had been known to the world for a long time. As far back as 1791 a hunter in the mountains of Pennsylvania had found a black rock that ,11 ,-1 r 111, Coal for fuel would burn, which was afterwards declared to be coal. Immense deposits were found, but it was hard to induce people to use coal, since wood was so abundant. The company that tried to sell it in New York had to fur- nish grates free to every purchaser of a ton of coal. The presence of anthracite, or hard coal, in Pennsylvania was also known, but it seemed impossible to get it to burn. A boat load was sold to a furnace in Pennsyl- , , , • , r , 1 • 1 Anthracite vania, and the workmen tried tor a whole night to ignite it, but it was so hard they gave up in disgust. Shutting the furnace doors, they went off and left it, but one of the men came back soon to get his coat and found the coal red hot. The problem of the draft had been acci- dentally discovered. At once hard coal became valuable for fuel and manufac- turing purposes. The iron industry also sprang into life. Towns grew up, furnaces and foundries were built, and mines were opened. The coal fields of Pennsylvania and else- where are to-day more valuable than all the gold mines of California. Along with coal came the use of gas for lighting houses and streets. As with everything new, the people looked with distrust upon the new method of lighting. The gas 3IO American History- smelt so bad, seemed dangerous and uncertain, and interfered with the business of the candle makers and the ?.^'J'' oil dealers, lighting In Baltimore only three people could be found to use it in 1820. Gas was adopted for street lighting by Boston in 1822 and by New York in 1823. In 1825 Phila- delphia declared that gas was a nuisance, that a burglar could tear up the pipes and leave a whole city in darkness and danger. It was not until 1837 that that city agreed to allow its use. Nowadays every town has its gas works and we know it to be a convenient method of illumination. The Death of Adams and of Jefferson. It was July 4, 1826, the fiftieth anniversary of the signing of the Declaration of Independence. Two old men lay dying. They had been friends for a while, then they became rivals and foes, and then friends again. One was Thomas JeflFerson, who wrote the Declaration of Independence; the other was John Adams, the second President. Both were conscious of the day. The bells were pealing and the people were celebrating the joyful anniversary. John Adams mur- mured, " Thomas Jefferson still survives," and soon afterward passed away. He was mistaken, however, for a short while before Jefferson had died after saying, " This is the fourth of July." Upon the memorial occasion to these two great men, Daniel Webster delivered his celebrated oration on " Adams and Jefferson." Questions. How large was the Republic at the end of fifty years? How many States were there ? To where had the territory been extended ? What evidences of prosperity were seen on every hand ? How large was New York City? What about sailing vessels? Immigrants? What about street cleaning? Hogs? Fires? What about Philadelphia ? What of street cleaning there ? Sunday ? Watchmen ? What of the cities in the South ? What of cotton ? When and where was coal discovered in America ? What about its use ? How was the value of anthracite discovered? What about gas? Written Work. Write an account of some of the early customs. J The Movement Westward 311 LESSON 79 THE MOVEMENT >A^ESTWARD The great movement to the West was still in full progress. The rich valleys of the Mississippi were attracting thousands of settlers, who set out overland on horseback or in covered wagons, carrying household goods and driving herds of cattle. Along the Ohio River steamboats were plying, carrying settlers to the small towns and supplying them with all kinds of household wares. Some steamboats were floating stores. When the horn sounded the people rushed to the wharf to buy dry goods, tinware, hardware, guns, seed, and everything that a general store supplied. The Ohio became a great highway for travel. Broad- bottom boats, with pens for cattle, cabins and room for the family, and household goods for the settlement, could be seen in an endless procession down the river. When the settler reached the end of his journey, he sold his boat, bought a wagon, and moved on into the wilder- ness. As he traveled he drove his cattle before him, and at night stopped at the wretched inns or camped by the streams on the way. When he finally reached his future home he cut down a few saplings, built a cabin, cleared his land, started his crop, and another frontier home began in the depths of the great West. Soon others would ^.®*^ ^" settle near by, and when a cluster of cabins had been formed, somebody would buy a section of land, cut it into town lots, and probably name the village after himself. Thus another town was added to the map, and took its place in the history of our country. The Mississippi River was also a great highway for traffic 312 American History and travel. By this time steamboats were plying between New Orleans and the towns up the river. Hundreds of barges brought the produce of the valleys to the ports for shipping. They made their way slowly down the river, tying up at the wharves by night, while the boatmen called on their friends and passed the time singing, dancing, and playing cards. When the barge reached New Orleans, the cargo was sold and, probably, the Along the Mississippi Chicago in 1832— a frontier settlement barge itself was broken up and sold for wood. The boat- men worked their way back on the steamboats or rode home through the country. The travel between towns was still by the stage-coach, over the turnpike roads, or partly by steamboat and partly Stage-coaches ^^ ^^^^'^- ^^'^ ^'""''^ ^^^s but two days from Boston and eleven hours from Philadelphia. Philadelphia was but fifteen hours from Washington and The Movement Westward 313 live days from Pittsburg. New York was but ten days from Charleston. This time was considered fast in those days, though now it would be thought intolerably slow. Post offices had grown rapidly. Postage was still charged according to the distance that a letter had to be carried. There were no postage stamps, but . Post offices the cost was marked in mk across the face of the letter, to be paid by the person receiving it. Some letters cost only six cents, while others cost as much as twenty cents. Heavy letters cost three and four times that amount. A letter could not be carried faster than a hun- dred miles a day. Often a letter was weeks on the way. News traveled slowly. The stage-coach lumbered into a Western town bringing newspapers or letters two weeks or a month old, telling of events that now we would consider long past any interest, but which were then hailed with delight by the eager crowd that gathered about the post office to hear the news from the far-off cities. Thus the country was spreading out from ocean to ocean, and from the lakes to the gulf ; people were pouring in by every coming ship ; towns were starting ; factories were building ; fields were blooming, and the growing nation was feeling the deep joy of a young and vigorous life. Questions. What great movement was in full progress? What could be seen along the Ohio? Describe the service of some of the steam- boats. Describe the travel along the Ohio. What of the settler's moving into the wilderness ? How did he make his home ? What of the Mississippi River? Describe the river traffic. What was still the means of travel? Name the time between some of the towns. What of post offices and postage ? How was postage charged ? How was news received by the people of the interior? Written Work. Write a description of travel on the Mississippi. Write an account of news arriving in a Western town. PERIOD OF DIVERGENCE LESSON 80 ANDREW JACKSON Up to this time all the Presidents had been scholarly statesmen from Virginia and Massachusetts. In 1828 a A new era new era in the history of the country opens with the election of Andrew Jackson of Tennessee as Presi- dent, a sturdy old Indi- an fiofhter and a man of the people. He was born in North : Carolina of poor par- ents, who could give him but a scant educa- tion. When he was fourteen years old he joined the Revolution- ary army. He and his brother were captured by the British and were nearly starved to death. One day they were ordered to clean the boots of one of the officers. Young Andrew replied, " I am a prisoner of war and not your servant. Clean them yourself." The 314 Young Jackson defies a British officer Andrew Jackson 3 i 5 enraged officer struck at the boy with his sword and would have killed him if he had not caught the weapon on his arm. For a similar offense his brother received jackson as a blow on the head from which he died, a W Jackson remembered this treatment in his battles against the British in the War of 1812. When he was twenty-one years old he moved to Nash- ville, Tennessee, then a frontier town in a thinly settled region, and began the practice of law. When Tennessee be- came a State Jackson was elected to Congress, first as a member of the House of Representatives, and afterwards as Senator. He resigned these positions because he did not like politics. During the war of 1812 he did splendid service as a soldier against the Indians in the South, and at the battle of New Orleans. His wonderful endurance of hardship gained for him the name of "Old Hickory." He was a soldier of great courage and spirit. At one time during the war with the Creek Indians, with a wounded arm in a sling, he rode up to a body of mutinous soldiers and, drawing his pistol, said, " By the ^^^^^ ^^ * Eternal, I will shoot the first mian that disobeys me." The soldiers knew that he would do what he said, and there was no further trouble. At another time he invaded the territory of Florida with his soldiers, contrary to orders, and came near being court-martialed for disobedience. His conduct was often arbitrary, if not lawless, and at one time he was fined a thousand dollars by a judge for contempt of court. In appearance, Jackson was tall, erect, and spare, with dark blue eyes and heavy eyebrows. His temper was fiery and quick to arouse when he was opposed. He loved his 3i6 American History Andrew Jackson His character friends, hated his enemies, and was afraid of nothing. He was obstinate and could not bear opposition to his will. When he became President and appointed men as the heads of various departments of the gov- ernment, thus making what is known as the Cabinet, he rarely asked their advice. They had to be content to follow his orders. Although Jackson was uneducated, hard-headed, and hot- Andrew Jackson 317 tempered, yet he had been a great soldier, and was an upright, conscientious patriot of strong convictions. He was the idol of the army, and the kind of man . . ^ r • 1 New parties to arouse great devotion from party friends. He was now past sixty years of age and wanted to spend his old age in peace. But a new party known as the Demo- cratic party was rising into importance. It was the suc- cessor of the old Republican party of the times of Jefferson. The opposing party was known as the Whig party. Its great leaders were Henry Clay and Daniel Webster. In 1828 Jackson was the man whom the Democratic party chose as their candidate for the presidency, and the announcement of his name was received everywhere with enthusiasm. When approached on the subject he stoutly declared that he was too old, and unfit for public life. He consented, however, after persuasion, and a long and bitter campaign began in his interest. Indeed, Jackson had been put forward as a candidate for President in 1824, when John Quincy Adams was elected. During the time that Adams was President, Jackson's friends were busy planning for his election. Adams did practically nothing to secure his own re-election. When the time came Jackson was elected by a large majority. What kind of a President he was we shall see in our next lesson. Stones of Andrew Jackson. Jackson was a man of quick temper. When he was a young man he was at a public dinner, where some of his friends became involved in a quarrel at the other end of the table from where Jackson was sitting. He thereupon sprang upon the table, strode along, scattering the dishes and glasses as he went. Thnisting his hand behind him he clicked his snuffbox. Thinking he was about to draw a pistol the guests scattered in haste, crying, " Don't shoot! Don't shoot!" Once when Jackson was driving along the road he was stopped by 318 American History some drunken wagoners, who told him to dance or they would cowhide him. Jackson coolly said, " I cannot dance in these heavy boots. Let me get my slippers out of the bag." To this the wagoners agreed, but instead of slippers he drew forth two big pistols. Pointing them at the wagoner's he said, " Now dance yourselves, or I will fill you full of bullets." The wagoners danced the best they could, while Jackson roared with laughter. Questions. Who became President in 1828? What of his early life? Describe his encounter with a British officer. When did he begin the practice of law ? To what offices was he elected ? Why did he resign ? What name did the soldiers give him? Tell the incident showing his courage. For what did he come near being court-martialed? Describe his appearance; his temper; his devotion to his friends; his treatment of his Cabinet. What party was now rising in importance ? What was the opposing party called ? What did Jackson say when approached on the subject of being a candidate? Written Work. Write any story you think is characteristic of Jackson. LESSON 81 THE POLICY OF ANDREW JACKSON The day that Jackson was inaugurated, Washington City was packed with people. They had come from far and near to witness the ceremony, to parade the streets, and to eat cake and drink punch at the White House. The crowd trampled ov'er the rich carpets, stood on the plush-covered furniture, broke a handsome chandeher, and cheered lustily for the new President. The people expected to see Jackson reward his friends and punish his enemies. They were not disap- Svstem°^ ^ pointed. In a short time Jackson had dismissed two thousand men from public office and given their places and salaries to his friends. All the Presidents The Policy of Andrew Jackson 319 before him had not removed more than a hundred men, and Jefferson had dismissed the most of these. The plan of rewarding one's supporters by giving them ofifice became known as tlie " Spoils System," from a remark made at the time that " to the victors belong the spoils." Jackson was strongly opposed to the United States Bank. This institution had been founded by Alexander Hamilton, and had been rechartered in 1816 for twenty years. It received the deposit of the public money, and in return was expected to procure loans for the Government and to provide a sound and stable currency for the country. Jackson attacked the bank as a monopoly, and said it had failed in its purpose. He maintained that the bank was shown too much favor and had too ^^^?^^*^°" ° the bank much power, which it could use for political purposes. He firmly believed that the bank had used its power against him in his campaign for President. The bank applied for a renewal of its charter, which was to expire in 1836. A bill was passed by Congress in 1832, granting the renewal. Jackson promptly vetoed the bill. He sent in a message declaring the bank was unnecessary, expensive, and an un-American monopoly. He insisted that it was hostile to the interest of the people and possibly dangerous to the Government. Congress was not able to pass the bill over the President's veto. Jackson now caused ten million dollars of the public money to be at once removed from the bank. The charter expired and the bank began business again as a State bank under the laws of Pennsylvania. fv-T""^^ °/ J the deposits The controversy over the removal of the money deposited in the bank was very bitter and was an issue in 320 American History the election of Jackson for a second term, but he was sus- tained by the people. Let us see what followed. The government money to the amount of forty million dollars was now deposited in State banks favored by the President. These Pet banks banks were known as " pet banks." They found themselves possessed of abundant money which they could lend to favored customers. Worthless banks came promptly into existence. Quantities of paper money were issued. There seemed to be plenty of money to borrow and everybody began to buy and sell with reckless extravagance. It was an era of wild speculation. People bought land they had never seen. Any kind of scheme was popular. Prices were high and trading was furious. All at once the government became uneasy about its gold and silver deposited in the State banks. It called in its deposits, and refused to take paper money in payment for wild lands. Then followed a wild scramble for gold and silver. Money became scarce, people became suspicious, and prices fell rapidly. A terrible panic swept over the country. Banks and busi- ness houses failed by the hundreds. In two months business houses of New York and New Orleans failed for one hun- dred and fifty million dollars. Mills shut down, foundries stopped, workmen were out of employment, and universal panic and distress prevailed. This was known as the panic of 1837. It did not occur until Martin Van Buren of New York had become President, but it was the result of the financial policy Panic of 1837 , , t 1 t. . 1 <- , started by Jackson. It took many years for the country to recover. At last, the government money was denied to the State banks and sub-treasuries were established The Policy of Andrew Jackson 321 in different parts of the country. Business gradually re- covered, and the industries resumed their normal condition. Jackson was called on to settle the Indian question in Osceola Osceola defies the government Florida and Georgia. The Seminoles in Florida had agreed to move West, but Osceola, one of their chiefs, rejected the treaty and refused to move. The military officers sent for him to show him the treaty, but when he came into the room where they were he drew his knife and drove it through the paper and into the top of the table. He was so defiant that he was put in prison. On being released, he and his followers began plundering and burning the villages and farms, and escaped pursuit by hiding in the swamp. Osceola, who himself had broken 322 American History- faith, was captured while under a flag of truce and confined in Fort Moultrie. It took several years to subdue his fol- lowers and to end the war. Georgia was insisting that the Cherokees be removed from the Northern part of that State. A treaty had been made with the government in 1802, that this should be done as soon as practicable. The government delayed, Georgia insisted, and at last became impatient. When John Quincy Adams was President, he and Governor Troup of Georgia had a bitter controversy over the matter. Troup threatened to take possession of the e eorgia jj^^^g^j-^ lands anyhow. Adams threatened to send a military force to prevent him. Troup started to call on the militia to resist "the invasion," and wrote a bold letter of defiance to the President. The conflict was fortunately avoided. When Jackson became President he agreed with Georgia that the Indians should be removed, and refused to listen to any of their complaints. Plans were agreed upon to send the Cherokees to an Indian Territory west of the Mississippi. This was peaceably done in 1838, and the Gulf States were freed from their disagreeable neighbors. Questions. What can you say of Jackson's inauguration ? What did the people expect to see? What did Jackson do? What is the " Spoils System"? How did the name originate? To what institution was Jackson strongly opposed? What can you say of the National Bank? Why did he attack the bank ? What did he maintain or believe ? Why did he veto the renewal of the bank charter? What did Jackson cause to be done ? What of the government money ? What happened then? What brought on the panic of 1837? What trouble arose with Osceola? How was it settled? How did Jackson satisfy the demands of Georgia about the removal of the Indians? Written Work. Write your opinion of the " Spoils System," whether it is just or unjust. Tariff Disputes 323 LESSON 82 TARIFF DISPUTES AND THE GREAT DEBATE We have already seen that there were two purposes in a tariff on foreign goods. One was to raise money for the expenses of the government and was called a tariff for revenue. The other was to increase the price of foreign manufactures and was called a tariff for protection. We are now to see how two great sections of our country had a bitter dispute over the protective tariff. By this time the Northern States were largely manufac- turing. Four-fifths of all the mills and factories of the country were north of the Potomac. There ^^^ North were woolen mills in Vermont, cotton mills in wanted pro- Massachusetts, iron foundries in Pennsylvania, active tan besides tanneries, carpet mills, glass works, and a hundred other kinds of manufacturing industries. Nearly two hundred million dollars were invested and two million people employed in manufacturing in the Northern States. Naturally these States wanted a protective tariff, for that meant high prices, and they had much to sell. There was but one industry in the South, and that was the raising of cotton. These States raised „, „ *x, '^ The South nearly a million bales of cotton, worth nearly wanted a low fifty million dollars, one-third of which was sold **"^^ to the New England mills, and two-thirds were sold abroad. The Southern planters bought plows, wagons, woolen cloth, shoes, hats, harness, and indeed everything they needed from New England or abroad. Naturally the South- ern States wanted a revenue tariff only, for that meant low 324 American History prices, and they had much to buy. Thus began the old quarrel of the one who wanted to sell high and the one who wanted to buy cheap. A number of protective tariff acts had been passed from time to time by Congress, but the one of 1828 was the cause of greatest irritation and dispute. It met with intense opposition in the South, for it laid such high duties on the things the people had to buy. Those States declared they would be reduced to poverty. It was taking money out of the pockets of the South and putting it into the purses of the North. The people of South Carolina even proposed not to obey the law ; that is, to nullify it so far as that State was concerned. On the other hand, the Northern manufacturers replied that without the tariff they could not go on with their work, that their mills would have to stop and their workmen be dis- missed. Thus the two sections stood at complete variance on the subject of the protective tariff. In 1830 occurred the great debate in the United States Senate between Daniel Webster, Senator from Massachu- setts, and Robert Y. Hayne, Senator from ayne s South Carolina. It was a memorable occasion. argument Hayne argued with great power that Congress had no right under the Constitution to pass a tariff act that destroyed one section of the country and built up another ; that if such a course was insisted upon any State thus injured had a right to refuse to pay the duties and nullify the laws of the United States so far as that State was con- cerned ; that the New England States were pursuing that policy to the great hurt of the Southern States. Daniel Webster replied to Hayne. The occasion demanded all his great powers. He had had but one night Tariff Disputes 325 Daniel Webster for preparation, but he entered the debate as one inspired for a great message. He was in the prime of his life, forty-eight years of age ; his hair was black, his forehead -vvgijgter's high, his eyes dark and sunk under shaggy brows, reply to His frame was massive, and his voice deep and '^^y^® vibrant, like the rolling of a drum. He had said, the morn- ing of the debate, "The people shall learn this day, before the sun goes down, what I understand the Constitution to be." 11 326 American History When he arose to speak the galleries were crowded with people. The senators were in their places and realized that a crisis in the affairs of the nation was at hand. Webster spoke for four hours, delivering one of the greatest speeches of all times. He argued that one State alone could not be the judge of the wisdom of the general laws without bringing ruin to the country ; that no State could nullify the operation of the laws in its borders without being guilty of disloyalty to the Union ; that the Union was greater than any State ; and that the Constitution was " a government made for the people, made by the people, and answerable to the people." From that time Webster has ranked as the greatest orator America has ever produced. Collateral Reading. Hayne's " Speech on the Foote Resolutions;" Webster's " Reply to Hayne." The Closing Words of Webster's Speech in Reply to Hayne. I have not allowed myself, sir, to look beyond the Union, to see what might lie hidden in the dark recess behind. I have not coolly weighed the chances of preserving liberty when the bonds that unite us together shall be broken asunder. I have not accustomed myself to hang over the precipice of disunion, to see whether, with my short sight, I can fathom the depth of the abyss below ; nor could I regard him as a safe counselor in the affairs of this government, whose thoughts should be mainly bent on considering, not how the Union should be best preserved, but how tolerable might be the condition of the people when it shall be broken up and destroyed. While the Union lasts, we have high, exciting, gratifying prospects spread out before us, for us and our children. Beyond that I seek not to pene- trate the veil. God grant that in my day, at least, that curtain may not rise! When my eyes shall be turned to behold for the last time the sun in heaven, may I not see him shining on the broken and dishonored frag- ments of a once glorious Union ; on states dissevered, discordant, belliger- ent ; on a land rent with civil feuds, or drenched, it may be, in fraternal blood! Let their last feeble and lingering glance rather behold the A Crisis with South Carolina 327 gorgeous ensign of the republic, now known and honored throughout the earth, still full high advanced, its arms and trophies streaming in their original luster, not a stripe erased or polluted, nor a single star obscured, bearing for its motto no such miserable interrogatory as " What is all this worth?" nor those other words of delusion and folly, "Liberty first and Union afterwards; " but everywhere, spread all over in characters of living light, blazing on all its ample folds, as they float over the sea and over the land, and in every wind under the whole heavens, that other sentiment, dear to every true American heart — Liberty and Union, now and forever, one and inseparable! Questions. What bitter dispute now arose? What of manufacturing in the Northern States? How much money was invested? What did these States desire ? What industry occupied the Southern States ? How much cotton was raised ? What was its value ? What did the Southern planters buy? What kind of tariflf did they desire? What of the tariff of 1828? What did the South declare ? What did the North reply? What can you say of Hayne's argument? What argument did Webster use in reply? Written Work. Write an account of the great debate and the arguments of both Senators. LESSON 83 A CRISIS WITH SOUTH CAROLINA It had been known that President Jackson was not in favor of the protective tariff. The South had supported him in his election, and was now anxious to know his position on the subject of nullification. It did not have long to wait. The President was invited to a dinner given to celebrate the birthday of Jefferson. Many toasts had been offered 328 American History in which the power of a State to declare the laws of Congress null and void in its limits, had been hinted at. The President was called upon to offer a toast, ac son s ^^^ everybody was eager to know what were his sentiments. He slowly rose and offered the toast, " Our Federal Union; it must be preserved." This showed his position and ended the hope of the nullifiers. A new tariff Act was passed by Congress in 1832. It was as unsatisfactory to the Southern States as the other had been. John C. Calhoun, the great statesman of South Carolina, who was then Vice-President, was strongly opposed to it. He wrote a letter to the people of South Carolina advising them not to submit to the tariff, as it was in his opinion unjust and unconstitutional. South Carolina followed the advice of her great son. A convention met in November, 1832, and passed an ordinance declaring the tariff null and void in South Caro- Nullification ,. , , • 1 i <- 111 hna, and threatening that that State would leave the Union if any attempt was made to enforce the revenue laws. This was an Ordinance of Nulhfication. When President Jackson heard of it he acted with his usual vigor and promptness. He sent word to the collector at Charleston to collect all duties, even if he had to employ force. He ordered General Scott to go to that port and see that the laws were obeyed. He threatened to hang the first man that shed a drop of blood in opposition to the laws of Congress. He issued a proclamation to the people of South Carolina in which he said, " The laws of the United States must be executed. I have no discretionary powers on the subject — my duty is pronounced in the Constitution. Those who told you you might peacefully prevent their execution have i A Crisis with South Carolina 329 i John C. Calhoun deceived you. Their object is disunion, and disunion by armed force is treason." Hayne was made Governor of South CaroHna. Calhoun resigned the vice-presidency and was elected to the Senate. Here the angry debate was continued under his great leadership, while South Carolina awaited _.j? °^^^ the outcome. Jackson applied to Congress for power to carry out the laws, and a bill known as the Force 3 30 American History Bill was passed, giving the President power to enforce by arms the revenue laws. A conflict with South Carolina was close at hand. Henry Clay now entered the debate, with a compromise measure. His eloquence had, at other times, brought peace to contending parties. He now used all his „^^ ^ . powers of persuasion to avoid the issue that was threatening. He saw that the government and South Carolina were each resolved upon the course it had taken and that neither would yield. Therefore, he proposed a gradual reduction of the tariff, a little every year, so as not to bear hard upon the Northern manufacturer and yet meet the views of the Southern States. After a long debate this measure was agreed upon. South Carolina accepted the compromise, repealed the ordinance of nullification, and the war clouds passed away. When Clay, who had been, and still was, a candidate for President, was told that his compromise measures would defeat his ambitions, he made the noble reply, "I would rather be right than be President." Calhoun. Calhoun was one of the great men of the time. With Webster and Clay he formed " the great trio," who were the giants in the debates over these burning questions He was the idol of the people of the South, who found in him their great champion of States' Rights, and the defender of all their institutions. Webster, who opposed him in the debates, said of him, " Nothing groveling, low, or meanly selfish came near his head or his heart." Calhoun and Jackson had been friends for many years. Calhoun was in the Cabinet of President Monroe at the time Jackson made his raid into Florida without the authority of the government, and incautiously made the remark, " Jackson should be court-martialed for that offense." Some one, years afterwards, told Jackson, and he became Calhoun's bitter enemy. He never forgave him for the remark, and stood ever in the way of Calhoun's ambition to become President. Van Buren, Harrison, and Tyler 331 Questions. How did Jackson show to the nuUifiiers his position on nullification ? What of the Tariff Act of 1832 ? What did Calhoun advise the people of South Carolina? What ordinance was passed in 1832? What did Jackson do when he heard of it? How did he proceed to execute the laws? What did he threaten? What proclamation did he issue ? How did the debate continue? Who entered the debate, and with what compromise? What did Clay say about the defeat of his ambition? Written Work. Write your opinion of the action of South Carolina, whether right or wrong. LESSON 84 VAN BUREN, HARRISON, AND TYLER The two political parties at this time were the Democrats and the Whigs. Andrew Jackson was the leader of the Dem- ocratic party, and at his suggestion, Martin Van Buren of New York was nominated in 1836 for _ j^ ^ President. He was easily elected over the Whig candidate. Jackson retired from public life, leaving Van Buren to bear the burden of the great panic of 1837. At the end of Van Buren's term in 1840, the Whigs nominated William Henry Harrison to oppose him for reelection. Harrison was an old soldier of the War of 1812, and had won fame at the battle of wecanoe ' and Tyler too Tippecanoe. He was now living on his farm in Ohio, a plain man of the people. John Tyler of Virginia was running on the same ticket for Vice-President. The cam- paign cry of the Whigs became " Tippecanoe and Tyler too." It was an exciting contest. Van Buren was called an aristocrat, who lived in a fine house and rode in a carriage. He was held responsible for the panic, though he was not really so. Harrison was a plain farmer who had been reared 332 i\merican History in a log cabin. His opponents said all he wanted was a barrel of hard cider to make him happy. His friends at once adopted the log cabin and the cider barrel as emblems in their campaign. Mass meetings were held, speeches were made, and long parades formed in which were log cabins on wheels and wagons carrying barrels of cider. It was called ar 1 er ^j^^ "Hard Cider Campaign." At the end Har- Campaign '■ » rison and Tyler were overwhelmingly elected. It was the first great victory of the Whigs. One month after Harrison was inaugurated, the old sol- dier, worn out by work and ill from exposure, died of pneumonia. This was a great blow to the Whig party. Tyler, the Vice-President, who now became President, was more of a Democrat than a Whig, and most of his adminis- tration was spent in quarrels with his party and opposition to their measures. The great event of Tyler's administration was the annex- ation of Texas to the United States. In order to explain how this came about, we must tell the story of how Texas became an independent republic. Texas was a part of Mexico. Its fertile fields attracted thousands of Americans, who moved in, some bringing slaves, and all bringing ideas of liberty and self-govern- Texas revolts i, ,r • i • i r ^ i ment. Mexico became jealous or these settlers, who soon outnumbered the Mexicans themselves, and forbade Americans coming into Texas. Finally in 1836 Texas re- volted, threw off the yoke of Mexico, and declared herself a free republic. A heroic struggle for liberty began. Santa Anna, the Mexican president, marched against the Texans. He was a merciless soldier. At Goliad he captured a body of Texans, Van Buren, Harrison, and Tyler 333 marched them out of the fort, and had them cruelly shot to death. The greatest of all his atrocities was at the Alamo (Ah- lah'mo), a fort in San Antonio. Here a small force of Texans had fortified themselves with scant am- munition and a few bushels of corn. Santa Anna surrounded the fort with a large army and called on the Texans to surrender. Their answer was a cannon-shot from The Alamo 505 The Alamo, a fort in San Antonio where Santa Anna murdered the Texans the walls. A bombardment began that almost destroyed the fort. At the end of a few days the Texans were worn out by fasting and fighting. The Mexicans clambered over the walls into the fort, the Texans meeting them with clubbed guns and huntinof-knives. The brave defenders were soon over- > 334 American History come, and every man was put to death. The Mexicans spared but three people, — a woman, a child, and a negro servant. The Texans arose as one man to avenge the great butchery. Sam Houston was made commander-in-chief of the army, Santa Anna was pursued and overtaken at San Jacinto (Hah-thin'to), where a great battle followed. The Texans went into the fight, crying, "Remember the Alamo," Over six hundred Mexicans were killed, three hundred were wounded, and the rest fled. The Texans lost only two killed and twenty-three wounded. Santa Anna was captured the day after the battle, and forced to sign a treaty agreeing to withdraw his troops, stop the war, and use his influence to secure the independence of Texas. This practically ended the war, though Mexico did not give up her claim to Texas. All this occurred during the time that Van Buren was President. Texas now organized as a free republic, and applied for annexation to the United States. At the time there were twenty-six States ; thirteen of them were slave Texas admitted g^^^g and thirteen were free States. The free to the Union ' States opposed the admission of Texas because it extended the number of the slave States. A controversy arose that lasted eight years. At length in 1845, just before President Tyler retired from office, Texas was admitted to the Union, and became a part of the United States. Collateral Reading, " The Defense of the Alamo," by Joaquin Miller. Texas. Texas was then and still is the largest State in the Union. Daniel Webster said in jest that it was so big a bird could not fly over it in a week. It is five times as large as England, and is larger than all the New England States combined. From north to south it is longer than from Florida to the Great Lakes ; from east to west it is wider than from ^ .1 • Improvements and Inventions 335 the i.\tlantic Ocean to the Mississippi River. It was an imperial domain that came to us without cost, though Mexico did not part with it without war. Dorr's Rebellion. In 1841 the people of Rhode Island became dis- satisfied with their State constitution. They complained among other things that it allowed only property owners to vote. A new constitution was adopted, and Thomas W. Dorr was chosen governor. The old gov- ernor, Samuel King, refused to allow Dorr to take possession of the Cap- itol building, saying that the new constitution had been adopted by those who could not vote. The soldiers were called out by King. Dorr saw the troops coming, and turning to his followers, said, " Stand firm to the very last. If you retreat, do so with your face to the foe ; but as I am a little lame, I believe I will retreat now." Dorr fled in confusion, and the rebellion ended. Questions. Who became President in 1836? Who was nominated for President by the Whigs in 1840? What can you say of Harrison? What was the campaign cry of the Whigs? Describe the campaign that followed. What was the campaign called? Who was elected? What happened to Harrison? What can you say of Tyler? What was the great event of his administration ? When did Texas declare herself a free republic? What struggle followed? What of Goliad? Alamo? Describe the battle of San Jacinto. What did Santa Anna agree to do ? For what did Texas apply? What opposition arose and why? When was Texas admitted? Written Work. Write a short account of how Texas came into the Union. LESSON 85 IMPROVEMENTS AND INVENTIONS There was a wonderful increase of invention and improve- ment in machinery about this time. In 1838 steamships began to ply regularly across the Atlantic. Emi- grants from European countries were pouring- "'^"''^'^ °^ *^^ f ^ It) country into America at the rate of two hundred thou- sand a year. Railroads were building to such an extent that 336 American History the number of miles was doubled every five years for twenty years. In 1839 3. young man started the express business by car- rying packages between New York and Boston. Two carpet bags were sufficient at first to hold all the parcels. Inventions In 1845 postage stamps were used to facilitate the delivery of mails. Along with these came the invention of the sewing machine ; the discovery of a process for vul- canizing rubber for overcoats and overshoes ; the use of chloroform to make surgical operations without pain to the patient ; and the manufacture of paper, penknives, platform scales, cooking stoves, coal stoves, friction matches, and many other things for facilitating business and increasing the com- forts of home. Among the most useful of these inventions was the har- vesting machine, which was made in 1832 by Cyrus Hall McCormick, a native of Virginia. McCormick arves ing worked on his harvester for many years before macnme -' ■' it was a success. In 185 1 he exhibited it at the World's Fair in London. The newspapers made great sport of it, saying it looked like a combination of a circus chariot, a wheelbarrow, and a flying machine. When McCormick took his harvester into -the fields and the people saw it move through the grain, doing the work of a dozen men, the newspapers changed their comment, and declared it was worth to the farmers of England the cost of the whole fair. Along with the harvester came the threshing machine for separating the chaff from the kernel. Before that time grain had to be cut with cradles and separated by flails. These inventions, together with the railroads, have done for the West what the cotton gin did for the South. They estab- Improvements and Inventions 337 lished a great industry for the people, and made the western country the granary of the world. Among the notable inventions of the time, and among the greatest of all, was the electric telegraph. It was invented by Samuel F. B. Morse of Massachusetts. Morse was a painter as well as a scientist, and had . ,^ ^ . ^ ' telegraph traveled extensively abroad. As he was retiu'n- ing to America, he and some friends on the ship were discussing the subject of electricity, and how a current gave out a spark over a great length of wire. It occurred to Morse that the sparks made by the current could be utilized to convey messages. On the voyage he worked out his scheme of the magnetic electric telegraph, and wrote an alphabet of dots and dashes that has ever since been known as "the Morse alphabet." After many years of experimenting he perfected his inven- tion. He then applied to Congress for an appropriation to build a telegraph line between Washington City and Balti- more. The application seemed hopeless for a long time, but at the last hours of the session a bill was passed appro- priating ^30,000. With this Morse began to build his line. At first he undertook tO' lay the wires underground in pipes, but he soon changed this and placed them on poles, using glass insulators. In 1844 about twenty- ^^ ^^^, ^ five miles were completed from Washington City. The Democratic Convention for nominating a candidate for the presidency was in session in Baltimore. The Conven- tion had nominated James K. Polk of Tennessee, and the train started to Washington City with the news. When the train reached the telegraph line the news was at once sent into Washington City over the wires. It was 33^ American History the first news ever sent by telegraph, and greatly astonished and delighted the people. When the line was entirely com- pleted, the first message was a quotation from the Bible : "What hath God wrought." The Growth of the Telegraph. Morse lived to see thousands of miles of electric telegraph in operation. Great cables have since been laid under the oceans connecting the continents, so that a message can be sent around the world in an incredibly short time. In the United States alone there are probably a million miles of telegraph wire. The news of the world is gathered every day by telegraph and printed in newspapers ; our trains are dispatched by telegraph ; our business is largely dependent upon it; and we have the satisfaction of getting a message in a few hours to or from our friends in any part of the globe. Questions. What can you say of emigrants from Europe? What of railroads? When and how was the express business started? When were postage stamps first used ? What other inventions can you mention ? Who invented the harvesting machine? Describe its reception in London. What other invention has done so much for the West? What can you say of Morse ? How did he happen to invent the electric telegraph ? What appropriation did he receive? What line was first built? What was the first news? What was the first message? What can you say of the telegraph and cable lines at the present day? Written Work. Which of these inventions do you consider the most valuable, and why? LESSON 86 ACQUISITION OF TERRITORY. — WAR ^VITH MEXICO James K. Polk of Tennessee was elected President in 1844 on the platform of the annexation of Texas. Two great events occupied his administration, each of which resulted in adding vast areas to the territory of the United States. The first event was the acquisition of the territory of War with Mexico 339 Oregon by treaty with Great Britain. This territory, ex- tending along the Pacific Ocean from the line of Mexico, which is now the line of California, . e regon ' ' territory up to Alaska, or the 54° 40' parallel, was oc- cupied jointly by settlers from England and the United States. We wanted it all, but England would not con- sent to part with so much territory. The popular cry in America for a while was " Fifty-four — forty — or fight." In 1846 a treaty was made dividing Oregon between the two nations. The United States took the territory up to the 49th degree of latitude, a vast tract of over a quarterof a million square miles, England took ^^^^°° ® the remainder. This treaty fixed the present boundary lines between the British possessions and the United States. The second event was the war with Mexico. That country had never acknowledged the independence of Texas, though no armies had been sent against the Republic since the battle of San Jacinto. A dispute arose between Mexico and the State of Texas regarding the boundary line. Texas claimed to the Rio Grande (Reo Gran-da) River. Mexico claimed to the Nueces (Nwa'-thes) River. Into this disputed territory General Zachary Taylor was sent with a body of United States troops to defend the cause of Texas. The Mexicans protested against this apparent invasion of the territory they claimed. A body of Mexicans crossed the Rio Grande and killed some American sol- diers. President Polk at once sent a message to „^^^ *=> Mexico Congress in which he stated, "War exists by the act of Mexico herself. Mexico has invaded our territory 340 American History Buena Vista and shed American blood upon American soil." Congress in 1846 declared that war existed "by the act of Mexico." The war with Mexico lasted nearly two years. During that time General Taylor held the line of the Rio Grande. The Mexicans were badly defeated by him in every engagement. The most crushing defeat was at Buena Vista (Bwa-na Ves-ta). Santa Anna, the Mexican general, had marched against Tay- lor with twenty thou- sand men. Taylor had only six thous- and, but was well fortified in the moun- tain passes. Santa Anna sent a demand for surrender. " Gen- eral Taylor never sur- renders," was the brief reply. In the battle which followed, the Ameri- can artillery did great damage to the Mexi- can troops. General Taylor, who was called "Old Rough and Ready " by his men, was seen every- where encouraging his Taylor's troops defeat the Mexicans at Buena Vista soldiers. Riding up to Captain Braxton Bragg, he said, "A little more grape, Captain Bragg, and the day is ours." War with Mexico 34 Cerro Gordo The Mexicans were defeated with great loss. This ended the operations on the Rio Grande and made General Taylor a popular hero. American troops now marched into New Mexico and Cali- fornia and quietly took possession of that territory, which at the time was a part of Mexico. General Winfield Scott prepared to end the war in 1847 by an attack on the city of Mexico itself. He landed at Vera Cruz, and started on a long" march of two hundred miles. At Cerro Gordo (Tha-ro Gor-do) he defeated Santa Anna, and drove him back with heavy loss. Along with General Scott were a number of young ofihcers of skill and daring who were afterwards to be heard of in a greater and longer war. Such officers as Robert E. Lee, Ulysses S. Grant, Thomas J. Jackson, George B. McClellan, and indeed nearly all the great leaders in the Civil War, were fighting side by side in this march to the city of Mexico. Scott pressed on, losing many men by sickness. At length "^^^ ^'^^ of Mexico is captured by General Scott with but ten thousand soldiers, he came in sight of the beautiful city of Mexico, defended by thirty thousand 342 American History- troops under the best leaders that Mexico could furnish. The siege lasted nearly a month, and many dtyT/Mlxfco battles were fought. In September, 1847, the city surrendered. General Scott marched in and unfurled the American flag over the Mexican capital. During the war the Mexicans had not won a single battle. The capture of the city of Mexico ended the war. A treaty of peace was signed in February, 1848, by which New Mexico and California were ceded to the United rea y States, and the Rio Grande became the south- peace ' ern line of Texas. The United States paid Mexico ^15,000,000 and agreed to settle all her debts due to American citizens. This amounted to $3,250,000 more, making in all $18,250,000 paid for over a half million square miles. This cession of Mexican territory, together with a strip of land south of New Mexico bought by the United States in 1853 for ten million dollars, which was known as " The Gadsden Purchase," practically established the present boundary lines of the United States. By treaty, trade, and war we had gained a million and a quarter square miles and had extended our territory to the Pacific Ocean. While the war was in progress it became evident that new territory would be added to our domain. The question of slavery in this territory was already one of deep interest and heated debates. Naturally the free States were lining up in opposition to an extension of slavery, and even the abolition of slavery altogether was becoming an issue. In 1846 David Wilmot, a Congressman from Pennsylvania, P A (J-^t^[ War with Mexico 343 introduced a bill in Congress providing that slavery should be prohibited in all territory to be acquired from Mexico. This was known as " the Wilmot ^iimot Proviso Proviso." The measure failed to become a law, but it showed the issue on which great political parties were to form and a great struggle was to occur in the future. General Taylor. Taylor was as cool as he was brave. At one stage of the battle of Buena Vista he sat sideways on his horse watching the battle and directing the troops. The bullets were flying thick around him, but he paid no attention to them. An officer standing near by said, " Gen- eral Taylor, your white horse offers a fine target to the enemy. You had better withdraw to a safer place." Taylor patted his horse's neck and remarked, " Old Whitey missed the fun at Monterey; he must have his share this time." Shortly afterwards a Mexican brought in a message from his army, and seeing General Taylor sitting on his horse inquired why he was there. " Oh," said Taylor, " I am here waiting for Santa Anna to surrender." Questions. Who became President in 1844? What was the extent of the Oregon Territory at the time ? By whom was it occupied ? What did we want? What was the popular cry? Describe the division of Oregon ? What dispute arose about the Texas boundary? How did the war begin ? When was it formally declared ? How long did it last ? Describe the battle of Buena Vista. What did General Scott prepare to do? Where did he defeat Santa Anna ? Describe his march to Mexico. When did Mexico city surrender? What did we gain by the treaty of peace? What did we pay for the territory? What was " the Wilmot Proviso " ? Written Work. Write a statement of what the United States gained by the treaty with Mexico. 34-4 American History LESSON 87 OPENING THE NEW TERRITORY The territory we had gained from Mexico was already well known to the Americans. Explorers had searched every part of it. Hunters, trappers, and traders had crossed the plains, explored the rivers, and found their way over the mountain passes. A long trail for wagon trains had been opened into Oregon and New Mexico, along which caravans of white - covered wagons wound their way, protected from the Indians by bands of brave and hardy men. By the time we had acquired the west- ern terri- The Mormons tory the Mormons had settled in what is now Utah. « It took a bold heart to cross the Rocky Mountains in the early days They had come from Illinois in a long and tedious journey of fifteen hundred miles, and founded a city on Great Salt Lake. Water was brought Opening the New Territory 345 in long ditches from the mountains to water the fields. They built their houses of adobe like the Indians. By hard work they made an arid plain rich with growing crops, covered with grass and filled with cattle. They changed a desert into a blooming garden. Many bold frontiersmen were finding their way across the country or by water to California. The fertile soil and the fine climate of the Pacific slope were well known in the East, and the settler's cabin was found in many places beyond the Rocky Mountains. The cabins and settlements, however, were far apart. The Indians still had villages in the forests, and vast herds of buffalo fed on the rich grass of the plains. It was a journey of three thousand miles across the continent, taking many weary v/eeks, and it called for a stout heart in those days to undertake such perils and dangers. Among those who went to California was Captain Sutter. He had come from Missouri in 1838, and built a fort on the American River where the city of Sacramento now stands. He started a sawmill about fifty iscoveiy miles above his fort. In January, 1848, one of the men who were working for him saw some shining particles in the mud of the mill race. He picked them up carefully and thought they might be gold. Making a package of the metal pieces, he mounted his horse and rode in haste to Sutter's Fort. Here he and Captain Sutter shut themselves in a room and examined the particles carefully. Sure enough they were gold ! The secret could not be kept. The men at the mill found it out, then everybody knew it, and the people went wild. Then followed a mad panic for the gold fields. Merchants, 346 American History Gold-digging farmers, lawyers, doctors, soldiers, and sailors dropped their ordinary affairs and began digging for gold. Everybody who could get a spade and a pan was searching the streams and the mountain sides, spading the earth, washing out dirt in the pans, and staking off claims. The most extravagant stories were told of men who made a hundred dollars a day, of those who found nuggets of great value, and of fortunes made in a week. Prices went bound- ing. A barrel of flour cost fifty dollars, and a spade cost To cross the plains to California was a weary journey of three thousand miles beset with many dangers ten. Nobody cared, since wealth seemed to be in the easy reach of every miner. In a short while gold was discovered in many places. The news reached the East early in 1849, and a mad rush for California began. The gold fever broke out, and "The Forty- thousands of people started for the West. Some nmers " i r went by sea across the Isthmus of Panama or around Cape Horn. Many more went by the long journey Opening the New Territory 347 overland. Those who went West at that time were called "The Forty-niners." The experience of many was most unhappy. Hundreds died of sickness and starvation on the way. The long trail across the plains was marked by skeletons of horses and oxen that had perished, by abandoned wagons, and by boxes and household goods that had been thrown away. A steady stream poured into California. San Francisco sprang into a town of twenty thousand people. In one year a hundred thousand people had moved into California, com- ing from all sections of the country, North as well as South, and from nearly all parts of the world. Rich as were the gold fields, there were other treasures in California. Its orange groves, vineyards, fine fields for cattle, and rich valleys for grain, soon made _ ^. occupation for its crowding population. Life at applies for first was rude in the camps of the miners, and ^.dmission every man was his own protector. Out of the disorder, however, a State was organized in 1849, and a constitution was adopted that forbade the holding of slaves. California then applied for admission to the Union. Questions. What had the Mormons done by this time? What industry did they display? What about the frontiersmen and California? What about the Indians and the buffaloes? What of the journey across the continent? Who was Captain Sutter? How did he and his men discover gold? When was it? What mad panic followed? What did the people of California do ? What stories were told ? Who were the " Forty-niners " ? Describe the experiences of many. How rapidly did San Francisco grow? What other treasures were in California? When and under what con- stitution did California apply for admission ? Written Work. Describe the experience of a Forty niner crossing the continent. 348 American History LESSON 88 THE QUESTION OF SLAVERY General Zachary Taylor of Louisiana became President in 1849. He was in office a little over a year when he died of fever and v/as succeeded by Millard Fillmore of New York, the Vice-President. The times were filled with discussions of slavery, especially as it concerned California and other States and Territories to be made out of the land acquired from Mexico. From now on, the question of slavery occupied the public mind. Slave-holding had been gradually abolished at the North, and by this time was entirely confined to the Southern States. Cotton-raising, tobacco-planting, and sugar-making were so suitable for slave labor, that the South felt bound to slavery on account of its industries. Not everybody in the South was a slave owner, probably not more than one third of the people. Some had a few slaves only, but on the large plantations there were The slaves often hundreds belonging to one master. The slaves had originally come from Africa, where they were savages. They were kidnapped, or bought from the savage chiefs, and brought in slave ships to America and sold to the Southern planters. Since 1808 there had come no more slave ships, except as smugglers, so that by 1850 most of the slaves had been born in the South. The condition of the slaves generally was not a hard one. They were well cared for, with good cabins to live in and plenty to eat. All day they worked in the fields, and at night sang their songs around the fires in the negro quarters. For generations they had known no other con- The Question ol Slavery 349 dition, and most of them were content to remain as they had been born. A real affection existed between the master and his slave. They had often played together as boys, hunted and fished together, and grown up side by side. Sometimes slave families were never sold, but lived on the same farm for generations. Never before in history did so tender a feeling exist between an enslaved race and those who held them in bondage. A slave, however, was property. He could be bought or sold as any other commodity. An able-bodied slave was worth a thousand dollars or more. A runaway slave could be caught and brought back to his ^ ^^^''! ^^^ ^ ^ property master. It was against the law to teach him to read and write, and he could not leave his master's place without permission, nor marry without his master's consent. Of course, there were cruel masters, as there are cruel fathers, but these were exceptions. When the slaves did fall into their hands they were hard driven, severely punished, poorly cared for, and families ^^'^s^o^^' were separated by being sold apart. However, it was to the planters' interest to treat their slaves well. The State laws forbade cruelty, and public opinion was against the man who treated his slaves badly. The negro, however, was a human being ; and there were many in the South, and many more in the North, who thought slavery was a calamity and a great moral wrong. There was a determined opinion in the North that it should not be allowed to spread beyond the States in which it already was. Some bold advocates declared it should cease everywhere. In 1831 William Lloyd Garrison started an abolition paper 35*^ American History in Boston, called The Liberator. He was violent in his denunciation of slavery, and was resolved to free the negroes WiUiam ^'^ ^^ ^"'^'^ ^° destroy the Union to do it. He Lloyd said that if the Constitution upheld slavery it Garnson ^^^ u^ covenant with death, and an agreement with hell." Many people thought he was crazy on the sub- ject. Even in Boston he was denounced as a fanatic and came very near being mobbed on the streets. Abolition societies were formed throughout the North. Their purpose was to bring about in various ways the emancipation of the slaves. Anti-slavery meet- sentiment ^^^^ were held in the Northern States. Speeches that drew the darkest pictures of the evils of slav- ery were made. A flood of literature on the subject was sent broadcast over the land. In many places the meetings were broken up by the authorities, and the abolitionists were mobbed by the people, but the sentiment against slavery steadily grew, and the abolitionists increased in number. Thus matters stood when California was opened in 1849. To that country rushed people from the South with slavery ideas, and people from the North with anti-slavery ideas. Qaestions. Who became President in 1849? How long was he in office and by whom was he succeeded? With what were the times filled? What can you say of slave-holding at this time? What proportion of the people in the South held slaves? Where did the slaves come from? What of the condition of the slaves? What was the relation between slave and master? What can you say of slaves as property? What of occasional cruelty? What was the determined opinion of the North ? What of WiUiam Lloyd Garrison? What sentiment was growing at the North? What conflict was now opened ? Written Work. Write your reasons why slavery should have been abolished. Disputes about Slavery 35 1 LESSON 89 DISPUTES ABOUT SLAVERY The free States and the slave States had long been jeal- ous of each other. For many years it had been the practice to admit one or two free States and then one or two slave States to the Union to keep the number even. There were, in 1850, fifteen States of each kind. If California, were admitted without slavery it would give the free States the majority, without any immediate prospect of a slave State to balance it. The South lined up in opposition to the admission of Cal- ifornia. A part of it was above and a part of it below the line of 36° 30' agreed upon in the Missouri Compromise. President Taylor, though a slaveholder, favored its ad- mission. The Northern States generally approved it. The Southern statesmen almost unanimously opposed it. There were other irritating issues. There was the ques- tion of the slave trade in the District of Columbia. Members of Congress declared that from their seats they 111 1 • f 1 1 1 -i Slave trade could hear the cries 01 the slave markets and hear the voice of the auctioneers offering negroes for sale. The North demanded that this should cease. Then there was the question of the return of fugitive slaves who had escaped from a slave State into a free State. The South complained that the 1l^^^^^ ^^''''* Northern people not only did not obey the laws and return the fugitive slaves, but actually helped them to escape, and hid them from their masters. Thus there were complaints on both sides, and grievances to be cured. The debates in Congress were long and stormy. Henry Clay, now seventy-two years of age, had 2S^ American History returned to the Senate after seven years of absence. He had lost none of his eloquence. He now exerted all his powers to prevent a breaking up of the Union by proposing a com- promise. It was his last act as a peacemaker. He proposed that California should be admitted as a free State ; that the slave trade should be abolished in the Dis- trict of Columbia ; that more stringent laws ofTsso"^^^^ should be passed for the return of fugitive slaves ; and that the question of slavery in all the rest of the new territory should be left for the people themselves to settle. This proposition was known as the " Compromise of 1850." The bill was called the Omnibus Bill on account of the many provisions it contained. A debate of many months followed. Clay spoke for two days in earnest pleading for the compromise. Calhoun, too ill to speak, left his sick-bed and had his speech opposing it read to the Senate. He died a few days later, saying, " The South ! The South ! God knows what will become of her ! " Daniel Webster joined Clay in urging the compromise. He feared that the quarrels were endangering the Union. It was in the same debate that William H. Seward of New York spoke of a "higher law than the Constitution," mean- ing a moral law that ought to liberate the slaves. The compromise was at last agreed upon, and laws were passed to make it of force. Everybody accepted it as final, but we shall see that peace was of short duration. The new fugitive slave law was not easily enforced. Some Northern States passed " personal liberty Ubert^^ia s ^'^^"^^ " ^° Protect the slaves and prevent their return to their masters. When a slave owner attempted to get back his fugitive slaves there was often a f Disputes about Slavery 353 riot. Rescues occurred in many places. Tlie people would not return the fugitives. Many persons in the North banded together to pass slaves on from one house to another, hiding them by day and helping them by night until they were landed in Canada. This came to be known as the "under- ^^^erground railway ground railway." In this way hundreds and maybe thousands of slaves escaped their masters and were aided to get beyond reach. To make matters worse, in 1852 Mrs. Harriet Beecher Stowe wrote "Uncle Tom's Cabin." It was a thrilling and pathetic story of what might happen to all slaves, and what did happen to some of them. The '' J.^ck Tom's ^ '■ Cabin" North wept over the story and cried out against the cruelties it pictured. A half million copies were sold. It was translated into many foreign languages, and all the world was reading of slavery. The South declared the story was a great exaggeration of the facts and did the people a great injustice. At any rate, the book was a powerful means of arousing the North against slavery. It can readily be seen that all these things were making the two sections of our country most unfriendly to each other. The Rescue of Jerry. Jerry was a mulatto negro who had lived for a number of years in Syracuse, N. Y., working as a cooper. He was claimed by an agent as being an escaped slave belonging to a Mr. Rey- nolds in Missouri. He was arrested and tried, but during the trial, not being closely guarded, he escaped from the court room. Cheered by the crowd he made a dash for liberty, but after a run of a mile he was overtaken by the police. He fought like a tiger, but was overcome, brought back to the court room, and confined in the police office. When it became dark a body of citizens, moved by his pitiful story and in sympathy with the poor fellow, attacked the barracks, broke down the 354 American History doors and windows, and took the prisoner off in a buggy. He was hurried away to the house of one of the rescuers, and finally sent to Canada, where he began his work again undisturbed. Questions. What had been the custom about the admission of States? What was the number in 1850? What was the sentiment North and the sentiment South about the admission of California ? What of the slave trade in the District of Columbia? What of the return of fugitive slaves ? What did Clay exert, and for what purpose ? What was the Compromise of 1850? What of Clay? Calhoun? Webster? What were personal liberty laws? Describe the " under- ground railway." What about " Uncle Tom's Cabin "? Written Work. Write the provisions of the Compromise of 1850. LESSON 90 THE STRUGGLE FOR KANSAS Clay and Webster died in 1852, within a few months of each other. Calhoun had died two years before. The death of these three great statesmen, who had been the leaders in the debates over mighty issues for forty years, and each of whom had hoped in vain to be President, left the arena for other combatants. The Whig party lost much of its power after the death of its two leaders, Clay and Webster. Other parties came into existence. The Free Soil party arose, New poUtical ^ppQgg^ ^q |-|-,g existence of slavery in the Terri- parties ^ ^ ■' tories. The American party was formed on the platform of "None but Americans must rule America." This party was at first a secret order, whose members replied to all questions about the party by saying, " I do not know." Hence they were called " Know-Nothings." The leading party was the Democratic party. Tne country The Struggle for Kansas 355 placed great confidence in its pledges for peace on the basis of the Compromise of 1850. FrankUn Pierce of New Hamp- shire, the Democratic candidate, was overwhelmingly elected President in 1852. We have already seen that the Compromise of 1850 left the people of the Territory of New Mexico and Utah to decide the question of slavery for themselves. This plan of leaving it to the people was called _^^* f^ . i o 1 r Sovereignty " Squatter Sovereignty," on the idea that those who settled a country had a sovereign right to decide certain things themselves. The leading advocate of this plan was Senator Stephen A. Douglas of Illinois. It will also be remembered that the Missouri Compromise forbade slavery above the line 36° 30'. This line ran through the new Territory. Since the people in New Mexico and Utah were to decide the w^^^^^^ B•^ question of slavery for themselves. Senator Douglas proposed that all the people of the new Territory in the West should have the same privilege. Hence he introduced a bill organizing the Territories of Kansas and Nebraska, known as the Kansas-Nebraska Bill, leaving the people of the Territories to settle the question of slavery. It can be seen at once that this bill repealed the Missouri Com- promise, since both those Territories were above the line agreed upon. After a stormy debate the bill was passed and became a law. The people of the North protested against it, public meetings denounced it, and Douglas was hooted at on the streets and burned in effigy in many places.* In 1854 began the mad race for Kansas. Nebraska was ' Douglas was reported to have said, "I could have traveled all the way from Boston to Chicago by the light of my own burning etlfigies." 35^ American History too far north for slaves to be used with advantage, but Kansas was not. It was a struggle between the slave Race for States and the free States for political control. Kansas Crowds of emigrants moved from the slave State of Missouri and began settlements. Emigrant aid societies were organized in Boston and other places in the North to send free State voters to Nebraska and Kansas. The struggle for possession of these Territories became of national importance. The slave owners of the South moved in as fast as they could, money was raised 'in the North, societies were organized, and every week saw bands of armed emigrants starting for the disputed ground to contest with the slave States for its control. Many of these emigrants were lawless men. Nearly all went armed and were ready for a desperate conflict. A conflict between the two factions was unavoid- Kansas War able. There was fighting and bloodshed in many places. The state of affairs was known as " The Kansas War." Each party proceeded to organize the territory. There were two legislatures chosen by the rival parties. In four years Kansas had five governors, none of whom seemed able to control the people. One after another they gave up in despair of success. The Territory was called " Bleeding Kansas." This state of war and strife continued for five or six years, until finally the free State party was declared victo- rious. Kansas and Nebraska were both admitted to the Union as free States. These bitter struggles in the Territories and the attention they attracted everywhere increased the feeling between the The War Clouds Gather 357 free States of the North and the slave States of the South. The two sections of the country were drifting rapidly apart, and there seemed no hope of settling their differences. Questions. What of the death of Clay, Webster, and Calhoun? What new parties came into existence? What of the American party? Why were its members called " The ELnow-Nothings " ? Who was elected President in 1852? What was " Squatter Sovereignty " ? What did Douglas propose ? What was the Kansas-Nebraska Bill ? What effect did it have on the Missouri Compromise? What was the reason for the race to Kansas? What of the struggle for control? What was " The Kansas War "? What was Kansas called ? What was the result ? Written Work. Write a short account of the struggle for Kansas. LESSON 91 THE WAR CLOUDS GATHER In 1857 James Buchanan of Pennsylvania was elected President by the Democratic party. He was the last Presi- dent to be elected by this party for twenty-five years. All other factions in the North had by this time united to com- pose the Republican party. A few days after Buchanan had taken his seat the Su- preme Court handed down its decision in the Dred Scott Case. Dred Scott was a negro slave. He had been taken by his master from the slave State of Missouri to the free State of Illinois. Here he had lived for two years. He then was carried to Minnesota, in which Ter- „^^ ^°^^ ' Case ritory Congress declared there should be no slaves. Scott was then taken back to Missouri, but claimed he was a free man because he had lived for some time on free soil. 12 358 American History His case went to the Supreme Court and was argued by great lawyers with much learning. The Court decided that Scott, being a slave, was not an American citizen, and that he could not sue for his liberty. It also gave an opinion that a slave owner could carry his slaves into any Territory in the same manner as he could any other property, and that the slave could not be , ^^. . '^° made free by going into a free State or Territory, decision j & ty j The Court also gave as its opinion that Congress had no right to prohibit slavery in the Territories. This opinion was received by the North with great dismay. It was feared that not only the Territories but even the free States were open to an invasion by slave owners, and that there was no recourse in the law to prevent it. The majority of the statesmen in the North did not believe that slavery could be legally abolished in the States where it already existed, but they did maintain that it could be legally confined to those States. The Dred Scott decision scattered their hopes and was a great source of irritation. The people of the South, on their part, were startled by an attempt in October, 1859, to arouse the slaves of Virginia to insurrection. Among the most fanatical of John Brown ,,,.... t 1 ti tt 1 1 all abolitionists was John Brown. He had gone to Kansas during the struggles there, and boldly declared that he was divinely inspired to free the slaves by any means whatsoever. He believed the way to free the slaves was to kill the slaveholders. During the struggles in Kansas he and his sons had actually killed five or six advocates of slavery in cold blood. After he left Kansas he gathered a band of about twenty followers, went to Harper's Ferry in Virginia, and seized the I The War Clouds Gather 359 arsenal. He stopped the railroad trains, captured several citizens, and called on the negroes to rise and arm them- selves. To his surprise there was no response. On the other hand, the citizens gathered in great ° .^ rowns numbers, drove Brown and his party into the engine room of the armory, and held them at bay. Some of his followers tried to escape, but were killed or cap- tured. In a short while Colonel Robert E. Lee arrived from Washington with a body of soldiers. Brown was over- powered, his two sons were killed, and his followers taken prisoners. In a short while Brown and his men were tried by the laws of Virginia, and were hanged for inciting an insurrection. This attempt excited great indignation at the South. It was known as "The John Brown Raid." The most serious aspect of John Brown's raid was the way it was considered by the people. At a few places at the North, on the day of his execution, religious services were held, bells were tolled, flags were lowered, and manifestations of public sorrow were made. He was declared a martyr who was persecuted for the cause of truth and right. In the South there was quite a different feeling. He was denounced as an assassin who tried to arouse slaves to murder helpless women and children, and who richly deserved hanging for his atrocious crimes. In this state of affairs in i860 the presidential election approached. The Republican party nominated Abraham Lincoln of Illinois for President. The Democratic party divided into two sections, one section nominating Stephen A. Douglas of Illinois, and the other section nominating John C. Breckenridge of Kentucky. The election was purely along sectional lines. Lincoln 360 American History- carried every free State but one, New Jersey, and was elected. The South had divided its vote among Li^''*ln° ° other candidates. At last the party opposed to slavery had come into power, and it remained to be seen what the South would do under the circum- stances. Questions. Who was elected President in 1857? Name the two great political parties. What was the history of Dred Scott? What was the Dred Scott decision? What other opinions did the Court hold? Who was John Brown ? What had he done in Kansas ? What was the John Brown Raid? What was the result? How was it received in a few places at the North ? How was it considered in the South ? Who was elected President in i860? Written Work. Write an account of the John Brown Raid. Review Questions 361 REVIEW QUESTIONS 1. When and where was the Constitution adopted? 2. Who was the first President of the United States? 3. What were the principles of the first two pohtical parties? 4. What was the X Y Z Affair? 5. What were the Alien and Sedition Laws? 6. Of what political doctrine was Jefferson the founder? 7. What brought on the war with Tripoli ? 8. What was the Louisiana Purchase? 9. Describe the invention of the steamboat. 10. When did a steamboat first cross the Atlantic? 11. What was the cause of the War of 1812? 12. Describe Perry's victory on Lake Erie. 13. What was the last battle of the War of 1812? 14. What was " the era of good feeling " ? 15. What is a tariff for revenue? 16. What is a tariff for protection? 17. What was the Missouri Compromise? 18. What was the Monroe Doctrine? 19. What was the Spoils System? 20. What great panic followed Jackson's financial policy? 21. What was the Doctrine of Nullification? 22. What was the great debate? 23. What was the great event of Tyler's administration ? 24. How did we acquire the Oregon territory? 25. What brought on the war with Mexico ? 26. What territory was ceded by Mexico to the United States? 27. What was the Wilmot Proviso? 28. How and when was gold discovered in California? 29. What was the Compromise of 1850? 30. Who were the Know-Nothings? 31. What was the plan of Squatter Sovereignty? 32. What the Kansas and Nebraska Bill? ^;^. What was the Kansas War? 34. What was the Dred Scott decision? 35. Describe the incidents connected with the John Brown Raid. PERIOD OF DISUNION LESSON 92 THE SOUTHERN STATES SECEDE As soon as it was known that Lincoln had been elected President, a convention of delegates from all parts of South Carolina met in Charleston, and December 20, i860, passed an " Ordinance of Secession," formally dissolving the Union between that State and the United States of America. Within a month Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas had followed South Carolina. When « . .. the great war began these were ioined by Organization » '^ . J -^ of the Con- Virginia, North Carolina, Tennessee, and Arkan- federate States g^g February 4th, 1861, the first seven States which had withdrawn sent delegates to a convention in Montgomery, Ala., and organized a government which they named " The Confederate States of America." They adopted a constitution and elected Jefferson Davis of Mis- sissippi President and Alexander H. Stephens of Georgia Vice-President. In May of the same year the capital of the Confederacy was moved from Montgomery, its first location, to Richmond, Va. The States, as they seceded, took possession of all govern- ment property such as post offices, public buildings, forts, and arsenals in their territory. They did this on the ground that such public property had been built and paid for out of a common treasury, and the South was entitled to its share. 362 , i I The Southern States Secede 363 They agreed, however, to settle with the United States government on a fair basis, to be afterwards agreed upon. Let us see the reasons the South gave for leaving the Union: All the States had entered the Union of their own free will. Each had adopted the Constitution as an agreement to be lived up to and respected ^^^°^ ^^ ^ J^ ^ disunion by all. In adopting the Constitution, Virginia, New York, and Rhode Island had expressly stated that they would withdraw whenever they found cause to do so. It was generally understood that if the Constitution was violated by any State then the agreement did not hold the others and they had a right to secede.^ This right had been asserted by other than the Southern States. During the War of 18 12 the New England States made threats of secession. In 1844 the legislature of Mas- sachusetts had resolved that the project of annexing Texas may "drive these States into a dissolution of the Union." The doctrine of secession was neither new nor strange. The South maintained that the North was distinctly hostile to slavery, which was a right protected by the Constitution. The North had resisted the Fugitive Slave Law, ^, . since many States had passed personal liberty South bills protecting all escaped slaves. The North "maintained had resisted the Dred Scott Decision, had repelled slavery ' The following are opinions of some Northern statesmen on the right of the Southern States to secede: "If the Northern States refuse willfully and deliberately to carry into effect that part of the Constitution which respects the restoration of fugitive slaves, and Congress provide no remedy, the South would no longer be bound to observe the compact. A bargain cannot be broken on one side and still bind the other side." — Daniel Webster. "If the Cotton States shall decide that they can do better out of the Union, we insist on letting them go in peace. The right to secede may be a revolu- tionary one, but it exists nevertheless." — Horace Greeley. . "If a State should withdraw and resume her powers, I know of no remedy to prevent it." — Chief Justice Chase. 364 American History from the Territories, and in many cases had approved the raid of John Brown. In addition to all this the triumph of the Republican party and the election of Lincoln was a triumph of anti-slavery feeling. It was the setting of sentiment against the South, especially as Lincoln had said, " I believe this government cannot endure half slave and half free. I do not expect the house to fall, but I expect it will cease to be divided. It will become all one thing or all the other." Before we go into the story of the great war that was soon to burst upon the country, let us take a view of the two sections that stood so hostile to each other. There were in 1861 thirty-four States in the Union. Of these eleven Southern States seceded, leaving twenty-three „ . e Northern States. The Northern States had a Comparison of the two population of 22,000,000. The Southern States sections j^^j ^ population of 9,000,000, of which over three and a half million were slaves. The South had about one-fourth the white population of the North. The South was under the necessity of organizing an army and a navy, and establishing a government that should be recognized abroad. There were few machine shops in the South, and at first no powder mills nor factories for making blankets, canteens, and other army supplies. These already .existed in the North, which for generations had been the manufacturing section of the country. The South had become more and more an agricultural section. The stream of immigration of foreign labor settled North or passed by the South on its way to the West. Foreign labor would not compete with slavery. The world understood that the South furnished little else than cotton, and needed no labor but slaves. Upon cotton The Southern States Secede 365 the South based its hope for foreign recognition, since the mills of Europe would be compelled to close if the supply was cut off. It was said that " Cotton is king." The South was to have the advantage of fighting upon its own soil, near its own fields and supplies, and in defense of its own cities and property. There were slaves to raise the crops that would feed and clothe their masters at the front. The South was united as one, the flower of its manhood was to go into battle, and the inequality of numbers and wealth had to be met by the valor of its soldiers. Collateral Reading. " The Battle Hymn of the Republic," by Julia Ward Howe; "Maryland! My Maryland!" by James R. Randall; " Bonnie Blue Flag," by H. McCarthy. Questions. When did South Carolina secede? What other States followed within a month? What other States joined them? When and where were the Confederate States of America organized? Who was elected President and who Vice-President? What place became the capital of the Confederacy? Of what did the seceding States take pos- session and on what grounds ? What did they agree to do ? What was generally understood to be the right of a State to secede, and under what conditions? When had this right been asserted by other States? What did the South maintain? How had the North acted? What did the triumph of the Republican party mean ? What had Lincoln said? Compare the two sections as to the number of States ; the population ; the necessity of organization in the South. What was said about cotton? What advantage had the South as to fighting ground ? Written Work. Write a statement of the reasons the South gave for leaving the Union. 366 American History LESSON 93 ABRAHAM LINCOLN The two men who are now to occupy the center of the stage of our history are Lincohi, the President of the United States, and Davis, the President of the Confederate States. It is well for us to pause for a while and learn something about these two great men. Abraham Lincoln was born in Kentucky, February 12th, 1809. When he was seven years of age his parents moved to Indiana. The family was very poor, and Early life . . Lincoln spent his young life in toil and hard- ship. From a child he had to do the hard work of a farm in the wilderness. P"rom his ability as a young man to swing an ax, clear the forest, and split the logs, he was called "the rail splitter." He had but little chance to get an education. He did not go to school more than twelve months in all his life. He learned to read, however, such books as the Bible, Pilgrim's Progress, and yEsop's Fables. These books he borrowed from neighbors, often walking miles to get something to read. Upon one occasion the rain soaked a book he had borrowed, and the owner made him work three days to pay for it. When he was twenty-one years old he moved to Illinois, walking nearly two hundred miles, driving an ox team, often through mud and water. Here he began to study hard and soon was well known for his shrewdness and ability. He was noted for his wise sayings, such as, " You may fool all the people some of the time, and some people all of the time, but you cannot fool all of the people all of the time." Abraham Lincoln Z^l Abraham Lincoln He was tall, being six feet four inches high, spare of frame, but muscular and in perfect health. He could outrun, outjump, and outwrestle anybody in the neigh- borhood. He was a fine story teller, and al- ,, ,°"^^ ways had a good joke to fit every occasion. His integrity and simplicity made him known as "Honest Abe." In a short while he was elected to the legislature, and 368 American History then to the Congress of the United States. In 1858 he was a candidate for the Senate against Stephen A. Douglas, and challenged him to ioint debate on the slavery Lincoln- o j j Douglas issues that were dividing the country. He was e ates defeated by Douglas, but his speeches attracted much attention. Lincoln was a man of strong convictions and great firm- ness. He was cast by nature in a heroic mold. Yet he was gentle, sympathetic, and even tender in his of Lincoln" dealings with men. He had a melancholy dis- position, was deeply oppressed by his responsibil- ities, and concerned about the welfare of the country. His great ambition was to save the Union, and it grieved him profoundly to see the Southern States secede. In his inauguration speech he declared the Southern States need have no fear of a Republican President. He stated that he had no purpose to interfere sDeiech^^* directly or indirectly with slavery in the States where it already existed, because he had no law- ful right to do so. He believed the Union of the States to be perpetual, and that no State could withdraw from the Union upon its own motion. He considered the Union, therefore, unbroken, and would continue to execute all the laws in the States, North and South. He concluded his address by saying, " In your hands, my dissatisfied countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you. You can have no conflict without yourselves being the aggressors. I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained, it must not weaken the bonds of affection. The mystic cords of memory, stretching from every battlefield Abraham Lincoln 369 and patriot grave to every living heart and hearthstone, all over this broad land, will yet swell the chorus of the Union when again touched, as surely they will be, by the better angels of our nature." Lincoln was truly a great and wise man. If all the leaders of Northern sentiment had been as conservative, the disasters of the war might not have been as great, and surely its consequences would not have been so dreadful. Lincoln's Inaugural Address. The opinions of Lincoln regarding the seceding States and his duty as President are fully expressed in his inaugural address, March 4, 1861. In that address he said: " I hold that, in contemplation of universal law, and of the Constitu- tion, the union of these States is perpetual. " It follows from these views, that no State, upon its own mere motion, can lawfully get out of the Union; that resolves and ordinances to that effect are legally void. " I therefore consider that, in view of the Constitution and the laws, the Union is unbroken ; and to the extent of my ability, I shall take care, as the Constitution itself expressly enjoins upon me, that the laws of the Union be faithfully executed in all the States. " The power confided to me will be used to hold, occupy, and possess the property and places belonging to the Government, and to collect the duties and imposts ; but beyond what may be necessary for these objects, there will be no invasion, no using of force against or among the people anywhere." Questions. When and where was Abraham Lincoln born? Where did his parents move? What can you say of his early life? What name did he get for his ability to use an ax? What can you say of his eagerness to get an education? To what State did he move when he was twenty-one ? For what did he become noted ? Describe his appear- ance as a man. What other name did he acquire? How did he begin his political life? What joint debate did he engage in? What of his disposition and character? What did he declare to be his opinions when he was inaugurated? Written Work. Write some of the incidents of the early life of Abraham Lincoln. 370 American History LESSON 94 JEFFERSON DAVIS Jefferson Davis, like Lincoln, was born in Kentucky. He was eight months older than Lincoln, being born June 3d, 1808. As when a child Lincoln had moved north to hidiana, so in early life Davis had moved south into Mississippi. Thus the two Presidents had been born on middle soil, but had early gone different ways, and had grown up under different conditions that gave a different color to their lives and thoughts. Davis was educated in good schools in Mississippi. He also went to school in Kentucky. When he was sixteen years old he went to the West Point Military His education . , a r 1 1 i 1 1 i Academy. Alter he graduated he served about seven years in the United States Army, doing service in the Indian wars in the West. He then left the army and became a planter in Mississippi. He was elected a member of Congress, but resigned when the Mexican War broke out, to lead a regiment of Mississip- pians into Mexico. Li this war he was a brave ii!^*^® ,„ man and a splendid soldier. At the battle of Mexican War ^ _ Buena Vista (Bwa-na Ves-ta) his regiment was attacked by a large force of the enemy. His ringing com- mand, "Steady, Mississippians ! Steady ! " held the soldiers in perfect order. Davis drew his troops in shape like the letter V. Their fire in this position was so effective that the Mexicans quickly retreated. This formation of his troops led General Taylor to mention him in his report for "his distinguished coolness and gallantry." After the Mexican War he was elected Senator from the State of Mississippi. Jefferson Davis 371 Jefferson Davis, the President of tfie Confederate States When Franklin Pierce was President, Davis was selected Secretary of War. In this office he introduced better guns for the soldiers, improved the tactics of the army, and strengthened the defenses of the seacoast. From the cabinet of President Pierce, Davis went in 1857 to the Senate to represent Mississippi. Here he remained -372 American History for four years during those stormy debates when the fate of the Union hung in the balance. He was an able orator, of great powers of persuasion and sweetness of Political life . temper. Since the days of Calhoun there was no one who represented the Southern sentiment in Con- gress more fully or more ably than Davis. He believed firmly in the sovereignty of the States and the right of withdrawal from the Union. He was the champion of the rights of the States to have slaves if they wanted to have them, and for the Territories to have them if the people chose. He believed the Constitution guaranteed this right, and that it could not be denied by the general government. When Mississippi withdrew from the Union, Davis left the Senate. In his farewell speech he declared that seces- Withdraws ^'^^^ ^^^^ ^*-* ^^ justified upon the basis that the fromthe States are sovereign. When the right is denied ®^* ® to withdraw from a government which threatens the guaranteed institutions of some of the States, they but tread in the paths of their fathers when they proclaim their independence. During the four years of the war President Davis showed a rare spirit of patriotism and heroic endurance. He ever maintained the justice of the cause of the South, and endured with dignity to the very end the trials of the unfortunate struggle. Davis' Farewell to the Senate. Upon the occasion of Mississippi's withdrawal from the Union, Davis made a dignified, manly, well tem- pered presentation of the case of his State. It will ever remain a monu- ment to his ability as an orator and statesman. Davis said in part: "Then, Senators, we recur to the compact which binds us together; we recur to the principles upon which our government was founded; and when you deny them, and when you deny to us the right to withdraw The Bombardment of Fort Sumter 373 from a government which, thus perverted, threatens to be destructive of our rights, we but tread in the paths of our fathers when we proclaim our independence and take the hazard. " This is done, not in hostihty to others, nor to injure any section of the country, not even for our own pecuniary benefit, but from the high and solemn motive of defending and protecting the rights we inherited, and which it is our sacred duty to transmit unshorn to our children." Questions. When and where was Jefferson Davis born? Where did he move in his early life? What comparison can you make of the early life of Lincoln and Davis? Where was Davis educated? What service did he render in the battle of Buena Vista? What did General Taylor mention him for in his report? What service did he render as Secretary of War? What can you say of his service as senator from Mississippi? In what did he firmly believe? Of what was he the champion? What were his sentiments expressed at his withdrawal from the Senate ? Written Work. Write a comparison of the views of Lincoln and Davis regarding the right of a State to secede. LESSON 95 THE BOMBARDMENT OF FORT SUMTER We are now to learn the story of the great war between the States, or the Civil War, as it is generally called. It is a sad story of many battles and of much bloodshed. It is an inspiring story of heroic men on both sides who fought, and many of whom died, for what they thought was right. Nobody foresaw the four years of long and bitter struggle. In fact, everybody hoped there would be no war at all. The South wanted peaceable separation, and the North expected the seceding States to return to the Union. Virginia proposed that a peace conference from all the 374 American History States be held in Washington. Delegates from seven Southern States and fourteen Northern States met in Washington City in February, 1861. For three weeks efforts were made to aoree on a com- peace ^ promise, but in vain. The time had passed for agreement. The two sections were hopelessly apart. Before Lincoln had been inaugurated South Carolina had sent three commissioners to Washington City to treat with President Buchanan for the public property that had been seized in that State, and to arrange for a division of the public debt. The President sent them word he would meet them as private gentlemen, but would not see them as com- missioners of a seceding State. In the meantime Major Robert Anderson of the United States Army held Fort Sumter in Charleston Harbor. He had but a handful of men, and was preparing to Fort Sumter ^]g£gj-^j j^jg f^j-^ fj-Qm an attack. Notice was threatened given to the President of the United States that any attempt to reinforce this fort by sending armed men for its defense would be looked upon as an act of war. Lincoln became President in March, 1861. In April, word was received by the Confederate government that a fleet had sailed from the North, with men and provisions, to strengthen Fort Sumter. The South accepted this as an act of hostility, and prepared to meet it. Beauregard, the Confederate general, was ordered to demand the surrender of the fort. If it was refused, he was to fire upon it and capture it before the fleet arrived. The fleet moved southward and soon came in sight of Charleston. Major Anderson refused to surrender. Beau- regard sent word to the fort that unless it surrendered at once he would open fire in an hour. The women and children The Bombardment of Fort Sumter ?>7S had been removed from the fort to a place of safety, and preparations had been made for defense. At four o'clock in the morning of April 12, 1861, the first gun of the war was fired from a Confederate battery. The shell rose high in the air and burst on the fort. In a few minutes other guns opened. At seven , ®, ^ '^ ^ bombardment o'clock the guns of Sumter began their reply. All day long and all the next night for thirty-four hours the bombardment continued. On the second day the fort was almost in ruins, and fire was so near the magazine that ihe powder had to l)e thrown into the sea. Major Anderson, who had made a brave defense, now agreed to surrender the fort. The stars and stripes were lowered, and the Confederate flag was put in its place. Major Anderson was allowed to salute his flag with fifty guns, and was given transportation to New York.^ Strangely enough, not a man had been killed in the bombardment. The bells of Charleston rang, the people * Major Anderson, in making his report of the evacuation of Fort Sumter, sent the following dispatch to Washington City: Sir: Having defended Fort Sumter for thirty-four hours until the c^uarters were entirely burned, the main gates destroyed, . . . the magazine [of powder] surrounded by flames, . . . and no provisions but pork remaining, I accepted terms of evacuation offered by General Beauregard . . . and marched out of the fort . . . with colors flying and drums beating, . . . saluting my flag with fifty guns. Fort Sumter bombarded April 12, 1861 37^ American History shouted and paraded the streets. The first guns of the war had sounded. Sumter had been fired upon to prevent rein- forcement, and the whole country was wild with the exciting news. The South declared the North had begun the war by send- ing a fleet of vessels, with men and ammunition, to reinforce Sumter. The North declared that the South had begun the war by firing the first gun. At any rate, the war was opened, and there was no longer a question of peace. The people in the South who were opposed to secession at once accepted the situation and followed the fortunes of the Confederacy. Those in the North who were opposed to coercion left off their arguments. The flag had been fired upon. Henceforth there was talk of nothing else than war. Questions. What can you say of the efforts at peace proposed by Virginia? How had Buchanan treated the commissioners from South Carolina? What notice was given the President about Fort Sumter? What fleet sailed, and for what purpose? Describe the bombardment of Fort Sumter. To what condition was the fort reduced? Describe the evacuation of the fort. What was the opinion North and South about who began the war? What effect had the firing on Fort Sumter upon the country? Written Work. Write out a short statement of what each side declared to be the beginning of the war. The First Battle of Manassas 377 LESSON 96 THE FIRST BATTLE OF MANASSAS President Lincoln called for 75,000 volunteers to regain the forts and other public property that had been seized in the South. President Davis also called for vol- unteers to resist invasion. On both sides the . to arms response was overwhelming. The call to arms found a country eager for war. There was mustering of troops, organizing of companies, and drilling of soldiers, going on everywhere. Both sides soon had armies in the field ready for the great struggle. When the call for volunteers was made for the Northern army the States of Virginia, North Carolina, Tennessee, and Arkansas decided to withdraw from the Union and join the Confederacy. This made eleven Confederate States in all. The capital had already been moved from Montgomery to Richmond. All eyes were turned on Virginia as the ground for the first battle of the war. In July, 1861, the Northern army, sometimes called the Federal army, or the Union army, commanded by General Irvin McDowell, moved out of ° ° , Washington on its way to capture the Confeder- ate capital. The cry was, " On to Richmond! " The North hoped to end the war by a short and sharp campaign. At Manassas Junction was General Beauregard, in com- mand of the Southern army. Word arrived that McDowell's army was on the march. General Joseph E. Johnston was at Winchester. Beauregard sent him the famous message, "If you are going to help me, now is the time." Johnston hastened to join Beauregard to help him give battle to the advancing Northern army. 37^ American History On Sunday, July 21st, the first battle of Manassas began. At first the Confederates were driven slowly back, but were rallied on a hill, or plateau, by General Thomas J. f M ssas Jackson. Here they firmly received the attack of the Northern troops. At a critical mo- ment an ofificer rushed up to Jackson and said, " General, they are beating us back." "Then, sir," replied Jackson, "we will give them the bayonet." A few minutes later, seeing the troops around Jackson standing their ground so firmly. General Bee, a Confederate officer, called out to his own men, "There stands Jackson like a stone wall." Henceforth the great soldier was to be known in history as Stonewall Jackson. After some hours' hard fighting on the plateau, fresh troops arrived to reinforce the Southern army. The Feder- als, thinking a new army had burst upon them, and worn out by the long day's fighting, began to retreat. Soon they began to run, and shortly the whole army was in a most disorderly rout. The soldiers broke ranks, and ran from the field in panic, nor could many The retreat ^^ them be stopped until they were safe in to Washington ^ ^ ■' Washington. In this way the first battle of Manassas, or the battle of Bull Run as it is otherwise known, was a great Confederate victory. The news was received with great dismay in the North. It was clear that the war was not to be ended so easily, nor was it a holiday matter. With a deep and How the news ggj-jQ^g purpose the North began preparations on a large scale to carry on the war. Congress authorized the President to call for a half million soldiers, and arranged for a revenue of a million dollars a day to pay for the expenses of the war. The First Battle of Manassas 379 The vSouth was not so prompt. The battle of Manassas had created a. confidence in her power that was far from prudent. Many persons foohshly boasted that the war was over and there would be no more fighting. The Confeder- ate Congress, however, put the South on a war footing, and authorized the enlistment of 400,000 soldiers for three years. The Retreat to Washington. An English correspondent thus de- scribes the retreat of the Federal army from the field of Manassas: " For three miles, hosts of Federal troops ... all detaqhed from their regiments, all mingled in one disorderly rout . . . were fleeing along the road, but mostly through the lots on either side. Army wagons, sutlers' teams, and private carriages, choked the passage, tumbling against each other, amid clouds of dust and sickening sights and sounds. . . . Then the artillery, such as was saved, came thundering along, smashing and overpowering everything. For ten miles the road over which the grand army had so lately passed southward, gay with unstained banners, and flushed with surety of strength, was covered with the frag- ments of its retreating forces, shattered and panic-stricken in a single day." Questions. What call for volunteers was made? What was the response? What did both sides soon have? What four States joined the Confederacy? How many did this make in all? On what soil were all eyes turned? What place was the object of capture by the Northern army? What was the cry? Who commanded the Northern army? Who was in command of the Southern army, and where was he ? What word arrived ? What message did Beauregard send, and to whom ? When did the first battle of Manassas begin ? Describe the way Stonewall Jackson received his name. What caused the Northern army to retreat? What did the retreat soon become? How was the news received in the North ? What was the effect of the battle of Manassas upon the South ? How did each side prepare for the further struggle? Written Work. Write the supposed experience of a Northern soldier in his retreat from Manassas. 380 American History LESSON 97 WAR IN THE WEST The general war plan of the North was to move steadily against Richmond in Virginia and capture the Confederate capital; also to force a way down the Missis- Northern plan ■ ■ j^j^g capture all the Confederate forts of the war '^'^ ' ^ and posts, gain the control of that river, and thus cut the Confederacy in two ; then to move through the heart of the Southern States and end the war. We have seen how the campaign opened in Virginia. Let us leave the armies resting there and preparing for other battles, while we see what went on in the West, The Confederates held a chain of forts all the way from Virginia to the Mississippi, running through Kentucky. The Federals planned to force their way into Tennessee, but to do this their gunboats had to pass Fort Henry on the Ten- nessee River and Fort Donelson on the Cumberland River. These forts were in the northern part of Tennessee and only twelve miles apart. Early in 1862 General U. S. Grant, in charge of the Federal troops, moved his army by gunboats up the Tennessee River and captured Fort Henry without much diffi- Forts Henry ^ulty. He then sent the gunboats by the Cum- and Donelson , , , ^ . , t- -i-^ 1 i -i 1 berland River to attack Fort Donelson, while he marched across the country to join them. The weather was very cold, and the suffering of the soldiers as they fought in the snow and ice was dreadful. The fire from the gunboats and the attack of Grant's soldiers soon made it impossible for the Confederates to remain in the forts. The commanding officer sent word IMi War in the West 381 to Grant that he would Hke to confer with him about the terms of surrender. Grant rephed, " No terms except unconditional and immediate sur- J^^^^^ ^^^ render can be accepted." The fort, with all its stores and the entire garrison of soldiers, then fell into the hands of the Federals, February 16, 1862. General Grant and his troops march overland to attack Fort Done/son The Confederate army, under General Albert Sidney Johnston, turned southward, leaving Kentucky and Tennes- see in the hands of the Federals. Grant followed close behind. At Pittsburg Landing, ?,^"^^ °^ o '^' Shiloh or Shiloh, near the line between Mississippi and Tennessee, Johnston suddenly turned on Grant, and April 6th, 1862, opened the great battle of Shiloh. The sudden attack threw the Federals into confusion. General Sherman, in command of one of the divisions of the Northern army, acted with great courage and coolness. 382 American History Twice wounded, horse after horse shot from under him, he drew his troops out of danger and saved them from defeat. General John- ston, while leading his soldiers and cheering them on in the afternoon, was shot in the leg. Blood flowed from the wound, but he rode on, cheering his men, until, faint and exhausted, he fell from his saddle and a few moments later expired. His death was a great loss to the Con- federacy. The battle lasted during two days. On the first day the Federals were forced back almost into the river, when night closed the engagement. The next morning fresh troops Mississippi arrived to their relief, the tide of battle turned, opened to the Confederates were driven back, and retreated ic s urg ^^ Corinth. At the same time important forts on the Mississippi River were captured by the Federals, includ- ing the town of Memphis. In three months the Mississippi River had been opened as far down as Vicksburg, and the Northern army had penetrated deep into the lines of the Confederacy. General Albert Sidney Johnston War in the West 38 General Albert Sidney Johnston, exhausted by loss of blood, falls from his horse About two weeks after the battle of Shiloh a Federal fleet under command of Admiral David Farrag-ut steamed up the Mississippi River to capture the city of New Orleans. For nearly a week the fleet bombarded the two forts that de- fended the city. The forts replied, but with little effect. Painting his vessels black, Farragut glided past the forts at night. As soon as the fleet was discovered a terrible fire was opened upon the vessels. Burning rafts were set afloat, shot and shell were poured Attack on upon them, but the fleet held on. Past the New Orleans forts were Confederate war vessels that gave battle to Farragut, but these were soon driven ashore. Practically uninjured, the Federal fleet moved up to the city. New Orleans was thrown into a state of panic. Public property and stores of all kinds were burned, ammunition was sunk in the river, cotton was destroyed, and wooden ships set on fire to drift against the j^ ^^^ ^^^ enemy. When Farragut arrived he demanded the surrender of the city, which was given after a three days' conference with the mayor and covmcil (April 25, 1862). The loss of New Orleans was a great blow to the Con- federacy. It was the largest city in the South and the chief 384 American History center of its cotton trade. It was the main gateway to the rich grainfields of the West, which supplied food to the soldiers in the field as well as to the people at home. Its loss gave the lower Mississippi River into the Federal control and forever crushed the hopes of the Southern States for foreign recognition. The Surrender of New Orleans. Two officers of the United States navy landed on the docks at New Orleans and walked up the street to the City Hall to accept from the mayor the surrender of the town. The streets were full of excited people crying, " Hurrah for Jeff Davis! " "Shoot them!" "Kill them!" "Hang them!" Pistols were flash- ing on all sides. The two officers never flinched. Unguarded and alone, not looking to the right or left, they walked along steadily, while the crowd howled in derision. A few shots would have ended their lives, but fortunately none was fired. The officers passed on unharmed. At the City Hall the town was formally surrendered. A body of marines from the Federal fleet had arrived, and cannon were placed com- manding the street. The crowd of citizens had their guns with them. As the flag of the United States slowly rose a deep groan broke from the people. Mayor Monroe placed himself directly in front of one of the cannon, with his eyes on the gunner. If the gunner tired he would be the first to fall. The crowd looked on in wonder and admiration. When the flag fluttered from the top of the pole a great cry went up, " Hurrah for Monroe!" Questions. What was the general war plan of the North? What two forts held the situation in the northern part of Tennessee ? Describe the surrender of Fort Donelson. What great battle was fought in April, 1862? What Southern general was killed in this battle? What was the result of this battle ? What had the Northern Army done in three months' campaign in the West? Describe the attack on New Orleans. How did Farragut pass the forts? How did the city surrender? Wliat was the result of the capture of New Orleans? Tell the story of the surrender of New Orleans. Written Work. Make a written statement of the general war plan of the North. Events on the Sea 385 LESSON 98 EVENTS ON THE SEA One of the first acts of President Lincoln had been to declare all the Southern ports in a state of block- Blockade ade. By this is meant that armed vessels were declared to be stationed outside all the harbors of the ^P"l' I86I South to prev^ent ships coming out or going in. Thus all trade with foreign countries would be cut off. At first the blockade was not very effective, but as the war progressed the North built and equipped more vessels until the Southern ports were shut up tight and were watched day and night by the blockading fleets. In order to get cotton to European markets and buy guns and ammunition, besides such things as salt and medicine the Southern ships had to get past these ves- sels in the harbors bv "running the blockade." ,,^^f^j^ ^ •> ° blockade To do this, small vessels, painted some dark color and not bearing any lights, slipped in the dead of night silently and slowly around the war vessels, and when safe outside hurried to Havana, or other West Indian ports. There they sold the cotton to foreign vessels and bought supplies to take home again. With this load they slipped as secretly as possible past the blockading vessels on their way home. It was dangerous and exciting sport, especially when the blockade runner was discovered and a long chase began. An event which came near involving the United States in a war with England occurred a short time after the block- ade was established. The Confederate Government had appointed two representatives to secure recognition of the 386 American History- Confederate Government in foreign countries. -James Mason was appointed to London, and John Slidell to Paris. Southern vessels had to reach foreign markets by running the b/oc/cade These commissioners escaped the iDlockade at Charleston and reached Havana. Here in November, 1861, they were taken on board a British steamer named Trent. On the day Gen. P. G. T. Beauregard Gen. Braxton Bragg Gen. Joseph E. Johnston Gen. J. E. B. Stuart Gen. N. B. Forrest (387) 388 American History- after the Trent left Havana she was stopped by a United States war vessel and searched. Mason and Affair Slidell were arrested agamst the protest of the British officer and carried to Boston, where they were^ held as prisoners of war. Great indignation arose in England at this outrage to the British flag. The English Government at once demanded that the commissioners be given up or that war would be declared against the United States. The right to search vessels of foreign nations had brought on the War of 1812, and the United States had done the very thing they fought the British for doing. Seeing the justice of the demand President Lincoln directed that Mason and Slidell be released and sent to England. This is known as "The Trent Affair." The commissioners failed to accomplish the purpose for which they were sent. The Confederate States were never recognized as a separate government. The South was not entirely without a fleet of war vessels. President Davis had given commissions to many privateers to prey upon the commerce of the enemy. Some th^Ai^b^^ ° ^^^ vessels, notably the Alabama, had been built in England for the Confederate Government. The English Government allowed the Alabama to escape from the ship yards under the pretense of having her make a trial trip. Once outside, the Alabama put to sea, hoisting the Confederate flag in August, 1861. She started out, under command of Raphael Semmes, on her career of destruction. Crossing the Atlantic, she cap- tured twenty merchant vessels of the United States. Turn- ing southward she cruised for three years through the Gulf of Mexico, along the West Indies and the coast of South Events on the Sea 389 America. Altogether in four years the Alabama destroyed sixty vessels, valued at ten million dollars. The United States war vessel, the Kearsarge (Ker-sarj'), was sent in pursuit. At Cherbourg (Sher-boorg), France, the Alabama had put into port for supplies. The Kearsarge waited outside the harbor. The Alabama came out to engage in battle, though badly prepared after her long The Kearsarge sinks the Alabama cruise. The engagement lasted but a short while, and the Alabama was sunk. The fact that the Alabama, and other Confederate war vessels, had been built in England, brought on a controversy for damages between the United States and that country. The United States claimed that England had violated the laws of neutral nations in allowing war vessels to be built and equipped in her ports. The dispute lasted for many years, and was finally settled in 1872 by England paying 13 390 American History fifteen and a half million dollars to the United States. This incident became known as the "Alabama Claims." Questions. What is meant by the blockade? How did it become more and more effective ? Describe the way a blockade runner secured trade with foreign ports. Who were Mason and Slidell? On what English vessel were they taken ? What happened to Mason and Slidell ? What protest did the English Government make ? What did Lincoln do ? What is this affair called? What can you say of Confederate privateers? What was the Alabama? How did she put to sea? What was her career? What destruction did the Alabama accomplish in four years ? What was the fate of the Alabama? What were the " Alabama Claims " ? Written Work. Write a short account of the cruise and fate of the Alabama. LESSON 99 THE VIRGINIA AND THE MONITOR About a month before the battle of Shiloh a strange naval duel occurred in Hampton Roads, near the entrance to Chesapeake Bay. This was the battle between the two ironclad vessels named the Virginia and the Moiiitor. When the Federals abandoned the navy yard at Norfolk they sunk a war vessel narned the Mcrriinac. This vessel had been raised by the Confederate authorities, and its hull completely covered with a heavy protection of iron, and its prow fitted with an iron ram. It carried two heavy guns and was a most formidable enemy. It had been rechris- tened the Virginia. In March, 1862, it steamed into Hamp- ton Roads to attack the wooden ships of the Federal fleet. One may imagine the consternation the great monster The attack of created. Its iron sides could not be pierced the Virginia ^y cannon shot, but on the other hand its great guns could easily penetrate the wooden hulls of The Virginia and the Monitor 391 the enemy's vessels, and its terrible prow could deal a deadly blow. The Virginia made straight for the Cumberland. Its ram made a hole in her sides that sent her to the bottom with more than a hundred men on board. The Congress was next attacked by the guns of the Virginia, and that vessel soon surrendered and was set on fire. All the other vessels of the Federal fleet saw their impending fate. There seemed no escape from the floating fort of iron from whose sides cannon balls rebounded like rubber. The news of the exploits of the Virginia were telegraphed North and created great dismay. Suppose the Virginia should ascend the Potomac and bombard Washington City itself ! Suppose it should . destroy all the Union vessels, what would become of the blockade, and then what would be the result of the war ! Night had put an end to the first day's fighting of the Virginia. The next morning as she steamed out to renew her work of destruction there appeared a stranger .pj^^ arrival on the waters. It was another ironclad, named of the the Monitor, that had arrived in the night. It ^"^^^"^ looked like "a cheese box on a raft." It lay with its decks almost level with the water, and a revolving turret for guns in the center. It had come just in time to protect the North- ern vessels from the attack of the Virginia. Cautiously the two ironclads approached each other. When within a distance of one hundred yards the Monitor opened fire, and the first battle of ironclads the world ever knew began. Sometimes the vessels ^^^ ironclad were almost side by side, then again they stood off a half-mile apart. Shot after shot rained upon their sides, but without effect. Neither suffered any considerable dam- 392 American History age. Each was invulnerable with the guns then known to warfare. After a while the pilot house of the Monitor was damaged and she steamed away for repairs. The Virginia withdrew to Norfolk. The battle was left undecided and was not renewed. It was now evident that one ironclad was worth more than all wooden vessels put together. The day of ironclad war vessels had arrived. The battle in Hampton Roads was the most important single event of the war, since it revolutionized all naval warfare. Questions. What naval battle occurred in Hampton Roads? Of what vessel had the Virginia been made ? What was her protection ? When did she steam into Hampton Roads ? What effect did her appear- ance produce? What were the first exploits of the Virginia? What effect did the news of these exploits produce ? What other vessel appeared next day? What did it look like? "Describe its appearance. Describe the battle that followed. What was now very evident ? What importance is attached to the naval battle in Hampton Roads? The " Virginia " and the "Monitor," in Hampton Roads, engage in the first battle of ironclads, March, 1862 Gen. Geo. B. McClellan Gen. Geo. G. Meade Gen. Wm. T. Sherman Gen. Philip H. Sheridan Admiral David G. Farragut (393) 394 American History LESSON 100 THE PENINSULAR CAMPAIGN We left the Northern army demorahzed after the battle of Manassas. For over six months, while the campaign in , the West was going on, nothing of great im- George B. portance had happened on the soil of Virginia. McCieUan General George B. McClellan had been ap- pointed Commander-in-chief of the Union army, and had spent the time in thoroughly drilling and organizing the army of the Potomac. The autumn passed and the winter came on while he was getting ready. General Joseph E. Johnston in command of the Southern army was watching him and preparing to meet his advance. In February, 1862, the popular cry for a forward move- ment was too great to be ignored, and McClellan with 120,000 men started on the famous Peninsular Preparations campaign. Taking his army by transports down the Chesapeake, he landed at Fortress Monroe and proposed to march against Richmond by the narrow strip of land between the York and the James Rivers. At Yorktown he spent a month besieging a Confederate force, which retired towards Richmond just as the P"ederal Battles army was ready to attack. At Williamsburg along the an engagement occurred, and the Confederates peninsular retired. At Seven Pines or Fair Oaks a furious battle occurred in which General Johnston was wounded, and many men on both sides were killed. At last the Union army came within ten miles of Richmond, and could see the church spires and the smoke from the chimneys. It was to be a long time yet before they saw the inside of the city. The Peninsular Campaign 395 In the meantime a remarkable campaign had been going on in the Shenandoah Valley. General Stonewall Jackson had a force of fifteen thousand men, which was opposed by two Federal armies under General Banks and General Fremont. Their object was to unite and crush Jackson, and join McClellan on the Peninsula. Jackson, however, was one of the most brilliant leaders in the war. During the famous Valley campaign, he drove the Federals out of Winchester, and so confused jackson's all his opposing enemies as to prevent them Valley joining their forces. He came so dangerously ''^"iP^^S^ near Washington City as to throw the authorities into the greatest alarm. Word was sent to McClellan in the greatest haste to detach troops to protect the capital from capture by Jackson. In forty days Jackson had marched his little army of fifteen thousand men over four hundred miles. He had utterly routed four armies in succession, amounting to sixty thousand men, and prevented the uniting of the Federal forces sent to destroy him. He had captured thirty-five hundred prisoners, and killed and wounded as many more. After this series of movements he quietly marched his army to Richmond and joined his forces with those confronting McClellan. This was in May and June, 1862. When General Johnston was wounded at the battle of Seven Pines, he was succeeded in command of the Confeder- ate army by General Robert E. Lee. General j^ ^j ^ j. j^ McClellan, in a campaign of four months, had succeeds moved up the Peninsula, and was now with a J^^'^s*"'^ large army almost at the very entrance of the Confederate capital. General Lee, desiring to know more about the task before 396 American History him, sent General J. E. B. Stuart, with a body of cavalry, to find out the strength and position of McClellan's army. Stuart rides General Stuart rode entirely around McClellan's around forces, escaped unnoticed, and brought the McCleilan information needed by General Lee. In the meantime Jackson had arrived on the scene, having kept the Federal army from joining McCleilan before Richmond. Now began that series of desperate engagements around Richmond known as the Seven Days' Battles. They were fought in the latter days of June, 1862. There Battles around n i.^- ir 1 i^-i^ Richmond ^^^ fight mg every day for a week, and at night the tired soldiers had to march through swamps and woods to take position for the next day's battle. The skill of Lee, Jackson, and Stuart at length succeeded in forcing McCleilan to withdraw to Harrison's Landing on the James River where his army was safe under the protec- tion of gunboats. McCleilan had lost fifteen thousand men, besides c|uantities of arms and stores. Lee had lost about the same number of men, but Richmond was safe for a while. Thus ended the Peninsular campaign. Questions. Who was appointed Commander-in-chief of the Union army after the battle of Manassas? What was he doing? What Con- federate commander was watching his movements ? What campaign did McCleilan undertake in February, 1862 ? Describe his slow progress toward Richmond. What was Jackson doing in the Shenandoah Valley? What can you say of General Jackson's briUiant campaign? What had he done in forty days? Who succeeded General Johnston in command of the Confederate army? What about Stuart's ride around McCleilan? What about the battles around Richmond? How did the Peninsular campaign end? "Written Work. Write an account of the achievements of Jackson in the forty days of the Valley campaign. Stonewall Jackson 397 LESSON 101 STONEWALL JACKSON General Stonewall Jackson is such a remarkable character in the history of war that it is well to know more about his life. He was born at Clarksburg, in what is now West Virginia, January 21, 1824. His real name was Thomas Jonathan Jackson, but we have seen that he gained the name of Stone- wall Jackson at the first battle of Manassas. He was brought up on a farm in his native State. When he was eighteen years old, dressed in a plain homespun suit, and carrying his clothes in a saddle bag, he ■iTri- r^- ^ ^ -i i t Earlv life went to Washmgton City and asked to be made a cadet at West Point. He received the appointment and went at once to the military academy. He was an awkward, ungainly, quiet, good-natured country boy, of whom his com- panions at first made sport, but whom afterwards they treated with great respect. He was very ambitious. He wrote a book of rules for his own guidance, in conduct, dress, manners, study, and such things. One of these rules was, " You may be whatsoever you resolve to be." He served in the war with Mexico, winning distinction and promotion by his bravery. He seemed not to know what fear was, and held any position of danger until ordered to retreat. His great ambition was to do his full duty as a man and a soldier without fear. He early became a religious man, and was noted for his great piety. He taught in the Sunday school, and even 398 American History General Stonewall Jackson gathered the slaves of his town together every Sunday afternoon and taught them the truths of the Bible. Before Character and going into battle it was his habit always to go habits Qff ^Q ^ quiet place and pray. His servant used to say he could tell the night before there w^as to be a battle by the length of his master's prayers. He never used coffee, tobacco, nor intoxicating drinks of Stonewall Jackson 399 any kind. Often he went all winter in the Virginia moun- tains without an overcoat, saying he " did not wish to give way to the cold." Once when told by his surgeon that he needed a little brandy, he replied, " I like it too well, that is the reason I never take it. I am more afraid of it than Federal bullets." His soldiers were devoted to him, and were willing to follow him into any danger, and cheerfully obeyed his orders. They affectionately gave him the name of " Old Jack." Under his command they did so much marching that they were called "foot cavalry." Jackson always shared the hardships of his men. On one occasion when his brigade was worn out with marching, he said, " Let the poor fellows sleep. I will guard the camp myself." Accordingly he acted as sentinel during the night while his tired men took their rest. We shall see later that this great soldier was unfortunately killed as he rode in front of his troops, who fired upon him by mistake. Jackson's Coolness. During the Valley campaign General Jackson and his staff found themselves on the opposite side of a river from their troops. The bridge was guarded by a iew Union soldiers who had placed a gun in position to prevent any one crossing it. Jackson and his men rode boldly up to the officer, and Jackson said in a commanding voice, " Who told you to place that gun there? Bring it here at once." The officer, thinking he was being ordered by one of his own superiors, quickly withdrew the gun. Jackson at once spurred his horse across the bridge, followed by his men, before the astonished Federal officer could prevent their escape. Collateral Reading. ".Stonewall Jackson's Way," by John W. Palmer. Questions. When and where was Stonewall Jackson bom? What was his real name? How did he ask for an appointment as cadet at West Point? What kind of a boy was he? What can you say of his 400 American History- book of rules ? What can you say of his service as a soldier in Mexico ? In what ways did he show his religious character? In what way did he show his temperance principles? How did his soldiers consider him? How did Jackson show his consideration for his men? Tell the incident showing Jackson's coolness. Written Work. Write a statement of the good habits of Stonewall Jackson. LESSON 102 ROBERT E. LEE IN COMMAND OF THE SOUTHERN ARMY From this time on, the most conspicuous figure in the war on either side was Robert E. Lee. It is agreed that he was the ablest general developed by the war, and a soldier in whom the whole country may feel a great pride. He was born in Virginia, January 19, 1807. He was the son of General Richard Henry Lee of the Revolution, who was known as " Light Horse Harry." Early life , , „ , . , , , , When he was eighteen years old he went to West Point, where he stayed for four years. During all that time he received no bad marks or demerits. His clothes were always in order, his gun bright, his lessons well pre- pared. So faithful was he in his duties as a student that he graduated second in his class. During the Mexican War Lee served under General Scott as an engineer. It was his business to build bridges, lay out roads, construct fortifications, and perform other duties of that sort. General Scott said that Lee was the best soldier he ever saw, and that a large part of his success in Mexico was due to Lee's skill as an engineer. In after years General Scott said of him, " If I knew that a battle Robert E. Lee 401 General Robert E. Lee was to be fought for my country, and the President were to say to me, ' Scott, who shall be commander ? ' I would say, 'Robert E. Lee ; nobody but Robert E. Lee.'" When the war came oh, Lee was a colonel in the United States Army. He was offered the chief com- mand of the Union armies. To this offer he „. . replied, " If I owned the four million slaves in the South, I would give them all up to save the Union ; but 40 2 American History how can I draw my sword upon Virginia, my native State ? " Accordingly, Lee, like a great many other men, went with his State. He was made a major general of the Virginia troops, and afterwards took the command of the entire army, as we have seen. General Lee was now fifty-four years old. He was a grave, dignified, and a noble-looking man, of military bearing. His hair and beard were turning gray. He was arac er erect and vigorous, and rode his famous white and habits ° horse " Traveler " with grace and ease. He was the idol of his soldiers, who affectionately called him " Marse Robert." From the time he assumed command of the Southern army he showed such a mastery of the details of war, such a genius for handling troops and using them effectively in battle, that he is recognized as one of the world's greatest generals. Lee, like many other great men, was gentle, generous, and good. It was a saying of his that duty was the sub- limest word in the language. He never used tobacco nor any intoxicating liquors. He felt kindly towards the Union army, and spoke generously of their valor as soldiers. He rebuked one of his officers who said he wished to kill all the enemy, by remarking, " I would rather they go home and leave us to do the same." He told a Southern mother after the war, " Do not train up your children to be foes of the United States Government. We are one country now. Bring them up Americans." All men of all nations have come to acknowledge the genius and greatness of General Lee. With Washington, Jefferson, and Lincoln his fame has become a part of the proud traditions of our entire country. I Progress of the War 403 General Lee. " He was a foe without hate ; a friend without treach- ery; a soldier without cruelty; a victor without oppression, and a victim without murmuring. "He was a public officer without vices; a private citizen without wrong; a neighbor without reproach; a Christian without hypocrisy, and a man without guile. " He was Caesar without his ambition; Frederick without his tyranny; Napoleon without his selfishness, and Washington without his reward. " He was obedient to authority as a servant, and royal in authority as a true king. "He was gentle as a woman in life; modest and pure as a virgin in thought; watchful as a Roman vestal in duty; submissive to law as Socrates, and grand in battle as Achilles." — Benjamin H. Hill. Questions. What man now became the most conspicuous figure of the war ? When and where was he bom ? Who was his father ? What about his record as a student at West Point? What was his service in the war with Mexico ? What did General Scott say of him ? What was he offered at the beginning of the war? What was his reply? How old was Lee when he became Commander-in-chief? W^hat did his soldiers call him ? What ability did he show as a general ? What were some of the good habits of General Lee? What did he say of the enemy? What did he tell a Southern mother? What about his rank among the great men of the country ? Written Work. Write an account of the good habits and charactei of General Lee. LESSON 103 PROGRESS OF THE WAR After the battles around Richmond McClellan's army was recalled to Washington, and General John Pope was put in command. Lee decided to move northward, and, if possible, carry the war into the enemy's country. Toward the last of August, 1862, the armies of Pope and Lee came together on the old battle ground of Manassas. 404 American History Stonewall Jackson held the enemy in check until he was joined by Lee, after which the Confederates swept every- The second thing before them. The second battle of battle of Manassas was also a Confederate victory, anassas General Pope was now relieved, and General McClellan was again put in command. Lee decided to move into Maryland. Early in September he crossed the Potomac near Harper's Ferry, McClellan met him in Boonesborough, and forced him to A^r t° retreat. Stonewall Jackson captured Harper's Ferry with a large quantity of ammunition arid supplies. The two armies of Lee and McClellan now faced each other near Sharpsburg on Antietam Creek, and one of the bloodiest battles of the war occurred August 17. The battle lasted all day, and until darkness made it impossible to con- tinue. The next day the troops rested facing each other. The night of the i8th Lee recrossed the Potomac unmolested. It was a drawn battle, but it ended the invasion of Maryland. McClellan was again relieved, and General A. E. Burn- side was put in command of the Federal armies. Burnside with a large army, moved southward in Decem- atteof |j 1862, and Lee met him at Fredericksburg. Fredericksburg ' ' *=" The center of Lee's army held a position called Marye's Heights. Burnside hurled his men against this posi- tion only to be repulsed with terrible slaughter. His troops found it difficult to advance over the piles of dead. When the night closed over the scene there were thirteen thou- sand dead on the Federal side, and four thousand on the Confederate side. . Burnside retired with his army, and soon afterwards resigned his position. He was succeeded by General Joseph Hooker, known as "Fighting Joe Hooker." Progress of the War 405 General Lee advances into Maryland, September, 1862 4o6 American History- While these events were taking place, President Lincoln was considering the emancipation of all the slaves held in Proclamation ^^^ Southern States. Soon after the battle of of Emanci- Antietam he issued a proclamation declaring pa ion ^^^^^ from January ist, 1863, all persons held in slavery in any State or part of a State then in arms against the United States should be free. Lincoln said his object in the war was to save the Union. He declared, " If I could save the Union without freeing any slaves, I would do it ; and if I could save it by freeing all the slaves, I would do it ; and if I could save it by freeing some and leaving others alone, I would do that." He resolved to declare all the slaves free, as an act of military necessity, and as a means of ending the war and saving the Union. The proclamation had but little immediate effect upon the negroes in the South.' They knew that their freedom or slavery depended upon the failure or success of the Southern armies. There vvere some who joined the Federal armies as they passed through the South, and became active soldiers on the Northern side. Most of them, however, remained quietly upon the farms, laboring without complaint, content to be at the old home and live in the old way. ' Of the conduct of the negroes who remained on the plantations during the war, Henry W. Grady said: "History has no parallel to the faith kept by the negro in the South during the war. Often five hundred negroes to a single white man, and yet through these dusky throngs the women and children walked in safety, and the unpro- tected homes rested in peace. Unmarshaled, the black battalions moved patiently to the fields in the morning to feed the armies their idleness would have starved, and at night gathered anxiously at the big house to 'hear the news from marster,' though conscious that his victory made their chains enduring. ... A thousand torches would have disbanded every Southern army, but not one was lighted." Progress of the War 407 General Hooker advanced in April, 1863, with an army of over a hundred thousand men against General Lee, who had an army of little over fifty thousand. At Chan- cellorsville, a few miles from Fredericksbur"-, the two armies confronted each other. Lee sent Jackson around to the rear of Hooker's army. Jackson fell so suddenly and swiftly upon the Federal flank that they were Chancellors- ville Stonewall Jackson at Chancellorsville is accidentally shot by bis own men thrown into panic and confusion. Lee attacked them in front and the rout was complete. Hooker retired with his army across the Rappahannock. The advance of the Federal army was again completely checked. The victory was dearly bought. Stonewall Jackson had ridden out in the evening to reconnoiter the position of the enemy, and was returning to camp after darkness had set in. His own men not recognizing him, and thinking his party was a body of Federal cavalry, fired upon them. General Jackson was wounded and fell from his horse. 4o8 American History He was borne on a litter to a farmhouse near by, and m a few days died. His last thoughts were upon the battle, and he was muttering orders as his life ebbed away. His last words were, " Let us cross over the river and rest under the shade of the trees." His death was a great loss to the Confederate cause. Lee wept when he heard the sad news, and said, " I have indeed lost my right arm." Morgan's Raid, Among the most daring of the Confederate cavalry leaders was John H. Morgan. In July, 1863, he made a raid into Indiana and Ohio with a force of several thousand soldiers. Passing rapidly into Ohio, and riding day and night to avoid battle and capture, he burned bridges, threatened many towns and farms, and did all the damage he could. The militia and farmers started in hot pursuit of the raiders. Skirmishes were fought at several places, and every day Morgan's band grew smaller. Every obstruction possible was thrown in the way, until after three weeks' hard riding, Morgan was captured. Of all his men, only four hundred escaped death or imprisonment. Morgan himself escaped from prison by burrowing under the walls, and afterwards made his way South. He was killed the next year in Tennessee. A Brave Sergeant. After the battle of Fredericksburg the wounded soldiers lay all night on the battlefield, crying, " Water! Water! " The thirst of the wounded men amounted to torture, and their cries were pitiful to hear. Over in the Confederate lines a young sergeant could bear it no longer, and in the morning said to the general, " Let me take water to those poor fellows out there. I may be shot, but I am wilHng to try it." The general said, " It is dangerous to go outside the trenches, for the enemy cover the field with their guns, but yours is a noble feeling. Go, and God protect you." The sergeant crept over the wall and ran with water to the first sufferer and then to another. The Federals saw his errand of mercy, and not only held their fire, but sent up a cheer for the brave boy. From man to man he passed, carrying canteen back and forth for over an hour. Not a shot was fired at him. Then with a wave of his hand, and a cheer from both armies, he returned to his post unhurt. Questions. Wlio succeeded McClellan in command? What did General Lee decide to do? What battle was fought between the two armies, and with what result? What change was again made in the The Battle of Gettysburg 409 Union commanders? What was the result of the battle of Antietam? What did it end? What change again took place in commanders? What great battle was fought, and where? Who succeeded Burnside? What was Presi- dent Lincoln considering at this time? What proclamation was issued January i, 1863? What did Lincoln say was his object? What great battle was fought in April, 1863? How did Jackson throw the Federal troops into confusion? Describe the way in which Jackson was killed. LESSON 104 THE BATTLE OF GETTYSBURG Lee now decided to invade Pennsylvania. By this move he hoped to get food and clothing for his soldiers from the stores and fields of the North, to threaten Washington City, and, if he defeated the Federal army, to secure foreign recog- nition of the independence of the Confederate States, and perhaps dictate peace to the Northern States. Early in January, 1863, with an army of about sixty thou- sand men, Lee crossed the Potomac and moved on into Pennsylvania. General George B. Meade, now in command of the Union army of over one hundred thousand men, set out to check his advance. The two armies faced each other at the little village of Gettysburg. The battle began July ist, 1863. .On the first day the Federal division was driven through the streets of the town, and becoming confused , ^- ^ ^ ' » begins lost many men. Lee did not press his advan- tage, but waited for the arrival of the remainder of his army. That night reinforcements arrived for both sides, troops took position for the battle next day, and officers held important councils. On the second day in the afternoon an attack was made 41 o American History on the Union lines, but without any particular advantage. The great struggle occurred on the third day of the battle, when General Lee resolved to capture Cemetery Hill, the key to the position of the Federal army. About one o'clock Lee opened fire on Cemetery Hill with one hundred and fifty guns. The roar of artillery and the bursting of shells made a noise that shook the earth. The terrible bombardment lasted nearly two hours. Tons of metal were poured against the Union lines, but Meade's men were immovable. Lee sent word to Longstreet to charge the hill. The order was turned over to General Pickett, who saluted, and moved his troops out of cover of the woods and , into the opening between the two lines. Twelve thousand men moved steadily across the valley a mile wide to attack the Federal guns. The cannonade ceased as the magnificent charg'e began. Both sides watched breathlessly the advance of the Confed- erate troops. Every soldier pulled his cap down over his eyes, and moved forward with easy, swinging step, knowing that upon the issues of that hour hung the destiny of the great battle. Not a man hesitated, as with steady march the troops crossed the valley and began to ascend the slope of Cemetery Hill. The Federal troops were in readiness behind their batteries, with orders to wait until the Confed- erates were in range of their guns. Then burst forth the terrible roar of cannon. A hundred Federal guns mowed down the advancing Confederates. Volleys of infantry fire made great £faps in their The repulse ^ ^ & & i ranks. Still they rushed forward, engaged the gunners hand to hand, and planted their flags on the breastworks. The Battle of Gettysburg 41 1 Pickett's repulse at Gettysburg was the turning point of the war in the East 412 American History At one time it seemed that Pickett would capture the hill, and Longstreet, who was watching the charge, turned to congratulate Lee on the victory. The terrible fire, how- ever, was more than the brave troops could stand. Their ranks were thrown into confusion, and soon the whole divi- sion began to fall back. Thousands had fallen in the charge. The rest hesitated, wavered, and retired slowly down the slope. Silently the remainder of the broken regiment retreated across the valley of death and into their own lines. Pickett's charge had been repulsed. In this battle over forty thousand men were killed or wounded, about evenly divided between the two armies. Gettysburg was the turning-point of the war in the East. It was the high-water mark of the Confederate cause. Ten days later Lee recrossed the Potomac and retired to the banks of the Rapidan. There were no more recruits to fill up the gaps in his army made by the awful charges at Gettysburg. Lincoln's Gettysburg Speech. A portion of the battlefield of Gettysburg has been set apart as a national cemetery. It was dedicated November 19, 1863. Upon that occasion President Lincoln made the following short and noble speech : " Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty, and dedicated to the prop- osition that all men are created equal. " Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. " But, in a larger sense, we cannot dedicate — we cannot consecrate — we cannot hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or The Fall of Vicksburg 413 detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion ; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth." Questions. What did Lee decide to do? What were his hopes? When did he move into Pennsylvania? What general was sent out to check his advance? How large were the two armies? When did they face each other? When and how did the battle begin? What was the attack of the second day? How did the third day's battle begin ? What was Lee's purpose on the third day? Describe the charge of General Pickett and his troops. Describe the repulse. How many men were killed and wounded? What can you say of this battle ? What did Lee do after the battle ? Written Work. Write a description of Pickett's charge. LESSON 105 THE FALL OF VICKSBURG While these events were happening in Virginia, the Con- federate army in the West had gradually been losing ground. After the battle of Shiloh and the capture of New Orleans, all the fortified posts along the Mississippi fell into the hands of the Federals except Port Hudson and Vicksburg. Those places stood on high bluffs above the river level and were strongly defended. The Southern forces under Bragg started out to invade Kentucky in the summer of 1862. The invasion was checked at the battle of Perr3rville in October, and Bragg 414 American History retired to his winter quarters at Murfreesboro about forty Perryviiie miles from Nashville. Here on the last days and Mur- of the year he was attacked by General Rose- crans. A desperate three days' battle ensued, at the end of which Bragg had to abandon his winter quarters. General Grant, who was now in command of the Union forces in the West, turned his attention to Vicksburg, deter- mined to reduce that stronghold and open the e siege Mississippi.^ After several battles around Vicks- Vicksburg '■ ^ burg the Confederates under General Pember- ton retired within the city. General W. T. Sherman was sent to watch the Confederate army in the interior, and Grant settled down to the long siege of Vicksburg. The gunboats on the river and the batteries on the land began a merciless fire upon the city. The bursting shells made a sad havoc of the buildings, and threw the people into a terrible panic. For protection against the exploding shells the terrified people made caves in the hillsides, or hid themselves in the cellars of their houses. There they lived for days and weeks with the thunder of bursting shells and exploding mines constantly in their ears. Starvation now stared the people in the face. The sol- diers had only a small piece of bacon and a little musty bread each day. The people were reduced to eating mule meat, which was sold for a dollar a pound. ' In the campaign against Vicksburg, General Nathan B. Forrest, the famous Confederate cavalry leader, did remarkable service in cutting the railroads in the rear of Grant's army, and leaving him without supplies. This greatly hindered his movements and saved Vicksburg from immediate capture. Forrest was without education and military training, but his many cavalry raids and his dramatic character made him one of the most conspicuous figures in the war. General Joseph E. Wheeler was also a famous Confederate cavalry leader in the West. His vigilance was so well known that the infantry that he was protecting never feared a surprise. The Fall of Vicksburg 415 The dreadful siege began in May, 1863. By July the city was reduced to the point where it could hold out no longer. On July 3d, General Pemberton wrote General Grant a note asking for terms of surrender. In the afternoon the two generals met, and honorable terms were agreed upon. July 4th, the day that Lee began his retreat from Gettys- burg, Vicksburg was formally surrendered to General Grant, with thirty-one thousand soldiers, sixty thou- sand muskets, and nearly two hundred cannon, ^jie surrender •' of Vicksburg Five days afterwards Port Hudson surrendered, and the entire length of the Mississippi River was in control of the Federal army. President Lincoln received the news with great satisfaction, saying, ** the Father of Waters now rolls unvexed to the sea." The capture of Vicksburg and of Port Hudson divided the Confederacy in two. Supplies of men and provisions could no longer come from the West to feed the armies, since the Federal gunboats patroled the entire river. The defeat at Gettysburg and the fall of Vicksburg, coming almost on the same day, decided the fate of the war. Henceforth it was merely a question of endurance to an inevitable end. Collateral Reading. " Vicksburg," by Paul H. Hayne. Sam Davis, Sam Davis, a young Southern soldier, seventeen years old, was sent by General Bragg to find out the strength of the Federal fortifications in Middle Tennessee. Having procured the information, he was returning with important drawings in his possession. He was captured, and the papers were found upon him. Davis was condemned to be hanged as a spy. He was asked " Who gave you these drawings and specifications?" Davis answered, "A Federal officer, high in command." " What is his name ? " "I shall not tell you." The ofiicer then said, " If you will tell me his name, your life shall be spared." To this Davis indignantly replied, " Do you suppose 41 6 American History I would betray a friend to save my own life ? No ! I will die a thousand times first." To the last he was firm in his refusal to give any information. He died with a serene smile upon his lips, conscious of his own devotion to duty as a man and a soldier. Questions. What of the Confederate army in the West a-11 this time? What places on the Mississippi were still held by the Confederates? Where was Bragg's invasion of Kentucky checked ? What was the result of the battle of Murfreesboro ? What did General Grant now do ? How did the people of Vicksburg suffer from the shells of the Federal batteries ? Where did they go for protection ? What hardships did the soldiers endure? What did the people do for food? When did Vicks- burg surrender? What other point surrendered five days later? What was Lincoln now able to say ? What was the result of the fall of Vicks- burg and of Port Hudson ? Written Work. Write a description of the hardships of the siege of Vicksburg. LESSON 106 ULYSSES S. GRANT IN COMMAND OF THE NORTHERN ARMY General Bragg had retired from Murfreesboro to Chatta- nooga. General Rosecrans had followed him closely and compelled him to move out of that city. In Battle of September, 1863, the great battle of Chicka- Chickamauga r > -" o mauga, a few miles from Chattanooga, was fought. It was a desperate engagement in which the Federal army was saved from great disaster by the firmness of General Thomas, who was called the " Rock of Chickamauga." As it was, Rosecrans was forced into Chattanooga and was closely besieged by General Bragg. The Federal army came near suffering the same starva- tion that befell the Southern army at Vicksburg. Sherman, Ulysses S. Grant 417 General Ulysses S. Grant however, arrived with troops, and a series of desperate battles occurred around Chattanooga resulting in the defeat of Gen- eral Bragg. Bragg then withdrew his forces into Georgia, leaving Chattanooga in the hands of the Union army. Important changes in the command of the armies took place. General Grant who had attracted much attention by 41 8 American History his able management of the campaigns in the West, was put in command of all the Northern armies. General Joseph E. Johnston, second only to Lee in General Grant , ■ r ^ ^ i i -n i i put in com- ^^^^ powers oi strategy and skill as a leader, ^^^^ succeeded General Bragg in command of the Southern armies in the West. From this time General U. S. Grant was the most con- spicuous figure on the Northern side. He was born in a log cabin, April 27, 1822, at Point Pleas- ant, Ohio. His father was a tanner as- well as a farmer. Grant worked on the farm up to the time he Early life and . r ■ . ^ ^ . was seventeen years of age, going to school a part of the year. His father desired him to be a soldier, and sent him to the West Point Military Academy, but Grant had no taste for military life, and spent most of his time in reading. He did well in mathematics, however, and was considered the best horseman in the Academy. Soon after he graduated the war with Mexico broke out. Grant went to the field of action. In all the engagements during that war, he behaved with gallantry, showing himself to be a brave man and an able soldier. Four years after the Mexican War, Grant, now thirty-two years old, left the army and began to farm in Missouri. He worked very hard, never losing a day on ar s ips an ,^(^(.q^,j-)|- q£ ^Y\e weather. He even loaded the failures wagons with wood and took it to town for sale. He gave up farming after a few years' struggle against bad health and poor crops. During all the time he kept up his courage, however, and showed the strength of his charac- ter by hard work and unfailing cheerfulness. He next went into the real estate business, but with no greater success than had attended his farming. In i860 Ulysses S. Grant 419 he moved to Galena, Illinois, and took a position as clerk in his father's leather store. Here the opening of the war found him. When President Lincoln called for volunteers to enter the service of the Union, Grant enlisted and was soon made a brigadier general. He was thirty-eight years of age when he entered upon the great career that was to bring him fame and honors. General Grant was a brave and determined leader. He was patient in waiting and courageous in endurance. He never counted the cost, nor considered any obstacle too great to be overcome. He matured ^ sYidLr ^^ his plans carefully, and carried them out by weight of numbers. He believed in sheer strength of men and arms. This made him in the end a successful soldier. He had all the fine qualities of a soldier. He was noble- minded and generous. His fame as the great leader of the Federal armies to their final victory, is as enduring as the history of the great war itself. Questions. When and where was the battle of Chickamauga fought? How was the Federal army saved from disaster? What about the Federal army in Chattanooga? What of the battles around Chattanooga? Who was now placed in command of all the Northern armies ? Who succeeded General Bragg? What can you say of Grant's early life? What about his record as a student at West Point? What was his record in the war with Mexico? What success did he make at farming? What business did he engage in next? What was he doing when the war broke out ? How old was he at this time ? What can you say of his character as a soldier? Written Work. Write your estimate of the character of General Grant. 420 American History LESSON 107 SHERMAN'S CAMPAIGN General Grant planned two great campaigns, one under himself against Lee in Virginia, with the purpose of cap- turing Richmond. The other under Sherman against John- ston, with the purpose of capturing Atlanta. In this way Grant proposed to enfold the Confederacy within the coils of two mighty armies, and to end the war by a campaign of destruction. The two campaigns began at the same time in May, 1864. On the day after Grant crossed the Rapidan to attack ■c ni. ** General Lee, Sherman left Chattanooga, on his From Chatta- ' » ' nooga to long march through the Confederate States. He Atlanta j^^^^ ^^^ army of a hundred thousand men and two hundred and fifty cannon. Johnston's army was half the size. As Sherman advanced, Johnston interposed his army at every point. There was sharp fighting almost every day. For over two months Johnston slowly retired as Sherman's lines threatened to flank his army. By July Johnston had reached Atlanta and fortified himself in the city. Sherman had lost about twenty-five thousand men. Johnston had lost about half that number. At this juncture General John B. Hood was put in com- mand of the Confederate army, with directions to attack the Federals and drive them back. This Hood tried to do in the bloody battles around Atlanta. He failed, however, and then took his army into Tennessee, to threaten Sher- man's line of supplies. Here his army was completely destroyed in the battles around Nashville. This left Sher- man unopposed to enter Atlanta and to continue his march through the South. Sherman's Campaign 421 It was the policy of General Sherman to bring the war to a close by making the South "feel the hard hand of war." When he set out on his " March to the Sea," he set fire to the city of Atlanta, and out of four thousand houses, only four hundred were left standing. With sixty thousand men Sherman set out for Savannah. His army covered a front of forty miles, and the soldiers lived on the country as they moved. Farm- houses, gin houses, cotton crops were burned; e marc DO liI16 S63> horses, cows, hogs, sheep, were killed for the sol- diers' use, or left dead in the fields ; barns were rifled of their contents ; slaves were carried away ; railioads were destroyed by tearing up the tracks, heating the rails, and twisting them around trees. Sherman estimated the damage done to the State of Georgia at about one hundred million dollars.^ From Savannah Sherman turned through South Carolina, and thence on to Goldsboro, N.C. Following his army was a crowd of stragglers that did more damage than the soldiers themselves. They were called the " bummers of the army." At Columbia, S.C., a few of the soldiers and bummers broke into the saloons, became drunk, and lost all restraint. Nothing could stay them. The city was set on fire and was soon reduced to a heap of ruins. Sherman's army marched eight hundred miles in six months, and cut a path of destruction and desolation through the heart of the South. Often in the wake of his army the ^ Of his march to the sea, General Sherman wrote : "Behind us lay Atlanta, smoldering and in ruins, the black smoke rising high in air, and hanging like a pall over the ruined city. . . . The first night out the whole horizon was lurid with the bonfires of rail-ties, and groups of men all night were carrying the heated rails to the nearest trees, and bending them around the trunks. ... I attached much importance to this destruction of the railroad, gave it my own personal attention, and made reiterated orders to others on the subject." 14 42 2 American History people were glad to eat the corn left by his horses. It was his purpose to join Grant in Virginia and unite their forces against Lee. Johnston had been recalled to his old command. At Goldsboro, N.C., he gave battle to Sherman's advancing army. The battle was a stubborn but undecided one. Both sides withdrew to await events in Virginia. Questions. What two great campaigns did Grant plan? What was his purpose? When did the two campaigns begin? How large was Sherman's army? How large was Johnston's army? Describe the progress of Sherman toward Atlanta. What change took place in the Southern army? What became of Hood's army? What was Sherman's policy? What of Atlanta? Describe the march to the sea. What of his soldiers in South Carolina? Where did Sher- man's army go ? What can you say of his path through the South ? What of his engagement with Johnston? Written Work. Write a description of the march to the sea. LESSON 108 GRANT AND LEE IN VIRGINIA General Grant with an army of one hundred and twenty thousand men and with abundance of provisions and stores of all kinds had moved against General Lee's ragged and half- starved army of sixty thousand, at the time that Sherman was on the march through the South. Grant had resolved to overwhelm his antagonist by force of numbers, and wear him out by exhausting his army and destroying his supplies. In May, 1864, Grant crossed the Rapidan and plunged into the tangled swamps and dense forest known as " The Wil- .„ ,,, . derness." Here for two days the battle raged Battles in . the so fiercely that saplings and even trees were cut wilderness down by the flying bullets. Grant lost so many men that he changed his plan of direct attack, and tried to Grant and Lee in Virginia 423 move around Lee's army to seize Spottsylvania Court House. Lee, however, easily detected his plan, and interposed his army again between Grant and Richmond. Here another assault on Lee's line occurred, but without serious result. Grant in two weeks had lost forty thousand men, about two- thirds as many as Lee had in his whole army. He said, however, he "intended to fight it out on this line if it took all summer." Lee fell back to Cold Harbor and intrenched his forces. Grant hurled his army of one hundred thousand men against the Confederate lines. The result was easily Cold Harbor foreseen. His men fell by the thousand, while Lee's loss was insignificant. Grant now moved around to the south of Richmond and laid siege to Petersburg. He had resolved to shut the Confederate army up in that place until they were compelled by exhaustion to surrender. The siege lasted two months. The Federals dug a mine under one of the Confederate forts and placed nine thousand pounds of powder in it. It was exploded with ter- rible effect. Tons of earth were thrown into ^ I ^^^^ * Petersburg the air, while human bodies and pieces of artil- lery were scattered in every direction. The Federals rushed in to complete the work of destruction, but the Confederates recovered their wits in time to catch the Federal troops in the crater formed by the explosion. The place became a slaughter house. In a few hours the Union army had lost three or four thousand men. General Lee had sent a detachment of troops under Gen- eral Early to threaten Washington City. General Early moved up the valley of the Shenandoah River. Driving everything before him he came almost to the gates of the national capital, but was compelled to return. 424 American History Grant sent Sheridan in haste to intercept Early and thwart his movements. This Sheridan succeeded in doing by the battle of Winchester. After that Sheridan set the Valley '-'^^^ ^^ devastate the Valley of the Shenandoah so that no army could possibly live in it. He de- stroyed growing crops, mills, barns, bridges, farm impl.ements, and drove off all the stock. He so completely ravaged the valley that thousands of families were reduced to want, and over that fertile section was a scene of pitiable desolation. He said over the take his that "a crow flying valley would have to rations." As the siege of Petersburg con- tinued, the armies of the Confeder- acy grew weaker and / The exhaus- , a t • i t- tion of the weaker. Admn'al 1^ ar- Confederacy ^.^g^^j j^^j captured Mobile Bay and destroyed the Confederate gunboats at that place. 1 The blockade was more Farragut, lashed to the rigging, rigid than ever. Everything was directs the entry of his ships scarce, and almost the last man '"*° '^"'"'^ ^"^ had been drafted for the Southern army. The soldiers in the field were in need of almost everything, and their ranks were daily thinning by disease, and loss in battle. * When Farragut was engaged in the battle of Mobile Bay, the smoke obscured his view of the ships to such an extent that he climbed into the rigging to get a better position to command. While there an officer followed him and lashed his body to the rigging to prevent an accident. From that point he gave his orders to those below. At one time they cried out, "Torpedoes! Torpedoes!" to which the Admiral answered sharply, "Never mind the torpe- does. Full steam ahead." Grant and Lee in Virginia 425 The winter passed in hardship around Petersburg and in Richmond. The supplies of flour and meat were almost exliausted, and prices were exorbitant. Lee's Hues grew thinner and thinner, until at last he had only about thirty- five thousand men facing an enemy of over one hundred and fifty thousand well-fed troops. In April, 1865, Grant made a determined attack all along the lines around Petersburg. The lines were broken, and Lee saw that Richmond must soon fall into the hands of the Federals. He telegraphed to President Davis that the city must be evacuated. President Davis and his cabinet quietly left Richmond on their way South. Many citizens also prepared to depart, and in the confusion fire broke out, and a large part of the city was laid in ashes. The Federal forces soon entered the city, and the news of its capture was telegraphed throughout the North and Europe. It was almost the last act in the great drama of the war. Collateral Reading. " Sheridan's Ride," by Thomas Buchanan Read. Questions. How large an army did Grant have in his march against Lee in Virginia? How large was Lee's army? Describe the battles in "The Wilderness." What happened at Spottsylvania Court House? What did Grant say? What of Cold Harbor? What siege now began ? Describe the incident of the mine at Petersburg. What did General Early do? Describe Sheridan's raid in the Valley of the Shenandoah. What did he say of it? What was now the condition of the Southern armies? What had Farragut done? What of the blockade? What hardships did Lee's men endure? When were Lee's lines broken? What did President Davis do? What became of Richmond? Written Work. Write an account of the Petersburg mine. 426 American History LESSON 109 THE END OF THE WAR Lee's army was reduced to a mere handful of men, desti- tute of everything, and hemmed in on all sides by the over- whelming forces of Grant. To continue the struggle in the face of such odds would be sheer madness. Accordingly, the two great commanders met by appointment, April 9th, 1865, in a farmhouse near Appomattox Court House to arrange terms of surrender. General Lee was dressed in full uniform, which was quite new, and wore a sword of great value. General Grant wore a rough soldier's blouse for a coat, with straps urren er ^^ indicate his rank. He was without sword. General Lee Around them stood the officers of their respect- ive staffs. The two generals had known each other in the Mexican War, and began to talk over old times. Lee was a man of great dignity, and his face did not betray whether he was glad the great conflict was over, or sad at the result of the war. General Lee said, " I have asked for this interview in order to ascertain the terms upon which you would receive the surrender of my army." Grant replied, " Your soldiers will lay down their arms and not take them up again during the war." Nothing was said about the surrender of side- arms, horses, or private property. Grant wrote out the terms, which Lee signed and handed back to him. Grant then said, " Your men will need their horses to work on their little farms, and I will instruct my officers to let every man who claims a horse or mule take it home with him." Lee expressed his gratification at this, and after a few minutes' conversation on other matters, Lee remarked, "I shall The End of the War 427 General Lee surrenders at Appomattox Court House, April 9, 1865 428 American History be glad to send all my prisoners into your lines, for I have no provisions for them. I have indeed nothing for my own men. They have been living for the past few days on parched corn, and we are badly in need of both rations and forage." Grant at once proposed to supply Lee's veterans with food from his own stores. The two generals then separated cordially, and each went back to his own men. The Federal soldiers then began to fire a salute of a hundred guns in honor of the victory. Grant promptly put an end to this, saying, " The Confeder- ates are now our prisoners, and we do not wish to exult in their downfall." General Lee returned to his men and informed them of the surrender, and said to them in great sadness, '* We have fought the war together, and I have done the best I could for you." The old soldiers crowded around him to take his hand. As he rode along the lines, every cap was raised in silence, and tears ran down the bronzed cheeks of the hardened men. Within a few weeks Johnston surrendered his army to Sherman. Other armies in the South and West laid down their arms, and the war was over. The soldiers on both sides quietly dispersed to their homes, and settled down to peaceful pursuits. Great was the rejoicing at the North when it was known that Lee had surrendered. President Lincoln at once con- . ,. sidered plans for the treatment of the Southern Assassination ^ of President States, and for their return to the Union. After Lincoln ^ ^|^y ^f h^j-^i work, on April 14th, less than a week after the news had come of the end of the war, he went to Ford's Theater, and was seated in a box with his family and friends. An actor, John Wilkes Booth, stole The End of the War 429 into the box behind the President and shot him in the head. Leaping on to the stage the assassin brandished a dagger and cried out, "Sic semper tyrannis " ("Thus always to tyrants "). The audience was too horror-stricken to act promptly. The murderer escaped by the rear of the stage, leaped on a horse that was ready saddled and waiting, and made his way into Maryland and then into Virginia, where he was killed while resisting arrest. President Lincoln was removed to a house near by and died the day after he was wounded. Secretary Stanton, who was standing by his bedside, said, " Now he belongs to the ages." His death was a national calamity, coming at a time when his wise counsels and generous impulses were sorely needed in the reconstruction of the seceding States. In the meantime President Davis had left Richmond, and was rapidly making his way southward. He was finally overtaken in Georgia by a body of Federal cav- „ . „ airy, and carried captive to P"ortress Monroe. President Here he was kept a close prisoner for two years, ^^^^^ until he was released on bail. After his release President Davis went to his farm in Mississippi, where he lived in dignified retirement until his death in 1889, beloved and honored by a grateful people. The war finally settled the question of secession. Hence- forth the Union shall be unbroken, the United States shall be one nation, and the people shall have one purpose and one destiny. The Nation has outgrown the possibility of division. The war also settled the question of slavery. Over all our land no man is held in bondage to another. The negroes 430 American History of the South were free, and master and slave alike were re- lieved of the burden of ownership. Collateral Reading. " O Captain! My Captain! " by Walt Whitman. Questions. What was now the condition of Lee's army ? When and where did Lee and Grant meet to arrange terms of surrender? Describe the scene of the surrender. What did Lee say to Grant? What did Grant reply? What did Grant say about the horses and mules? What did Lee say about the prisoners? What generous offer did Grant make? How did Grant suppress the feeling of his own soldiers? What of Lee's return to his men ? What became of the other armies of the South ? Describe the assassination of President Lincoln, Describe the capture of President Davis. What two questions were settled by the war? Written Work. Write an account of the surrender of General Lee. LESSON 110 HARDSHIP AND HEROISM War is a cruel thing at best. Vast sums of money must be expended, thousands of men must be engaged, millions of dollars of property must be destroyed, and the homes of the people made desolate by the death of brave men. Let us hope that nations will learn to settle their differences in other ways than by the slaughter of soldiers and the destruction of property. It is almost impossible to tell the cost of the war. It rose at one time on the Union side to three million dollars a day. Counting the value of the liberated slaves, of tlie°war ^^^ ^^^^ ^^ ravaging armies, and the pension since paid to the soldiers, the war probably represents a cost of ten billion dollars. From first to last nearly three million men were engaged in battle. The losses in single encounters and short cam- Hardship and Heroism 431 paigns at times were appalling, equal in number to a small army. It is probable that a million soldiers were killed in battle, or died from wounds and disease during the four years of the war. The suffering was greater at the South where the war had mainly been fought. The Southern people after the sur- render of their army found themselves almost , • 1 ■ 11 , • 1 , The suffering destitute, then- money was valueless, their banks had been wrecked, their railroads destroyed, their fields unplanted, and their slaves set free. In some places wide regions of country had been laid waste, mills and gin houses burned, stock killed or carried off, and many fine old mansions left a heap of smoking ruins. The war bore hard upon the Southern people and left them in a sad state of desolation. The close blockade of the Southern ports by the Federal vessels had caused great hardship. Salt especially became scarce. Sea water was boiled down, and even the ground of smokehouses where meat had ''^^"^y of ^ supplies been kept was dug up and boiled to get the salt out of the dirt. Coffee and tea were rare, and substi- tutes such as parched corn and potatoes were used. Medi- cine, woolen cloth, paper, cutlery, and indeed all the things the Southern people were accustomed to buy, were hard to get, since they could only be had by running the blockade. For clothing, the people depended on cotton which they made into homespun cloth, frequently by means of hand looms. There was no lack of corn, rice, sugar, sirup, tobacco, and other things that were raised in the South. Often the Northern soldiers lacked some of the things the Southern soldiers had, and out on the picket 432 American History lines when all was quiet they would meet and swap coffee and knives for sugar and tobacco. Confederate money fell off in value as the war advanced. It took quantities of it to buy anything. A yard of calico cost $50, a hat cost $300, a barrel of flour cost Con e erate ^400, a pair of boots cost $800, and a horse cost several thousand. All this time the pay of a soldier was eleven dollars a month, about enough to buy a loaf of bread. When the war closed Confederate money ceased to have any value. Now it is regarded as a curiosity, or is kept as a souvenir of the war. The women did their part nobly in the war. In the North societies were formed to collect hospital supplies and to send nurses to look after the wounded on the The women , , r 1 i t 1 ■ 1 • , 1 ■ ^ t battlefields and the sick m the hospitals. In the South the women were brave and uncomplaining amidst the great suffering. They were left behind to care for the farms and look after the slaves, in whose fidelity they placed perfect faith. They knitted socks, made shirts, and prepared lint and bandages for the soldiers. They cut up their car- pets and curtains to turn them into clothing and comforts for those on the battlefield. They sent their own blankets, bedding, and towels to the hospitals. The women were as brave at home as the soldiers were on the field of battle. Nor should we forget the faithful conduct of the negroes, and their devotion to those left in their care. Over a mil- lion slaves toiled in the fields all day long to The negroes •' ° during the make the crops that fed the Southern armies. ^*^ If they had refused to work, the Southern armies would have starved. If they had risen in insurrection, or threatened the homes of the soldiers, every army would have disbanded. Hardship and Heroism 433 Collateral Reading. " Hammer and Rapier," by John Esten Cooke. " Mohun," by John Esten Cooke. " Two Little Confederates," by Thomas Nelson Page. " The Old Man and Jim," Poem by James Whitcomb Riley. " The Blue and the Gray," Poem by Francis M. Finch. Prisoners. During the war the Confederates in Northern prisons numbered 220,000. The Federals in Southern prisons have been vari- ously estimated from 127,000 to 270,000. At first the prisoners were exchanged man for man, but toward the end of the war the exchange of prisoners was discontinued by the North. Consequently the war pris- ons North and South became crowded. Disease followed the need of comforts and the lack of care. Sickness and death made every prison a hospital and filled many a grave. The suiJering of all prisoners on both sides was distressing. ■ The suffering in Southern prisons was, of course, unavoidable. The Confederate soldiers in the field were almost unfed and unclothed, and all Federal prisoners were given the same kind and quantity of food and clothing that was issued to the Confederate soldiers. There was no medicine and no nourishing food for the sick. It could not be obtained. Consequently at the end of 1864 all Federal prisoners were offered to the North free of exchange, since it was impossible longer to maintain them. The condition of war prisoners North and South is one of the saddest and most distressing incidents of the war. (For further discus- sions of prisoners of war, see speech of Benjamin H. Hill of Georgia on the General Amnesty Bill in House of Representatives, Jan. 11, 1876; see also Memorandum of War Department under date of March 12, 1908.) Questions. What can you say of war? To what sum did the cost rise at one time on the Union side? How much did the war probably cost ? How many men were engaged in battle ? How many men were killed or died from wounds and disease? What suffering did the Southern people endure ? What became scarce ? How did the people get salt? What did they do for clothing? Of what was there no lack? What about Confederate money? Name some prices. What can you say of the women in the war? What about the conduct of the negroes ? Written Work. Write an account of some of the hardships endured during the war. PERIOD OF REUNION LESSON 111 PLANS FOR RECONSTRUCTION A few hours after the death of Lincoln, Vice-President Andrew Johnson took the oath of office and became Presi- dent of the United States. Like Lincohi himself, President Johnson had come from the common people. He was born in North Carolina, but . ^ in early life had moved to Tennessee. He had Andrew -' Johnson, but little education, and that he had gained by President j^jg ^^^^ efforts. It is said that when he mar- ried he could scarcely read, and that his wife helped him learn to write. He was a tailor by trade, and was indus- trious and ambitious. The great question before the country was what to do with the Southern States. They desired to become again a part of the United States, and to have the union of all the States restored. This restoration of the seceded States to their places in the Union was called "reconstruction." It had been President Lincoln's plan to accomplish this reconstruction with as much ease and with as little delay ^. , . as possible. Pie had outlined a generous policy Lincoln's ^ ... plan of re- towards the Southern States, maintaining that construction ^^^Qy had never been really out of the Union, but only "out of practical relations with the government." President Johnson, under the influence of Lincoln's cabi- net, readily undertook to carry out the mild and wise pur- poses of his predecessor. In May, 1865, he issued a procla- 434 Plans for Reconstruction 435 mation of pardon to nearly all those engaged in the war. There were a few persons excepted, but these could obtain pardon by applying for it. During the same year Congress proposed the Thirteenth Amendment to the Constitution, This amendment prohib- ited slavery everywhere in the United States, or in every place subject to the Constitution of . * ,^^ ^^J^ the United States. It was submitted to all the States, and being agreed to by the necessary three-fourths, became part of the Constitution. Following the advice of the President, most of the Southern States had called conventions, repealed their ordi- nances of secession, adopted the Thirteenth Amendment to the Constitution, and some of them had declared the war debt null and void. Governments had been ... , ^, Action of the organized, and senators and representatives to Southern Congress had been elected. The soldiers had ^***^^ taken the oath of allegiance to the United States govern- ment, and all the officials of the States, who were permitted to do so, had accepted pardon from the general government. In this way the people of the South, instead of sulking over their defeat, came forward manfully and cheerfully, willing to do their part towards restoring the Union. Congress, however, was not content with the mild meas- ures of the President. There were leaders who thought the South should be considered conquered ter- ritory and treated accordingly. Thereupon the _ ^ " ® ° -' o J r Congress newly elected senators and representatives from the Southern States were denied seats in Congress. A committee was appointed to inquire into the condition of the Southern States and see whether any of them were entitled to representation in Congress. 436 American History Congress now made a number of laws for the protection of the negroes of the South. Among these was the law establishing the Freedmen's Bureau, of which we shall learn more in another lesson. The most pronounced of the measures, however, was the Fourteenth Amendment to the Constitution, which made the negro a citizen, and extended to him all the pro- A ^ d^ ^t° tection of the laws. At the same time it placed a penalty on any State that passed laws denying any citizen the right to vote, by reducing the number of representatives which that State should have in Congress in proportion to the persons denied the right of voting. This Amendment was proposed in 1866, but was not declared a part of the Constitution until 1868. All the Southern States were required to adopt the Fourteenth Amendment before they could be admitted to the; Union. Tennessee came forward at once in 1866, and, agreeing to the Amendment, was declared again a member of the United States. Questions. Who became President after the death of Lincoln ? What can you say of the early life of Johnson ? What of his education ? What was the great question before the country ? What did the Southern States desire ? What was meant by " reconstruction " ? What was Lincoln's policy towards the South ? What did Johnson undertake ? What proclamation did he issue in 1865 ? What was the Thirteenth Amendment? What had most of the Southern States done? What of the soldiers and officials of the States? What was the attitude of some of the leaders in Congress ? What of the newly elected senators and representatives ? What committee was appointed ? What laws were proposed? What was the purpose of the Fourteenth Amend- ment ? What was the action of Tennessee ? Written Work. Write the purposes of the Thirteenth Amendment to the Constitution; of the Fourteenth Amendment. A Crisis with the President 437 LESSON 112 A CRISIS WITH THE PRESIDENT President Johnson was by no means a mild-mannered man. His plans for reconstruction had not been approved by Congress, and thereupon he engaged in a bitter quar- rel with the leaders of his party. In political speeches he abused the members of Congress, and spoke with unsparing harshness of the measures they proposed. Congress proceeded to reconstruct the Southern States upon its own plans. The bills passed by Congress were promptly vetoed by the President. The measures, how- ever, were at once made laws by being passed over his veto. The ten Southern States that were yet out of the Union, were, in 1867, placed under military rule. They were organized into five military districts, in each „.^ of which was placed an army with a military command governor in command. Within a year and a ^" *^® ^°^^^ half seven of the Southern States had agreed to the demands of Congress, had adopted the Fourteenth Amendment, and their representatives had been admitted to Congress. In 1869 Congress proposed the Fifteenth Amendment, designed to secure to the negroes the right to vote. It was submitted to all the States for ratification. It' was finally agreed to by the Southern States, and ^JeQ^g^t* in 1870 was declared part of the Constitution. In January, 1871, Georgia, the last State to be recon- structed, was re-admitted to the Union.^ * Benjamin H. Hill of Georgia expressed the sentiment of the Southern people in his great speech in Congress on the General Amnesty Bill, when he said : — " There are no Confederates in this house ; there are no Confederates anywhere; there are no Confederate schemes, ambitions, hopes, desires or 438 American History Thus, after four years of war and nearly six years of unhappy quarrels and dissensions, the Southern States were again a part of the Union. In the meanwhile the quarrel between President Johnson and Congress had deepened, and become very personal. Congress had passed a Tenure of Office Bill which forbade the President to dismiss from office any official of the gov- ernment whose appointment had been confirmed by the Senate, without first asking the consent of the Senate. The Act was directed at President Johnson who had requested the resignation of Secretary Stanton from his cabinet, which resignation Stanton had refused to give. Johnson ignored the Act of Congress and attempted to dis- miss Stanton from office. Congress thereupon impeached Im acliment ^^^ President for violating the Constitution, and of the for not upholding the laws as he had sworn to President ^q [^^ his oath of office. The Senate tries all cases of impeachment, and the Chief Justice presides at the trial. It requires a two-thirds vote of all the senators to convict. The trial of President Johnson lasted nearly two months (1868), and the whole country looked on with deep interest. The ablest lawyers defended him, and the ablest senators opposed him. The day the vote was counted the galleries were packed with people. Every senator, as the roll was called, stood in his place and voted. As the roll call proceeded the silence was intense. At the end it was found that the President was acquitted by one vote. Thereupon, Secretary Stanton resigned his office. purposes here. But the South is here, and here she intends to remain. The South will never again seek a remedy in the madness of another secession. We are here; we are in the house of our fathers, our brothers are our com- panions, and we are at home to stay, thank God 1 " A Crisis with the President 439 It was during Johnson's administration (1867), that Alaska was purchased from Russia for $7,200,000. At that time it was supposed to be only a dreary, ice-locked mountainous region, fit only for seals and bears. Purchase of Several congressmen openly opposed the pur- chase, saying : " What can we do with that refrigerator .'' " We have since found that Alaska has wonderful mines of gold, and that the seal fisheries alone are worth far more than the land cost us. The Yukon River, Alaska, as it appears in summer The boundary line between Alaska and the British pos- sessions remained uncertain for a number of years after the purchase. When gold was discovered in the Klondike region it became necessary to definitely establish the correct boundary. The United States and Great Britain submitted the matter to a commission, which in 1903 established the boundaries. This line was accepted by both governments. 440 American History- Questions. What quarrel began in 1865 ? What did Johnson do ? What did Congress proceed to do with the Southern States ? What about the President's veto ? Into what were the ten Southern States organized in 1867? How were they governed? What happened in a year and a half ? What was the Fifteenth Amendment ? When was the last Southern State readmitted into the Union ? What of the quarrel between the President and Congress ? What was the Tenure of Office Bill ? Whose resignation had the President requested ? How did John- son now act ? What did Congress do ? How are impeachment trials conducted ? Describe the trial of President Johnson ? What was the result ? What can you say of the purchase of Alaska ? What was thought of it at the time ? What have we since found out ? What boundary line was established, and how? Written Work. Write an account of the impeachment and trial of President Johnson. LESSON 113 CONDITIONS IN THE SOUTH AFTER THE WAR The first few years after the war were known as "The Reconstruction Period." In the North business went on as before ; in the South the people had to face new conditions. The negroes were no longer slaves who had to work ; they were free to work or not as they chose. Most of them stayed on the farms and worked for wages. There were some, however, who wandered idly from place to place, and became a menace to the peace of The negroes ^^^^ country. Soon they had no money, no food, after the war ^ ■' ■' and nobody to care for them. Some of them became vicious, and even thought they could take by force what they needed. To protect themselves against these idle and lawless Conditions in the South 441 negroes, who were often led away by evil white men, a secret order known as the " Ku Klux Klan," was formed by the white people of the South, j^j^^ ^^^^ Its members met in the woods or on the out- skirts of the town. They wore masks and hideous disguises, and had a pass-word and secret signs. Whenever a bad negro or white man began to give trouble a sign was nailed on his door, or a note was sent to him, ordering him to leave the community or suffer the consequences. The " Ku Klux " riders were a great terror to the negroes. Whenever they appeared, the frightened blacks scurried to their cabins. The threats of this organiza- tion held the negroes in check, kept them in their houses, forced the evil ones to behave, and made the idle ones work. The general government took a hand in this state of affairs. "The Freedmen's Bureau" was established. Its purpose was to aid negroes in purchasing lands, to teach them the duties of citizenship, to make ^, ^^ " '■ men s Bureau them work, to protect them in their contracts, and to provide hospitals for the sick and helpless. Schools were established and teachers employed to teach the negroes to read and write. Altogether there was a general desire on the part of right-thinking people everywhere to help the South bear the burden of the negro population, demoralized and helpless in its new-found freedom. But there were evil influences at work at the same time. Unfortunately, there came into the South many adventurers who saw their chance to make money and get into ofRce by deluding the negroes. They were , ^ ^^^^ ' J o o J baggers called "carpet-baggers," because it was said they carried all they had in a carpet-bag. They stirred up 442 American History the negroes to assert their rights, to get into office, and to make all they could out of the situation. Not all the people who came South were carpet-baggers, but there were many who came as such, and they made conditions all the more difficult. At a time when the laws excluded many white men from voting and holding office, the negroes were organized into political clubs, and many of them, as well as many of the carpet-baggers themselves, were elected to high offices in the state. Negroes who a few years before had been field hands, and who were unable to read or write, now became judges, _,, , „ legislators and justices of the peace. Every the carpet- legislature in the South had negro members, baggers ^^^^ -^^ some States they outnumbered the white members. Old laws were repealed and new ones, calling for the expenditure of large sums of money, were passed. It was a carnival of plunder. Taxes were doubled while property fell off rapidly in value. For a number of years this state of misrule and disorder continued. The negroes were influenced by bad white men, and, being ignorant, went into excesses, hardly knowing what harm they were doing. It has taken many years and much patience to bring order out of this condition. The negroes are being educated slowly, and are settling down into their true f^t^-da'^"^^ places as hard-working and orderly citizens. They have learned not to expect social equality with white people, but have formed a society of their own and recognize the fact that their future is chiefly in their own hands. They have all the liberty they need to work in any position for which they are fitted. They have the protection of the laws, the good-will of their former masters, and the Conditions in the South 443 help of all people everywhere to make of themselves an independent, orderly and respected race. A Negro Legislature. Probably the most notable of the recon- struction excesses was the condition in South Carolina when the " carpet- baggers " and the negroes had possession of the legislature. In four years the state debt was increased from five to eighteen million dollars. The taxes increased from one-half a million to two million dollars. The legislators fitted up the halls with clocks that cost six hundred dollars apiece; with spittoons at eight dollars each; with sofas at two hundred dollars each; with desks at one hundred and seventy-five dollars each; with mirrors at six hundred dollars each. In four years two hundred thousand dollars were spent for furniture, and over one hundred thousand dollars were spent in maintaining a bar and restaurant. Similar con- ditions prevailed elsewhere in the South. Questions. What of the conditions North and South just after the war? What of most of the negroes? W^hat did some of them do? What became of them? How did the white people of the South undertake to protect themselves? Describe the Ku Klux Klan? What effect did it have on the negroes? What was the purpose of the Freedmen's Bureau? In what other ways were the negroes helped? What general desire was there? Who were the " carpet-baggers? " Into what were the negroes organized? Describe the negro as a legislator. What can you say of the present con- dition of the negro? Written Work. Write a description of the " carpet-bagger." 444 American History LESSON 114 PRESIDENT U. S. GRANT In 1869 General U. S. Grant was inaugurated President. In his letter of acceptance of the nomination as a candidate, he said : " Let us have peace ! " ^ It was his President ' ^^^ire, as it was of all good people, that the nation should recover, as rapidly as possible, from the ravages of war. He was in office for two terms, — a period of eight years. During his first term the Fifteenth Amendment to the Constitution was proposed by Congress and accepted by all the States, and the reconstruction of the Southern States was completed, as we have already learned. The Alabama claims were also settled, of which we studied in a former lesson (see page 389). In October, 1871, the city of Chicago was almost destroyed by fire. For two days the fire raged, burning an area of nearly five square miles. About thirty thousand Chicago fire , ., ,. , , 1 , 1 1 i buildmgs were burned ; one hundred thousand people were made homeless, and two hundred million dollars' worth of property was destroyed. Chicago is a great and brave city, however, and the fires had not ceased burning before the work of rebuilding began. During the same year great forest fires raged in the Northwest. Entire villages were swept away, and hundreds of lives were lost. In November, 1872, a great Boston fire . , . fire occurred in Boston. Many blocks of busi- ness houses were burned and eighty million dollars' worth of property was lost. ' General Grant is buried in a magnificent tomb on the banks of the Hudson River in New York City. The words, " Let us have peace," are inscribed over the entrance. President U„ S. Grant 445 To these losses by fire were added the losses by wild speculation and reckless enterprises. Great railroads were buildine: in the West, and many people were . . , / 1 • •; . Panic of investing ni rash undertakings, hoping to get 1373 rich quickly. The result is always the same. A large banking house in Philadelphia failed ; a panic ensued in 1873 that brought ruin to thinisands of business houses, and loss of employment to hun- dreds of thousands of workmen. It was an era of fraud as well as of speculation. During President Grant's second term it was discovered that a number of re • 1 • The Whiskey officials in „. ^ Ring the rev- enue service had been bribed by the manu- facturers of whiskey, or the "Whiskey Ring," to defraud the government. To- gether they had cheated the govern- Chicago was nearly destroyed by fire, in 1871 ment out of four million dollars. Grant said with the directness of a soldier, " Let no guilty man escape." Over two hundred persons were convicted and punished. 446 American History- Other frauds were unearthed. Several members of Con- gress were accused of accepting bribes from railway com- panies for their influence in securing favorable legislation. Large blocks of stock were placed " where they would do the most good." Great frauds were discovered in the con- duct of the city government of New York. The guilty parties were all brought to trial and received their just punishment. The money question demanded consideration. The war had cost large sums, and a great deal of paper money was in circulation. In order to make the paper Resumption ' . of specie money of « any value, its payment in gold or payments silver had to be guaranteed by the government. Many laws were passed by Congress to meet the situation, the most notable of which was the one of 1875, which declared that all paper money should be redeemed in specie, — that is, in gold or silver — when presented at the treasury for that purpose. This law went into effect in 1879, and was known as " The resumption of specie payments." Its effect was to make paper money as good as gold or silver. At the close of Grant's administration (1876) the great Centennial Exposition was held in Philadelphia. It was designed to celebrate the one hundredth anni- ExDositio versary of the independence of the nation. Every State in the Union, and forty-three countries of the old world, contributed to make the Fair a magnificent display of the products of field and factory. Millions of visitors viewed the exhibits. It was a con- vincing evidence that peace and prosperity had returned to the nation. Presidents Hayes and Garfield 447 Massacre of Custer. In the summer of 1876 the Sioux Indians of Dakota, Montana and Wyoming refused to be assigned to their reser- vations, and also made war on tribes friendly to the United States. Under their chiefs. Sitting Bull, Crazy Horse and others, they began to raid territory that was not their own. A body of regular troops was sent out to reduce them to order. Lieutenant-Colonel George A. Custer, with six hundred men, made a detour in pursuit of Sitting Bull, and came upon him in the valley of the Little Big Horn River. Custer had dis- missed many of his troops, and suddenly found himself with the remainder surrounded by twenty-five hundred savages. The brave men made the best stand they could, but the savages swooped down on them, stampeded their horses, and in half an hour the massacre was complete. Not a man was left alive to tell the tale. Questions. Who became President in 1869? What noble sentiment did he express? W'hat was his desire? What occurred during his first term? What of the Chicago fire? What other great fires occurred about the same time? What of the Boston fire? What caused the panic of 1873? What can you say of the result? What was the fraud of the " Whiskey Ring? " How was it punished? What other frauds were unearthed? What can you say of paper money? What was " The resumption of specie payments? " Describe the Cen- tennial of 1876. Written Work. Write a description of the Centennial Exposition. LESSON 115 PRESIDENTS HAYES AND GARFIELD At the close of President Grant's term of office the Repubhcan party nominated Rutherford B. Hayes, of Ohio, and the Democratic party nominated Samuel J. Tilden, of New York, as candidates for Presi- 3^fJ^^ *" ' ' Tilden dent. The Democrats had great hopes of carry- ing the election, since they had gained largely in the recent elections for Congress and w^ere novir in control of most of the Southern States. 448 American History The election was an exciting one and the result was doubtful. Disputes arose over the votes in South Carolina, Florida and Louisiana, which states were still under the control of the " carpet-bag " governments. The vote of Oregon was also in dispute. As a result both the Republi- cans and the Democrats in these States sent returns to Congress, each side claiming the victory. In Congress the House of Representatives was Demo- cratic and the Senate was Republican. Naturally, they were unable to agree about these returns. To The Electoral ^^^^j^ ^^^ dispute an Electoral Commission Commission "^ was appointed by Congress, consisting of five members of the House, five members of the Senate, and five Justices of the Supreme Court. Of this Com- mission eight were Republicans, and seven were Democrats. After investigation, the Commission, by a majority of one vote, declared the Republicans had won in each State where there was a dispute. Congress then announced that Hayes had been elected President for the next four years. He was duly inaugurated March 4, 1877. One of the first acts of President Hayes was to withdraw all Federal troops from the States of South Carolina and Louisiana. In each of these States soldiers had Withdrawa {^gg^ used to uphold the Republican government, but with the withdrawal of all Federal troops from the South, the rule of the carpet-bagger came to an end, and the white people took charge of the State govern- ment. As a result, the Republican governments in the South collapsed, and that section of the country became " the Solid South " for Democratic rule. In the summer of 1877 great railroad strikes occurred in Presidents Hayes and Garfield 449 strikes and riots the Middle and Western States. The coal miners of Penn- sylvania joined in the strikes. Altogether a hundred and fifty thousand men stopped work. Idleness breeds mis- chief, and soon the strikers in Pittsburg began to plunder the freight cars and set fire to the machine shops. As much as ten million dollars' worth of property was de- stroyed. President Hayes finally sent troops to quell the riots and restore order. After four years of office President Hayes was succeeded by James A. Garfield, of Ohio, in 1881. Hardly had he begun his administration when, in July, stand- The rioters at Pittsburg destroy ten million dollars' worth of property ing in the railway station at Washington, he was shot by an assassin who had followed him for months .^111, T i. ^1 1 T 1 r Assassination With deadly purpose. In two months he died of ^^ Garfield his wounds, and Chester A. Arthur, the Vice- President, took the oath of office and became the head of the efovernment. 450 American History Questions. Name the two candidates for President at the close of Grant's term of office. Why had the Democrats great hopes of success? What can you say of the election? What States were doubtful? What returns were made from these States? How was Congress divided politically? What Commission was appointed? How did this affect the election? Who was inaugurated President in 1877? What was one of the first acts of President Hayes? What happened after the withdrawal of troops from the South? What strikes occurred in 1877? What happened in Pittsburg? Who succeeded Hayes? Describe the assassination of Garfield? Who succeeded him as President? Written Work. Write a statement of how Hayes came to be elected President. LESSON 116 PRESIDENTS ARTHUR AND CLEVELAND Up to this time it had been the custom of Presidents to reward their friends by giving them offices under the gov- ernment. The number of office holders had grown greatly until nearly one hundred and fifty thousand persons were employed by the government. Many changes occurred with each new administration, greatly to the injury of public business. It was quite evident that it was bad policy to make so many changes, and besides it laid a burden of responsibility upon each incoming President which had grown very heavy. In fact, President Garfield had been assassinated by a dis- appointed office seeker. To cure these evils and abuses, Congress, in 1883, passed the Civil Service Reform Act. This Act created a Civil Service Commission, whose duty it is to examine all ap- plicants for office and see that they are competent. The Act at first applied to only a few positions, but it has been Presidents Arthur and Cleveland 451 extended from time to time until now nearly all the minor positions under the government are subject to its rules. Instead of having thousands of changes when a new President comes into office, only a few , ' ^ reform important ones are made. Worthy servants of the government have found that a position can be secured only by a strict examination, and retained only by faithful service. The four years of President Arthur's administration were years of good feeling. Postage was reduced in 1883 from three cents to two cents on ordinary letters. Whereas it once cost twenty-five cents to carry ^° ^^^ J ^ postage a letter a short distance, now a letter is carried across the continent, and even across the ocean for two cents. The railroads adopted "Standard time," in 1883, dividing the country into sections of fifteen degrees of longitude, which means an hour's difference in time in each section. When it is twelve o'clock in the fta^^^^'^d time New York division it is eleven in the Chicago division, ten in the Salt Lake division, and nine in the San Francisco division. Since 1861 all the Presidents had been elected by the Republican party ; but by this time there was growing dis- satisfaction with the tariff, and the Democrats Grover stood for tariff reform. In the general election Cleveland, of 1884 the Democratic party was triumphant, and in March, 1885, Grover Cleveland, of New York, was inaugurated President. He was the first Democratic Presi- dent in twenty-four years. Shortly after his inauguration, Vice-President Thomas A. Hendricks of Indiana died. Congress saw the necessity of 452 American History Grover Cleveland providing a new law for the succession to the Presidency in case of the death of both President and Vice-President, in order to keep the head of the government of The Presiden- ^-^^ ^^^^ poHtical party as the ones who had tial succession . been elected. In 1886 a bill was passed provid- ing that the succession should fall to the members of the cabinet in order, beginning with the Secretary of State. Since the President appoints the members of the cabinet they will almost certainly be of his political party. Presidents Arthur and Cleveland 453 The statue of " Liberty enlightening the World," was unveiled on Bedloe's Island, New York Harbor, in 1886. It was the gift of the people of France to the people of the United States. It was a grateful T-t^!° recognition of the affection that the American people had for Lafayette. As ships enter the noble harbor of our great Atlantic port this majestic statue greets them Statue of Liberty, New York Harbor with uplifted hand, as if welcoming all who come to the Land of Liberty. Among the acts of Cleveland's administration was the establishment of the Inter-State Commerce Commission, in 1887. The purpose of this Act was to regu- interstate late passenger and freight rates between States. Commerce It sought to avoid unfair discrimination by the o^^nission railroads " between different persons and different places." Congress also tried to keep the great crowd of Chinese laborers from coming to our shores. They were arriving bv the thousand, and offering their labor ^f^^.^ o J o exclusion cheaper than Americans could afford to offer theirs. It was said that a Chinaman could live on what an 15 454 American History American would throw away. In 1888 a bill was passed excluding Chinese immigrants. It has been very difficult to enforce, since the shrewd Oriental now lands in Canada and finds his way easily acrpss the border. The Charleston Earthquake. On August 31, 1886, the people of the City of Charleston, South Carolina, were aroused by terrible shocks of earthquake. Houses were thrown down, railroad tracks were twisted into all sorts of shapes, and from cracks in the earth oozed soft mud of peculiar color. The panic-stricken people sought refuge in the parks and fields, and for days many could not be induced to return to their houses. Many lives were lost, and much damage to property was sus- tained. The shocks were felt for hundreds of miles in all directions, but nowhere were they so severe as in Charleston. Questions. What can you say of the custom of rewarding one's friends with political office? How many people were employed by the government? What became evident? How were these evils cured? What is the duty of the Civil Service Commission ? What benefits have resulted ? What other events occurred during Arthur's administration ? Who was elected President in 1884? What can you say of Cleveland? What new law had become necessary and why ? Describe the order of succession to the Presidency by the Act of 1886? What can you say of the Statue of Liberty? What was the purpose of the Inter-State Commerce Commission ? What can you say of Chinese immigration and the Bill of 1888? Written Work. Write an account of the purposes of the Civil Service Reform Act. Presidents Harrison and Cleveland 455 LESSON 117 PRESIDENTS HARRISON AND CLEVELAND Twenty years had passed since the war and about half of the war debt had been paid. The government was accumu- lating more money by the tariff laws than appeared neces- sary. A large surplus was on hand. The country was divided as to whether the tariff should be reduced or the surplus spent in public improvements and in education. President Cleveland, following the history of the Demo- cratic party, sent a message to Congress advocating the reduction of the tariff, making it less of a pro- tective tariff and more nearly a tariff for revenue. . ^ ^^^' , ■' sion proposed The manufacturers opposed the measure strongly. The Senate rejected a bill introduced for that purpose. It now became an issue in the next Presidential campaign. Cleveland was the nominee of his party. Benjamin Harrison, of Indiana, was the candidate of the Republican party. The election was entirely along the lines of tariff reform. Cleveland was defeated, and in 1889 Harrison was inaugurated President. President Harrison was in office for four years, from 1889 to 1893. At the beginning of his administration a great Pan-American Congress was held in Washington City composed of delegates from the United cau'cmT States, Mexico, Central America and most of the Republics of South America. The purpose of this Congress was to consider matters that concerned the inde- pendent American governments. The most important result of the Congress was an agree- nient that all disputes between these governments should be settled by arbitration and not by war. This was a great 456 American History advance in civilization. It is to be hoped that all nations will finally agree to this method of settling their differences. In 1890 Congress passed the McKinley Tariff Bill. This law provided among other things that articles in the free list should be taxed if countries from which they came laid duties on products of the same kind exported from our country. This provision was known as "The Reciprocity Agreement." McKinley Tariff BiU The International Bureau of the American Republics, at Washington City About this time there arose another party known as " The People's Party." It was in favor of the free and unlimited coinage of silver, an income tax, government ownership of railroads and telegraph lines, and was opposed to State banks. After Harrison's term of office expired he was defeated by Grover Cleveland, who for the second time became the - Democratic President. He was inaugurated in Grover ° Cleveland, 1893. During Cleveland's second term the President tariff was again revised by what was known as the "Wilson Bill," which greatly reduced the duties on imports. The country turned aside from politics for a while to Presidents Harrison and Cleveland 457 celebrate the four hundredth anniversary of the discovery of America by a great World's Fair, held in Chicago in 1893. Congress appropriated ten million dol- lars, and Chicago spent great sums to make the _ . Exposition a success. It was a wonderful dis- play of mighty industries. The " White City " covered many acres. By day the great buildings were thronged with thousands of delighted people. By night the grounds glowed with millions of electric lights. It will ever remain as one of the greatest exhibitions that the world has ever known. The tariff and the money question again became the political issues. The country as usual was divided on both. The great issue was between the gold standard ^.,^ only, or a free and unlimited coinage of silver McKiniey, as well. The Republicans advocated a high ^^^esident tariff and the gold standard only. In 1896 William McKiniey, of Ohio, the Republican candidate, was elected over William J. Bryan, the standard bearer of the Democrats. Collateral Reading. " Centennial Hymn " by John G. Whittier. Questions. What can you say of the war debt ? What of the surplus? What message did Cleveland send to Congress? Along what lines was the election that followed? Who became President in 1889? Describe the Pan-American Congress. What was the most impor- tant result of the Congress? When was the McKiniey Tariff Bill passed? What did it provide? What was this provision known as? What was the People's Party in favor of? Who became President in 1893? Describe the World's Fair. Who became President in 1896? Written Work. Give your opinion of the Pan-American Congress and the advantage of arbitration over war. 458 American History LESSON 118 McKINLEY AND THE WAR WITH SPAIN The island of Cuba had belonged to Spain for many years, but its people had been so oppressed by harsh laws that they had frequently risen in rebellion. • ^c^b°^ ^^^ ■^^^S ^ ^^^y determined insurrection began. " Free Cuba," was the cry of the inhabitants. Spain resolved to put down the insurgents with a harsh and vigorous policy. A large army was sent over under Spanish officers who treated the Cubans with great cruelty. Houses and growing crops were destroyed. The Cubans who were not engaged in the rebellion, were forced to stay in the towns, penned up in iilthy camps, where thousands died of starvation and disease. The condition of Cuba was pitiable. The Spanish general, Weyler, became known as "The Butcher." President McKinley of the United States demanded the release of all Americans who had been made prisoners, and requested Spain to promptly relieve the distressing condi- tion of the people of Cuba. The general demand was that Spain should at once end the rebellion in a humane way, else the United States would take the part of the Cubans. February 15, 1898, the battle ship Maine, in the harbor of Havana, on a peaceable mission, was blown up by an explosion, and nearly three hundred of the crew /!!™*!«^- „were killed. It was not proven that this was of the "Maine" ^ done by Spanish agents, but it was generally suspected that it was so. President McKinley saw that the time had come for the United States to act. In April he sent a message to Con- McKinley and the War with Spain 459 gress, saying : "In the name of humanity, in the name of civiHzation, in behalf of endangered American interests, the war in Cuba must stop ! " Shortly afterwards war was declared against Spain and the country was put on a war footing. The President called for „ ^^ ^^^^ , ° Spam declared one hundred and twenty-fiv^e thousand volunteer soldiers. The response was immediate. From North, South, East and West came hosts of applications to enlist Tfie battle ship "Maine," lying in Havana harbor for the war. Camps were organized, supplies made ready, officers appointed and a vigorous campaign against Spain was planned. General Joseph Wheeler and General Fitz- Hugh Lee, who had been gallant Confederate leaders, were among those made major-generals. Captain Sampson and Commodore Schley (Sly), were sent to blockade the Cuban harbors, and Commodore George 460 American History Dewey, who was in command of the American fleet at Hong Kong, was ordered to find the Spanish fleet at the Phihppine Islands and destroy it. On the night of April 30, 1898, the squadron under Dewey moved into Manila Bay. All lights were out, and the shore batteries of the enemy did not dis- M*a^ia°Ba cover the passing ships. The men slept by their guns. When day dawned they awoke with the Spanish fleet in sight, and raised the cry : " Re- member the Maine! " The battle began and continued for two hours. Then the Americans stopped firing, ate breakfast and started again. In another hour and a quarter the battle was over. Eleven Spanish vessels and one transport were destroyed, and many of the enemy were killed. Not a single Amer- ican was lost, and only eight were wounded. The Spanish were no match for the Americans. Their ships were inferior, their guns were poor, and they could not fire with accuracy. It was a great naval victory, and ended the war in the East. Voyage of the Oregon. One of the notable occurrences of the time was the voyage of the battle ship Oregon from San Francisco around Cape Horn to Key West. The long voyage was begun soon after the destruction of the Maine. For two months the commander kept on his course, apprehensive of attack by the Spanish fleet. The vessel reached its destination safely, however, amid the plaudits of the nation. Questions. By what were the people of Cuba oppressed? What was their cry? What did Spain resolve to do? Describe the condition of the inhabitants. What did McKinley demand? What happened to the Maine? What message did McELinley send to Congress? What volunteers were called for ? What of the response? Who were among the major-generals? What of Sampson and Schley? What was Dewey ordered to do? Describe the battle of Manila. Written Work. Write your reasons for thinking the United States justified in declaring war on Spain. The War with Spain 46 1 LESSON 119 THE WAR WITH SPAIN (Continued) In the meantime Admiral Cervera (Thar-va-ra), the Spanish commander, had left the Cape Verde (Vard) Islands with a fleet of war vessels, and had taken refuge in the harbor of Santiago de Cuba. The combined fleets of Sampson and Schley discovered the presence of the Spanish fleet and blockaded the harbor closely. Sampson conceived the plan of sinking a vessel across the channel of the harbor of Santiago so that the enemy's ships could not get out. Lieutenant Richmond P. Hobson undertook the task. One morning he, t-^^*°^tt°u ^5 ' Lieut. Hobson with a few companions, took a coal ship named the Metrimac up the harbor, and in the full blaze of the enemy's guns, and in spite of the danger from the explosives with which the harbor was lined, sank the ship. Unfortunately the fire of the enemy's guns had disabled the steering gear of the Jlferrimac, so that she was not sunk in a place that obstructed the harbor. Hobson and his men escaped on rafts to the nearest Spanish vessels and gave themselves up as prisoners of war. They were courteously treated and detained until the war was over. It was now resolved to attack Santiago from the rear, Major-General William R. Shaffer landed on the southern coast of Cuba and with sixteen thousand men j.j q^^^^^ ^nd marched up the hills of El Caney (Car-na) and San Juan San Juan (Son Hwon.) The Americans charged J^^yist, 1898 the hills, singing patriotic songs as they advanced. The assault was desperate, but the forts were carried with but little loss of life. Conspicuous among the leaders was 462 American History Colonel Theodore Roosevelt, with the " Rough Riders " of whom he was in command. Santiago was doomed, and Cervera's fleet was in danger. July 3rd he made a dash for liberty. The American ships were in waiting, and as the Spanish vessels slipped out they were pursued and easily destroyed. Six hundred Spaniards were killed or drowned and Cervera made prisoner. The American loss was one killed. Santiago soon surrendered and the war was over. It had lasted about three months. A treaty of peace was signed at Paris, December 10, 1898, by which Spain agreed to evacuate the island of Cuba, sur- render the islands of Porto Rico and the PhiUp- Treaty of -j^^g ^^ ^^^^ United States, and also the island peace '■ of Guam in the Pacific Ocean. The United States agreed to pay Spain the sum of twenty million dollars. One result of this war was to make the nation forget its past differences in the face of a common enemy. Soldiers and officers from the North and South fought Results of gjj^ . gjjg yj^g j.|^g soldiers had suffered the war ■' ■' for food and medicine showed that it was as important to protect men in the camp as it was to arm them for the battle. For every man killed in battle in the Spanish war there were nine who died from disease in the hospitals. Hawaii had already been annexed to the United States in 1898, and now that the Philippines had come into its possession there arose a new sentiment among Territorial ^^^ people in favor of territorial expansion. expansion r r Like other nations, the United States undertook to have possessions in distant parts of the world. The exploits of our battleships raised us to the rank of a first-class power, and showed to the world that hereafter in The War with Spain 463 the settlement of questions in which great nations were involved, the United States was a power that had to be reckoned with. Our Island Possessions. The Hawaiian (Ha-wl-an) Islands were annexed to the United States in 1898. They are the most important group in the mid-Pacitic. The twelve islands have a population of over a hundred thousand people, many of whom are Americans. The harbor of Honolulu affords a splendid station for coal and supplies for war vessels crossing the ocean. The Philippines consist of many hundreds of islands, most of which are very small, and some are without names. The population numbers about eight millions, of which about thirty thousand were Europeans at the time of the cession of the islands to the United States. Luzon is the largest island, on which is situated Manila, the chief city, with a popu- lation of about a quarter of a million. The islands produce tobacco, sugar, hemp, coffee and rice. Porto Rico in the West Indies has nearly one million people, mostly negroes. Guam, which is the principal island in the Ladrone group, has only about ten thousand people, mostly settlers from the Philippines. The island is small, probably not more than one hundred miles in circum- ference. The United States also own Wake Island, on the direct route from Hawaii to Hong Kong. Also in 1899 by treaty with Great Britain and Germany, the United States came into control of one of the islands in the Samoan group. All these possessions afford excellent harbors and coaling stations for our naval forces in case of war. Questions. Where had Cervera taken refuge? By whom was the Spanish fleet blockaded ? What, was the exploit of Hobson ? What was now resolved upon ? Describe the attack on El Caney and San Juan. Who was conspicuous among the leaders ? What did Cervera now do ? What happened to the Spanish vessels ? What prisoners were taken ? What became of Santiago ? What treaty ended the war ? What were the conditions of the treaty ? Name some of the results of the war. What new sentiment arose among the people? What naval rank did we now assume ? Written Work. Write an account of how the Spanish ships were destroyed at Santiago. 464 American History LESSON 120 INSULAR AND FOREIGN AFFAIRS We had paid twenty million dollars for the Philippine Islands, but we acquired a war as well. These islands contain about eight million people, most of whom are uncivilized. The treaty of peace had hardly been signed before the inhabitants rose against the United States, declaring they wanted independence and not a new master. The insurgents were led by a young native named Agui- naldo (A-gue-nal-do). The war soon assumed the nature of guerrilla warfare, very annoying and distressing to the Ameri- can troops. President McKinley increased the army in the Philippines to sixty-five thousand men. Hun- War in the ^j.g^g Qf gj^^ii battles were fought. The Amer- Philippmes ^ ican soldiers had no difficulty in defeating the poorly armed natives, whenever and wherever small bodies of them could be found, but the hot climate, malarial swamps, and dense jungles brought much hardship and great distress to our troops. The war was finally brought to a close by the capture of Aguinaldo in March, 1901. He took the oath of allegiance to the United States and advised his countrymen to do the same. By the close of the year over seven hundred of the Philippine towns had accepted civil government and the insurrection came to an end. In the meantime President McKinley had appointed a civil commission to aid the army in the government of the Government islands. In July, 1901, a civil government was of the established, under whose administration the 1 ppines isia^n(js have been much improved. New roads have been built, wise laws made for the towns, schools have Insular and Foreign Affairs 465 been established, and a thousand American teachers have been sent out to teach the natives. The question of the disposition of Cuba now arose. We were pledged to the independence of that island, but it was evident that the natives were not yet prepared for self- government. The War Department took tern- q^-^^^ ^ ^^^^ porary possession of Cuba. A number of com- and indepen- 1 r A • 1/^1 dent nation missioners, made up 01 Americans and Cubans, were appointed to improve the laws, to organize city govern- ments, establish schools, provide for taxation, and to prepare the people for independence. In February, 1901, a Constitution was adopted by the Cubans, and a president was elected. In May, 1902, the Cuban Republic was organized, and the administration of the affairs of the island was turned over to President Palma, and Cuba was left to govern itself as an independent nation. Across the ocean two events happened at the end of the century, both of which are of interest to Americans. One v^^as the Peace Conference, of delegates from all nations, held at The Hague, in Holland, at the „ .^ ^?^° . Tribunal suggestion of the Czar of Russia. The first conference began in May, 1899. The Hague Tribunal was organized in the interest of peace the world over. To this tribunal are to be referred certain kinds of disputes between civilized nations, in order to avoid war and bloodshed. Let us hope that the powers of the tribunal will be enlarged until war between nations becomes practically impossible. The other event was the great uprising in China in 1900, on the part of a secret society known as the Boxers. Their purpose was to drive all foreign- uprising ers out of the country. The foreigners were shut up in Peking and fiercely attacked by the Chinese insur- 466 American History gents. Several nations promptly sent armies to their rescue. American troops were despatched from Manila. Peking was besieged and stormed by the allied armies, and the besieged ministers and foreigners set free. The Chinese government had to pay heavy damages for the loss of life and property. This event is known as "The Boxer Uprising." In 1900 President McKinley was again a candidate of the RepubHcan party for re-election. Opposed to him was William J. Bryan, the nominee of the Democratic party. The Republicans were victorious and McKinley was re-elected for another term. A few months after he had been inaugurated he attended the Pan American Exposition at Buffalo. He had made a speech full of patriotisni and good will, and was Assassination g|-,^|^jj^or hands with the people when he was shot of McKinley ° ^ ^ by an assassin, who held a revolver concealed by a handkerchief in his hand. September 14, 1901, McKinley died, the third martyr-president, loved and honored as the others had been. Questions. What did we acquire along with the Philippine Islands ? What can you say of the inhabitants ? What happened soon after the treaty of peace ? By whom were the insurgents led ? What kind of war- fare ensued ? How large an army was sent to the islands ? How did the troops suffer ? How was the war finally brought to an end ? When was a civil government established for the Philippines? What improve- ments have since taken place ? What other question now arose ? To what were we pledged ? What was evident ? What department took charge of Cuba ? For what pur- pose were commissioners appointed ? When was a Constitution adopted ? When was the Cuban Republic organized? With whom as president? Describe The Hague Tribunal; The Boxer Uprising in China; The Assassination of President McKinley. Written Work. Write a statement showing the noble part the United States has taken in making Cuba a free Republic. Great American Enterprises 467 LESSON 121 GREAT AMERICAN ENTERPRISES We have learned of the invention of the electric telegraph in 1837. By i860 every State in the Union and nearly all the nations of the Old World were sending messages over the land. Morse had predicted that the time would come when electric messages would be sent across the ocean. Commodore Maury, who had studied the bottom of the ocean, suggested to Cyrus W. Field, of New York, that an electric cable could be laid along the table-land under the Atlantic Ocean and thus connect the ^^^^ * ^^^^'^ Old and the New World. In 1857 the first cable was started, but after laying three hundred miles, costing a half million dollars, the cable parted. In 1858 Field suc- ceeded in laying a cable across the ocean ; and Queen Victoria and President Buchanan exchanged greetings. In about a month the cable ceased working, the war came on, and nothing more was done until 1865. A cable was then laid half way across the ocean when the end broke, and the cable was lost in the bottom of the sea. Field was not dismayed. ' When asked what he was going to do he answered, "Go to work and lay another ! " A monster ship called the Great Eastern was built to carry the material. The broken end of the lost cable was dragged by hooks from the bottom of the sea, spliced to another cable, and the work went on. Slowly it was un- wound over the ocean bed, until July 27, 1866, communi- cation between the Old and the New World was established. It has not since been interrupted. Field had worked thirteen years and spent a great deal of money, but he had succeeded. 468 American History- More than a dozen cables now cross the Atlantic, Cables also cross the Pacific Ocean ; and telegraph lines stretch across all continents and into all countries. Messages can be sent around the world in a few hours. Every morning the papers furnish us with an account of what has happened in every part of the world. Other great enterprises are worthy of note. The great suspension bridge over the East River, connecting New York and Brooklyn, was completed in 1883. It uspension ^^^^ nearly fifteen million dollars, is over a mile bridge -' ' long, and took fourteen years to build. The towers at either end are three hundred feet high, and the cables are over a foot thick. Other bridges have since been built at even greater cost, and of larger dimensions. The opening of the oil fields of Pennsylvania is one of the great achievements of modern times. Oil wells were sunk, and the crude natural oil pumped out of the Oil wells 1 . . • . V. , earth in mimense quantities. Other oil fields were discovered in Ohio, Indiana, Texas, as well as in other states. Companies have been formed to handle the product and refine it and ship it to all parts of the known world. In the use of steel and iron for the construction of build- ings, bridges, and ships, the great foundries of America are creating a world's industry. In our large cities tee an iron ^^j^ buildings of steel frames are beine- con- construction ^ o structed, of twenty to thirty stories, and over three hundred feet in height. These are called "sky- scrapers," and are almost entirely American in their design and construction. In fact, the enterprise of the people of America halts at no undertaking no matter how great. The vast power of Niagara Falls is being converted by machinery into electric Great American Enterprises 469 power and distributed to cities many miles distant ; under- ground railways and overhead railways transport the people of our large cities to and from their business ; tunnels are being built under rivers and through mountains to gain a quicker connection between our cities ; railroads are cross- ing mountains and plains and penetrating forests to develop the great industries of the country. We have many wonderful things our grandfathers never dreamed of and would have laughed at if they had been suggested. Every day is adding comforts to our homes and conveniences to our business. The progress we have made in the past and the possibilities that lie before us in the future should stimulate us to take advantage of our great opportunities. Questions. What prediction had Morse made about the telegraph? What had Commodore Maury suggested to Cyrus W. Field ? When was the first cable started and what happened to it? When was the first cable across the Atlantic laid ? What happened to this cable ? What other accidents happened ? What did Field say ? When was the cable finally laid ? What can you say of the cables at the present day? What can you say of the East River suspension bridge ? What did it cost? What of its length ? Its towers? Its cables? What can you say of the oil fields of Pennsylvania ? What of steel and iron for construction ? What of tall buildings ? What other great enterorises can you mention ? Written Work. Make a list of the great enterprises for which our country is noted. Which of them do you consider the greatest, and why ? 470 American History LESSON 122 GREAT AMERICAN INVENTIONS America is a land of inventors. Eli Whitney gave the world the cotton gin ; Fulton invented the steamboat ; Morse devised the electric telegraph ; McCormick con- structed the reaper ; Ericsson built the iron-clad war vessels ; Edison perfected the electric light and the electric car ; Bell invented the telephone. Besides these there is a long list of inventions and improvements made by Americans. Elias Howe patented the sewing machine in 1846. At first it was a American simple hand machine, but now it can be run by inventions ^ ■' steam power, greatly increasing the output of each man. Other inventions are the sleeping car and the vestibule train, together with the air-brake, that make travel comfortable and safe ; the revolving printing press, the typewriter, the cash register, the safety bicycle, the automobile, and the passenger elevator that greatly facili- tate business ; the compressed air drill, the iniproved loom, the Corliss engine, the refrigerator car, and the gas engine that have helped to develop our industries. All inventions are patented in the Patent Ofifice, at Washington, which, beginning in 1791, has, up to this time, issued nine hundred thousand patents protecting all in- ventors from those who may try to reap the profits of their genius and labors. Among the greatest of American inventors is Thomas A. Edison. He began life as a newsboy on a pas- Thomas A. senger train. His fancy was early attracted to Edison ° ^ ■' telegraphing. Upon one occasion he saved the child of a telegraph operator from being run over by a train, Great American Inventions 471 and the operator in gratitude offered to teach Edison tele- graphing. He gladly accepted the offer, and became a very rapid telegrapher. He soon became an electrical expert and devised a method by which many messages could be sent on one wire at the same time, thus saving the expense of many wires. ^ He The Patent Office, Washington City soon after invented the improved " stock ticker," which records in the office of the stock brokers the quotations of the market. Ha\'ing accumulated some money Edison moved to Menlo Park in New Jersey and began experiments and inventions on a large scale. In 1879 he announced that he could furnish light from electricity. In fact, he had 1 A great improvement upon the telegraph has been devised of late years by Marconi, an Italian, who has invented wireless telegraphy. By his inven- tion messages are sent without wires many hundreds of miles over the seas, thereby enabling ships to communicate with each other and with the shore. At a recent disaster off the New England coast the lives of a thou- sand people were saved by a wireless message calling for assistance. 472 , American History eighty lights in the park near his home, but they were not very satisfactory. After much work he e e ec ric succeeded in exhausting the air from the elec- trie globes, and the electric light as we now know it became a success, and cities and towns the world over are lighted by electricity. Edison turned his attention to the electric car. His first experiment was on two miles of track at Menlo Electric cars ^ , ^ ^n ^ r ^ ■ 11 Park. In 1884 the first electric car was placed in use, and so rapidly have the cars grown in favor that few cities are without a trolley system of street cars. Among other inventions of Edison are the phonograph, the kinetoscope or moving picture machine, and the mimeo- graph for making many copies of one writing. So many and so wonderful have been his inventions that he is called "the Wizard of Menlo Park." Alexander Graham Bell, of Boston, discovered that elec- tricity could be used to carry the sound of the human voice. In 1876 he took out a patent for the telephone The telephone ...... and exhibited his invention at the Centennial Exposition in Philadelphia. Almost at once the telephone was improved by a number of additional patents, and sprang into the world's notice and favor as a business necessity and a domestic convenience. Our homes, our business houses, our cities are connected by telephone. Two millions of telephone wires are in use ; one can sit at his desk in New York and talk to his friends in Boston or in Chicago. Edison as a Telegraph Expert. One day when Edison was a young man he entered a telegraph ofifice in Boston to begin work. He was poorly dressed and looked as if he knew nothing about his business. The operators smiled at his appearance, but he was told to take a seat and receive a message that was coming in from New York. Edison took his place and began to write the message. For four hours and a half the il Growth of the West 473 message continued. The operator in New York sent it faster and faster, but Edison never complained of the speed. At the end of the message the operator asked over the wire: "Who are you?" The answer was, " Thomas Edison." The operator said: " You are the first man that could ever take me at my fastest, and the only one I ever met that could sit at the other end of my wire for more than two hours and a half. I am proud to know you." Questions. Name some great American inventors and the things they invented. What can you say of Elias Howe ? What inventions have made travel comfortable and safe ? What inventions have facilitated business ? What inventions have helped develop our industries ? What can you say of the Patent Office ? What of the early life of Edison ? To what was he early attracted ? How did he become a telegrapher? What method did he devise in telegraphy ? What machine did he improve ? What about electric lighting ? What of -the electric car ? Name others of his inventions. What can you say of the telephone ? "Written Work. Make a list of great American inventors and inven- tions. Which one do you consider greatest and why ? LESSON 123 GROWTH OF THE \A/'EST We have already learned of the great movement west- ward after the discovery of gold in California. Gold and silver were discovered in other places from time to time, and the great plains beyond the Mississippi were soon dotted with villages that rapidly grew into towns and cities. Chicago in 1830 was merely a fort in the wilderness. By 1840 it had only five thousand people. Now it has nearly two million people, and covers 175 ^ggtgr^ j^.- square miles. Kansas City was not known in 1850, but now it has over two hundred thousand people. 474 American History San Francisco ^ in 1840 had only five hundred people, and Mil- waukee had only seventeen hundred. Now San Francisco has three hundred and fifty thousand and Milwaukee nearly three hundred thousand inhabitants. In 1858 Denver was fsdm'n Western deserts have become fertile fields by means of irrigation a mining camp ; now it is well on the way to a population of two hundred thousand. Truly the great West has sprung into wonderful growth and power. From village to village across the plains went the " pony express," carrying mail from Missouri to San Francisco. Overland stages for passengers soon began to run on regular schedules, and the comforts of civilization found their way into the wilderness. Soon the people began to talk of a railroad across the country to California. Congress granted fifty million dollars to two companies to build rail- roads ; one, the Union Pacific Railroad, to build from Omaha westward, the other, the Central Pacific, to The pony express Pacific railways iThe beautifiil city of San Francisco was nearly destroyed by earthquake and fire in 1906, but its brave citizens have planned a rebuilding of the city upon a larger and more expensive scale. Growth of the West 475 build from San Francisco eastward. For many years, across the prairies and over tlie mountains, went on the work of building. At last, in May, 1869, the two lines came together in Ogden, Utah, and the last spike was driven. It was a great event. As the blows fell they were telegraphed throughout the Union to let the people know that the Atlantic and Pacific Oceans — over three thousand miles apart — were united by rail. Other great railroad lines have since been built dcross the continent, making it possible for one to travel in comfort from one end of our great country to the other in about a week. Once it took as long a time to go from New York to Boston, and then one had to travel in a wagon or a carriage. In addition to granting sums of money to these railroad companies. Congress gave them large sections of land along the lines to aid them in building up the country with settlers. In 1862 the Homestead Bill was . ™^ Act passed by Congress, which gave every man one hundred and sixty acres of government land provided he would settle on it, build a cabin, and cultivate the soil. These inducements by the government, and the ease of travel, led thousands of people to flock into the West. Regions that were treeless wastes or a vast wilderness of vmcultivated land soon were made fertile by irrigation ; splendid roads were built along the highways ; people came flocking in ; settlements that were composed of a few dug- outs and sod cabins grew into villages and then into cities. The Indians have gradually given way to the advance of the white man. At one time they were free to ... T , , , • The Indians range the plams. Later they were settled m the Indian Territory and other reservations. They are 476 American History beginning to take on some degree of civilization, living in houses, sending their children to school, and dwelling peace- ably on the lands assigned to them. There are now about two hundred and fifty thousand Indians living on reservations in the West and elsewhere. The Indians of the West are beginning to take on some degree of civilization In 1889 a portion of the Indian Territory was bought and called Oklahoma, "Beautiful Land." On the day this terri- tory was opened there was a mighty rush of settlers across the line. All the night before thousands had camped on the borders. When the sign to move was given, on they went, by wagon and on horseback, to stake off their claims. Every man held what he staked off. Towns sprang up in a day and grew into Opening of Oklahoma The Industries of the West 477 cities in a week. Hundreds of thousands of people found homes in a few months. The race for Oklahoma showed the spirit of those who were peopling the western section of our country. Questions. What of the great plains beyond the Mississippi ? De- scribe the growth of Chicago ; Kansas City ; San Francisco ; Milwaukee ; Denver. What of the "pony express" and the stages. What railroads were projected across the continent ? When was the road completed ? Describe the completing of the road. What of the present railways across the continent ? What were the provisions of the Homestead Act? What effect did these things have ? Describe the way the wilderness was reclaimed. What can you say of the Indians ? What of the opening of Oklahoma ? Written Work. Write an account of the growth of western cities. LESSON 124 THE INDUSTRIES OF THE WEST The industries of the West have grown wonderfully. The settlers on the prairies found the land cheap, the soil fertile and easily plowed. The small farms grew into larger farms, until now one may see thousands - ^^ ®™ of acres under cultivation. Many wheat fields and corn fields in the West extend unbroken for miles. As far as the eye can see the grain grows in one vast surface that moves like the waves of the ocean. There are single wheat fields fifteen to twenty miles in extent. At first only horses, mules, and oxen were used for plow- ing. These have given way on the great farms to the steam plow that, driven by one man, does the work of ^se of many teams. Then came the steam harvester machinery and thresher that went like a giant mowing °^ arming machine through the ripened grain, cutting a wide swath. 478 American History threshing, measuring, and sacking it ready for the market. On the great farms many of these machines will start abreast, keep in a straight course all day, and make a return journey the next. These vast crops of wheat and corn have called for great mills for making flour and meal. In the large western cities are immense elevators used for loading cars and ships with grain to be transported to all parts of the world. The West deserves to be called the granary of the world. Grain elevators in our large western cities load vessels with corn and wheat for all parts of the world Over the broad plains of the West once roamed in great herds the mighty buffaloes. They have been hunted and slain for their hides and their meat until now f th'^buffai °'^^y ^ ^^^ survive. These are kept guarded in the National Park, under the protection of the government, for otherwise the historic buffalo of the West would soon be entirely extinct. To occupy the ranges of The Industries of the West 479 this old king of the plains have come the vast cattle ranches, embracing great areas of rich grass over which wander herds of horned cattle, sheep and hogs. Hundreds of thousands of cattle fatten on the prairie grass, tended by cow-boys on their swift ponies. The cattle are marked by branding to indicate their owners. At the proper time they are herded for the mar- ket, gathered in cattle trains, and hurried to the great stock yards of Chicago, Denver, St. Louis, and bther western cities. Every day thousands of cattle are landed in each of these cities. Packing houses prepare the meat for market. It is inspected by government officials, stored in refrigerator cars or in ships, and transported to all parts of the country and to nearly every part of the globe. In fact the armies of Europe are fed with the corn and meat of the West. Foreign nations depend upon us for much of their food supply. So dependent are the nations thus one upon another that war is daily getting more and more improbable. Nations would rather settle their differences than suffer for lack of supplies. Railroads and telegraphs have changed the West from a wild country full of savages to a great region of prosperous and happy people. The trade with China in teas, spices, and silks, that once went around Cape Horn, now enters at Cali- fornia and goes overland to the East. Instead of six months on the ocean, the China trade is in New York in six weeks. Thus we see that the great West, once laughed at by statesmen at Washington as so far from the capital that a Congressman could not arrive for his duties in six months, has become one of the most important sections of the world. Its gold and silver mines, its fields of wheat and corn, its 480 American History ranches of cattle, its great forests of timber, its gardens of vegetables, and its orchards of fruits have made it a region to which the world looks for food and shelter. The Louisiana Purchase Exposition. One hundred years had passed since the great area once named Louisiana had been purchased by Jefferson from Napoleon. To celebrate the anniversary an exposition was held in St. Louis, which is the largest city in the ancient tract. The gates were opened in April, 1904. The progress of the West was fully shown in the great exhibits of its many enterprises and industries. It was the greatest fair our country has ever had, not excepting the World's Fair in Chicago. Questions. What did the settler find in the West? How did the farms increase in size? What of the size of some of the grain fields? What about the progress in the use of plows? What of the harvesting machines? What provisions are made for grinding the grain? For transportation ? What about the buffalo ? What of their present condition ? What has taken their place? What of the cow-boys? What of marketing the cattle ? Of the packing houses ? What of feeding the armies of Europe ? Upon what do foreign nations depend ? What effect has this on war ? What effect have railroads had on the West? What of the China trade ? What other industries have made the West so great a section of our country ? Written Work. Write a description of a wheat field. Describe the life of a cow-boy in the West. ' i Growth of the South 481" LESSON 125 GROWTH OF THE SOUTH The South is rapidly recovering from the ravages of war. The eleven States that in i860 had nine million inhabitants, by 1900 had nearly twenty miUion. Of these, thirteen mil- lion were white people, and seven million were negroes. There are about two million more negroes in the United States, scattered through every State in the Union. The Southern people have learned that free labor is better than slave labor. The old way of farming has been succeeded by a better way. The farms are not so large, but they are more numerous and more produc- "^^^ cotton . . crop tive, because they are tilled with more intelli- gence and less waste. The cotton crop is still the most important industry. In 1908 it was two and a half times as large as it was in i860. The South produces ten to twelve million bales a year, which is about three-fourths of all the cotton grown in the world. Of this amount nine million bales are annually exported to foreign countries. New Orleans, the largest city in the South, has a popula- tion of nearly three hundred thousand. It is the largest cotton port in America. For many years the j^^^ Orleans foreign commerce of the city suffered from lack and the of deep water at the mouth of the Mississippi. ^^^^ J^"^^^ That great stream brought down vast quantities of mud and sand that filled up the mouth of the river, making it difficult and often impossible for ships to pass. It was no uncommon occurrence for ships to wait for weeks to pass the bar, and then pay heavy charges for tugs to pull them across. Captain James B. Eads, an engineer of St. Louis, who 482 American History- had acquired fame by building the great steel bridge that spans the Mississippi at that place, proposed to Congress to open one of the mouths of the Mississippi and to keep it open. Congress reluctantly consented, and Eads set to work. In four years he built two piers, or jetties, two miles long and only four hundred yards apart, running far out into the gulf. The jetties were completed in 1879. This narrowed the stream and made the current swifter, so that the mud instead of being deposited in the bed of the river is carried out to sea. The river thus clears out its own mouth, and ships come up the river to New Orleans without hindrance. In 1884 the great Cotton Centennial Exposition was held in New Orleans. Its purpose was to celebrate the one hundredth anniversary of the shipping of eight „° °° . , bags of cotton from Charleston to England. Centenmal *= '^ Many thousands of visitors came to the pictu- resque city to view the great display of products and industries of the awakened South. The buildings covered seventy-five acres. The main building was the largest which up to that time had ever been built for exhibition purposes. Other expositions have been held in Atlanta, Charleston, and Nashville. A notable one was held at Norfolk, Va., in 1907, known as the Jamestown Exposition, to Expositions celebrate the three hundredth anniversary of the first permanent settlement in America. The splendid dis- plays in agriculture, manufactures, and in the arts and sciences, showed how rapidly the South has recovered from the devastation of war, and how quickly it is regaining its position of wealth and influence in the nation. There has been a great educational awakening in the South. Public schools have been organized in every State, Growth of the South 483 free to white and to negro children, though the two races are always taught in separate schools. Illit- . Education eracy is being reduced as schools are increased, and with education come greater industry, more economy, higher self-respect, and a nobler pleasure in correct living. Education in the South. Considering the distress of the South by the losses of war and the depression of business, the progress in educa- tion has been remarkable. In 1870 the entire negro population was comparatively illiterate. At the present time over two million negro children are annually enrolled in school. In the year 1900 the census showed that about half the negroes of the South could read and write. In 1882 John F. Slater of Connecticut gave $1,000,000 to be used for the education of the southern negroes. There are now about three million white children in the public schools of the South. There are many who do not attend school, however, so that about one-eighth of the white people of the South cannot read and write. The illiteracy is growing less every year, however, and we hope the time will soon come when everybody will have the advantage of a good education. In 1882 Paul Tulane, who for many years had been a resident of New Orleans, gave $1,000,000 to found a university in that city. Vanderbilt University, at Nashville, was founded in the same way. During the same year George Peabody, the London banker, gave several millions of dollars for the cause of education in the South. Questions. What was the population of the South in 1900? How was this population divided ? How many negroes are in the United States elsewhere than in the South ? What have the southern people learned ? What of the farms? What of the cotton crop? Compare the crop of 1908 with that of i860. What is the size of the present crop ? What of New Orleans? Why did the commerce of that city suffer? What of the mud and sand in the bar ? What did Eads do ? What was the effect of his jetties ? Describe the great Exposition of 1884. What other expositions have been held ? What have they shown ? What of the educational awakening in the South ? Written Work. Give your reasons for believing the South is in better condition to-day than in i860. 484 American History LESSON 126 INDUSTRIES OF THE SOUTH The South has learned that there are other treasures in its soil besides cotton. Millions of peach trees are being planted every year, bearing the finest of fruit, which is hurried in refrigerator cars to northern crop ° markets. In addition to this, great quantities of oranges, pineapples, strawberries, melons, and vegetables are being raised. The southern farmer has learned the value of diversified crops, so that he no longer depends solely on cotton. In fact the fruit and vegetable crop of the South is rapidly rivaling the cotton crop in value. For many years nearly all the manufacturing was done in the North ; of late years, however, there has been a great increase in the number of mills, especially cotton Cotton mills -n • 1 o i ^ mills, m the South. On almost every stream, and in nearly every town of any size, may be found a cotton mill. In 1880 there were not more than two hun- dred cotton mills in the South. To-day there are a thou- sand, and every year adds to their number. Millions of dollars are annually invested by northern and foreign capitalists in southern manufacturing. The near- ness of the cotton fields, the vast beds of coal for fuel, the almost inexhaustible water power, the open climate, the abundant and cheap labor have induced the mills to come to the cotton, instead of requiring the cotton to go to the mills. If the world can depend on the West for its bread and meat, it can also depend on the South for its clothing. The southern coal fields have become very valuable. Vast deposits lie in Alabama, Tennessee, and neighboring J Industries of the South 485 States. These deposits contain many times more coal than the fields of Great Britain. The fields of Alabama alone will supply the world for one hundred and fifty ^^ ^ \ Coalfields years. It is estmiated that they are worth more than all the other property of that State combined. Only three States in the Union exceed Alabama in the mining of coal. The output of the southern coal mines is ten times greater than it was thirty years ago, and is increasing every year. Crude oil has been found in quantities in the States of Texas and Louisiana. These two States alone produced in one year thirty-seven million barrels. Texas stands fourth m the list of States in the pro- duction of crude oil. In addition to oil, this State has natural gas wells that supply millions of cubic feet a day. The iron industry of the South is also rapidly increasing. In Alabama are great iron mines, and near them great foundries, in which as much pig iron is produced Iron industry to-day as was produced by the entire country twenty years ago. Birmingham has become a great coal and iron center, and the foundries rival those of Pennsyl- vania in size and production. In addition to this there are fifty million acres of hard- wood forests and one hundred and fifty million acres in pine forests in the South, being about one-third r 1 r r 1 • ^. Forest area ot the lorest area 01 the entire country. Ihese forests have called for sawmills, lumber mills, and other attendant industries. The South has become a hive of industry. The eyes of the nation are upon its awakened industries. Its resources are attracting investors and home seekers ; its chmate invites 16 486 American History the tourists, and its enterprising people are bravely facing the problems of the present and rejoicing in the possibilities of the days to come. Collateral Reading. " The New South," speeches by Henry W. Grady. " The Present South," by Edgar Gardner Murphy. Questions. What can you say of the peach crop? What other products are raised in the South ? What has the farmer learned about crops ? What can you say of cotton mills of late ? How many were there in the South in 1880? How many to-day? What of investments? What has induced the mills to come to the cotton ? What of the coal fields ? Where are the deposits ? How much do they contain ? What can you say of the coal fields of Alabama ? What of the increase in the output of coal ? Where is crude oil found in the South? How much did Texas and Louisiana produce in one year? What of natural gas ? What of the iron industry ? What of the pro- duction of pig iron in Alabama ? What of Birmingham ? What can you say of the forests of the South ? What industries do the forests call for ? What of the attention the South is attracting ? Written Work. Write a statement of the inducements the South offers to persons seeking investments and homes. LESSON 127 PRESIDENT THEODORE ROOSEVELT On the day of McKinley's death, Theodore Roosevelt, of New York, the Vice-President, took the oath of office and Theodore became the head of the nation. The new Roosevelt, President had already attracted attention for resx en j^j^ vigorous policies as a public official in his own State and in Washington, and as a soldier in Cuba. He entered heartily into all great American enterprises, had definite opinions on all subjects, and undertook the duties of his office with independence and zeal. President Theodore Roosevelt 487 Theodore Roosevelt (Copyright by Harris & Ewing-, Washington, D. C, 1909.) In the summer of 1902 occurred the great strike of the miners in the anthracite regions of Pennsylvania. Nearly one hundred and fifty thousand workmen were involved. The strike lasted five months, dur- ing which the mines were closed, manufactories had to stop, and a coal famine existed that brought great distress to the people. President Roosevelt interposed with strike in Pennsylvania 488 American History a suggestion that the claims of the miners be submitted to arbitration. This was done, and after an exhaustive inves- tigation an agreement was reached that was accepted by all parties concerned. A great war between Russia and Japan occupied the attention of the world during the administration of Presi- dent Roosevelt. After many months of war- p'^^t*^ ° th ^^^^' many desperate battles and great loss of' life and property on both sides, President Roosevelt offered his services as peacemaker between the two countries. At his suggestion a conference was held by the representatives of both nations at Portsmouth, New Hampshire, and a treaty of peace was signed that ended the war. The greatest enterprise before the American people at the present time is the construction of the Panama Canal. A Panama ^^^ purpose of the canal is to save ships going canal pro- from the Atlantic to the Pacific Ocean the long ^° and expensive veyage around Cape Horn. This subject has been under consideration for more than fifty years. A treaty between England and the United States had been made before the Civil War, looking to the construction of an interoceanic canal, but its terms were not satisfactory and the project was allowed to drop. In 1881 a French company undertook to build a canal across Panama. Great sums of money were spent, but after several years of work the company failed and all labor on the canal ceased. While the P"rench were working at Panama, the United States was investigating the question of a canal at Nicaragua. There were many who favored the Nicaragua route, but the failure of the French company President Theodore Roosevelt 489 developed the possibility of the United States purchasing their rights and continuing their work at that place. The Panama route was considered best. It is three hun- dred miles further from the United States, but it is only forty-nine miles in length. The Nicaragua -jj^g ^.^^ route is one hundred and eighty-four miles routes com- in length, more than one hundred of which, ^^^^ however, is through Nicaragua Lake and San Juan River. In 1902 Congress authorized the purchase of the French interest for $40,000,000, and appropriated $130,000,000 to build the canal. A treaty was proposed to Treaty with Colombia, by which the United States was to Colombia and pay that country $10,000,000 for the right of ^^^^^ way of the canal, and an annual rental of $250,000, begin- ning nine years later. Colombia wanted more money, however, and rejected the treaty. Whereupon Panama rose in rebellion, threw off the yoke of Colombia, and declared itself free. The United States promptly recog- nized the independence of Panama, and proceeded to pro- tect the new republic and make a new treaty with its agents for the right to build a canal. This treaty was made in December, 1903. By its terms the United States pays $10,000,000 to Panama for the concession of a strip of territory ten miles wide across the isthmus, and also guar- antees the independence of Panama. The canal is now under construction by the ablest engi- neers. When built, it will be entirely under the control of the United States, and will be of great service to the com- merce of the world. The distance by sea from New York to San Francisco will be reduced from 13,714 miles to 5,299 miles. Ships going from Liverpool to San Francisco will save 6,000 miles. Besides the saving in time, there 490 American History William H. Taft (Copyright, 1908, Moffett Studio, Chicago.) will be great saving in expense, to say nothing of the fewer dangers to be encountered on the isthmus route than were formerly met on the long voyage around Cape Horn. In the election for President in 1908, William H. Taft, of Ohio, the Republican candidate, was chosen over William J. Bryan, who was again the nominee of the Democratic party. William H. Taft has endeared himself to all sections and to American Literature 491 all people by his generous nature and liberal policies. His inauguration on March 4, 1909, opened for our entire country a new era of good feeling. Questions. Who succeeded McKinley as President ? What can you say of the new President ? What great strike occurred in the summer of 1902? How many men were involved, and how long did it last? What distress ensued ? How was it settled ? How did President Roosevelt bring about peace between Russia and Japan ? What is the greatest enterprise before the American people at the present time ? What is the purpose of the Panama Canal ? What of the previous treaty between England and the United States ? What of the French company in 1881 ? What other route has been considered? What is the advantage of the Panama route ? How much money was paid the French company for their interest ? What treaty was pro- posed to Colombia? With what result? What did Panama do? What treaty was then made ? What were its provisions ? What can you say of the advantages of the canal ? Who was elected President in 1908? What can you say of President Taft? Written Work. Write a statement of the advantages to commerce to be gained by the Panama Canal. LESSON 128 AMERICAN LITERATURE Turning from war and commerce, as well as from inven- tions and industry, let us see what our nation has done in the way of literature and art. Washington Irving, of New York, who was the first American to win distinction as an author, is called "the Father of American Literature." Li 1807 appeared " Knick- .erbocker's History of New York." It is a humorous account of the old Dutch settlers and of life in New Amsterdam. Shortly afterwards appeared " The Sketch Book," contain- 492 American History ing the immortal story of " Rip Van Winkle " and the "Legend of Sleepy Hollow," dear to every schoolboy's heart. Williain Cullen Bryant, who was born in Massachusetts, but who spent much of his life in New York, is among our first and greatest poets. He wrote " Thanatopsis " when he was nineteen years old. The " Lines to a Waterfowl " is among the noblest poems in the language. Late in his life he made a translation of the Greek poems " The Iliad " and "The Odyssey." Henry W. Longfellow was born in Maine, but spent most of his life in Cambridge, Massachusetts. He lived for many years in the house that Washington used for his headquarters. Among his best short poems is the " Psalm of Life." Among the longer poems is " Hiawatha," a beau- tiful story of Indian life. The poem " Evangeline " is based upon the adventures of the Acadians who were forcibly removed from Nova Scotia. He also translated Dante's "Divine Comedy." John Greenleaf Whittier is known as the "Quaker Poet." He was a poor boy, born on a farm in Massachusetts. He became deeply interested in the movement to free the slaves, and wrote many stirring war poems. After the war he wrote poems of a happy rural life. "Snow Bound" is among the best descriptive poems in the language. It describes a farmer's family shut up in a snow storm. Oliver Wendell Holmes, who was born in Cambridge, Massachusetts, was a doctor as well as a poet and author. Among his humorous poems we may mention " The Won- derful One-Hoss Shay," "How the Old Horse Won the Bet," and "The Last Leaf." "The Chambered Nautilus" is a splendid poem in a serious vein. " Old Ironsides " is a American Literature 493 stirring patriotic poem. Among his many books probably " The Autocrat of the Breakfast Table " is best known for its wit and wisdom on many topics. Edgar Allan Pee is among the greatest of imaginative writers. His short stories are among the finest in the lan- guage. "The Black Cat," "The Gold Bug," "The Murders in the Rue Morgue," and others have been translated into several foreign languages and widely used as models of story writing. His poems "The Raven," "The Bells," and " Annabel Lee " are well known in every household. Ralph Waldo Emerson and James Russell Lowell were critics of great ability, as well as authors and poets. Emerson's " Essays " are deeply suggestive and inspiring. Lowell's "Vision of Sir Launfal " is a classic in the language. Among other poets may be mentioned Joaquin (Wa-ken) Miller, whose poem " Columbus " is among the most stirring of all our patriotic poems. Walt Whitman, Eugene Field and James Whitcomb Riley deserve a place in every library for the beautiful lines they have contributed to our poetical literature. Henry Timrod and Paul Hamilton Hayne have written strong and beautiful poems of the , South. Father Ryan, who wrote "The Conquered Banner," and James R. Ran- dall, who wrote " Maryland ! My Maryland," have produced war lyrics as pure and thrilling as can be found in any language. The most notable poet of recent years is Sidney Lanier, of Georgia. He was a careful critic of verse making, and his poems are musical and melodious. "The Marshes of Glynn " and " The Song of the Chattahoochee " contain lines that are among the finest in our literature. Lideed, many 494 American History critics, especially in England, have placed him among the greatest of our literary artists. Questions. Who was the first American to win distinction as an author? What is he called? What humorous history did he write? Name the two great stories that Irving wrote in " The Sketch Book." What can you say of Bryant ? What poem did he write at nineteen years of age ? What other poem of his can you mention ? What great poems did he translate ? What can you say of Longfellow ? What Indian story did he write ? What other poem of his can you mention? What translation did he make? Who was the Quaker poet? What of his early hfe? What kind of poems did he write at first ? What poem of his can you mention ? Who was Dr. Holmes ? What humorous poems of his can you mention ? What other poems or books can you mention ? What can you say of Poe ? Mention several of his short stories. Name several of his poems. Name two great American critics and some of their writings. What of Joaquin Miller. What of Whitman, Field and Riley? What of Timrod and Hayne ? What of Ryan and Randall ? What can you say of Lanier ? Mention two of his poems. How is Lanier regarded ? Written Work. Write a list of the authors mentioned in this lesson, and write after each the books or poems spoken of. LESSON 129 AMERICAN LITERATURE AND ART James Fennimore Cooper is the first of our great novelists. Spending much of his life on the frontier of New York in the pioneer days, he learned the story of Indian life and tra- ditions. His famous stories of "The Last of the Mohicans," "The Deerslayer," "The Pathfinder," "The Prairie," are splendid Indian stories. To him more than to any one else is due the rescue of Indian life from oblivion. Cooper had spent several years of his youth as a sailor, and therefore could write notable sea stories. Among these are "The American Literature and Art 495 Pilot," "The Red Rover," "The Two Admirals." There are no better books for boys in our literature than these stories of the early days. Nathaniel Hawthorne of Massachusetts is one of the finest masters of American prose. For many years he wrote without publication, in order to perfect his style. He spent several years abroad in study and observation. His most notable stories are "The Scarlet Letter," "Twice-Told Tales," "The Marble Faun," and "Mosses from an Old Manse." Among later writers may first be mentioned Samuel Clemens, better known as Mark Twain. " Roughing It " is a laughable story of a prospector's life in the West. " Innocents Abroad " is the most characteristic of all his books, and the one on which his fame mainly rests. It is a humorous account of his travels in Europe. Mark Twain is easily our greatest and most beloved humorist. Bret Harte has written splendid stories of early life in the West. Among the best are "The Luck of Roaring Camp " and " How Santa Claus came to Simpson's Bar." Edward Eggleston wrote stories of pioneer days in Indiana. "The Hoosier Schoolmaster" and "The Circuit Rider" are among his best. William Gilmore Sims^of South Carolina / has written splendid stories based on the traditions of the ' early times in the South. "The Yemassee " is among the most noted of them. Thomas Nelson Page has written stories of Virginia and the war. Some of his short stories in dialect are among the strongest and best in our literature. Joel Chandler Harris has made " Uncle Remus " immortal, and has forever em- balmed the folk lore of the slave quarters in the hearts of his readers. There are many other writers of stories in our 496 American History language that show the awakening of a true literary spirit among our people. In no branch of literature has more talent been shown than in the writing of history. William H. Prescott has told the romantic story of "Ferdinand and Isabella," "The Con- quest of Peru," and "The Conquest of Mexico." John Lothrop Motley wrote the story of the Dutch Republic. Francis Parkman has written many books telling the story New York Public Library of the French in America. George Bancroft has written the "History of the United States." All these writers pos- sessed a glowing style that has made history as thrilling as any romance ever written. In the department of Art we point with pride to Benjamin West, a poor Quaker boy in Pennsylvania, who showed early a talent for drawing, and who afterwards painted such won- derful pictures as " Christ Healing the Sick." Copley painted i:, American Literature and Art 497 portraits of Revolutionary heroes. Gilbert Stuart is probably best known by his portrait of Washington. Among sculptors Hiram Powers has gained a world-wide reputation for the beautiful figure of "The Greek Slave," now in the Corcoran Art Gallery at Washington. Other renowned American sculptors are Story, St. Gaudens, and MacMonnies, whose genius in design has won recognition the world over. We have shown our admiration for literature by the great libraries in New York, Boston, and elsewhere. The Library of Congress is one of the finest collections of books in the world, and the building is one of the most costly and beautiful. In nearly all our great cities are wonderful art galleries, where thousands of people view the world's great art in marble or on canvas. Questions. Who is the first of our great novelists ? Mention some of his Indian stories. Mention some of his sea stories. What can you say of Hawthorne ? What of his industry ? Name several of his most notable stories. What can you say of Clemens ? Mention two of his books and describe them. What stories has Bret Harte written ? What of Edward Eggleston ? What of William Gilmore Sims ? What kind of stories has Thomas Nelson Page given us ? Joel Chan- dler Harris ? What can you say of Prescott ? Motley ? Parkman ? Bancroft ? What great artists can you mention ? What did Copley paint ? What famous portrait did Stuart paint ? Whom among sculptors can you men- tion ? How have we shown our appreciation of literature and art ? What famous library can you mention ? Written Work. Make a list of the authors mentioned in this lesson, and place after each the name of one of his books. Note. — The above list of authors is given for the purpose of aiding the pupil in selecting a library of suitable volumes for his own reading. They afford the teacher an opportunity of impressing upon the pupil the value of the best literature. 498 American History LESSON 130 OUR COUNTRY From the original thirteen States our country has grown to forty-six States. The first census in 1790 showed about four milHons of people. In one hundred and ^°, .° ten years, by the census of 1900, it had reached over seventy-six millions. If to this we add the increase since the last census, together with the nine mil- lions of inhabitants in our island possessions, we shall find Ships carry American products to every part of the world that the United States with its territorial possessions has now (1909) about a hundred million people. In the United States proper there are about twenty-six persons to every square mile. The center of population was, in 1790, twenty miles east of Baltimore, but it has been moving westward Our Country 49^ steadily until now it is six miles southeast of Columbus, Indiana. The area of the United States is a little more than three million square miles, which is nearly as much as all Europe. We have twenty States each larger than Eng- land and Wales. Texas alone is larger than ,^'*.?°l!^® ® Umted States France or Germany, and is four times as large as England and Wales. Leaving out Russia, the United States is three times as large as all the rest of Europe combined. It has been estimated that a steamboat may pass up the Mississippi and Missouri rivers a distance of nearly four thousand miles, or as far as from New York to Constantinople. The wealth of the people of the United States is not far from one hundred and twenty billion dollars. If evenly distributed, every inhabitant would have thirteen hundred dollars. This great wealth has been We^^^.a'^'i *=• production accumulated by our vast industries and com- mercial enterprises. It is estimated that the United States, with one-fifteenth of the world's population, produces one- fifth of the wheat, one-third of the coal, one-fourth of the gold, two-fifths of the iron, one-half of the oil, three-fourths of the cotton, and one-fifth of the corn of the whole world. The productions of the United States are so great that each year we could furnish each individual in the world with two suits of cotton cloth, with one and a half bushels of corn, with one-fourth of a ton of coal, with four gallons of oil, with a half bushel of wheat, with one-third of a pound of sugar, and with thirty pounds of meat. It is not surprising then to find American products in every market in the world. Our locomotives are sold in 500 American History- China and Japan, our steel bridges and electric cars are found in Egypt, our knives, tools, sewing machines, typewriters, cash registers, firearms, automobiles, and a hundred other manufac- tured articles may be found anywhere in the world. Our foreign trade amounts to nearly two billion dollars a year. • ~'|-| Our railroads have *, "?'«{iVi increased marvel- 'Itif-"--", & ti ously m the last half century. There are two hundred and twenty-five thou- s md miles of rail- road tracks in the United States. If ]nit into a straight Ime they would en- circle the globe nine times. To carry the freight of our coun- try requires two million freight cars, which if stretched in one line would be fifteen thousand miles long, or over one-half the way around the earth. A view of New York City Our Country 501 We point with pride to our great cities. New York has four millions of people and is second only to London among the great cities of the world. It covers three hundred and sixty square miles. Inside its limits .'Jf ^^^** •' ^ cities are some of the tallest buildings, as well as the busiest streets that can be found anywhere. The growth A modern battle ship costs about ten mi/lion dollars of our cities has been phenomenal. A hundred years ago only six cities had over eight thousand people ; now there arc five hundred such cities. A hundred years ago only three persons in every hundred lived in cities ; now thirty- one out of every hundred live in cities. The recent war with Spain and the possession of islands in remote regions have demanded of the United States a large navy. At one time our naval force was r^^^ ^ ^^ insignificant, but now we have a navy of twenty- the United five modern battle ships, besides other kinds of war vessels, amounting in all to nearly two hundred. The United States is second only to England in the world's naval power. 502 American History The greatest exploit of our navy was the great voyage of forty-three thousand miles around the world of six- teen battle ships, begun in December, 1907, and ending in February, 1909. Everywhere our great ships, costing from five to ten million dollars each, excited admiration from the nations of the world. It is wisely believed that the best way to insure peace is to be able to take care of ourselves in case of war. Thus we see our country has grown in three hundred years from a small colony to a noble and mighty nation, taking rank as one of the great powers of the world. We have studied of the early struggle for liberty, the mighty conflict with the mother country, the growth of our institutions, the sad tragedy of our Civil War, and have seen how in later years our people have become one people, with one patriotism, one purpose, and one destiny. With our hearts united in a great love for our great country, let us say that we are, first of all, Americans, and that our whole country shall claim our patriotic service. Collateral Reading. " The Last Quarter Century in the United States," by E. Benjamin Andrews; " Twenty Years of the Republic," by Henry Thurston Peck ; " Our Country," by Josiah Strong. Questions. How many States have we now in the Union ? How many people did the first census show ? How many were there in 1900 ? How many in our island possessions? How many probably at this date? How many persons to a square mile? Where was the center of population a hundred years ago ? Where is it now ? What is the area of the United States ? How does it compare with Europe ? How many States have we each larger than England and Wales? Compare Texas with France, Germany, England and Wales ? What of the United States and Europe, leaving out Russia ? What of a steamboat's voyage up the Mississippi and Missouri rivers? What is the wealth of the United States ? How much is this for each Our Country 503 person ? How has it been accumulated ? Give some estimate of what the United States produces. What things could we furnish each person in the world every year? What American articles do we find abroad? How many miles of railroad tracks have we ? What can you say of them ? How many freight cars are in use ? What of them ? What of New York City? Compare the city and country population a hundred years ago and now. What can you say of our navy ? What of its recent exploit ? With what emotions do we close our study, and with what sentiment should we regard our country ? Written Work. Write your reasons for being proud and contented that you are an American. Review Questions. 1. When did South Carolina secede from the Union? 2. Name the Confederate States. 3. Describe the bombardment of Fort Sumter. 4. Describe the first battle of Manassas. 5. What was the general war plan of the North ? 6. What was the Trent Affair? 7. What were the Alabama Claims ? 8. Describe the battle between the Virginia and the Monitor, q. Describe the Valley Campaign of Stonewall Jackson. 10. What was the Proclamation of Emancipation ? 11. Describe Pickett's charge at Gettysburg. 12. Describe the siege and surrender of Vicksburg. 13. Describe Sherman's march through the South. 14. What can you say of the battles in the Wilderness? 15. When and where did Lee surrender? 16. Describe the assassination of President Lincoln. 17. What was the Thirteenth Amendment? the Fourteenth? the Fifteenth ? 18. Why was Andrew Johnson impeached, and with what result ? 19. When and for how much was Alaska purchased? 20. Describe the Ku Klux Klan; the Carpet Bagger. 21. What is meant by Civil Service Reform? 22. What was the cause of the war with Spain ? 23. Describe the battle of Manila Bay. 504 American History 24. Describe the battle of San Juan. 25. Describe the destruction of Cervera's fleet. 26. What did we acquire by the treaty with Spain ? 27. What can you say of the Hague Tribunal ? 28. Describe the laying of the Atlantic cable. 29. Name some American inventors and inventions. 30. What can you say of the growth of western cities ? 31. What are the Eads jetties at New Orleans? 32. Name some new industries of the South. ;^^. What can you say of the Panama Canal ? 34. Name some American writers and their works. 35. Name the Presidents since the Civil War. Search (^lestions 505 SEARCH QUESTIONS. Who was called the "Prince of Travelers"? Who first started on a voyage around the world? How did Florida get its name? Who dis- covered the Mississippi River? What is the oldest town in the United States? Who founded the town of Quebec? Who was the first white child bom in America ? When and where was the first permanent English settlement in America? Whom did Pocahontas marry? When and where was slavery introduced into America? How did the Pilgrims get their name? Who was Samoset? What did the Indians call Miles Standish? Who were the Puritans? Who first grew tobacco for sale? Who settled Providence? Who settled Hartford? What was the name of Hudson's ship ? What became of Henry Hudson ? How much did the Dutch pay for New York ? Who was called "Old Silver Leg"? How did Wall street get its name? For whom was Maryland named? For whom was Pennsylvania named? What does Philadelphia mean? What is Mason and Dixon's Line? For whom was Carolina named? How was rice introduced into Carolina ? For whom was Georgia named ? Who founded an Orphan Asylum near Savannah? Name the Original Thirteen Colonies. What people burnt their own town? Who was the "Apostle to the Indians"? Who pacified Canonicus in the Pequot War? What was the fate of King Philip ? Who rescued the town of Hadley ? What was the Charter Oak ? Who first explored the Mississippi River? What was the fate of Marquette? Who first explored the entire length of the Missis- sippi? For whom was Louisiana named? What was the fate of La Salle ? What brave woman killed a body of Indian warriors ? What were the names of the first three wars with the French ? What English General was caught in an ambush ? What was the first name of Pittsburg ? What two generals were killed at Quebec? Flow many supposed witches were hanged ? For whom was Harvard College named ? What was the battle cry of the Revolution? Who denounced the Stamp Act in Virginia? Who was called the "Father of the Revolution"? What were the words of Captain Parker at Lexington? Who left his plow in the field to join the Continental Army? What did Webster say at Bunker Hill? Who were the Tories? Who wrote the Declaration of Independence? What were the last words of Nathan Hale? What did General Reed reply to those who offered to bribe him? Who went from house to house to raise money for Washington? What did John Starke say at Bennington? Who was "The Swamp Fox"? "The Carohna Game Cock?" What 506 American History- woman captured six tories? What American General was guilty of treason? When and where did Cornwallis surrender? Who wrote "Poor Richard's Almanac"? Who tirst raised the Ameri- can flag at sea ? Who saved the Northwest Territory to the United States ? What has Gladstone said of the Constitution of the United States ? Who was the first President ? What did Webster say of Alexander Hamilton ? Where was Washington buried ? Who invented the cotton gin ? What were the ringing words of Charles C. Pinckney? When did Washington City become the Capital ? Who introduced the custom of sending written messages to Congress? What was the date of the Louisiana Purchase? What was the fate of Alexander Hamilton? Who invented the steam- boat? What was the first steamship to cross the ocean? What vessel became known as "Old Ironsides"? Who said "Don't give up the ship"? What was Perry's message to General Harrison? Who wrote "The Star Spangled Banner"? What battle was fought after peace was declared? How did "Uncle Sam" get its name? What State is called "The Mother of Presidents"? Who was President during the Era of Good Feeling? Who was called "The Great Pacificator"? What was the line of the Missouri Compromise? What is the meaning of the Monroe Doctrine? When was the Erie Canal completed? What did Charles Carroll say in turning the first spadeful of earth for the Baltimore and Ohio Railroad? What two ex-Presidents died on the same Fourth of July? Who was called "Old Hickory"? What was "The Spoils System"? Between what two statesmen was "The Great Debate"? What State passed an ordinance of nullification? Who said "I would rather be right than be President"? What was the "Hard Cider Campaign"? What happened at the Alamo ? Who invented the harvesting machine ? Who invented the electric telegraph ? What was the popular cry over the division of Oregon ? Wlio was called "Old Rough and Ready"? What General captured the City of Mexico? What was the Wilmot Proviso? When was gold discovered in California ? Who were the "Forty Niners" ? What did Garrison say of the Constitution ? What was the Underground Railway? Who wrote "Uncle Tom's Cabin"? Name the Confederate States. When was Sumter bombarded ? What was the result of the first battle of Manassas? What General was killed at the battle of Shiloh? When was the first battle of the ironclads? How and where was Stone- wall Jackson killed ? What was the war plan of the North ? What battle was the turning point of the War in the East? What Admiral was lashed to the rigging in commanding his ships? When and where did Lee sur- render? What was the fate of Lincoln ? What President was impeached by Congress? Name the Vice-Presidents that have become Presidents. Historical Recreations 507 HISTORICAL RECREATIONS. What president of the United States was taught by his wife? What man was saved from death by showing a pocket compass? In what battle and for what cause did George Washington lose his temper? What woman took her husband's place in battle? What general lost a battle by not reading a note? What general was captured while asleep in a tavern ? What man asked for his house to be fired upon to dislodge the British? What general received a nickname on the field of battle? What general died at the moment of victory? What was the great event of 1803? What presidents were assassinated? What president died a month after his inauguration ? What president never made a speech nor fought a battle? What man persuaded the Indians to be at peace with his own ene- mies ? What father and son were presidents ? What great statesman was killed in a duel? What general escaped capture by riding down a prec- ipice? What statesman wrote an almanac? What colony was founded as a refuge for the poor? What two states are named for queens? What man did not take off his hat in the presence of a king? What president was impeached? What state is called the "Mother of Presi- dents"? What state has furnished the greatest number of presidents? What presidents spent their early lives in cabins? What other name did the American party have? What battle decided the fate of the French in America ? What voyager was killed in the Philippine Islands ? What school teacher became a great inventor? What place was sur- rendered without firing a gun ? What Indian leader was a great orator? How were the Declaration of Independence and the portrait of Washington saved from capture? In what battle did a rooster crow loudly? What president was inaugu- rated near the ruins of the Capitol building? What general came near being court-martialed for disobedience? What explorer gave whiskey to the Indians? When did a few drunken soldiers set fire to a town? What was the last Confederate state to be readmitted to the Union? What fugitive slave was rescued from capture? What general had a horse named "Traveler"? What was "Clinton's Big Ditch"? What two commanders wagered a hat on the result of a battle? What state was the first and which the last to adopt the Constitution? Where is the flag that Paul Jones used now preserved? S°8 American History IMPORTANT DATES IN AMERICAN HISTORY Columbus discovered America, Oct. 12, 1492. John Cabot discovers the mainland, 1497. Ponce de Leon named Florida, 15 13. Balboa discovers the Pacific, 1513. Magellan's ship starts around the world, 1519. De Soto discovers the Mississippi, 1541. Jamestown, Virginia, settled, 1607. Hudson discovers the Hudson River, 1609. Negro slaves brought to Virginia, 1619. Pilgrims land at Plymouth, Dec. 21, 1620. Boston founded, 1630. Harvard College founded, 1636. Roger Williams founds Providence, 1636. English capture New Amsterdam, 1664. Bacon's Rebellion in Virginia, 1676. Philadelphia laid out, 1683. Witchcraft delusion, 1692. William and Mary College founded, 1693. New Orleans founded by French, 1718. Baltimore founded, 1730. Oglethorpe settles Georgia, 1733. Braddock's Defeat, 1755. The Fall of Quebec, 1759. The Stamp Act, 1765. The Boston Massacre, March 5, 1770. The Boston Tea Party, Dec. 16, 1773. First Continental Congress meets, Sept. 5, 1774. Battle of Lexington, April 19, 1775. Battle of Bunker Hill, June 17, 1775. Washington takes command, July 3, 1775. Declaration of Independence, July 4, 1776. Battle of Trenton, Dec. 26. 1776. Surrender of Burgoyne, Oct. 17, 1777. Winter at Valley Forge, 1777. The French Alliance, Feb., 1778. George Rogers Clarke takes Vincennes, 1779. Arnold's Treason, September, 1780. Cornwallis surrenders, Oct. 19, 1781. Treaty of Paris, Sept. 3, 1785. Constitutional Convention, 1787. Washington inaugurated, April 30, 1789. Whitney invents colton gin, 1793. French War with United States, 1798. Death of Washington. Dec. 14, 1799. Washington City becomes Capital, 1800. Thos. Jefferson becomes President, 1801. Louisiana purchased, 1803. Fulton invents steamboat, 1807. The Embargo Act, 1807. Second War with England, i8t2. British capture Washington City, August, 1814. Treaty of Ghent, Dec. 24, 1814. Battle of New Orleans, Jan. 8, 1815. The Savannah crosses the ocean, 1819. Florida bought from Spain, 1819. The Missouri Compromise, 1821. The Monroe Doctrine announced, 1823. The visit of La Fayette, 1824. The Erie Canal opened, 1825. Baltimore & Ohio Railroad began, 1828. Andrew Jackson inaugurated, 1829. Hayne and Webster Debate, 1830. Nullification Ordinance of South Carolina, 1832. McCormick invents the reaper, 1834. Texas declares her independence, 1836. First electric telegraph message. May 24, 1844. Annexation of Texas, July 4, 1845. Wilmot Proviso, August, 1846. Howe invents sewing machine, 1846. City of Mexico captured, 1847. Gold discovered in California, January, 1848. Fugitive Slave law passed, 1850. Gadsden Purchase, 1853. First Atlantic Cable, August, 1858. South Carolina secedes, Dec. 20, i860. Fort Sumter bombarded, April 12, 1861. First battle of Manassas, July 21, 1861. The Trent Affair, November, 1861. The first battle of ironclads, March 9, 1862. Farragut captures New Orleans, April, 1862. Emancipation Proclamation, Jan. i, 1863. Battle of Gettysburg, July, 1863. Surrender of Vicksburg, July 4, 1863. Kearsarge sinks the Alabama, June, 1864. Surrender of Lee, April 9, 1865. Lincoln assassinated, April 14, 1865. Centennial Exposition, 1876. Maine destroyed at Havana, February, 189S. Battle of Manila Bay, May i, 1898. Destruction of Cervera's Fleet, July 3, 1898. Treaty with Spain, Dec. 10, 1898. List of Presidents and Vice-Presidents 509 o o ■ . - 3 o j3 ^ m 1-1 (« i; ii c (_, i: = ' 7-, A ° .0 ^■. >— i I—, t-iU-i I—, H-.<^-i'— .1— .^. O* fO r^ O- 00 10 t O "^ I- O 00 O 00 O O Qi 17 I^ i^ r* i-* t- r^ r^r^r^r-^r^QOOO I^ 00 00 00 00 00 00 00 00 CO 00 CO C30 « d r^ co' *^ .;; »n^^N' rc .;, < OZOS<3A Oot U CO. fa c< as oi K Q .- .— - .- ^ .- ^ .y 3 333y3y3 3 333"3c3 a a.c.o.cc.ca J2 j:: 3 3 a c O* ^ " ;«) E 00 " 00 ^ O- "^ r^ O 00 ~ g 00 CO 00 -o S E H S ;_• " -n 1: "P ■ S S 3 S S E i E .. ! Hfi E c & O H & a HO H 00 iO O . c c c c OK r-i O O O O q o ■^ -if "if O O rt ° % > >S H ^ 'g ii -2 ,« 53 ^ .2 S .2 ZO>Hi-l22;a- s H ^ oo2;z£ E J ZO e -S c s ^00 [C « S ^ ^, E S s e • I, Oh n = •„- -3 ^ M Ji ; H iZ - ^ c E H ,„ £"g-— „ 3 .-= j= E u .-t: rt E ^ > i-ii— .N l§ fa 1-1 00C>OMMrO'*i^ B. Ha> artield \rthur eland arrison eland Kinley therford lies A. G ester A. i over Clev njamin h over Clev liam Mc K ■ 5,1 Is 0i<-,L>O cq Oj: HS- r- CO 0^0 5IO American History LIST OF STATES 13- IS- 1 . Delaware 2 . Pennsylvania . . . . 3. New Jersey 4. Georgia 5. Connecticut 6. Massachusetts... 7. Maryland 8. South Carolina.. 9. New Hampshire.. 10. Virginia 1 1 . New York 12. North Carolina. Rhode Island.. . . Vermont Kentucky 16. Tennessee 17. Ohio 18. Louisiana 19. Indiana 20. Mississippi 21. Illinois 22. Alabama 23. Maine 24. Missouri 25. Arkansas '. . . 26. Michigan 27. Florida 28. Texas 29. Iowa 30. Wisconsin 31. California 32. Minnesota 33. Oregon 34. Kansas 35. West Virginia. . . . 36. Nevada 37. Nebraska 38. Colorado 39. North Dakota. . . . 40. South Dakota. . . . 41. Montana 42. Washington 43. Idaho 44. Wyoming 45. Utah 46. Oklahoma K C DATE OF ad- mission. Dec. Dec. Dec. Jan. Jan. Feb. April May June June July Nov. May March June June Feb. April Dec. Dec. Dec. Dec. March Aug. June Jan. March Dec. Dec. May Sept. May Feb. Jan. June Oct March Aug. Nov. Nov. Nov. Nov. July July Jan. Nov. 28, 787 787 787 788 788 788 790 7QI 792 7q6 803 812 816 817 818 819 820 821 836 837 84s 845 846 848 8 so 858 859 861 S63 864 867 876 896 907 SQUARE MILES. 2,050 45.215 7,815 59,475 4,990 8,31s 12,210 30,570 9,30s 42,450 49,170 52,250 1,250 9,565 40,400 42,050 41,060 48,720 36,350 46,810 56,650 52,250 33,040 69,415 53,850 58,915 58,680 265,780 56,025 56.040 158,360 83,365 96.030 82,080 • 24,780 110,700 77,510 103.925 70.79s 77,6.50 146,080 69,180 84,800 97,890 84,970 70,430 POPULATION' 1900. 184,73s 6,302,115 1,883,669 2,216,331 908,355 2,805,346 1,190,050 1,340,316 411,588 1,854,184 7,268,012 1,893,810 428,556 343,641 2,147,174 2,020,616 4,157,545 1,381,625 2,516,462 1,551,270 4,821,550 1,828,697 694,466 3,106,665 1,311,564 2,420,982 528,542 3,048,710 2,231,853 2,069,042 1,485,053 1,751,394 413,536 1,470,495 958,800 42.335 1,068,539 539,700 319,146 401,570 243,329 518,103 161,772 92,531 276,749 700,391 APPENDIX. THE DECLARATION OF INDEPENDENCE, ADOPTED BY CONGRESS, JULY 4, 1776. A DECLARATION BY THE REPRESENTATIVES OF THE UNITED STATES OF AMERICA, IN CONGRESS ASSEMBLED. When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth the separate and equal stations to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute a new government, laying its founda- tion on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and, accordingly, all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pur- suing invariably the same object, evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such a government, and to provide new guards for their future security. Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former systems of govern- ment. The history of the present king of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establish- ment of an absolute tyranny over these States. To prove this, let facts be submitted to a candid world: — He has refused his assent to laws the most wholesome, and necessary for the public good. He has forbidden his governors to pass laws of immediate and pressing 511 ^ I 2 American History importance, unless suspended in their operations, till his assent should be obtained; and, when so suspended, he has utterly neglected to attend to them. He has refused to pass other laws for the accommodation of large dis- tricts of people, unless those people would relinquish the right of repre- sentation in the legislature; a right inestimable to them, and formidable to tyrants only. He has called together legislative bodies at places unusual, uncom- fortable, and distant from the repository of their public records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved representative houses repeatedly for opposing, with manly firmness, his invasions on the rights of the people. He has refused, for a long time after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large, for their exercise; the State remaining, in the mean time, exposed to all the dangers of invasions from without, and convulsions within. He has endeavored to prevent the population of these States; for that purpose, obstructing the laws for the naturalization of foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new appropriations of lands. He has obstructed the administration of justice by refusing his assent to laws for establishing judiciary powers. He has made judges dependent on his will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of new officers, and sent hither swarms of officers, to harass our people, and eat out their substance. He has kept among us, in times of peace, standing armies, without the consent of our legislature. He has affected to render the military independent of, and superior to, the civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his assent to their acts of pretended legislation: — ■ For quartering large bodies of armed troops among us; For protecting them, by mock trial, from punishment for any murders which they should commit on the inhabitants of these States; For cutting off our trade with all parts of the world; For imposing taxes on us without our consent; For depriving us, in many cases, of the benefits of trial by jury; For transporting us beyond seas to be tried for pretended offences; Appendix 513 For abolishing the free system of Enghsh laws in a neighboring province, establishing therein an arbitrary government, and enlarging its boundaries, so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies; For taking away our charters, abolishing our most valuable laws, and altering, fundamentally, the powers of our government; For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated government here, by declaring us out of his protection, and waging war against us. He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people. He is at this time transpoi'ting large armies of foreign mercenaries to complete the works of death, desolation, and tyranny, already begun with circumstances of cruelty and perfidy scarcely paralleled in the most bar- barous ages, and totally unworthy the head of a civilized nation. He has constrained our fellow-citizens, taken captive on the high seas, to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands. He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian savages, whose known rule of warfare is an undistinguished destruction of all ages, sexes, and conditions. In every stage of these oppressions, we have petitioned for redress in the most humble terms; our repeated petitions have been answered only by repeated injury. A prince whose character is thus marked by every act which may define a tyrant is unfit to be the ruler of a free people. Nor have we been wanting in attentions to our British brethren. We have warned them', from time to time, of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them, by the ties of our common kindred, to disavow these usurpations, which would inevitably interrupt our corrections and correspondence. They, too, have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war; in peace, friends. We, therefore, the representatives of the United States of America, in general congress assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name and by the S^^ American History authority of the good people of these Colonies, solemnly publish and declare, That these United Colonies are, and of right ought to be. Free and Independent States; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved; and that, as Free and • Independent Slates, they have full power to levy war, conclude peace, con- tract alliances, establish commerce, and do all other acts and things which Independent States may of right do. And for the support of this Declara- tion, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor. John Hancock. New HAMPsmRE. — Josiah Bartlett, William Whipple, Matthew Thornton. Massachusetts Bay. — Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry. Rhode Island, etc. — Stephen Hopkins, William Ellery. Connecticut. — Roger Sherman, Samuel Huntington, WilHam Williams, Oliver Wolcott. New York. — William Floyd, Philip Livingston, Francis Lewis, Lewis Morris. New Jersey. — Richard Stockton, John Witherspoon, Francis Hopkin- son, John Hart, Abraham Clark. Pennsylvania. — Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross. Delaware. — Cassar Rodney, George Read, Thomas M'Kean. Maryland. — Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carroll ton. Virginia. — George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton. North Carolina. — ■ William Hooper, Joseph Hewes, John Penn. South Carolina. — Edward Rutledge, Thomas Hayward, Jr., Thomas Lynch, Jr., Arthur Middleton. Georgia. — Button Gwinnett, Lyman Hall, George Walton. ANALYSIS OF THE CONSTITUTION OF THE UNITED STATES. The following analysis of the Constitution is submitted by the author of this book as more suitable to the pupils than the formal text of the great document. Preamble. We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the com- mon defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Con- stitution for the United States of America. I. The Legislative Department. Congress. All legislative powers of the general government are vested in Congress, which consists of a Senate and a House of Representatives. House of Representatives. Representatives are elected by the people every two years. A representative must be twenty-five years old, and must have been a citizen of the United States for seven years, and must be an inhabitant of the State for which he is chosen. Representatives are apportioned among the States according to population. The enumera- tion of the population is taken every ten years. (It is called the Census.) The number of representatives shall not exceed one for every thirty thousand people in any State, but each State shall have at least one rep- resentative. When vacancies occur among the representatives from any State, the governor of that State shall call an election to fill the vacancy. The House of Representatives chooses its own speaker and other officers, and has the sole power of impeachment. The Senate. The Senate is composed of two Senators from each State, elected by the legislature for six years. Each Senator has one vote. One-third of the membership of the Senate is chosen every two years. If a vacancy occurs by resignation or otherwise, the governor of the State makes a temporary appointment until the next meeting of the legislature. A Senator must be thirty-one years old, for nine years a citizen of the United States, and an inhabitant of the State for which he is chosen. The Vice-President of the United States is the president of the Senate, but has no vote unless the members are equally divided. 515 516 American History Impeachment. The Senate has the sole power of trying all impeach- ments. When sitting for that purpose the members are under oath. When the President of the United States is impeached the Chief Justice presides. No person can be convicted without the concurrence of two- thirds of the members present. Judgment, in case of impeachment, applies only to removal from office, but the person convicted may be tried and sentenced by the courts. Rules of Congress. Congress assembles at least once in every year. The first Monday in December is the day appointed for the meeting. Each house is the judge of the elections, returns and qualifications of its own members. A majority of each house constitutes a quorum for the transaction of business. Each house determines its own rules, punishes its members for disorderly conduct, and with the concurrence of two- thirds may expel a member. Each house keeps a journal of its pro- ceedings, which it publishes from time to time, except such parts as require secrecy. At the desire of one-fifth of those present the yeas and nays may be called and entered on the journal. During the session of Congress neither house can adjourn for more than three days, nor to any other place than that in which both houses are sitting. The Senators and representatives are paid out of the treasury of the United States.^ Except in case of treason, felony and breach of the peace, they are exempt from arrest during their attendance on Congress, and cannot be questioned elsewhere for any speech or debate in either house. No Senator or representative can be appointed to any civil office under the authority of the United States which was created or the emolu- ments of which were increased while he was in office. No person holding office under the United States can be a member of either house. All bills for raising revenue must originate in the House of Representa- tives, but the Senate may propose amendments. Passing a Bill. Every bill which has passed the House of Repre- sentatives and the Senate is presented to the President of the United States for his approval. If he approves the bill he signs it. If he does not approve the bill he returns it with his objections. This is called the veto. If each house then passes the bill over the President's veto by two-thirds vote it becomes a law. If any bill is not returned by the President in ten days after it is presented to him it becomes a law in like manner as if he had signed it, unless Congress by its adjournment prevents the return of the bill, in which case it does not become a law. > The silaries of the chief officiils of the United States government are as follows: Presi- dent, $75,ODo; Vice-President, $t2,o3o; Representative, $7,500; Kemtor, $7,520; Chief Justice of Supreme Court, $13,000; Associite Judge of Suprems Court, $12,500. Analysis of the Constitution 517 Powers granted to Congress. Congress has the power: To lay and collect taxes and duties; to pay the debts; and provide for the common defense and general welfare of the United States; but all duties shall be uniform throughout the United States: To borrow money on the credit of the United States: To regulate commerce with foreign nations, and among the several States, and with the Indian tribes: To establish an uniform rule of naturalization, and uniform laws on the subject of bankruptcies throughout the United States: To coin money, regulate the value thereof, and of foreign coin, and fix the standard of weights and measures: To provide for the punishment of counterfeiting the securities and current coin of the United States; To establish post-ofifices and post-roads: To promote the progress of science and useful arts, by securing for limited times, to authors and inventors, the exclusive right to their respec- tive writings and discoveries: To constitute tribunals inferior to the Supreme Court: To define and punish piracies and felonies committed on the high seas, and offenses against the law of nations: To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water: To raise and support armies; but no appropriation of money to that use shall be for a longer term than two years: To provide and maintain a navy: To make rules for the government and regulation of the land and naval forces: To provide for calling forth the militia to execute the laws of the Union, suppress insurrections, and repel invasions: To provide for organizing, arming, and disciplining the militia, and for governing such part of them as may be employed in the service of the United States, reserving to the States respectively, the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress: To exercise exclusive legislation over the district that is the seat of government, not exceeding two miles square (the District of Columbia); and over all places that may be purchased for forts, magazines, arsenals, dockyards, and other needful buildings: To make all laws necessary and proper for carrving into effect the foregoing powers, and all other powers vested by the Constitution on the government of the United States or in any other department or officer thereof. 51 8 American History Powers Denied to the United States. The importation of such persons as any State shall think proper to admit (thereby meaning negro slaves) shall not be prohibited by Congress prior to the year 1808. The privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion or invasion the public safety may require it. No bill of attainder or ex post facto law shall be passed. No capitation or other direct tax shall be laid, unless in proportion to the census, or enumeration. No tax or duty shall be laid on articles exported from any State. No preference shall be given by any regulation of commerce or revenue to the ports of one State over those of another; nor shall vessels bound to or from one State be obliged to enter, clear, or pay duties, in another. No money shall be drawn from the treasury, but in consequence of appro- priations made by law; and a regular statement and account of the receipts and expenditures of all public money shall be published from time to time. No title of nobility shall be granted by the United States; and no person holding any office of profit or trust under them shall, without the consent of the Congress, accept of any present, emolument, office, or title of any kind whatever, from any king, prince, or foreign state. Powers Denied to the States. No State shall enter into any treaty, alliance, or confederation; grant letters of marque and reprisal; coin money; emit bills of credit; make anything but gold and silver coin a tender in payment of debts; pass any bill of attainder, ex post facto law, or law impairing the obligation of contracts; or grant any title of nobility. No State shall, without the consent of the Congress, lay any imposts or duties on imports or exports, except what may be absolutely necessary for executing its inspection laws; and the net produce of all duties and imposts laid by any State on imports or exports shall be for the use of the treasury of the United States; and all such laws shall be subject to the revision and control of the Congress. No State shall, without the consent of Congress, lay any duty of tonnage,- keep troops or ships of war in time of peace, enter into any agreement or compact with another State or with a foreign power, or engage in war, unless actually invaded, or in such imminent danger as will not admit of delay. 2 The Executive Department. The President and Vice-President. The executive power of the general government is vested in a President of the United States. He is chosen by the people of each State, who vote for electors to cast the vote of each State separately. Each State is entitled to as many electors as it has senators and representatives in Congress. Analysis of the Constitution "519 After the electors are chosen by the people, they meet and cast their ballots for President and for Vice-President, one of whom at least shall not be an inhabitant of the same State with themselves. The vote of each State is then sent under seal to the President of the Senate. The votes of all the States are then counted, and the person having the highest number of votes for President is declared elected, provided he has received a majority of all the votes cast. If not, then from those receiving the highest number of votes, not exceeding three persons, the Senate and the House of Representatives proceed to elect a President by ballot, each State having one vote. The Vice-President is chosen in the same manner as the President. The President must be a natural-bom citizen of the United States, of at least thirty-live years of age, and for fourteen years a resident within the United States. In case of the death, removal, disability or resignation of the President the Vice-President assumes his duties and takes charge of his oflice. The salary of the President is fixed by Congress from time to time, but it cannot be increased or diminished during his time of office, nor can he receive any other emolument from the United States or from any State. Before entering upon his duties the President takes the following oath: "I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability preserve, protect and defend the Constitution of the United States." Powers and Duties of the President. The President is the Commander- in-Chief of the Army and Navy of the United States, and of the militia of the several States when called into the actual service of the general government. He has power to grant pardons for offenses against the United States, except in cases of impeachment. He has power to make treaties, with the consent of two-thirds of the members present of the Senate. He nominates, and with the consent of the Senate appoints, ambassadors, ministers, consuls, judges of the Supreme Court and all other officers of the United States not otherwise provided for. He must from time to time give Congress information regarding the state of the Union, with such recommendations as he may see fit to make. This is called "The President's Message." He may call Congress together in extra session whenever he sees proper to do so. He receives all ambassadors and public ministers. He is required to see that all the laws are faithfully executed. He also issues commissions to all officers of the United States. The President, Vice-President and all civil officers of the United States may be removed from office on impeachment for and conviction of treason, bribery, or other high crimes and misdemeanors. 17 520 American History 3. The Judicial Department. The Courts. The judicial power of the United States is vested in one Supreme Court and in such inferior courts as the Congress may from time to time establish. The judges both of the supreme and inferior courts hold their offices during good behavior; and receive for their services a compensation, which cannot be diminished during their continuance in office. The Jurisdiction of the Courts. The judicial power extends to all cases arising under the Constitution, the laws of the United States, and treaties made under their authority; to all cases affecting ambassadors, other public ministers, and consuls; to all cases of admiralty and maritime jurisdiction; to controversies to which the United States shall be a party; to controver- sies between two or more States; between citizens of different States; between citizens of the same State claiming lands under grants of different States. The judicial power of the government does not extend to a suit prose- cuted against a State by a citizen of another State or by a foreigner. The trial of all crimes, except in cases of impeachment, shall be by jury; and such trial shall be held in the State where the crimes shall have been committed. Treason. Treason against the United States shall consist only in levying war against them, or in adhering to their enemies, giving them aid and comfort. No person shall be convicted of treason unless on the testimony of two witnesses to the same overt act, or on confession in open court. The Congress shall have power to declare the punishment of treason, but no attainder of treason shall work corruption of blood or forfeiture, except during the life of the person attainted. 4. The States and the Federal Government. Records. Full faith and credit shall be given in each State to the public acts, records, and judicial proceedings of every other State. Privileges of Citizens. The citizens of each State shall be entitled to all privileges and immunities of citizens in the several States. Any person charged with crime in any State and fleeing from justice to another State, shall on demand of the governor of the State from which he fled be delivered up by the authorities of the State in which he may be found. New States and Territories. New States may be admitted into the Union; but no new State shall be formed out of the territory of another State, or by the union of two or more States, without the consent of the legislatures of the States concerned. Analysis of the Constitution 521 Congress has the power to dispose of and make all needful rules and regulations respecting the territory or other property belonging to the United States. Guarantees to Each State. The United States shall guarantee to every State in this Union a republican form of government, and shall protect each of them against invasion; and on application of the legislature, or of the executive (when the legislature cannot be convened), against domes- tic violence. 5. The Supremacy of the Constitution. Amending the Constitution. The Constitution may be amended in tlie following way: Whenever two-thirds of the House of Representatives and the Senate think it necessary, Congress shall propose an amendment to the Constitution; or whenever the legislatures of two-thirds of the States make an application for an amendment, Congress shall call a con- vention for the purpose. Whenever a proposed amendment is ratified by the legislatures of three-fourths of the States, or by a Convention in which three-fourths of the States are represented, the said Amendment shall be declared a part of the Constitution. No amendment shall ever be made which deprives any State, without its consent, of equal representation in the Senate, with every other State. Supporting the Constitution. The Constitution and the laws of the United States and all treaties made by its authority are the supreme law of the land, and all judges are bound thereby, regardless of the Constitu- tion or laws of any separate State. All senators and representatives and members of the legislature, and all executive and judicial officers of the United States and of the several States, are bound by oath or affirmation to support the Constitution, but no religious test shall ever be required of any person as a qualification for holding office. AMENDMENTS TO THE CONSTITUTION. In the manner above described the Constitution has been from time to time amended by Congress with the consent of the States. These amend- ments are fifteen in number, and may be summarized as follows: 1. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press; or the right of the people peaceably to assemble and petition the government for a redress of grievances. 2. The right of the people to keep and bear arms shall not be infringed. 3. No soldier shall, in time of peace, be quartered in any house with- 522 American History out the consent of the owner; nor in time of war, but in a manner pre- scribed by law. 4. The right of the people to be secure in their persons and homes against unreasonable searches shall not be violated. All warrants for seizures and .searches shall be on oath and shall particularly describe the place to be searched and thing to be seized. 5. No person shall be tried for a capital offense or any infamous crime except by due process of law; no person shall be tried twice for the same offense; no person shall be compelled in a criminal case to be a witness against himself; private property shall not be taken for public use without just compensation. 6. Every criminal shall have a speedy public, impartial trial by jury; he shall be confronted by the witnesses against hirn; he shall have the compulsory attendance of witnesses in his favor; he shall have counsel for his defense. 7. In suits at common law where the value exceeds twenty dollars, the right of trial by jury shall be preserved. 8. Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted. 9. The rights mentioned in the Constitution shall not be construed to deny or disparage others retained by the people. 10. The powers not delegated to the United States by the Constitution nor prohibited by it to the States, are reserved to the States respectively or to the people. 11. The judicial power of the United States shall not extend to any suit against one of the United States by citizens of another State, or by any foreigner. 12. The choice of President and Vice-President shall be by electors chosen by the people of each State. 13. Neither slavery nor involuntary servitude, except as a punish- ment for crime whereof the party shall have been duly convicted, shall exist within the United States or any place subject to their jurisdiction. 14. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law, nor deny to any person within its jurisdiction the equal protection of the laws. 15. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitiflde. INDEX Abraham, Heights of, 150. Plains of, 151. Abolition societies, 350. Acadians, expulsion of. 148. Adams, John, 195. ^9^ President, 258. death of, 310. Adams, John Quincy, 301, 303 • Adams, Samuel, 180, 181, 184 Admission of States, 510. Africa, to sail round, 3. Aguinaldo, 464. Alabama, admitted, 296. Alabama, the cruise of, 388. sinking of, 389. claims for, 389, 390, 444. AJanio, the, 333. Alaska, purchase of, 439. boundary of, 439. Albany, site of, 74, 78. Albemarle, Duke of, 94. county of 96. Alexander, son of Massasoit, 118. Alien and sedition laws, 259. Alleghany Mountains, 131. Allen, Ethan, 189. Alliance, the Holy, 300. Amendments, thirteenth, 435. fourteenth, 436. fifteenth, 437. See Appendix. America, naming of, 17, 18. Anderson, Maj. Robert, 374, 375. Andre, Maj. John, 217, 218. Andros, Sir Edmund, 124. tyranny of, 123-125. Annapolis, battle near, 84. Anthracite coal, 309. Anti-Federalist party, 250. "Apostle to the Indians," 113. Appomattox Court House, 426. Area of United States, 499. Ark and Dove, 83. Arlington, Lord, 109. Arnold, Benedict, 191, 207. treason of, 217. later life, 218. Arthur, Chester A., President, 449. Articles of Confederation, 242. Assembly, first Colonial, 53. Atlanta, campaign against, 420. burned, 421. Augusta, Ga., 211. Bacon, Nathaniel, T09. Bacon's Rebellion, 110, iil. Bahamas, group, 13. Bainbrid?e, Captain, 266, 281 . Balboa discovers Pacific, 18. Baltimore, Lord, 82, 83. Baltimore, size of, 241. attacked. 289. • Bancroft. George, 496. Bank, the National, 319. Barbary States, 265. Battle of Alabama and Kearsarge, 389. Antietam (Sharpsburg). 404. Atlanta, 420. Bennington, 207. Bon Homme Richard and Serapis, 231, 232 Brandywine, 208. Buena Vista, 340. Bunker Hill, 188. Camden, 215. Cerro Gordo, 341. Chancellorsville, 407. Chesapeake and Shannon, 283. Chickamauga, 416. Chippewa, 288. Cold Harbor, 423. Constitution and Cucrrierc, 279. Cowpens, 216. El Caney, 461. Fredericksburg. 404. Goldsboro, N. C, 422. Gettysburg, 409. Guilford Court House, 216. King's Mountain, 216. Lake Erie, 285. Lexington, 186. Long Island, 200. Lundy's Lane, 288. Manassas, first battle, 377. second battle, 404. Manila Bay, 460. Mexico City, around, 342. Monitor and Virginia, 391. Monmouth, 210. New Orleans, 290. Peninsula, in the, 394. Perryville, 413. Petersburg, 425. Plattsburg Bay, 289, 290. Princeton, 203. Quebec. 151. Richmond, around, 396. San Jacinto, 334. San Juan, 461. Saratoga, 207. Sharp.sburg, 404. Shiloli or Pittsburg Landing, 381, 382. Spottsylvania Court House, 423. Thames, 286. Tippecanoe, 277. Trenton, 203. Wilderness, in the, 422. Winchester, 424. 523 524 Index Battle of Yorktown, 220. Battleship, cost of, 501. Beauregard, General, 374, 377. Bell, Alexander Graham, 472. Berkeley, Lord, 85. Berkeley, Sir William, 108-iir. Bermuda Islands, 49. Biloxi, founded, 131. Birmingham, iron center, 485. Blackbeard, pirate, 165. Blockade established, 385. running of, 385. Blockhouses for protection, 114. Bombardment of Fort Sumter, 373-376. Bon Homme Richard, The, 231. Boone, Daniel, 233, 234. Boonesborough, 233, 234. Booth, John Wilkes, 428. Boston founded, 63. Massacre, 180. Tea Party, 182. port closed, 183. British leave, 191. fire in, 444. Boundary line between Md. and Penn., 93. Boxer, uprising, 465. Boweries, Dutch farms, 80. Braddock, Gen., :4s, 146. Bradford, Gov. William, 58. Bragg, Gen. Braxton, 340, 413, 416, 418. Brandywine, battle of, 208. Brazil, visited by Vespucius, 17. Breckenridge, John C., 359. Breed's Hill, 188. Bridge, East River, 468. Brown, John, raid of, 338, 359. Bryant, William C., 492. Bryan, W. J., candidate, 457, 490. Buchanan, James, President, 357. Buena Vista, battle of, 340. Buffalo robe, presented to Oglethorpe, 100. Buffalo, passing of, 478. Burgoyne, surrender of, 206, 207. Bumside, Gen. A. E., 404. Burr, Aaron, 270. Cabin homes of the colonists, 154, 155. Cable, Atlantic, 467. Cable, others, 468. Cabot, John, voyage of, 15, 16. Cabot, Sebastian, voyage of, 16. Cairo merchants, 2. Calhoun, Jolin C, 328, 329, 330. death of, 352. California, discovery of gold in, 345. applied for admission, 347. admitted, 352. Calvert, Cecil, 83. Calvert, George, 82. Calvert, Leonard, 83. Cambridge, 190. Camden, battle of, 215. Canal, Erie, 303. Panama, 488. Canary Islands, 11, 42. Canonicus and the arrows, 60. interview with Roger Williams, 116, 117. Capital located, 253. Capitol burned, 291. Caravans, trade of. 2. Cards, cost of game, 205. Carolinas settled, 94. divided, 96. Carpet baggers, the, 441, 442. Carroll, Charles, of Carrollton, 197, 305. Carteret, Sir George, 85. Carteret, Philip, 86. Cartier, Jacques, voyage of, 33. Carver, John', governor, 57. Cattle ranches, 479. for market, 479. Cavaliers in Virginia, 108. Centennial Exposition, 446. Hymn, 457. Cerro Gordo, battle of, 341. Cervera, Admiral, 461. fleet destroyed, 462. Champlain, Samuel de, 33. Champlain, Lake, 33. Charles the Second, 94. Charleston, S. C, 95, 97. attacked by French, 137. attacked by British, 193. held by British, 211. railroad to, 306. Federal fleet at, 374. earthquake at, 454. Charlestown, 65. Charter for Virginia, 52. Charter Oak, 125. Chattanooga, battle around, 417. Cherokees in Georgia, 322. Chesapeake, The, 275, 283. Chicago in 1832, 312. destroyed by fire, 444. World's Fair at, 457. growth of, 473. China, uprising in, 465. trade of, 479. Chinese Exclusion Act, 453 Chippewa, battle of, 288. Christina, 87. Cincinnati, 270. Cities, size of, 241. customs in New York, 308. customs in Philadelphia, 308. present growth. Western, 473. present condition, 501. Civil Service Reform Act, 450. Claiborne, a Virginian, 84. Index 5^5 Chiims of French, 133, 134. Clarendon, Earl of, 94. County of, 96. Clark, George Rogers, 234-237. Clark and Lewis explorations, 269. Clay, Henry, 299. duel with Randolph, 306. compromise with South Carolina, 330. compromise of 1850, 352. Clemens, Samuel, 495. Clermont, The, 272. Cleveland, Grover, President, 450. portrait of, 452. tariff message, 455. second term, 456. Clinton, Sir Henry, 211. Clinton, De Witt, 304. Clinton's Ditch, 304. Clothing of colonists, 158. Coal, for fuel, 309. fields in the South, 485. Colony, The lost, 38-40. College, Harvard, 169. William and Mary, 169. Colombia, treaty with, 489. Colt, story of Washington, 140. Columbia, S. C, Sherman in, 421. Columbus, early life cf, 7-10. story of egg, 10. voyages of, 11-14. death of, 14. Commerce Commission, Inter-State, 433. Compact in the Mayflower, 57. Compromise, Missouri, 298, 299, 355- with South Carolina, 320. of 1850, 352. Concord, 184. Confederate States organized, 362. names, 362, 377. Congress, The, 391. Congress, powers of, 247. Pan-American, 455. attitude toward South, 43s. Constellation, The, 267. Constitution of United States, 245. analysis of, 515. Constitution, The, 279. Converting the savages, 112, 113, 133. Copley, painter, 496. Comwallis takes command, 201. surrenders, 219. Coronado, 32 (footnote). Cost of the Civil War, 430. battleship, 501. Cotton gin, invention of, 255. model of, 256. effect on slavery, 257. Cotton, export in 1784, 255 (footnote). increase of, 257. is king, 365. Cotton, crop, 481. Cotton mills, 484. Courts, Supreme and lower, 249. Cowpens, battle of, 216. Crawford, William H., 303. Croatan, word on tree, 40. Criminals in colonies, 171. Cuba, Columbus visits, 13. rebellion, 458. Republic, 465. government of, 465. Culpepper, Lord, 109. Cumberland, The, 391. Custer, massacre of, 447. Dacres, Captain, 2S2. Dale, Sir Thomas, governor, 52. Dare, Virginia, 39. Darien, Isthmus of, 18, 19. Darrah, Lydia, 209. Davis, Jefferson, President of the Confederate States, 362. life of, 370-373- farewell to Senate, 372. leaves Richmond, 425. capture of, 429. Davis, Sam, story of, 415. Debate, Webster and Hayne, 323. Debtors, imprisonment of, 99. Decatur, Lieut. Stephen, 267. Declaration of Independence, 195-198, 511. Deerfield, massacre, 136. De Gourges, 36, 37 (footnote). De Kalb, Baron, 205. Delaware, Lord, arrives, 50. Delaware, settled, 85. three lower counties of, 87. early history of, 87. Delaware River, 91. Washington crosses, 203. Delavv^are Indians, 91. treaty with Perm, 91. Denver, growth of, 474. Deposits, removal of, 319. De Soto, march of, 30. De Soto, burial, 31. Detroit, surrender of, 278. Dewey, Commodore George, 460. Diego, son of Columbus, 9. Dinwiddie, Governor, 142. Discovery of land by Columbus, 12-13. Distress following Revolution, 241. District of Columbia, 260. Donelson, Fort, 380-3S1. Dorchester Heights, 191. Dorr's Rebellion, 335. Douglas, Stephen A., 355, 359, 368. Dove and Ark, vessels, 83. » Drake, Sir Francis, 20, 38. Dustin, Hannah, story of, 139. 526 Index Dutch, war vessel with slaves, 53. settle New York, 77. life of, 79. holidays, 160. Duties on foreign goods, 252, 294. DuQuesne, French governor, 141. Fort, 144, 147. Early, General, 423. East River Bridge, 468. Eads jetties, 481. Ebenezer, town of, 10 1. Edison, Thomas A., 470, 471, 472. Eggleston, Edward, 495. El Caney, battle of, 461. Electric lights, 472. Elcars, 472. Elegy m a Country Churchyard, 151. Electoral Commission, the, 448. Elevators, grain, 478. Eliot, John, 113. Elizabeth, Queen, 38. Elizabethtown, N. J.. 86. Emancipation Proclamation, 406. Embargo of 1807, 275. Emerson, R. W., 493. Endicott, John, 65. England, troubles with, 258, 274. Enterprises, great American, 467. Era of Good Feeling, 292. Ericsson, inventor, 470. Erie Canal, 303. Executive authority, 247. Expansion, Territorial, 467. Expositions, the Centennial, 446. Louisiana purchase, 480. World's Fair, 457. New Orleans, 482. others, 482. Express companies, 336. Fairfax, Lord, 141. Farms, Western, 477. Farragut, Admu-al, at New Orleans, 383. at Mobile Bay, 424. Federalist Party, 250. Ferdinand and Isabella, 9. Field, Cyrus W., 467. Field, Eugene, 493. Fillmore, Millard, President, 348. Flag, 190. history of, 194. raised at sea, 230. Florida, naming of, 29. purchase of, 297. Flying machine, 162. Force bill, the, 329. Forest area of the South, 485. Forrest, general Nathan B., 414 (footnote). " P'orty-niners," the. 346. Fountain of Youth, search for, 297. France, trouble with, 238, 259. Franklin, Benjamin, proposes imion, 145. life and character, 225-229. Frauds, discovery of, 446. Frederica in Georgia, loi. Frcedmen's Bureau, 436, 441. Freedom, land of, 105, 106. French explore the Mississippi, 126. in America, 132. posts, 132. quarrel with English, 135. treaty with English, 152. French and Indian War, 144. Friends, Society of, 88. Frolic, The, 281. Frontenac, Count, 136. Fruit crop of the South, 484. Fugitive Slave Law, 351. Fulton, Robert, 271, 470. Fulton's Folly, 272. Fur trade, 132, 133. Gadsden Purchase, the, 342. Gage, General Thomas, 183. Gar.field, James A., President, 449. assassinated, 449. Garrison, William Lloyd, 349, 350. Gas, for lighting, 310. natural, 485. Gates, Sir Thomas, 49. Gates, General, 207, 215. Genet, citizen, 253. George II, King, 99. Georgia, .settled, 99, 104. Spanish invasion, 102. overrun by British, 211. removal of Cherokees, 322. readmitted, 437. Gladstone, William E., 245 (footnote). Goffe, Colonel, 121. Gold in California, 345. Goldsboro, N. C, 421. Goliad, Fort, 332. Grady, H. W., on the negro, 406 (note). Grand Model, 95. Grant, Gen. U. S., 341, 380, 414. life of, 416-419. in Virginia, 422-425. at surrender, 426-428. made President, 444. Great Eastern, ship, 467. Greene, Gen. Nathaniel, 216. Greene, Mrs. Nathaniel, 255. Greenland, settlement of, 4. Guam, ceded to United States, 462. description of, 463. Gucrriere, The, 279. Guilford Court House, battle of, 216. Hadley, town of, 121. Hague Tribunal, 465. Index 527 Hail Columbia, song of, 259. Harris, Joel C, 495. Hale, Captain Nathan, 200. Halj-Moon, vessel, 73. Halifax, igi. Hamburg, S. C, 306. Hampton Roads, 390. Hamilton, Alexander, 250, 252, 253. killed in duel, 270. Hamilton, Governor, at Vincennes, 237. Hancock, John, 184, 187, 197. Hanging in Colonial times, 162. Hard Cider Campaign, 332. Harrison, Benjamin, President, 455. Harrison, Gen. W. H., 277. President, 331. Hart, Nancy, 214. Harte, Bret, 495. Hartford, settled, 72. Andres at, 124. Convention, 291. Harvard College, founded, 169. Harvesting machine, 336. Haverhill, Mass., 139. Hawaii, annexed, 462. Hawaiian Islands, 463. Hawthorne. Nathaniel, 495. Hayes, R. B., President, 447, 448. Hayne, Paul H., 493. Hayne, Robert Y., 324. Hayti, Columbus visits, 13. Heights of Abraham, 150. Hendricks, Thomas A., 451. Henrietta Maria, 82. Henry, Patrick, speech of, 178, 179. interview with Clark, 234. Henry, Fort, 380. Hessians, hired, 195. captured, 203. Highlanders in Georgia, 101. Hill, Benjamin H., speech, 437 (note). Hobson, Lieut., exploit of, 461. Holland, Pilgrims in, 56. Holmes, Oliver W., 492. Homes of the colonists, 153. Homestead Act, 475. "Honest Abe," 267. Hood, Gen. J. B., 420. Hooker, Gen. Joseph, 404. Hooker, Thomas, 71. Howe, Elias, inventor, 470. Howe, Gen., 191, 199. Hudson, Henry, 73-76. Hudson Bay, discovered, 76. Hudson River, forts on, 199. British plans of, 206-209. Clermont on, 273. Huguenots, in Florida, 36. in Charleston, 98. Hull, Capt. Isaac, 279. Hull, Capt. John, 160. Hull, Gen. William, 278. Hunt, .Abraham, 205. Hutchinson, Mrs. Anne, 70, 123. Iceland, settlement in, 4. Illinois, River, 129. admitted, 296. Impressing seamen, 275. Impeachment of Johnson, 438. Indented servants, 171. Independence Hall, ig6. India, trade with, 2. Indians, named by Columbus, 13. origin, 21. appearance, clothing, etc., 22. tribes, wigwams, 23. skill in woodcraft, 24. story of, 25. warfare, 26. religion, treaties, 27. what they taught the white men, 112. praying Indians, 113. story of the clock, 134. removal from Georgia, 322. in the West, 475. Indian neighbors, 112. fear of, 114. protection from, 114. Wars in New England, 115. Indiana admitted, 276. Inheritance laws, 263. Insurrection of slaves, 172. Internal improvements, 293, 303. Inter-State Commerce Commission, 453. Inventions, list of, 336. great American, 470. Ironclads, battle of, 390-392. Iron industry of South, 485. Irrigation, picture of, 474. Iroquois, War, 35-36. treaty with, 145. Irving, Washington, 491. Island possessions, 463. Jackson, Andrew, at Horseshoe Bend, 287. at New Orleans, 290. candidate for President, 303. elected President, 314. early life of, 314, 315. as a soldier, 315. stories of, 317. spoils system, 318. bank policy, 319. nullification policy, 328. Jackson, Gen. Stonewall, 341. at Manassas, 378. life of, 397-399- story of coolness, 399. death of, 407, 408. 528 Index James 11 and William Pemi, 90. James River, named, 42. Jamestown, settled, 42. affairs in, 48. prosperity of, 50. burning of, no. Exposition, 482. Jasper, Sergeant, 194. Java, The, 281. Jay, John, treaty of, 258. Jefferson, Thomas, 196. leader of parties, 250, 253. becomes President, 261. life and character, 261, 264. ^^ews on slavery, 299. death of, 310. Jerry, rescue of, 353. Jersey, East, &$. West, 85. Isle of, 85. Jews in Georgia, 101. Johnson, Andrew, President, 434. antagonizes Congress, 437, 438. impeachment of, 438. Johnston, Gen. A. S., 381, 382. Johnston, Gen. Joseph E., 377. in the peninsula, 394. in Western Army, 418. opposes Sherman, 420-422. surrender, 428. Joliet, explorer, 126. Jones, John Paul, 230-232. story of Pearson, 232. Judicial Department, 249. Kansas, struggle for, 354. "Bleeding," 356. War in, 356. Kansas-Nebraska Bill, 355. Kansas City, growth of, 473. Kaskaskia, capture of, 235. Kearsarge, The, 3S9. Kent Island, 84. Kentucky, 233. resolutions, 260. admitted, 269. invaded by Bragg, 413. Key, Francis S., 289. Kidd, Capt. William, pirate, 165. King George's War, 138. King Philip's War, 119. King William's War, 136. Know-Nothings, 354. Kosciusko, patriot, 205. Ku Klux Klan, 441. Labrador, Norsemen in, 5. Lafayette, Marquis de, 205. opposes Cornwallis, 219. visits America, 302. Landing of the Pilgrims, 57. Lane, Gov. Ralph, 38. Lanier, Sidney, 493, La Salle, voyage of, 129-131. Laws, oppressing debtors, 99. and early customs, 161. regulating manufactures, 175. Lawrence, Captain, 283. Lawson, John, 96. Lee, Gen. Charles, 201, 202. at Monmouth, 210. court-martialed, 211. Lee, Gen. FitzHugh, 459. Lee, Richard Henry, 195 Lee, Gen. Robert E., 341. captures John Brown, 359. succeeds Johnston, 395. life of, 400-402. Hill's eulogy of, 403. in Virginia, 422-425. surrender, 426-428. Legislative department of U. S.. 247. Legislature, the first, 53. Leif, the Norseman, 4. Leopard, The, 275. Lewis and Clark, expedition, 269. Le.xington, battle of, 185-186. Liberator, The, 350. Liberty bell, 197. Liberty, spirit of, 223. religious, in Virginia, 263. Statue of, 453. Library, New York, public, 496. Libraries, great, 497. Lincoln, Gen. Benjamin, 220. Lincoln, Abraham, President, 359, 360. life of, 366-369. Douglas debate, 368. inaugural address, 369. Gettysburg speech, 412. assassinated, 428. plans for reconstruction, 434. Literature, American, 491. Livingston, Robert, 271. Locomotive, the, 305. Longfellow, H. W., 492. Longstreet, Gen., 410, 412. Louisiana, purchased, 268. admitted, 296. Lowell, James Russell, 493. Lundy's Lane, battle, 288. McClellan, Gen. George B., 341. commander-in-chief, 394. McCormick, Cyrus A., 336, 470. McDowell, Gen. Irvin, 377. McKinley Bill, 456. McKinley, William, President, 457. re-elected, 466. assassinated, 466. Index 529 Macedonian, The, 281. Machinery, farming, 477. MacMonnies, sculptor, 407. Madagascar, rice from, 98. Madison, James, President, 276. Magellan, Ferdinand, 19. Mail, 163, 313. Maine, The, 458. Maine, settlement of, 68. Manhattan Indians, 74. Island, 74. Manila Bay, battle of, 460. Mansions, Virginia, 156. March to the Sea, 421. Marco Polo, traveler, 3. Marconi, inventor, 471. Marion, Francis, 212. Maryland, founded, S2-S4. Lee invades, 404. Marquette, Father, 126-128. Mason and Dixon's Line, 93. Mason and Slidell, 386. Massachusetts Bay Company, 65. Massachusetts, 123. Circular of, 180. Massacre, at Jamestown, 54. Schenectady, 136. Boston, 180. Fort Mims, 287. Custer, 447. Massasoit, Indian, 60, 118. Mather, Cotton, 67. Maury, Commodore, 467. Mayflower, The, 56. . Meade, Gen. George B., 409. Meat, Western, 479. Mecklenburg Declaration, 198. Meeting houses, early, 166, 167. Menendez, Pedro, 36 (note). Mcrrimac, The, 390. sinking of, 461. Mexico, war with, 339-343. Mexico City, captured, 342. Michigan, Lake, 129. Military rule in South, 437. Miller, Joaquin, 493. Milwaukee, growth of, 474. Mims, Fort, massacre, 287. Mine, at Petersburg, 423. Minuit, Peter, 87. Mississippi River, discovery of, 31. explored by French, 126. life along, 312. in control of Federals, 415. Mississippi admitted, 296. Missouri compromise, 296, 297. repealed, 355. Mohegan Indians, 117. Money question, 252. Continental, 241. Money, Confederate, 432. Monitor and Virginia, 390. Monroe, James, President, 292. Monroe Doctrine, 300, 301. Montcalm, Marquis de, 150-152. Monmouth, battle, 210. Montgomery, Gen., 191. Montgomery, Ala., 362. Monticello, 264. Montreal, named, 33. captured, 191. Morgan, John B., raid, 408. Mormons in Utah, 344. MoiTis, Robert, 204. Morse, S. F. B., 337, 470. "Mother of Presidents," 292. Motley, John, 496. Moultrie, Fort, 193, 194. Mounds, Indian, 23. Mt. Vernon, 222, 254- Mystic River, 117. Napoleon Bonaparte, makes peace, 259. sells Louisiana, 268. forbids American trade, 274. promises protection, 276. Narragansett Indians, 117. begin war, 119. Navigation Acts, 174. Navy, beginning of, 267. Ln War of 1812, 279, 285. present siz^e, 501. voyage of, 502. Necessity, Fort, 144. Negroes, sold in Jamestown, 53. during Civil War, 406. after the war, 440. of the present day, 442. legislature of, 443. number in South, 481. Nelson's, Governor, house, 223. New .Amsterdam, named, 77. name changed, Si. New England, coasts explored, 48. Pilgrims settle in, 55. other colonies of, 68. Indian wars in, 115. homes of people, 156. industries in, 158. in War of 1812, 291. tariff dispute, 324. .secession threats, 363. New France, named, 33. New Hampshire, settled, ,68, 104. New Jersey, settled, 85, 104. retreat across, 201. New Netherlands, named, 78. New Orleans, founded, 131. appearance of, 1719, 130. 53^ Index New Orleans, purchased from French, 268. captured by Farragut, 383. great cotton port, 481. Eads jetties at, 481. Newport, settled, 71. stone tower at, 6. Newspapers, early, 170. New York, Hudson's voyage, 73. English take possession, 80. name given, 81 . industries in, 158. British enter, 200. Washington watching, 211. New York City, size of, 241. the first capital, 251. customs in, 308. view of, 500. size of, SOI. Niagara Falls, La Salle at, 129. power of, 468. Nicaragua, canal route, 488. Non-Intercourse Act, 276. Norsemen, coming of, 4. North, on tariff, 323. abolishing slavery, 348. underground railway, 353. comparison with South, 364. North Carolina, settled, 96, 104. life of people, 97. Northwest Territory, saved for Union, 233. a common property, 244. organized and ordinance of, 244. Nullification in South Carolina, 324. ordinance of, 328. Occupation of colonists, 157. Ogden, Utah, 475. Oglethorpe, James Edward, 99. last days of, 102. O'Hara, General, 220. Ohio, admitted, 296. Ohio Company, formed, 141. Ohio River, 311. Oil wells, 468. production in South, 485. Oklahoma, opening of, 476. Old Ironsides, 279. Old South Meeting House, 167. Opportunity, a land of, 106. Orange, Fort, 78. Ordinance, of 1787, 244. of Nullification, 328. of Secession, South Carolina, 362. Oregon, voyage of, 460. Oregon territory, 339. Original thirteen colonies, 103. Osceola, Indian, 321. Otis, James, speech of, 176. Pacific Ocean, discovery of, 18. voyage of Magellan over, 19. Pacific railroads, 474. Page, Thomas Nelson, 495. Palos, Spain, 11. Panama Canal, 488. treaty, 489. Pan-American Congress, 455. Panic of 1837, 320. of 1873, 445- Paper currency, 241. Parker, Capt. John, 185. Parkman, Francis, 496. Patent Ofiice, 470. picture of, 471. Patroons, Dutch, 78, 79. Peabody, George, 483. Peace Conference, of 1861, 374. at The Hague, 465. Pearson, Captain, 232. Pemberton, Gen., 414. Peninsular Campaign, 394-396. Penn, William, purchases Jersey, 86. acquires Delaware, 87. early life of, 89. acquires Pennsylvania, 90. story of King James, 90. later life, 91. Pennsylvania, named, 90. settled, 91, 104. Lee invades, 409. strikes in, 449, 487. Pequot, Indians, 115. War, 117, 118. Perry, Oliver H., 283, 285. Personal liberty laws, 352. Pet banks, 320. Petersburg, mine at, 423. lines around. 425. Philadelphia, The, 267. Philadelphia, founded, 91. Continental Congress at, 184. Independence Hall at, 196. captured by British, 208. Franklin's arrival at, 229. size of, 241. Constitutional Convention at, 246. customs of, 308. exposition at, 446. Philip, King, 118. death of, 121. Philippine Islands, Magellan at, 20. ceded to United States, 462. description of, 463. war in, 464. government of, 464. Pickett's charge, 410. Pierce, Franklin, President, 355. Pilgrims in Holland, 56. landing of, 57. settle New England, 55. Pillory and stocks, 162. Index 53^ Pinckney, Charles C, 259. Pioneers, French, 133. homes of, 153. Pirates of Atlantic, 165- of Barbary States, 265. PitcaLm, Major, 185. Pitcher, Molly, 214. Pitt, Fort, 147. Pitt, William, 150. Pittsburg, 147. rioters in, 449. Plains of Abraham, 150. Plan of war. Northern, 380. Planters of V'irginia, 156. Plattsburg Bay, battle. 290. Pleasures of colonists, 160. Plymouth, founded, 57. Plymouth Company, 42. name changed, 65. Pocahontas saves John Smith, 46. marries John Rolfe, 47. death of, 47. Poe, Edgar Allan, 493. Political parties, first, 250. Democratic, 317. Whig, 317, 332. Free Soil, 354. American, 354. Republican, 357. Polk, James K., President, 338. Ponce de Leon, 29. Pony express, 474. Poor Richard's Almanac, 225. Pope, Gen. John, 403. Population, cities, 241. growth of, 498. center of, 498. urban and rural, 501. Port Hudson, 413, 415. Porto Rico, de Leon at, 29. ceded to United States, 462. description of, 463. Portsmouth, settled, 71. treaty of, 488. Postage, 313- stamps first used, 336. reduced to two cents, 451. Post offices, 227, 313. Potato, cultivation of, 39. Powers, Hiram, 497. Powhatan, Indian Chief, 46, 47. country of, 49. death of. 53. Prescott, William H., 496. President of the United States, 247. Presidents, facts concerning, 509. Presidential succession, 452. Princeton, victory at, 204. Prisoners, exchange of, 433. Privateers, War of 1812, 285. Privations and hardships of Civil War, 430. Productions of the United States, 499. Protective tariff, 294, 295. Providence settled, 70. Puetjlo Indians and villages, 23. Pulaski, Count, 205. Puritans in England, 65. life in America, 67. Putnam, Gen. Israel, 187, 199. escapes British, 224. Quakers, customs of, 88, 89. Quarrels, French and English, 135. Quebec, founded, 33. colony of, 35. military post, 134. fall of, 149-152. stormed by Americans, 192. Queen Anne's War, 136. Queen Elizabeth, 38. Virginia named for, 38. Raleigh attached to. 41. Questions, see close of each lesson. search, 505. recreation, 507. Railroads, beginning of, 305, 306. Pacific, 474. present length of, 500. Raleigh, Sir Walter, 38. founds colony, 38. story of cloak, 41. Rail, General, 205. Ranches, Western, 479. Randall, James R., 493. Randolph, John, 306, 307. Raritan Indians, 74. Rebecca, name of Pocahontas, 47. Reciprocity Agreement, 456. Reconstruction, plans for, 434. Reed, General, story of, 202. Religion of Indians, 27. Religious freedom, 56, 105. Removal of deposits, 319. Rescue of slaves, 353. of Jerry, 353. Reservation, Indians on, 476. Results of Revolution, 222. of Civil War, 429. of Spanish War, 462. Revenue, tariff, 294. Revere, Paul. 185. Review questions, 107, 239, 361, 503 Revolution, causes of, 174. Rhode Island, settled, 71. Rice introduced, 98. Richmond, Va , capital, 362. on to, 377. McClellan near, 394. evacuated, 425. Riley, James W., 493. 532 Index Road, national, 305. Roanoke, colony of, 38. Rochambeau, Count, 220. "Rock of Chickamauga," 416. Rocky Mountains, boundary, 131. crossing of, 344. Rolfe, John, marriage of, 47. plants tobacco, 50. Roman Catholics, 82. Roosevelt, Theodore, 461, 462. elected President, 486. Rosecrans, General, 414. Ross, Elizabeth, 194. Rough Riders, 461. Russian demands of territory, 301. Ryan, Father, 493. St. Augustine, founded, 32. attacked by Oglethorpe, 102. St. Gaudens, 497. St. Lawrence, Gulf of, 36. Cartier in, 33. St. Louis Exposition, 480. Sagas, Norse, 6. Salem, founded, 65. witchcraft in, 164. Salzburghers, the, loi. Samoset, 59. Samoan Islands, possessions in, 463. Sampson, Captain, 459. San Francisco, Drake at, 20. beginning of, 347. growth of, 474. earthquake in, 474. San Jacinto, battle of, 334. San Juan, battle, 461. San Salvador, island of, 13. Sandy Hook, Hudson passes, 73. Santa Anna, General, 332, 333. Santa Fe, founded, 32. Santiago de Cuba, blockaded, 461. surrendered, 462. Saratoga, battle, 207. Savannah, The, crosses ocean, 273. Savannah, founded, 99. British in, 211. captured by Sherman, 421. Schenectady, massacre at, 136. Schley, Commodore, 459- Schoolhouses and teachers, 169. Schuyler, General, 206. Scott, Gen. Winfield, 341. opinion of Lee, 401. Sea of Darkness, i. Secession, doctrine of, 363. opinions regarding, 363. settled by war, 429. Second war with England, 278 Sedition laws, 259. Seminole Indians, 321. Senators and representatives, 247. Settlements in New England, 69. Settlers' cabins, 311. Serapis, The, 231. Servants and slaves, 171. Seven cities of Cibola, 32 (note). Seven Years' War, 149. Sewall, Samuel, 160. Seward, William H., 352. Shafter, Ma j .-Gen. W. R., 461. Shannon, The, 283. Shays's Rebellion, 243. Sheridan, General, 424. Sherman, Gen. W. T., at Shiloh, 381. at Vicksburg, 414. at Chattanooga, 416. march through the South, 420-422. Sims, William Gilmore, 495. Sing Sing Indians, 74. Slaveholding, disputes of, 351. Slave trade, 172, 348. forbidden by Constitution, 348. in District of Columbia, 351. Slavery, introduced, 53. in colonies, 171, 172. in Northwest Territory, 244. effect of cotton gin on, 257. question of, 348. disputes over, in territories, 351. South's attitude toward, 363. Lincoln's attitude, 364. settlement of, 429. Slater, John F., 483. Smith, Capt. John, 43. character of, 44. life saved, 46. last days of, 47. Snake skin, sent to Canonicus, 60. South, industries in, 158. in Revolution, 210. in 1862, 364. sufferings in, 431. condition after the war, 440. troops withdrawn from, 448. growth of, 481. industries of, 484. South Carolina, founded, 97. message to Boston, 183 (note). overrun by British, 211. nullification in, 328. secession of, 362. negro legislature, 443. Southern states secede, 362. reconstruction of, 434. readmitted, 437, 438. Spain, Columbus goes to, 9. .sells western posssession, 268. trouble with colonies, 300. cedes Florida, 297. war with, 458, 459. Index 533 Spain, treaty with, 462. Spaniards in Florida, 29. murder the Huguenots, 36. invade Georgia, loi. Specie payment resumed, 446. " Spoils System," the, 318. Sports of colonists, 159. Squanto, Indian, 59, 62. Squatter sovereignty, 355. Stage coach, travel by, 162, 312. Stamp Act, 178, 179. Standard time adopted, 451. Standish, Capt. Miles, 60-63. Stanton, Secretary, 438. Star-spangled Banner, song, 289. Starving time, the, 48, 49. States' Rights Doctrine, 263. States, list of, 510. dates of admission, 510. area of, 510. population of, 510. Statue of Liberty, 453. Steamboat invented, 271-274. Steel and iron construction, 468. Stephenson, George, 305. Steuben, Baron, 205. Stillwater, battle, 207. Stocks and pillory, 162. Story, sculptor, 497. Stowe, Mrs. H. B., 353. Strikes, railroads, 449. miners', 487. Stuart, Gilbert, 497. Stuart, Gen. J. E. B., 396. Stuyvesant, Peter, 78, So, 81, 87. Suffering in Civil War, 431. Sullivan's Island, fort on, 193. Sumter, Gen. Thomas, 212. Sumter, Fort, bombarded, 373-376. Sunday in the colonies, 166, 168. Surrender of Comwallis, 220. of New Orleans, 384. of Vicksburg, 415. of Lee, 426-428. Sutter, Captain, 345. Swedes in Jersey, 87. Taft, William H., President, 490. Taylor, Gen. Zachary, 339. at Buena Vista, 340. story of, 343. President, 348. Tariff, disputes over, 294, 323, 324. revision of, 455. McKinley Bill, 456. Tax on tea, 179, 180. Taxation without representation, 177. Taxes, oppressive, 175. Tea party at Boston, 182. elsewhere, 182. Tecumseh, Indian, 277. at Thames battle, 286. story of, 287. Telegraph, electric, 337, 338. wireless, 471 (note). Telephone, invention of, 472. Tennessee, admitted, 270. readmitted, 436. Te.xas, revolts, 332. admitted, 334. size of, 334. Thames, battle of, 286. Thanksgiving, the first, 64. Thirteen original States, 103, 104. adopt Constitution, 246 (note). Thomas, General, 416. Ticonderoga, Fort, 189, 206. Tilden, Samuel J., 447. Timrod, Henry, 493. Tippecanoe, battle of, 277. and Tyler too, 331. Tobacco, Raleigh's use of, 39. planting, 50. paid for wives, 51. Tomochichi, Indian chief, 100. Tories, 191. Toscanelli, chart of, 12. Travel, discomforts, 162, 163. stage coaches, 163, 312. Treaty, Penn's, 91. Oglethorpe's, 100. with French, 152. of Paris, 227. of Ghent, 290. with Mexico, 342. with Spain, 462. of Portsmouth, 488. whh Panama, 489. Trent affair, the, 386, 388. Trenton, battle of, 203. Tribes, early Indian, 23. Tribute, " not one cent for," 259. to pirates, 265. Trinidad, island of, 14. Tripoli, war with, 265. Tropics, burning, 3. Troup, Governor of Georgia, 322. Tulane, Paul, founds university, 483. Tuscaroras, Indians, 96. Tyler, John, President, 331. Uncle Tom's Cabin," 353. Uncle Sam, origin of, 291. Underground railway, 353. Union, Franklin's plan, 145, 227. reasons for, 247. United States, The, 281. Valladolid, Spain, 14. Valley Campaign, Jackson's, 395. Valley Forge, sufferings at, 209. 534 Index Van Buren, Martin, President, 331. Vanderbilt University, 483. Vera Cruz, landing at, 341. Vermont, admitted, 269. Verrazano, voyage of, 33. Vespucius, Americus, 16, 17. Vessels of Columbus, 11. Veto, power of President, 247. Johnson's use of, 437. Vice-Presidents, list of, 509. Vicksburg, 382. siege and fall of, 413-415. Vincennes, capture of, 236, 237. Vinland, naming of, 5. Virginia, named, 38. settled, 41. affairs in, 52- progress of, 108. royal province, 108. size of, 153. Mother of Presidents, 292. Virginia and Kentucky resolutions, 260. Virginia and Monitor, 390. Voyages of Columbus, 11-14. of Magellan, 20. of Marquette and Joliet, 126. of La Salle, 129. of Savannah, 273. of Oregon, 460. of battle ships, 502. Wadsworth, Captain, 125. Wake Island, 463. Wall Street, named, 81. War, Pequot, 117. King Philip's, 119. King William's, 136. Queen Anne's, 136. King George's, 138. French and Indian, 144. Seven Years', 149. Revolution, 174-238. with France, 259. vrith Tripoli, 265. of 1812, 278-291. with Mexico, 339-343. Kansas, 356. Civil War, 362-433. with Spain, 458-463. Russia-Japan, 488. Warfare, Indian, 26. Washington, George, early life, 140. message to French, 142. bravery of, 146. modesty of, 148. commander-in-chief, 187. takes command, 190. crosses the Delaware, 203. at Valley Forge, 209. at Yorktown, 220. Washington, picture of, 240. becomes President, 250. death of, 254. Washington (City), becomes capital, 253, 260 captured by British, 288. retreat to, 378, 379. Wasp, The, 281. Wealth of the United States, 499. Webster, Daniel, at Bunker Hill, 189. remarks on Hamilton, 252. oration on Adams and Jefferson, 310. Whig leader, 317. reply to Hayne, 325, 326. speech of 1850, 352. death of, 354. Wesley, John and Charles, loi. West, growth of, 473. industries of, 477. West, Benjamin, 496. West India Company, Dutch, 78. West Point, betrayal of, 217. Westmoreland County, 140. Westward movement, 311. Weyler, Spanish general, 458. Wheat fields. Western, 477. Wheeler, Gen. Joseph, 459. Whiskey, effect on Indians, 76. Whiskey Ring, frauds of, 445. White House, the, 248. White, John, Governor, 39. Whiteficld, George, loi. Whitman, Walt, 493. Whitney, Eli, 255, 470. Whittier, John G., 492. William Henry, Fort, 146. William and Mary College, 169. Williams, Roger, 70. pacifies Canonicus, 117. Williamsburg, capital, iii. Wilmot, David, 342. proviso, 342. Wilson bill, 456. Winthrop, Gov. John, 65, 66. stories of, 67. Wisconsin River, 127. Witchcraft, -Salem, 164, 165. Wives for the colonists, 51. Wolfe, Gen. James, 150-152. Women, patriotic: Hannah Dustin, 139. Lydia Darrah, 209. Nancy Hart, 214. Molly Pitcher, 214. in Civil War, 432. Woodrangers, French, 133. World's Fair at Chicago, 457. Writs of Assistance, 176. X. Y. Z. affair, 259. York, Duke of, 85. Yorktovra, surrender at, 219.