K — i LIBRARY OF CONGRESS. Chap.hll_PCopyright No... Shelf. UNITED STATES OF AMERICA. ^* A HISTORY OF THE UNITED STATES OF AMERICA MUtl) an ^Introduction Narrating THE DISCOVERY AND SETTLEMENT OF NORTH AMERICA BY HORACE E. SCUDDER Author of "A Short History of the United States of America for the Use of Beginners" WITH MAPS, PORTRAITS, AND OTHER ILLUSTRATIONS **| U» SHELDON AND COMPANY NEW YORK AND CHICAGO Copyright, 1SUT, By HORACE E. SCUDDEK. Electrotyped by J. S. Cushing & Co., Norwood, Mass. PREFACE. A dozen years ago I wrote a school history of the United States, and the test of its use has shown me wherein it was defective. My own study of history during the same period has furthermore enabled me to see how I could improve my original presentation of the subject. The present book is the result. The general structure remains the same as before ; there is the same cleavage of periods, and the same interpreta- tion of cause and effect in the development of the Union. But the emphasis is somewhat differently placed, and a much greater attention has been paid to that element of personality which gives vitality to all history. By biographic detail and a liberal use of portraits I have sought to interest the student in the men who have been the architects of the nation. When I introduced my first book I said : " The secret of success in any history must lie in the power of the author to conceive the development of life, and to discover the critical passages, the transition periods, the great epochs. I hope I have helped young people to understand the movements which I see from the time when America was first disclosed to the eyes of Europe down to the present day. I wish to emphasize my sense of the importance to American children of connect- ing the history of their country with the changes which have been taking place in Europe during the period of our growth — changes of the utmost consequence in the development of our own national life, an understanding of which is essential to an intelligent reading of American history. Therefore I have never lost sight of the fact that down to the close of the last war with England, America faced the Atlantic; and any one v vi PREFACE. who would read her history aright must ofteu take his stand upon the European shore." But there are two other considerations which have grown to be still weightier in my mind during the past decade. One is the momentous importance of a clear conception in the minds of pupils in our schools to-day of the vital connection between the present and the past. The other is the equally important need of an interchange of acquaintance between the different parts of the nation. As the vigorous Scripture has it : " Now hath God set the members each one of them in the body, even as it pleased him. And if they were all one member, where were the body ? But now they are many members, but one body. And the eye cannot say to the hand, I have no need of thee ; or again, the head to the feet, I have no need of you." Therefore it has been of the greatest interest to me to try to give the students of American history in the East some notion of the great expansion of life in the West ; to give to Western students a clear intelligence of the beginnings of the nation in the East ; to reconcile the minds of the North and the South by a fair disclosure of the underlying conditions which led to the rupture, now happily closed ; above all, to show that insti- tutions of free government are not born in a day to be over- thrown in a night, but that they are the slowly developed results of struggle and toil and sacrifice, not to be lightly swept aside as if they were mere fashions of an hour. I have written in the thought that our country is a land which was reserved until the new birth of Europe ; that it was peopled by men and women who crossed the seas in faith ; that its foundations have been laid deep in a divine order ; that the nation has been trusted with liberty. A trust carries with it grave duties; the enlargement of liberty and justice is in the victory of the people over the forces of evil. So I bid God- speed to all teachers of those who are to receive the trust of citizenship. H. E. S. Cambridge, Mass., Patriots' Day, 1897. TABLE OF CONTENTS. Hints to Teachers PAGE XI Entvotnictt'on. DISCOVERY AND SETTLEMENT OF NORTH CHAPTER I. Spain and America II. The Natives of North America III. The French, the Dutch, and the Swedes IV. The English in America. I. . V. The English in America. II. . VI. The Struggle for a Continent Topical Analysis for Revino Chronological Table ..... AMERICA. 1 19 26 39 69 88 102 104 15aok JE. ESTABLISHMENT OF THE UNION. I. The Thirteen English Colonies II. England and the Colonies III. The First Resistance .... IV. The Declaration of Independence . V. The War for Independence VI. The Confederation and the Constitution Topical Analysis for Review Chronological Table VII. Tin; New Union VIII. The People of the United States . IX. The United States and Europe X. The Expansion of the Union . XI. Tin: United States entangled with Europe XII. The Second Wai; for Independence Topical Analysis for Review The Administrations .... Chronological Table vii 109 123 136 153 164 187 195 200 202 209 221 230 236 243 253 255 258 vm CONTENTS. Book he. CHAPTER XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. II. DEVELOPMENT OF THE UNION. PAGE The Union and its Neighbors ..... 261 Internal Development ....... 269 The System of Slavery . 278 Administration of Andrew Jackson .... 288 Texas and the Mexican War 297 Oregon and California ....... 308 Topical Analysis for Review 316 The Administrations 319 Chronological Table 322 The Middle of the Century 324 The Approaching Conflict ...... 338 Secession 346 The War for the Union. 1 357 The War for the Union. II. .... . 374 Reconstruction 387 After the Centennial Year ...... 398 The Present Nation ....... 417 Topical Analysis for Review ...... 422 The Administrations ........ 425 Chronological Table 432 Supplement. The Preparation in Europe for the Discovery and Occupation of North America 435 The Physical Preparation of North America for Occupation by European People .... 447 B. C. ^ppcntui. Four Historical Documents: I. The Compact of the Pilgrim Fathers . II. The Declaration of Independence . III. The Ordinance of 1787 .... IV. The Constitution of the United States The States and Territories — Census of 1890 . Nationalities of Immigrants by Decades. 1841-1890 457 457 461 468 485 486 General Index 487 MAPS. COLORED. PAGE Routes of Navigators to India and America in the Fifteenth and Six- teenth Centuries 11 New Spain and the West Indies ......... 15 English and French Possessions in North America at the Time of the French and Indian War ; also Colonial Charter Claims 89 New England and New Netherland 89 The New England States during the War for Independence • . . . 145 The Middle States during the War for Independence 165 The Southern States during the War for Independence .... 177 Territorial Acquisitions of the United States 233 Mexico. — To illustrate the War, 1846-1818 297 To illustrate the War for the Union 357 Note. — Red indicates non-seceding Slave States. Pink indicates Free States. The United States of America ......... 387 Divisions of the Country made hy the United States Signal Service . . 419 Physical Basis of the United States 447 UNCOLORED. Toscanelli's Map .... 4 The Ocean Side of Behaim's Globe 8 St. Lawrence River and Gulf . 28 Explorations of Champlain and Hudson 29 Coast visited hy Raleigh's Ves- sels 43 First Settlement in Virginia . 45 The New England Coast . . 57 Braddock's Route . . .92 Acadia 94 Capture of Quebec ... 98 Vicinity of Boston . . . 143 Arnold's Route .... 149 Vicinity of New York . . . 168 Vicinity of Philadelphia . . 169 Crown Point and Ticonderoga . 170 The Country between Montreal and New York . . .172 The Siege of Yorktown . . 182 Western Movement of Center of Population . . . .210 The Canadian Frontier and Vicin- ity of Washington . . . 244 The Creek War . . . .217 Niagara River .... 248 Campaign of General Taylor . 304 Charleston Harbor and its Ap- proaches .... 349 Washington and Vicinity . . 355 The Operations of the Army of the Potomac, etc. . . . 369 Vicinity of Vicksburg . . . 'Ml The Peninsula, etc., between Nor- folk and Richmond . . 380 PORTRAITS. PAGE Adams, John . 145 Adams, John Quincy . . 284 Adams, Samuel . 139 Arthur, Chester Alan . . 405 Boone, Dauiel . 216 Bryant, William Cullen 271 Buchanan, James . . 342 Burke, Edmund . . 150 Calhoun, John Caldwell . 286 Calvert, Cecil 77 Clay, Henry . . 290 Cleveland, Grover . 409 Columbus, Christopher . 10 Cornwallis . 183 Custer, George Armstrong . 401 Davis, Jefferson . . 348 Drake, Sir Francis 41 Edison, Thomas Alva . . 399 Emerson, Ralph Waldo . 334 Ericsson, John . 367 Farragut, David Glascoe . 366 Fillmore, Millard . . 325 Franklin, Benjamin . 119 Fulton, Robert . 273 Garfield, James Abram . 403 Grant, Ulysses Simpson . 364 Greene, Nathanael . 181 Hamilton, Alexander . . 193 Hancock, John . 157 Harrison, Benjamin . 411 Harrison, William Henry . 300 Hawthorne, Nathaniel . 333 Hayes, Rutherford Birchard . 402 Henry, Patrick . 131 PAGE Jackson, Andrew . . 250 Jackson, Thomas Jonathan . 370 Jefferson, Thomas . . 156 Johnson, Andrew . . 389 Jones, John Paul . . 179 Lafayette . 162 Lee, Robert Edward . 371 Lincoln, Abraham . 260 Longfellow, Henry Wadsworth . 335 McClellan, George Brinton . 359 McKinley, William . 415 Madison, James . . . . 240 Marshall, John . 204 Meade, George Gordon . 376 Monroe, James . 262 Morse, Samuel Finley Breese . 327 Oglethorpe, James . 85 Penn, William . 71 Pierce, Franklin . . 339 Poe, Edgar Allan . . 332 Polk, James Knox . 302 Raleigh, Sir Walter . 42 Sherman, William Tecumseh 379 Smith, John . 47 Taylor, Zachary . . 306 301 Van Buren, Martin . - . 295 Vespucci, Amerigo . 13 Washington, George . 108 Webster, Daniel . . 293 Whitney, Eli . 211 Winthrop, John . . 54 HINTS TO TEACHERS. The history of the United States may fairly be said to begin with the fall of Quebec, for just as soon as it was determined that the English were to be masters of the continent, the spirit of self-government began to assert itself, and agitation did not cease till the colonies were organized as States, and the States composed a Union. All that precedes the fall of Quebec, there- fore, is treated as Introduction to the history. But in studying history one is constantly pushing back farther and farther to the beginnings of beginnings, and in order to give some satis- faction to this craving for getting at the source of things, two supplementary chapters have been added which give in outline the condition of Europe before the discovery of America, and the physical characteristics of the continent as affecting his- torical development. Where the students of this history are mature enough, it is advised that these two chapters be studied first; and I strongly recommend that in all cases the class read over these chapters at the outset of their study, and that the teacher, reading with them, make running comment on the text. The plan of the book is designed to help the student to a logical conception of the history of the country ; for one of the great advantages gained by the study of history is the strengthening of the logical faculty, — the practice of answer- ing the whys of events. Thus, following the Introduction which shows the ways leading up to the Union, there are two books, one devoted to the establishment of the Union which took place when the new nation was rendered finally inde- pendent of Europe, the other devoted to the development of Xll HINTS TO TEACHERS. the Union, a process still going on. Again, each book is divided into chapters, designed to group the great topics of the book, and each chapter is broken up into sections, representing the succession of topics; under these sections there are sometimes given unnumbered sub-sections, indicated like the main ones by heavy-face type, and for convenience in seeing distinct statements, these sections are often broken up into paragraphs. It will be found of advantage to give to each part, to each subdivision, indeed, a thorough review before proceeding to the next. For this purpose a series of aids to the pupil has been provided. At the end of each chapter will be found questions covering the paragraphs in the chapter. They are questions which cannot be answered by yes or no; they require the pupil to know what he has studied, and very often to have thought carefully about what he has read. They do not exhaust the subject, — any skillful teacher can vary and mul- tiply questions indefinitely, — but they serve the purpose of enabling a pupil to try himself. The best questions are those which grow out of the recitations of a pupil, and the series given in this book should be taken as containing rather sug- gestions than a hard and fast set of questions. It is advised that these questions on the text be not used by the teacher in hearing the recitation, but for purposes of review. Along with each of these series is another briefer series, to be used, as the title Search Questions implies, to quicken the student's interest in the period just studied. There are numberless byways which a school history cannot explore ; no history will answer all the questions which spring up in the mind of an intelligent reader, but the life of historical study consists first in master- ing the material placed before one, and then in pushing on, in exploring the territory laid open. These Search Questions are not idle conundrums, and they do not often refer to what may be called the mere curiosities of history ; but they are designed to start the student upon research, and upon using the books whose titles are jotted down at the foot of the page. HINTS TO TEACHERS. xiii At convenient landing places Topical Analyses have been introduced to aid still further in securing a thorough and fresh examination. It will be observed that they are not mere straight-away indexes to what has been passed over. Every good teacher knows how desirahle it is to get rid of a parrot- like repetition of an author's words in a text-book. These Topical Analyses break up the narrative into natural groups of related facts, and enable one to get cross sections of the history ; they furnish good subjects for compositions and debates ; they give starting points for new inquiries ; and, above all, they help to test the student's knowledge of the text, by compelling him to follow a new order, and to use his own language in stating facts and causes. It is important to bear in mind that a capital opportunity is afforded by the study of history for the cultivation of the faculty of expression. A word for word recitation of the chapter is not to be encouraged. It is a feat of the memory, and may be quite unattended by any real appropriation of the passage recited. But pupils should be encouraged to use, when they recite, finished sentences, and not be allowed in a careless fashion to fall into a broken, halting, ungrammatical way of tumbling out facts ; a scholar who recites in this loose manner will not really know what he is reciting half so well as when he has trained himself to frame neat, clear, and com- pact statements. For this reason, a teacher should not only make much of perfection of the spoken answer, but should use the history work as the basis of literary work. To aid the pupils, a number of subjects for composition and debate have been provided after each chapter. They are suggestions only, but they may serve to prompt other subjects also. Especially it would be well to call frequently for the writing of bio- graphical sketches. Outlines of leading facts have been given both in the text and footnotes, and by means of these, ency- clopedias, and regular biographies, very interesting studies of the lives of men of importance can be drawn w\). The debates which are suggested afford an excellent oppor- XIV HINTS TO TEACHERS. tunity for training in expression, and for bringing out the knowledge of the debaters, and the accuracy of their informa- tion. It is a good plan to let two of the class act as leaders and choose sides just as in any game ; then to give the two parties time to divide up the' subject, and to work by them- selves over the treatment of it. During the debate, if careful rules are regarded, it should be a part of the game for the opposite side to ply the debater with questions. Debates con- ducted before the whole school not only train the debaters, but serve as an excellent quickener of the wits of those who listen. The study of civil government may be promoted by an organization of the school or class into a Debating Club with officers and a constitution. The maps, large and small, offer good opportunities for spe- cial examination and review. In reviews of this kind, it is not necessary to draw the map upon the board. Let the pupil have the map before him. By a little practice he will become very expert in the needed preparation for these special exer- cises. It may be a disappointment to some not to find the facts of this history regularly marshaled under the separate adminis- trations. There is no doubt an advantage in such an arrange- ment. It helps the memory by associating the succession of facts with successive quadrenniums, which in turn are named after the Presidents in their order. On the other hand, there is a degree of artificiality in such a disposition of history. The changes in administration have been of consequence, some- times of great consequence ; but it is likely to give a mistaken notion of the relation of administrations to the development of the nation, to mislead one as to the true cause for the effects produced, when the incidents of the history are fixed by the law of association with certain persons at the time holding office. I have, therefore, while noting the administrations in turn, treated them as parts of the incident of history rather than as four-mile posts. Hut for the convenience of those who wish to use them as centers about which to group history, HINTS TO TEACHERS. XV I have made out full tables, following the topical analyses; and it would be a fresh exercise of a review order to call for a recital of historic facts under each administration. These can be gathered not only from the text itself, but from the Chrono- logical Tables appended to each large group. Finally, a word should be said of the use to which the copi- ous Index may be put. The familiar use of an index is to find the page readily where a person or an incident is treated ; the history becomes a good book of reference when it is equipped with a good index. But there is a further use which so full an index as the one here given will serve. It brings together many scattered references to some one subject which is not treated once for all in a single passage, and it may be made the means thus of a further review. Suppose, for example, a pupil is writing a biographical sketch of a character in history. By reference to the index he will very likely find incidental references which otherwise might escape him. Or again, if one wished to trace the relations of France with this country, the entry under the general head of France would enable him to follow the thread from the fishermen of Brittany to Maxi- milian. Thus I have tried to make every part of the apparatus of the book reenforce the teacher in his effort to use this History as a work to instruct, to train, and to inspire the pupil in the acquisition of that great and important task, a knowledge of the nation in which he is a freeman and in whose destiny he has a part. PRONOUNCING VOCABULARY OF PROPER NAMES AND TECHNICAL TERMS IN CHAPTER I. Cristoforo Colombo (cres-tof'6-ro co-lom'b5. Christopher (cris'to-fer). The word means "Christ bearer." There is a legend of a strong man who carried the child Christ across a river, and thence was named Christopher. Azores (a-zorz'). La Rabida (lii ra-be'da). Pinzon (pen-thon'). Palos (pa'los). Khan (kiin). Moham'medans. The followers of Mohammed, or Mahom'et, an Arabian religious leader and sol- dier (A.i). 570-G32). Santa Maria (san'ta ma-re'ii) = Holy Mary. Car'avel. Sargas'so. The Sargasso Sea lies be- tween latitude 16° and 38° north and longitude 30° and 50° west. It is a great floating mass of sea- weed drifting about the Atlantic. Bahama (bah-ha'ma). Hispanio'la = Little Spain. Don, from the Latin Dominus, "master" or "lord." The title in Spain now means scarcely more than •• Mr." means among us. Coat-of-arms. The knights in the Middle Ages wore over their armor a coat embroidered with figures which denoted their fam- ily or estate. These coats are no longer worn, but the figures con- tinue to be used as signs of noble birth, and are called coats-of -arms. Veragua (va-ra'gwa). Amerigo Vespucci (a-ma-ree'go ves-poot'chee). His name in its Latin form, was Americus Vespu- cius. Strasburg (stras'bouro). Vasco da Gama (da ga'ma). Toscanelli (tos-ca-nel'll). Juan Perez (wan pa'reth). Diego (de-a'go). Granada (gra-na'ua). Cipango (chi-pan'go). Behaim (ba'hiin). League (leg)= about three miles. Porto Rico (por'to re'ko). Ponce de Leon (ponss de lee'on'). Pascua Florida (pas'koo-a flor-ee'- tha). Balboa'. Magellan (in Spanish pronuncia- tion, ma-hel-yan', but commonly pronounced in English, ma-jel'- lan). Yucatan (yuo-ka-tan'). Hernando Cortez (hgr-nan'do cor'- tez, Spanish kor-tas'). Vera Cruz (va'ra kroos), meaning " true cross." Montezuma (mon-te-zoo'ma). Pizarro (pe-zar'ro). Fernando de Soto (fer-nan'-du da so'to. Coronado (ko-ro-na'-no). Canon (kan'yun). A deep defile between steep walls or banks, usually with a stream flowing at the bottom. Zuni (zoon'ye). Moqui (mo'ke). INTRODUCTION. DISCOVERY AND SETTLEMENT OF NORTH AMERICA. CHAPTER I. SPAIN AND AMERICA. 1. Christopher Columbus. — In Genoa, Italy, somewhere be- tween 1436 and 1446, 1 was born Cristoforo Colombo. His name was written Columbus in Latin, which was then the language used by all who read and wrote, and as Christopher Columbus he has been known ever since to English-speaking people. He left school when he was about fourteen, and was sent to sea to finish his education and to learn to command a vessel. Like those seamen of his time, who were more than common hands, he made a careful study of maps and charts, read the stories of travelers, and busied himself with questions as to the shape of the earth and its size. Learned men had long held the opinion that the world was a globe instead of being flat, as the common people and the more ignorant supposed. Columbus also believed it to be a globe ; he thought it, however, not perfectly round, but pear- shaped. He thought it, too, much smaller than it really is. By his study of charts and his talks with scholars he decided that if he were to sail due west from the Canary Islands, he would cross about four thousand miles of ocean and reach the eastern shore of Asia. In point of fact, that was not far from the distance to the Gulf of Mexico. 1 The exact date is not known, li 1 2 DISCOVERY AND SETTLEMENT. 2. Why should he wish to go by Sea to Asia? — Nowadays our geographies give us abundant information about Asia ; on our maps, every river and mountain range and cape can be traced ; we know the cities and provinces and separate nations ; and we have books which tell us of the people, their mode of life and what they produce. It was not so in the time of Columbus. Asia was a vast, vague land, at the extreme east of which lay the countries which we now know as China, Japan and the East Indies, while the ocean flowed beyond. 1 From these countries caravans came, bringing silk, pearls, precious stones, gold, silver, and spices, and Genoa and other Italian cities grew rich through commerce ; for their merchants sent ships to the eastern coast of the Mediterranean to trade with the Asiatics who had crossed the continent. But when Columbus was a boy, a great blow had been struck at this commerce. The Turks, who before had lived in western Asia, swarmed into Europe and captured the great city of Constanti- nople. They controlled now all the eastern part of the Mediterranean, and it became a perilous matter to send ships there. Thus it was of the greatest moment to find, if possible, some new route to the Indies. The Portuguese, under the lead of their prince, Henry the Navigator, had been slowly following the coast of Africa. 2 3. The Struggle of Columbus to get a Hearing. — Columbus him- self went to Lisbon about 1470 and for a while carried on his business of map making there and sometimes went to sea with Portuguese captains. He knew therefore of the discoveries 1 The book above all others which gave Columbus and the men of his time their notion of Asia was the famous adventures of Marco Polo, written about 1300. The Old South Leaflet, No. 32, contains Marco Polo's Account of Japan and Java. 2 Prince Henry was filled with zeal for discovery. He built an astro- nomical observatory in the southernmost province of Portugal and devoted himself to study. From that point he directed a series of voyages from 1418 to 14153, and after his death the work went forward, until in 1497 Vasco da Gania rounded the Cape of Good Hope ami sailed to India. SPAIN AND AMERICA. 3 along the African coast, but he was convinced that there must be a shorter route to Asia, and he was confirmed in this belief by the advice of a great geographer and map maker, Toscanelli, who sent him, in 1474, a map which showed a straight course across the Atlantic. 1 It was one thing to believe in such a route ; it was quite another to follow it. Map makers could bring forward excel- lent arguments in support of their belief; but the only argu- ment really convincing was to take a vessel and sail across the ocean. Columbus was a poor man, and he must needs per- suade some one who had money to join him. For twenty years he carried his great purpose in his mind before he could bring it to pass. He tried in vain to persuade the magistrates of his native city of Genoa to join him. He laid his plans before the King of Portugal, who took counsel with learned men about him. These men publicly ridiculed Columbus as a crazy adventurer; but privately they told the king there might be some truth in what Columbus said, and the king was base enough to send out a vessel secretly, to get all the advantage there might be for himself. But it needed a Columbus to carry out the ideas of Columbus. The captain of the vessel sent out by the king put out from the Azores, but meeting a storm, he was frightened and turned back. Columbus heard of what was done and indignantly left Portugal. He bent his energies toward persuading Ferdinand and Isabella, 2 King and Queen of Spain, to give him aid, and failing in that, he tried to bring some of the noble families to his side ; through his brother Bartholomew he made an equally vain attempt to interest the English court. 4. The Triumph of an Idea. — For seven long years he pushed his great enterprise. Poor, ridiculed as a madman, almost friendless, Columbus clung to his belief; and at last his faith 1 The letters which Toscanelli wrote to Colurahus at this time will he found in Fiske's Discovery of America, I. 356-362. - The History of Ferdinand and Isabella lias been written by W. II. Pres- cott; it is one of the most readable of American histories. SPAIN AND AMERICA. 5 was rewarded. Here one and there one was convinced by his persistence and his undaunted confidence. His best friends were in the monastery of La Kabida, not far from the seaport of Falos. The story goes that when, worn out with his dis- appointments in Spain, he was about to set out for England, he stopped at the monastery with his son, a boy of eleven or twelve. 1 Here he met the prior of the monastery, Juan Perez, who had been the father confessor of Queen Isabella. Perez became greatly interested, and sent to Palos for two men of importance : one was a physician who was very curious in geographical matters; the other was a shipowner and cap- tain, Martin Pinzon. So deeply did Columbus impress them, La Rabida. that the prior set off to the camp of the Spanish armies, for Spain was then waging war with the Moors, who had long before come over into the Spanish peninsula from Africa. There he saw Isabella, and persuaded her to send money to Columbus and invite him to appear before her. 5. The Queen of Spain is won over. — The queen and her counsellors were so convinced by the arguments of Columbus, that she promised to take up the matter in earnest just as soon as the Moors had been conquered. On the second day of January, 1492, the Moors surrendered Granada, 2 and Co- lumbus was summoned to the court, He went, but not as a suppliant. So filled was he with the 1 This boy, Diego, afterward became page to Queen Isabella. 2 One of Washington Irving's must captivating books is T/ir Conquest of Granada. Irving was United States minister to Spain, and he wrote with the added charm of one who knew the country well. 6 DISCOVERY AND SETTLEMENT. magnitude of his enterprise that he demanded great power and honor for himself. The king and queen turned away from this dreamer, and Columbus, once more baffled, mounted his mule and set off this time for France. But the friends of Columbus, who had influence at court, could not bear that Spain should lose the glory so nearly in her grasp. They redoubled their appeals to the queen, and she, moved by their zeal, sent a mes- senger after Columbus. She would herself bear a large part of the expense, and an agreement was made between this adventurer and the crown of Spain. This agreement is an interesting one, for it shows what was in the minds of those who made it. Columbus was to have for himself and heirs the office of admiral ; he was to be gov- ernor general over all the lands and continent he might dis- cover or acquire ; he was to reserve for himself one tenth of- all pearls, precious stones, gold, silver, spices, and all other articles of merchandise obtained within his government; he might share in the expense of the enterprise with his sover- eigns to the extent of one eighth and receive one eighth of the profit. Add to this that the king and queen gave Columbus a royal letter to the Great Khan, a vaguely known potentate of Asia, and that Columbus was to devote the wealth gained to fitting out a new crusade for the rescue of the Holy Sepulcher, 1 and it will be seen that this voyage of discovery was in the minds of all a great religious enterprise. The one eighth of the expense which Columbus was to bear was lent to him by the brothers Pinzon, who were of the greatest service ; for it was very difficult to find sailors ready to venture out into the Sea of Darkness, as they called the unknown Atlantic, and the Pinzons by taking command of two of the three vessels of the fleet gave courage to their townsmen. The Santa Maria, the largest of the three, was commanded by the Admiral, as Columbus was now called. It was only about sixty -three feet long, twenty feet broad at the 1 For four hundred years the Christians of Europe had been engaged in an attempt to recover Jerusalem from the Mohammedans. SPAIN AND AMERICA. 7 widest part, and ten feet deep ; indeed, no one of the three was larger than a small coasting schooner. In the whole ex- pedition were ninety sailors and thirty gentlemen and priests, and provisions were carried for a year. 1 6. The Sailing of the Fleet On the third day of August, 1492, the fleet set sail from Palos and steered for the Canary Islands, which were under the control of Spain. By the map of Toscanelli, which Columbus is believed to have taken with him, if they sailed due west, on the 28th parallel of latitude, Copyright by L. Prang & Co. Fleet of Columbus. they would strike the northern end of Cipango, or Japan. One of the caravels, as the vessels were called, lost her rudder on the way, and the fleet remained in port a month for repairs. On the 6th of September, they left the Canary Islands and sailed westward over the unknown seas. Terrors of the Voyage. — Ten days later they entered the vast tract of seaweed which forms what is known as the Sargasso Sea. The sailors were terrified, for they thought they must be 1 It is interesting to see just what was the fullest knowledge scholars had of the globe in the year when Columbus made his first voyage, and this can be seen by consulting the globe made by Martin Behaim, of Nuremberg, in 14 ( J2. It is not impossible that Columbus met him in Lisbon. 8 DISCOVER Y AND SETTLEMENT. over a reef or in shoal water, but when the vessels sailed on without harm, they took fresh heart, and believed themselves to be near land. More trustworthy signs of land appeared. They caught a crab ; they saw birds, among them a pelican, which they thought never flew more than sixty miles from shore; there was drizzling rain without wind, and that, they 0(. The Ocean Side of Behaim's Globe made in 1492. Dotted Lines have been added to outline the Position of the then Undiscovered Western Continent. said, meant that land was near. Still they sailed on without coming to land. Then distant clouds looked like solid earth, but vanished as the vessels approached. The sailors, who had not the faith of Columbus, were dismayed by this wild voyage ; every day brought some neAv alarm or cause for despair; they were mocked by the signs of land, when yet there was no land. SPAIN AND AMERICA. 9 So desperate did the men become, that they began to plot against Columbus ; and some went so far as to propose to throw him into the sea and return to Spain with the story that he had fallen overboard. But they feared that they had gone beyond the reach of any wind that could carry them back to their homes. Columbus used all his arts to govern the unruly sailors and discontented gentlemen. Sometimes he encouraged them with gentle words, telling them what great fame and riches would be theirs if they kept on, or what honor they would have in the Church. Sometimes he threat- ened them with the displeasure of the king if they disobeyed him. 1 7. The End of the Voyage Five weeks, to a day, after leaving the Canary Islands there were unmistakable signs of land. A stick carved by hand was picked up from the water, and a branch with berries upon it. A reward in money had been offered to the first person who should see land, and all were now on the lookout. About ten o'clock at night, Colum- bus, standing on one of the castles 2 of his vessel, saw a light in the distance. The light moved, and he called two of his companions to see it. It may have been a light in a boat. Land was near and, at two in the morning, was seen in the moonlight by a sailor who was on the lookout in one of the other vessels. It was Friday, the twelfth day of October, 1492. Columbus, in a full suit of armor, carrying in his hand the royal banner of Spain, landed upon the island and planted the cross. He was attended by officers and gentlemen, and by many of the crew ; and as soon as they touched the shore, they all fell upon their knees and with tears of joy gave thanks to Almighty God. 1 Columbus feared that if bis crew knew how far they were from the laud they had left, they might become desperate and mutiny ; accordingly, be kept two reckonings: one true, for himself, the other a pretended one, which made the distance sailed each day less; this was for the officers and crew. 2 The castle was a structure like a raised deck, built at either eud of the vessel. Hence the term " forecastle " in modern ships. Christopher Columbus. 1 1 There are many portraits of Columbus, and they do not all agree in like- ness. One of his companions has described him as tall and strong, with a fair, fresh complexion, and bright, piercing eyes. In later life, he had long, white, streaming hair. Patent Applied for A Map to Illustrate Routes of Navigators to In Copyright, issi, by Jacnb Wells i and America in the 15th and 16th Centuries. SPAIN AND AMERICA. 11 Return to Spain. — The island which had then been found was one of the group known now as the Bahama Islands. Columbus embarking again passed other islands, coasted by Cuba, and came finally to Hayti, to which he gave the name of Hispaniola. He was quite sure that he had reached Japan, and after building a fort and leaving some men to hold it, he sailed with his fleet back to Spain, taking with him ten of the natives of the land, of whom six lived to reach Europe. He carried with him also some live parrots and some stuffed birds, a few pearls and trinkets of gold. He had not much to show, but the imagination of men made these things into signs of vast riches. 1 At all events Columbus had actually found a straight course by sea to the Indies. He had left the kingdom like an adventurer; he was received now as a hero. The king and queen paid him great honor. They gave him the title of Don ; they granted him a coat-of-arms such as only very noble men were permitted to bear; he rode by the king's side ; he was served at table as a great man ; and when he desired to make a second voyage, every aid was given him. Columbus knew that he had thus far visited islands only ; but he thought that they were islands lying near the eastern coast of Asia. The name Indies was given to the coast; and since these islands had been reached by sailing westward, they came to be spoken of as the West Indies, and the people found upon them were called Indians. 1 Columbus's Letters to Gabriel Sanchez, describing the First Voyage and Discovery, is printed in No. 33 of Old South Leaflets. Coat-of-Arms of Columbus. 12 DISCOVERY AND SETTLEMENT. 8. The Fate of Columbus. — Columbus made not only a second voyage, but a third and a fourth. For ten years he Avas en- gaged in exploring the islands, and even set foot on the shore of South America. He was convinced that he had not reached the mainland of Asia and looked for a strait where the Isth- mus of Panama is ; but all the time he was endeavoring also to find gold mines and to establish the government he had been promised. He made many enemies and once was sent back to Spain in fetters. He spent his last days in sickness and poverty and died in 1506. 1 He never fully perceived how he had opened the way to a great continent, though some of the men of his time were persuaded of it; his own brother Bartholomew made a map, recently discovered, which clearly shows it. Columbus had the courage and faith and wisdom that carried him across the Atlantic, when others only dreamed of such a thing. The men who came after him reaped the reward he never gained. He did not even have the honor of leaving his name upon the new world. That honor fell to another explorer, Amerigo Vespucci, a Florentine, who sailed first in the employ of Spain and after- ward in that of Portugal. Vespucci made several voyages, including one which made known a large part of the Atlantic coast of South America, and wrote a letter containing an account of his discoveries. 2 This letter, in 1507, the year after the death of Columbus, was printed at the printing press of a college near Strasburg; and the printer, who was a geographer, said in his preface : " And the fourth part of the world having been discovered by Americus, may well be called Amerige (that is, the land of Americus), or America." The name America was placed on maps of South America and printed in books, and finally was applied to all America. 1 A descendant of Columbus, the Duke of Veragua, visited the United States at the time of the Columbian Exposition in Chicago. The most readable life of Columbus is that by Washington Irving; the most learned, and the one that brings to light the latest researches, is Winsor's Christopher Columbus. A very interesting account may also be read in John Fiske's The Discovery of America. 2 See Old South Leaflets, No. 34. SPAIN AND AMERICA. 13 Amerigo Vespucci. Born 1451 ; died 1512, 9. The Line of Demarcation -At the time when Columbus made his voyages, the great exploring nations of Europe were Spain and Portugal. Both countries recognized the pope as supreme, and to prevent them from quarreling over their dis- coveries, Pope Alexander VI. decreed in 1494 that there should be a "Line of Demarcation" drawn north and south on the map 100 leagues west of Cape Verde Islands, and that what- ever was found to the west of that line should belong to Spain ; whatever Avas found to the east should belong to Portugal. By this agreement Brazil fell to the share of Portugal. 1 A treaty shortly after between Spain and Portugal made it 370 leagues. 10. The Extension of Geographical Knowledge. — From the islands where the Spaniards established government they 1 Brazil became independent of Portugal in 1822, when it became the Empire of Brazil ; the empire was overthrown in 1889 and a republic, the United States of Brazil, set up in 1891. 14 DISCOVERY AND SETTLEMENT. made their way to the neighboring mainland. One of the governors of Porto Rico, Ponce de Leon, when making a voyage, touched the coast of the continent somewhere oppo- site the Bahamas. It was Easter Sunday when he first saw the land. The Spaniards call that day Pascua Florida, -.(--. o ' or " Flowery Easter" ; and so he named the country Florida. Like others, he was looking for what he had been told he should find in Asia, and his special desire was to find the fountain of youth, the waters of which made old men young again. Ponce de Leon was the first Spaniard, apparently, to land on the soil of what is now the United States, and that was twenty years after the first voyage of Columbus. There were two other men, near the same time, who did much to open the eyes of the world to the fact that America was not a part of the continent of Asia. One was Balboa, who was at the head of a company of men at Panama. The natives made out to tell him of another sea lying beyond the mountains, and he set forth with his men to find it. He fought his way through hostile tribes and at last saw before him a height from which, his Indian guides told him, he could look upon the sea. He bade his men remain behind, and went alone to the summit. There he stood and beheld the broad Pacific, the first man from Europe to see that sight. 1 Something of the extent of this newly discovered ocean was learned Avhen Magellan, a Portuguese captain in the service of Spain, boldly sought to follow the coast of South America, as others had followed that of Africa. He passed along the east- ern coast until he came to the strait now known by his name. He followed this strait and sailed upon the great 1520 ocean, crossing it and making his way to the East Indies. The islands in this archipelago had already been reached by Portuguese sailing eastward. This was the first time they had been reached by vessels sailing westward. 1 There is a line in Keats's famous sonnet, "On first luokiug into Chap- man's Homer," which is drawn from this incident. SPAIN AND AMERICA. 15 Magellan himself was killed on one of the islands, but his companions kept on to Spain round the Cape of Good Hope. Thus men had at last sailed round the world. After this there was no longer any doubt that the world was a globe. 11. The Conquest of Mexico. — The Spaniards, as they pushed their explorations about the Gulf of Mexico, were always on the lookout for gold and silver, and they expected to come upon great cities and powerful kings. It is but a short dis- tance from the western extremity of the island of Cuba to Yucatan upon the mainland. The first Spaniards who crossed the channel brought back word that they had found men dressed better than those on the islands, and living in buildings made of stone and mortar, and in every way more civilized. Cortez. — The governor of Cuba thereupon sent an explor- ing expedition under command of his secretary, Hernando Cor- tez, who sailed along the coast until he came to a favorable point, where he established a fortified camp, and named the place Vera Cruz. From this point he marched his army, less than five hundred in number, into the heart of Mexico. Sometimes he made friends of the natives ; some- times he fought them. He got possession finally of the most important chieftain, Montezuma, and, after a short period, Mexico, with its rich mines, became a Spanish province. Pizarro. — Another Spaniard, Pizarro, conquered Peru, and all the western coast of South America, as well as Central America, came under the control of Spain. A great many Spaniards came over to America to make their fortunes in these countries. 1 12. Discovery of the Mississippi by De Soto. — Meanwhile the attempt to get control of that part of the country bordering on the Gulf of Mexico now occupied by our Southern States was less successful. Fernando de Soto, a companion of Pizarro, determined to conquer Florida, as all this country was then 1 Prescott's two books, The Conquest of Mexico and The Conquest of Peru, give brilliant accounts of l lie Spanish occupation. A novel, The Fair God, by General Lew Wallace, author of Ben Ilur, states the traditions of Mexico under Montezuma. One of Henty's stories, also, By Bight of Conquest, is based on Cortez's expedition. 16 DISCOVERY AND SETTLEMENT. called, and set out with a great expedition. The march was a continual fight with savage tribes, and the army dwindled away, but De Soto pushed on until he came to a point not far from where the city of Memphis now stands ; there he saw the great, river Mississippi, which lay across his path. But nothing came at the time of this discovery. De Soto died and was buried in the river; the gaunt, famished rem- nant of his party straggled back to the coast. 1 A later expedition headed by Coronado, 2 has a special interest for Americans to-day, because it penetrated what is now New Mexico and Arizona; and the chronicle gives an account of the Grand Canon of the Colorado River, and of the strange cliff dwellings of the Zuili and Moqui Indians, half-civilized tribes that have remained with little change in the same region to this day. 15 13. The Spaniards and the Native Americans. — The Spaniards thus had slight hold on the country which now forms our Gulf States, though they had made one small settlement in Florida, 1 (.-^ of which the only remaining sign is St. Augustine ; but they were securely established in Mexico, Central America, the western part of South America, as well as in Cuba and other islands. By the force of a superior race, a comparatively small number of Europeans kept under their dominion the natives of these regions. The Indians submitted to the Spaniards, obeyed their laws, and adopted their religion. They tilled the ground, herded cattle, and worked in the mines. They were not slaves in name, and many laws were made to prevent them from being sold into slavery ; nevertheless they were in one form or other bound in service. 1 See "The Death of De Soto," from the Narrative of a Gentleman of Elvas, in Old South Leaflets, No. 36. 2 See Coronado's Journey to New Mexico and the Great Plains, 1540-42, No. 13 of American History Leaflets. 3 A lively account of these Indians was written by Mr. dishing, who lived long with them. It may he found in The Century Magazine for December, 1882, February and May, 1883. SPAIN AND AMERICA. 17 St. Augustine. Gradually the Spaniards in- termarried with the Indians, and the present race in Mex- ico, Central America, and South America is largely a mixed race. To-day, though the island of Cuba alone re- mains a Spanish province, the Spanish language may be heard from the northern part of Mexico to the southern extremity of South America; and Spanish cus- toms and laws, as well as the religion of Spain, mark the hold which Spain once held in the Western world. Old Gateway, Fort San Marco. Spanish Coat-of- Arms. QUESTIONS. What was the birthplace of Columbus? What was his occupation after he left school ? What did he and others of that time think of the shape and size of the world ? How did Columbus propose to reach Asia '? How far off did he think Asia to be by water? What book gave the fullest account of Asia in early times ? What two ways of going to c 18 DISCOVERY AND SETTLEMENT. India by water were possible ? What nation took the lead in the route round Africa? Name the great Portuguese promoter of exploration. Who finally rounded the Cape of Good Hope ? Whom did Columbus seek to interest in his plan ? What trick was played upon Columbus in Portugal, and how did it turn out ? Tell the story of Columbus after he left Portugal. Who were the best friends of Columbus ? What were the terms of the contract between Ferdinand and Isabella and Columbus ? How did Columbus intend to use the wealth he should gain ? Describe the fleet of which Columbus was admiral. When did it sail, and where did it direct its course ? Point out on the map the location of the Sar- gasso Sea. What signs of land were seen ? How did Columbus encour- age his men? Describe the discovery of land, and the ceremony of taking possession. Describe his reception on his return to Spain. How many voyages did Columbus make ? Did he see the mainland of Amer- ica ? What is the story connected with the naming of the New World ? What was the Line of Demarcation ? What is the origin of the name Florida ? Relate the story of Balboa. When was the first voyage round the world made ? Who first of Europeans saw the Mississippi River, and at what point ? What is left to Spain of her American possessions ? SEARCH QUESTIONS. What is the meaning of the name Mediterranean Sea ? What great empire once controlled it wholly ? What is now the great Mediterranean of the world ? Columbus thought it four thousand miles from the west- ern coast of Europe to the eastern coast of Asia ; if there had been no American continent in the way, how far would it have been, sailing due west from Palos ? Is the Holy Sepulcher still in the hands of Moham- medans ? State some of the places and geographical points in America which owe their name to Columbus. Columbus looked for an opening in the Isthmus of Panama that he might push on to China and India ; how does the modern world hope to accomplish the same purpose ? SUGGESTIONS FOR LITERARY TREATMENT. Compositions : Boyhood days of Columbus. Influences that led Columbus to make his voyage. An imaginary letter from the sailor on the lookout. Debates : Resolved, That Columbus was justified in deceiving his companions. Resolved, That this continent should be called Columbia. CHAPTER II. THE NATIVES OF NORTH AMERICA. Pueblo (pweVlo). Wigwam (wig 'worn). Canoe (ka-noo'). Sa'chem. Mobilians (mo-bil'yanz). Palisade (pal-I-sad'). 14. The more Civilized Peoples When the Spanish took possession of Mexico and Central America, they found a peo- ple more civilized than the natives of the West India islands ; they found also remains of a still earlier civilization. We find to-day, in New Mexico and Arizona, a remnant of the more civilized race of Pueblo Indians 1 in the Cliff Dwellers, who cultivate fields which they have learned to irrigate, and weave and make pottery which shows a sense of beauty. In the Mississippi Valley, and especially in the valley of the Ohio, are found to-day great mounds, some of them shaped like animals. There is one in Loudon, Adams County, Ohio, known as the Serpent Mound. 2 These mounds have been opened, and a great many domestic utensils and what are thought to be burial urns have been taken out. 3 Ashes have been found in them, as if great fires had been built ; but whether these mounds were burial places, or places of worship, or sites for rude houses, cannot always be known. At first there was a 1 The Pueblo Indians lived in communities on the plains ; for defense they climbed to natural shelves along the sides of cliffs; hence the name. - This mound and the land about it constitute a park of seventy-rive acres owned by the Peabody Museum, Cambridge, Mass. See a full account in The Century Magazine, March, April, 1890. 3 Squier's Ancient Monuments of the Mississippi Valley, though printed many years ago, is the most satisfactory account in general of the mounds. See also Short's Americans of Antiquity, and The Mounds of the Mississippi Valley, by Lucien Carr, Smithsonian Report for 1891. 19 20 DISCOVERY AND SETTLEMENT. disposition to regard the people who built these mounds as a distinct race, but many scholars now regard them as the ances- tors of the tribes found by Europeans when they first visited the country between the Mississippi River and the Alleghanies. 15. The Indians on the Atlantic Coast. — The Indians living between the Atlantic coast and the Mississippi Valley were cinnamon-colored, had high cheek bones, long, coarse, black The So-called House of the Dwarf. 1 hair, and small, black eyes. They lived upon the fruit they found, the fish they caught, the animals they killed; some 1 This is one of a great many buildings, the ruins of which may be seen to- day in Yucatan and Honduras, often in the depths of forests and overgrowD with vegetation. Like a number, it is a temple crowning a pyramid. This pyramid has a very steep slope, about one hundred feet in height, and is reached by a succession of steps. The temple, which is richly ornamented, consists of two parts, one reared on the summit, the other looking like a chapel lower down. The cut is taken from Charnay's Ancient Cities of the New World, a book which describes the ruins in Central America as seen in 1880. See also Short's Americans of Antiquity. THE NATIVES OF NORTH AMERICA. 21 Various Scenes in Indian Life i Cliff Dwelling. — War Dance. - Exposure of the Dead. — Travel by Water. — Chiefs Head. lived upon maize or Indian corn which they planted. If every- thing else failed, they could dig roots and eat them. They did not look forward very far, however, so that there were times when they suffered severely from want of food. 22 DISCOVERY AND SETTLEMENT. They used bows and arrows in hunting. The arrows had flint heads, and their hatchets were made out of flint. They cooked their food by roasting it over a fire, or stewing it in unglazed earthenware pots. But since these pots would have been cracked in a fire, they heated the water by putting in red- hot stones. They wore as little clothing as they could in warm weather, and when winter came, they dressed them- selves in skins from the animals which they killed. On great occasions they used ornaments of claws and feathers. When they went to war, they smeared themselves with colored clay. Their houses were made by driving poles into the ground in a circle and drawing their tops together. Then they covered the poles with bark or skins, and the wigwam, as it was called, was finished. Inside there was a hole in the ground for a fire ; and the family slept on skins or bushes. The women, who were called squaws, did the work, not only of cooking, but of planting the corn and gathering it, of dressing the skins, and of making the wigwams. They bore the burdens when moving from one place to another. Until Europeans came, there were no horses in the country. The Buffalo. — As the game upon which they depended moved about the country, so the Indians roved in search of it. The buffalo was an animal every part of which the Indian used. He cooked or dried the flesh, for food. He tanned or other- wise dressed the skin and used it for his bed, and he cut it up for ropes and cords. The mar- row served for fat. The sinews Buffa j 0i made bowstrings. The hair was twisted into ropes and halters, and spun and woven into a coarse cloth, the bones made war clubs, and the shoulder blades were used for hoes. They made canoes from the bark of trees, and paddled along the rivers and lakes. By looking at a map which has no State lines THE NATIVES OF NORTH AMERICA. 23 upon it, one can see what a network of waterways covers the country now occupied by the United States. Their Country. — Living thus out of doors, the Indians learned the ways of bird and beast. They became swift of foot, quick of eye, cunning and ready. They learned to endure hardships; to go a long while without food. They could find their way through the woods by signs which white people never saw. They had names for all the places which they visited. Every waterfall, river, lake, mountain, valley, and cape was named by them, and very many of these names were taken up by white settlers and remain to this day. Some of the names of our States are Indian names. A number of Indians living together and hunt- ing together formed a tribe, and these tribes had their own names. Each tribe had a sachem, who was chief; and the right to be chief often continued in the same family. But if a sachem lost the respect of the tribe, the warriors would choose another, who was usually one of his relatives. 16. The Main Groups of Indians. — There were three principal groups of Indian tribes east of the Mississippi. In the north the most powerful were those which went by the name of the Iroquois. They were made up of distinct tribes, at first five, afterward six, banded together in a league, with laws and gov- ernment. 1 The Iroquois had their home within the borders of what is now the State of New York, but they also drove out the tribes living in the region south of Lakes Erie and Ontario, and on the peninsula east of Lake Huron. The Algonquins, the other great northern group, covered nearly all the rest of the country east of the Mississippi and north of what is now North Carolina. In the south were the Mobilians, comprising Creeks, Choctaws, and Chickasaws. These various groups had each its own language and customs. War was constantly car- ried on between the Iroquois and the Algonquins. They did not meet each other in the open field. The Indian mode of 1 For this reason they are sometimes called the Five Nations or the Six Nations. 24 DISCOVERY AND SETTLEMENT. warfare was to steal through the woods and come suddenly at night upon a camp of the enemy. 17. The Traits in Common Though the tribes differed from one another, all the Indians were in some points alike. They were brave, but they were also treacherous. They never for- gave an injury. They could bear hunger and torture in silence, but they were cruel in the treatment of their captives. They were a silent race, but often in their councils some of their number would be very eloquent. They had many legends about the world in which they lived, and they believed in spirits who lived around them in the water and the air. In each tribe there were " medicine men " so called, who were regarded as magicians. The brave Indian believed that after death he would go to the Happy Hunting Grounds. It is not possible to say how many Indians there were when Europeans first came to this continent. It is supposed that, through wars with one another and with the whites, the race has been fast disappearing; but it is known that during the past thirty years the number has increased. 1 1 A comprehensive book on the Indians is The Red Man and the White Man, by George E. Ellis. Parkman's The Oregon. Trail gives an interesting account of his life among the Indians. The best stories in which Indians figure largely are Cooper's Leather stocking Tales. The most famous poem relating to the Indians is Longfellow's Hiawatha. QUESTIONS. Name the three classes of natives who have left monuments or other signs of partial civilization. What was the appearance of the Indians on the Atlantic coast ? What was their food ? How were they housed ? Describe the uses to which the buffalo was put ? What was their mode of life ? Describe the tribal life. Locate the Iroquois ; the Algonquins ; the Creeks, Choctaws, and Chickasaws. What were their religious ideas ? Name some of the characteristics of the race. SEARCH QUESTIONS. Name some of the more considerable mounds. Name the rivers, mountains, lakes, and towns in your State which have Indian names. THE NATIVES OF NORTH AMERICA. 25 Where are some of the tribes named in this chapter still to be found ? Name some poems with Indian characters. Which of the States have Indian names ? SUGGESTIONS FOR LITERARY TREATMENT. Compositions : An account of explorations in Central America. An account of the Zunis. Description of a mound. The story of an Indian from childhood till he becomes a warrior. An account of some Indians I once saw. Indian characteristics gathered from Hiawatha. Debates : Resolved, That the Indian was better off before the white man came to America. Resolved, That Indian names are better for places in America than European names. Resolved, That the mound builders were identical with the American Indians. Resolved, That the settlers were justified in taking the land from the Indians without paying for it. Resolved, That the Indian can be civilized. CHAPTER III. THE FRENCH, THE DUTCH, AND THE SWEDES. Newfoundland (nu'f und-land') . The name was first applied to all the countries in the northeast discovered by the first English voyagers, but afterward was used only for the island which con- tinues to be so called. Nova Scotia (no'va sko'shia) was so named, later, because of Scotch settlers. The words are Latin for New Scotland. Banks. Shoals in the sea, near the coast. Breton (bret'on). Verrazano (ver-ra-tsa'no). Labrador (lab'ra-dor). Jacques Cartier (zhak kar-tya'). Chaleurs (sha-loorz'). From a French word meaning "heat." Netherlands. Originally both Hol- land and Belgium. The name signified "lowlands." Huguenot (hu'ge-not). Champlain (sham-plan'). De Monts (deh mun'). Acadie (a-ka-de'). The English form is Aca'dia. The Indian form from which the name is derived appears in the ending quoddy, a kind of fish, — as Pas- samaquoddy. St. Croix (sant kroi'). Port Roy'al. The king's harbor. Ignatius Loyola (ig-na'shus loi-o 1 la), 1491-1566. Iroquois (ir-6-kwoi'). Ottawa (ot'ta-wa). Jean Nicolet (zhan ne-ko-la'). Joliet. The town in Illinois named from the explorer has been angli- cized to Jo'le-et. Marquette (mar-kef). Arkansas (ar'kan-sa'). Kaskaskia (kas-kas'ki-a). Chevalier de la Salle (shev'a-ler' deh la sal'). The title chevalier corresponds in general to the English "knight," and means, literally, a rider of horses. La Chine (la shen', China). Hennepin (hen'e-pin). Miami (mi-am '1). Louis (loo-ee'). But the English form "Lewis," is frequently used. D'Iberville (de-ber-veel'). Holland is a short form of " Hollow land," or "low land." Henry Hudson. The Dutch called him Hendrik Hudson. Minuit (min'ne-wit). Christina (kris-te'na). 18. The Breton Fishermen make their Way to America. — While the Spaniards were taking possession of the central and south- ern parts of America, other European peoples were making 26 THE FRENCH, THE DUTCH, AND THE SWEDES. 21 acquaintance with the more northern parts. At this time, by the rules of the Church, nearly two thirds of the days in the year were fast days, on which no meat could be eaten ; and in conse- quence the fisheries had become of great importance. On both sides of the English Channel, and on the western coast of France, a large part of the population was engaged in this business. The fishing grounds near at hand became so exhausted that the hardy fishermen ventured farther each year, until at last they came to the coasts of Newfoundland and Nova Scotia and fished on the Banks, which still furnish a yearly harvest to thousands of fishermen; but they troubled themselves very little about the land that lay near. A few captains, indeed, explored the coast. Cape Breton owes its name to the fishermen from the Breton country in France. When the French king resolved to have a share in the New World, these fishermen became bis best helpers. The explorers whom he sent out naturally gathered their crews in the Breton ports, and found that the men already knew some- thing of the coast. 19. The Voyages of Verrazano and Cartier Verrazano, an Italian sailor, was sent out by Francis L, King of France. He reached the American coast near what is now called Cape Fear, and cruised northward, visiting probably the bay of New York and Narragansett Bay. 1 Like other explorers, he was searching for a passage to India. His voyage convinced him that the land which he had visited was a part of a great continent ; and when he took into ac- count the southern voyages of the Spaniards and Portuguese, he came to the belief that a short passage to India was im- possible, since there must be land all the way from the Strait of Magellan to Labrador. Cartier. — The Frenrh were eager to know more of the new country, but wars followed, and it was ten years before the king took further action. Then he sent two ships to America under 1 Verrazano 's Voyage is the title of No. 17 of Old South Leaflets. It is a translation of his account. 28 DISCOVERY AND SETTLEMENT. 1534. the command of Jacques Cartier, to make further explorations, and still, if possible, to find a way to India. Cartier cruised about the Gulf of St. Lawrence, to which he gave that name. He entered a bay, which, on account of the heat, he named the Bay of Chaleur. There he landed and took possession of the country in the name of the King of France. This ceremony consisted in setting up a cross and fastening upon it the king's coat-of-arms. The next year he St. Lawrence River and Gulf. returned and sailed up the St. Lawrence, saw the great rock on which Quebec now stands, and pushed on as far as to where is now the city of Montreal. 20. Champlain's Discoveries. — An attempt was made by the Huguenots, as those Frenchmen were called who rebelled against the authority of the Pope, to make a settlement in Florida, but it failed, and the seat of the most active French enterprise was upon the borders of the Gulf of St. Lawrence. Cartier had taken possession of the countiy in the name of THE FRENCH, THE DUTCH, AND THE SWEDES. 20 the King of France, but its real occupation was by the hardy men who fished in the waters of the Gulf, and sometimes carried back to Europe furs and skins which they obtained from the natives. The fur trade at last began to tempt adventurers and explorers. The greatest of these ex- plorers was a French gentleman, Sam- uel de Champlain, who made his first voyage to Canada in 1603. He as- cended the St. Lawrence River as far as the site of Montreal, and carried back to France maps of the country which he had seen, and many inter- esting notes concerning the people, animals, and plants. Acadie. — The next year a Huguenot, De Monts, who was in favor at court, received authority to plant a colony in Acadie, the name given to the country claimed bv the French, extend- i rc\A ing from the Delaware River to the St. Lawrence. De Monts took Champlain with him, and established a fur-trading post on an island at the mouth of the St. Croix River, but after- wards removed it across the Bay of Fundy to the Annapolis Basin and named the place Port Royal. (See map, p. 04.) Champlain was persuaded that the banks of the river St. Lawrence offered the best site for a colony, and four years later he ascended the river again and founded Quebec, which became the center of trade, of missions, and of military operations. From this point he made bold excursions into the wilderness. The most important of his associates were not soldiers or fur traders, but priests. Explorations of Champlain and Hudson. 1608. 30 DISCOVERY AND SETTLEMENT. 21. The Jesuits. — During the religious conflicts which had stirred Europe, a Spanish soldier, Ignatius Loyola, had founded the Society of Jesus, or Jesuits, who claimed to be special champions of the Pope. They were like soldiers in an army, bound to one another and to their officers by the strictest rules and by loyalty to their order. The Jesuits had more than a military courage and zeal. They were missionaries of the faith, and were among the first to plunge into the wilderness of Canada. They went there to convert the savage Indian, and endured hardships which no common soldier would have had the courage to meet. 1 22. The French in their Relation with the Indians. — The Indian of the north was a stern, silent man, who knew the rigors of a northern winter, and the perils of the wilderness. His highest idea of courage was to suffer without complaining. When, therefore, the Jesuits and other priests came without weapons, shared the life of the Indians, and were ready to go beyond their bravest men in endurance, the Indians learned to respect the newcomers, and in many cases to submit to them and accept the religion which they taught. The French sol- diers also were willing to live much as the Indians did, and thus easily made friends with them. The Indian tribes were often at war with one another ; and the French, by taking sides with a tribe and going with it to fight its enemies, Avon it over to strong friendship. The most powerful people were the Iroquois. On the north- ern lakes and on the Ottawa River were their bitter enemies, the Hurons and Algonquins, and these persuaded Champlain to "join them in an attack upon the Iroquois. Cham- plain, like other explorers of his day, was bent on rinding a way to China ; and since the tribes at war with the Iroquois could be of most service to him, he formed an alliance 1 Parkman's Pioneers of France in the Neiv World and The Jesuits in North America give very interesting accounts of these early French enterprises. The Jesuits sent home letters detailing their experiences. These Relations, as they were called, have been translated and published in a series of volumes. THE FRENCH, THE DUTCH, AND THE SWEDES. 31 with them. He gained a victory over the Iroquois, which made them lasting enemies of the French, but he returned after discovering the lake which bears his name. 23. Exploration of the Great "West. — The St. Lawrence af- forded a way into the interior, and as early as 1615 Cham- plain reached Lake Huron with the flag of France ; and on the map which he drew, is shown in the vague region beyond, the home of a people whom he describes as "a nation where there is a quantity of buffalo." This land was the great prairie where were villages of the Illinois tribe of Indians. As gov- ernor of New France, he sent his interpreter, Jean Nicolet, in 1G31 on a tour of exploration, and Nicolet set foot on what is now the soil of Michigan and also penetrated Green Bay in Wisconsin. Champlain died shortly after, and no great leader of the French took advantage of ISTicolet's report. Joliet and Marquette. — It was not till 1672 that Louis Joliet, born and bred at Quebec and familiar with the Great Lakes, was sent out to discover the mouth of the great river of which many reports had come from the Indians. This was the Mis- sissippi, and no one knew whether it flowed into the South Sea, as the Pacific Ocean was called, the Gulf of California, or the Gulf of Mexico. Joliet's companion was the priest Marquette. They descended the Wisconsin Kiver, already known, to the Mississippi, visited some Illinois villages, and kept on as far as the mouth of the Arkansas River. Then fearing to fall into the hands of the Spaniards, they returned, and leaving the Mississippi at the Illinois River, ascended that river, and at last reached Lake Michigan. They had made it clear that the Mississippi flowed into the Gulf of Mexico. Marquette after- ward established a mission amongst the Illinois Indians at Kaskaskia, and spent a winter within the limits of the present city of Chicago. J 1 In Marquette's journal of the winter of 1674-75, the name of an impor- tant Indian is preserved in Chachagou-ession, a man much esteemed, he says, partly because he concerned himself with trade. It, is supposed that the name " Chicago " was adopted from this name. 32 DISCOVERY AND SETTLEMENT. 24. La Salle and his Adventures. — Thus the discoverer and the missionary were the pioneers in pushing forward the boun- daries of New France, and they were followed by men who more distinctly took possession of the new lands in the name of the King of France. Chief est of these was the Chevalier de la Salle. He came out to Canada to seek his fortune, and was granted a tract of land a few miles beyond Montreal. There he gathered men about him, and made a fortified settle- ment, as a center of the fur trade. The name given to the place, La Chine, shows what was on La Salle's mind ; he was filled with a desire to find the South Sea, and he proposed to conquer the country on the way and bring it under the sover- eignty of France. La Salle built a strongly fortified post on Lake Ontario, near the present town of Kingston. This was to be the start- ing point of his expeditions ; and from here, in 1G7S, he made the first of a series of journeys which lasted nearly ten years. One of the parties sent out by him, a friar, Louis Hennepin, was the first to see and describe the Falls of Niagara. La Salle built vessels and explored Lakes Erie, Huron, and Michi- gan. He built forts on Lake Ontario, on Niagara River, on the Illinois River where Peoria now stands, meaning by the chain of forts to hold the land for France. The Mississippi Valley taken Possession of for France. — At last La Salle made the great journey for which he had been planning. With a party of Frenchmen and Indians l he set out from Fort Miami, on the Maumee River. He carried " his canoes from stream to stream, until he reached the Mississippi and floated down its current. He passed from winter into spring, and at every stage of his progress he felt his great dreams to be turning into realities. He came among people who had never seen a white man. Everywhere he took 1 It is an interesting fact that these Indians were mainly Mohicans who had heen driven west by the results of King Philip's War (see Section 48, below) , and that it was New England Indians who thus voyaged with him to the Gulf of Mexico. THE FRENCH, THE DUTCH, AND THE SWEDES. 33 possession of the country in the name of Louis XIV., King of France, while the Indians looked on in ignorant wonder. Louisiana. — Upon the marshy borders of the Delta, La Salle formally claimed for his master the vast territory drained by the Mississippi and its tributaries, and named it Louisiana. It was now the king's by title, and he meant to make it 1682 the actual property of France. He retraced his course, and laid plans for a fortified settlement upon a great rock on the Illinois River. Here he meant to have a trading post, and a defense against hostile Indians. It was to be one of the links in a great chain of fortified posts between the Lakes and the Gulf. He named the. place Fort St. Louis, but it is now known as Starved Rock. La Salle returns to France. — He hastened back to France, where his wonderful journey made him a hero. A man who could add an empire to France was not likely to be denied what he asked for. With two great rivers under their control, the St. Lawrence and the Mississippi, the French would have the whole vast interior of the continent in their hands. AVhen, therefore, La Salle laid before the king his wish to build a fort at the mouth of the Mississippi, and establish a colony there, the king at once aided him and placed four ships under his command. The king was more ready to do this because he was at Avar with Spain, and hoped by this means to attack the Spanish possessions in America. The Failure of La Salle's Plans. — The expedition sailed with great expectations, but failed miserably, and La Salic himself was treacherously killed, when trying to make his way to Canada. His discoveries, however, led the French to send out an expedition under DTberville, 1C99 and to make a settlement near the mouth of the Mississippi. A communication was kept up with Canada by means of the great river. Military posts were planted at intervals along the way. There were settlements about them, to which the Indians came to trade. At each, also, was a mis- sion of the Church. Indeed, the priest often came before the D 34 DISCOVERY AND SETTLEMENT. soldier, and the mission house and chapel rose before the barracks. 1 25. The Dutch in Holland. — While the French were thus finding their way into the interior of the continent, by means of the great rivers and lakes, another European people were also taking advantage of a water highway. The Netherlands had revolted from Spanish rule and established a vigorous Protestant . state, known as the Dutch Republic. The land which it occupied, now called Holland, was protected ' from the ocean by great dikes, and crossed by a net- work of canals which connected with arms of the sea and with navigable rivers. The land lying between the canals was very rich, and was cultivated with great industry ; the canals were the roadways for boats which plied between different parts of the country, and made all the towns busy with trade and commerce. 2 Dutch Enterprise. — The Dutch were also famous fishermen. Their vessels swarmed about the coast and in the North Sea; and, since this sea was a dangerous one, the Dutch sailors became brave and daring, skillful in managing their vessels and in act- ing as pilots. They were the merchants for all the neighboring countries, carrying their vessels into the ports and rivers of Europe, and sending out fleets to the East Indies, whence they brought back spices and other products of the tropics. Their enterprise and courage made the Dutch, with their little terri- tory, able to resist the power of the great kingdom of Spain. 26. Henry Hudson and the New Netherland Company. — In con- sequence of this trade and industry, great cities sprang up in Holland. The merchants formed companies, the better to carry on their trade; of these one of the most important was the East India Company, which was very anxious to find a 1 See Parkman's La Salle and the Discovery of the Great West. Nos. 5 and 6 of Historical Classic Readings are very pertinent here. 2 A useful little book, and one which gives an idea of the Dutch connection with America, is Brave Little Holland, and what she has taught us, by W. C. Griffis. A most interesting picture of life in Holland is to be found in Mrs. Dodge's bright story, Hans Brinker, or the Silver Skates, as also in her later book, The Land of Pluck. THE FRENCH, THE DUTCH, AND THE SWEDES. 35 shorter route to the East Indies than by the long and perilous passage round the Cape of Good Hope. In 1609 they engaged an English captain, Henry Hudson, to find such a passage. He first tried the northeastern route ; but when he was blocked by the ice, he turned back, and determined to find some open- ing in the land which lay to the west. Hudson ascends the North River. — He crossed the Atlantic, and came upon the opening which is now the harbor of New York. He discovered the great river flowing into it, and sailed slowly up its stream in his ship, the Half Moon. He went to the head of navigation, and then sent out parties to explore. They returned with reports which showed that the river les- sened as they went up higher, and he sailed down the river again, crossed the Atlantic and entered an English port. Hudson sent to the East India Company at Amsterdam an account of what he had discovered ; but the English would not let him return to Holland. He sailed again the next year for an English company, and discovered a great bay in the frozen north. The river and the bay both bear his name, though the river has also always been known as the North River. First Dutch Settlements. — The East India Company was dis- appointed that Hudson had not found a new route to India, and paid little attention to his discovery of a great river and a noble country. Some Amsterdam merchants, however, saw an oppor- tunity for trade, and sent out vessels to obtain furs, a com- modity very much in demand in the cold northern countries of Europe. The traders established themselves at the mouth of the Hudson River, on the island which was called by the Indians Manhattan. They made explorations up and down the coast, and soon found how rich the country was, and how easy it was to obtain valuable furs in exchange for a few paltry trinkets. A company was formed, called the New Netherland Company j which had the sole right for three years to occupy this territory and trade there. It erected forts on Manhattan Island, and on the site of Albany, then called 36 DISCOVERY AND SETTLEMENT. Fort Orange, 1 and gave the name of New Netherland to the country. 2 27. The West India Company. — When the rights of the com- pany ceased, a new and more powerful company was formed in Holland in 1621, called the West India Company, with full control of New Netherland. It was a trading company like the others, but it was intended also to dispute the Spanish power in America. The Dutch captains, like the English, found a profitable business in capturing Spanish vessels. The West India Com- pany encouraged people to settle on its lands ; it explored the North River and the South River, now known as the Delaware ; and villages grew up about Fort Orange, and at New Amsterdam, as the Dutch called the settlement on Manhattan Island. Patroons. — In order to induce men to occupy New Netherland, the company gave to any of its members who should buy land of the Indians, and form a col- ony of fifty persons, the right to almost absolute power over land and colonists. These owners were called patroons, and they acquired very large estates. The patroons sent out farmers, cattle, and tools. They established trading posts also on the Connecticut, as well as on the North and South rivers. 28. New Sweden. — The Dutch and the Swedes had much in common, especially in their religion, for they were both strong Protestant countries ; and after some unsuccessful attempts on the part of Sweden to plant colonies in America, a Swedish- 1623. Flag of the Dutch West India Company, 1 The Dutch pronounced this name somewhat like Aurania. - In Higginson's Young Folks' Series, No. 7, is Henry Hudson and the New Netherlands. THE FRENCH, THE DUTCH, AND THE SWEDES. 37 Dutch trading company was formed. Peter Minuit, who had been prominent in New Amsterdam, was the leader of a colony which reached the shores of the Delaware River in the spring of 1638. The colonists purchased land of the Indians on the west bank of the river and built a fort near the site of the present city of Wilmington, Delaware, which they named Fort Chris- tina, after the Queen of Sweden. 1 The queen and her coun- sellors determined to make the colony more distinctly Swedish. Emigration was encouraged, the Dutch interest was bought out, and active measures were taken to make a flourishing settlement. The Dutch invade New Sweden. — At first the relations be- tween the Swedes and the Dutch of New Netherland were friendly, but as years went by the Dutch were unwilling to see their settlements on the Delaware fall into the hands of the Swedes, and they invaded New Sweden, as it was called, besieged Fort Christina, and gained control of the region. Sweden made a slight effort to recover the terri- tory, but emigration ceased. The families already planted there, however, continued to flourish under Dutch rule; and many well-known families in our day along the Delaware are descendants of these Swedes. 1 Hawthorne has a sketch of Queen Christina in his Biographical Sketches. QUESTIONS. Why had fish become so important to Europe in the sixteenth century ? How were the fishermen helps to the early French explorers ? When did Verrazano set sail and with what object? What was the result? What Frenchman followed him and what did he accomplish ? In what part of America were the French more permanently settled ? What made the occupation of the St. Lawrence River country most effective ? What two industries attracted Frenchmen thither? To what French explorer are we especially indebted for early knowledge of the country ? How has his name become permanent in America? Who was Loyola and what order did he found? How did the Jesuits differ from other priests? How did they attempt to convert the Indians? How did the French 38 DISCOVERY AND SETTLEMENT. make lasting enemies of the Iroquois ? Describe the successive explora- tions in the west of Champlain, Nicolet, Joliet. What is the first known reference to Chicago ? What was the date of La Salle's coming to Canada ? In what part of the St. Lawrence River does the name of his settlement survive ? Who first saw and described the Falls of Niagara ? Narrate the explorations by La Salle which ended with the full discovery of the Mississippi. What Spaniard once discovered the lower waters of that great river ? Where did Louisiana get its name ? What did that name at first cover ? What did the French do to hold possession of the Mississippi ? What is the nature of the country of Holland ? Under what rule was it once ? What made the Dutch merchants, navigators and fishermen ? What was the Dutch East India Company, and why did it send Hudson to this country ? Where did Hudson go ? What became of him ? What was the immediate effect of his discovery ? What was the nature of the Dutch occupation ? Narrate the successive stages in the Swedish occupation of the Delaware country. SEARCH QUESTIONS. Name some places in the United States which show signs of former French occupation. How near did Champlain and Hudson come to each other in their explorations ? The French Huguenots failed in making a settlement in Florida. There was a tragedy at Fort Caroline. What was it ? By what right does a nation lay claim to the territory of a country ? Where and when was made the first permanent French settle- ment in America? Why did not Champlain continue his explorations southward after discovering Lake Champlain ? What explorations did Champlain make along the Atlantic coast? What is the origin of the word "Montreal " ? Where do our furs to-day come from ? Find some names in New York which are of Dutch origin. What price was paid by the Dutch to the Indians for Manhattan Island ? SUGGESTIONS FOR LITERARY TREATMENT. Compositions : A contrast of Chachagou-Ession and Chicago. A description of Niagara Falls as they must have been when Hennepin made his discovery. Hudson's explorations in the bay that bears his name. Deisatk : Resolved, That it was better for after generations that the Dutch rather than the French should have settled on the shores of the Hudson. CHAPTER IV. THE ENGLISH IN AMERICA. I. Cabot (ka'bot). Be'ring. The strait so called was named from its discoverer, a Dane. Plymouth (pllui'uth). Raleigh (raw'li). Pam'lico. Ro'anoke. Gosnold (gos'nold). Newport News (nobs). A cape at the entrance of the James River. The name originally was New- port-Newce, Sir William Newce, the marshal of the colony, being a neighbor of Newport. Parliament (par'li-ment). The body in English government which corresponds to our Con- gress. The word is from the French, and means "the talking body." Powhatan (pow-ha-tan'). Pocahon'tas. Pyrites (pi-ri'tez). A yellow dust of no value, that looks like gold. Delaware. The old form is "de la Warr." Pat'ent. A legal paper giving special rights. The term is now used of inventions, but formerly it covered the right to plant col- onies and hold land. Leyden (H'den). Delft Ha'ven. The harbor at Delft, in Holland, eight miles from Delft, and near the city of Rotterdam. Mayflower. The English May- flower plant was the hawthorn ; but the name in America was ap- plied, very early, to the trailing arbutus, which is abundant in the woods near Plymouth. The Speedwell was also named from an English flower. Charter. A patent gave rights to hold property or to trade. A charter gave, besides, certain rights of government. Massachusetts. This was the name, as the English wrote it, of a tribe of Indians occupying the country. Harvard University, at Cambridge, Massachusetts, takes its name from .John Harvard, a minister of Charlestown, who left his li- brary and half of his property to the college, which had been determined upon two years before his death. Groton (gr&'ton). Suffolk (suf'fuk) = South Folk. Windsor (win'zer). Connecticut (kon-net'i-kut). An Indian name, meaning "the long river." Gorges (gor'jez). Saco (sa'ko). Piscat'aqua. 39 40 DISCOVERY AND SETTLEMENT. Maine is said to derive its name from the use of the term to dis- tinguish the mainland from the islands on the coast. Commonwealth. The name by which England was called when under the rule of Parliament and Cromwell. Stuyvesant (sti've-sant). Revenue. The money received from taxes and custom-house dues. The Great Harry, — the First Famous Ship of the English Navy. Built in 1512, 29. The First English Discoveries. — Each of four great nations of Europe made its separate entrance into America, and at the first occupied its separate territory; and each was look- ing for India. The English were very early on the ground. In 1497, but five years after the first voyage of Columbus, John Cabot, a Venetian captain, living in England, sailed out of Bristol in search of a northwest passage to India. He came upon the coast of North America near Cape Breton, and on a second voyage the next year followed south a,nd westward nine hundred miles. 1 1 Documents describing the Voyage of John Cabot in 1497 will be found in No. 9, American History Leaflets. THE ENGLISH IN AMERICA. 41 The English at first paid little heed to these discoveries made by Cabot. They were intent on rinding a way to India by the northeast; and only by repeated failures to get through the Arctic Ocean north of Asia, did they turn their attention to the Northwest Passage. 1 During the earlier part of the sixteenth century, England was inferior in power to Spain and France, but it gathered strength, especially at sea. 2 The south and west coast of England contains the harbors from which most of the vessels sailed, and the busiest of these was the harbor of Ply- mouth. Near by lived Sir Francis Drake, who, like Balboa, had seen the Pacific from Pan- ama, and could not rest till he had sailed upon it. So, in the autumn of 1577, Drake set sail with a fleet of five ves- sels. Three years later, he sailed into Plymouth har- bor with a single ves- sel. He had visited the coast of what is now California, and, cross- ing the Pacific Ocean, had rounded the Cape of Good Hope, and thus sailed round the globe. All England rang with his fame. 30. Sir Walter Raleigh and his Ventures. — A great rivalry sprang up between England and Spain, which was partly com- 1 The Northwest Passage has never heen made by any vessel. The lirst party of Europeans to make the journey between Bering Strait and Baffin's Bay was Captain M'Clnre's in 1852-5:5, which went partly by water, partly over ice. 2 See, for a spirited tale of this period, Charles Kingsley's Westward Ho ! 1580. Sir Francis Drake, Born about 1545 | died 1595. 42 DISCOVERY AND SETTLEMENT. mercial, partly religious, and English statesmen turned their eyes toward the New World where Spain had acquired great wealth. One of these statesmen, Sir Walter Raleigh, was occupied with great affairs in England, but he had large de- signs for colonizing America. Heretofore, Spaniards and Frenchmen had built forts and overrun the country, but their possession had been a military possession. Raleigh and other Englishmen had it in mind to occupy the land with families, to till the soil and make homes. Raleigh sent two ves- sels to explore, which sailed by way of the Canaries and West In- dies; and coming upon the shore of what is now North Carolina, anchored in Pamlico . Sound, and visited Roa- noke Island. The ex- plorers brought back glowing accounts of the land and the people, and Raleigh obtained con- sent from the virgin Queen Elizabeth to name the country after her, Virginia. This name was at first applied to all the country lying between the French posses- sions and the Spanish, and extending no one knew how far to the west. Raleigh at once laid plans for a great colony. In the spring of 1585 he sent out seven ships, which carried a hundred colo- nists, several of whom were men of learning and fame. The settlers got into trouble with the Indians and in a year or two returned to England, bringing with them the first tobacco Sir Walter Raleigh. Born 1552. THE ENGLISH IN AMERICA. 43 1587. u*\ h W Cape Charles J> Cape Henry K5 O o ever seen in Europe. Raleigh was not discouraged. The next summer he sent out a fresh expedition, which for the first time included women. A child, named Virginia Dare, was born in the colony, the first born in Amer- ica of English parentage. She was the granddaughter of John White, the governor of the colony. The Lost Colony. — White returned to England for further help; he found the country engaged in a new war with Spain, and it was three years before he could get back to Virginia. When he did return, not a colonist was to be found, nor any trace of the company beyond a few letters cut in the bark of a tree. Raleigh sent vessel after vessel in vain search for the lost colony. He him- self fell into trouble at home, and at last could do nothing more in Virginia. He said, "I shall yet live to see it an English nation." But he did not live to see this. He was a victim of the troublous times which were coming upon England, and was put to death by King James I. He intended his colony to bear the name of Raleigh, and that name was after- wards given to the capital of the State formed from the hi ^ Cape Lookout The Coast visited by Raleigh's Vessels. ieia 44 DISCOVERY AND SETTLEMENT. region in which he sought to plant his colony. It is a famous name in English history, and the story of Raleigh's attempt shows how the greatest Englishmen were thinking of the New World. 31. The Virginia Company. — In the year in which Raleigh sent out his last vessel to search for the lost colony, 1602 the Earl of Southampton sent Bartholomew Gosnold, with a small vessel, to plant a colony in Virginia. Gosnold reached the coast near Casco Bay, sailed south, and visited a cape, to which he gave the name of Cape Cod, which it has ever since borne. When he returned to England with accounts of the country which he had visited, he persuaded a number of men of influence to form the Virginia Com- pany, an association somewhat like the stock companies of our day, but designed chiefly for trade and for settling new lands. This company received the right to hold all the land from Cape Fear to the St. Croix River. King James I., who suc- ceeded Queen Elizabeth, was anxious to increase his own power, and to make the royal family more independent of Parliament and the people. The patent which he gave the Virginia Company, therefore, provided care- fully for the government of such colonies as the company might form. The king was to appoint the managing council. The Virginia Company was in two divisions, called the Lon- don Company and the Plymouth Company. The former, com- posed chiefly of men living in London, was to trade and form colonies in the southern part of the territory. The latter, composed of members living about Plymouth, was to control the northern part. The Jamestown Settlement. — The next year the first per- manent settlement by Englishmen in America was made. The London Company sent out about a hundred men in a fleet of three vessels, commanded by Captain Christopher Newport, 1 who was instructed to land on Roanoke Island. A storm arose off the coast, and drove the fleet into 1 His name remains in Newport News. THE ENGLISH IN AMERICA. 45 Chesapeake Bay, which they entered for shelter. They were so attracted by the beauty of the place that they determined to settle there; and after exploring the shores of a river, which they named the James from the King of England, they chose a low peninsula x for their settlement. There they landed, May 13, and called the place Jamestown. They had named the two capes at the entrance of the bay, Cape Hen- ry and Cape Charles, for the sons of the king. 32. The Founding of Virginia. — Not half of the colony had ever worked with their hands. Most of the members were gentle- men who hoped to find gold at once, and make their fortunes; but they fell to work in the pleasant wea- ther, cut down trees, built huts, and made rude clapboards, with which they loaded 9 L — C.Henry First Settlement in Virginia. two of the vessels, and sent Captain Newport back with them to England. He was to return with supplies. A terrible summer followed. The peninsula, which they had chosen for security against the Indians, was an unhealthy 1 What was then a peninsula lias since become au island. 46 DISCOVERY AND SETTLEMENT. spot, and a pestilence swept away half the colony. If it had not been for some Indians, who brought them corn, the rest would have died of starvation. The frosts of autumn stayed the pestilence, and the colony then found an abundance of game. The Indians, for the most part, were friendly, but they had not forgotten the wrongs which they had suffered from the parties sent out by Raleigh; and the English were too ready to use their guns whenever they fancied the Indians meant to attack them. The Story of Pocahontas. — The most powerful chief in the neighborhood was Powhatan, who had his principal village on the bank of what is now York River. Captain John Smith, the real leader of the colony, was exploring the coun- try with two men, when the Indians fell upon them, killed the two men, and carried Smith captive to Powhatan, who deter- mined to put him to death. Smith tells the story that, at the moment when his head was laid upon a stone, and Powhatan stood with an uplifted club ready to dash out his brains, Pocahontas, a young daughter of the chief, rushed in and begged her father to spare the white man's life; whereupon Smith was released. Certain it is that Powhatan, after this, treated the English kindly ; and Pocahontas, who was a lively Indian girl, made friends with them, visited Jamestown, and finally married one of the colonists named John Rolfe, with whom she went to England. She was greatly admired there as an Indian princess, but died before she could return to Virginia. Hunting for Gold. — The company in England still believed that Virginia was near India; and when they heard stories about Powhatan, they imagined him to be a king of great importance, and sent a crown to be placed on his head. They bade the colonists also hunt for gold, and for the South Sea, as the Pacific Ocean was called. Captain Smith had sailed up the rivers and about the bays without finding any way through to India. He made expeditions up the Atlantic coast also, and published more than one account of his voyages, with TTTE ENGLISH IN AMERICA. 47 maps. Indeed, he did more perhaps than any single person to make the new country known in England. Some people had discovered a substance, which they supposed to be gold. Captain John Smith. Born 1580; died 1631. They loaded a ship with it and sent it back to England; but it proved to be iron pyrites, or fool's gold. Reinforcements from England. — In spite of the ill success of these first ventures, there was a strong conviction in England that emigration to Virginia was a good thing, and that this 48 DISCOVER Y AND SETTLEMENT. new country would give a fresh chance to the multitude of poor in England. A new charter was obtained by which the company could manage its affairs and emigration better. Sermons, even, were preached in the churches, advising the poor to go to Virginia. When finally, after various disasters, a fleet commanded by Lord Delaware, who had been appointed Governor of Virginia, drew near the settlement, it met the wretched colonists coming down the river. They had been so discouraged and were in such trouble with the Indians that they had determined to abandon Virginia. Tobacco. — A change at once came over the colony. Lord Delaware was the first of a succession of governors who man- aged Virginia very much as if they were kings with absolute power over their subjects. They made very severe laws, and compelled every one to work for the company. They built forts, and on the slightest pretext attacked the Indians and burned their villages. The settlements on the James River began to thrive, and large plantations were formed. The set- tlers began to plant tobacco after the custom of the Indians about them, and to export it to England. In vain did the King of England, James I., write a tract against the use of the weed. It became at once popular in England, and the chief source of wealth in Virginia. 33. The Separatists. — One year after the first English colony was planted at Jamestown, a number of families from the northeastern part of England made their way secretly to Holland, where they settled, first in Amsterdam and after- ward in Ley den. They belonged to a. class of religious per- sons known as Separatists, because they had separated from the Church of England. The Church of England had separated from the Roman Catholic Church; but these Separatists declared that the teachings of the one church were but little different from those of the other. They believed that true religion is simple, and that when a few people come together with their Bibles, they can teach one another all that is needed for a THE ENGLISH IN AMERICA. 49 religious life. The Church of England demanded obedience; and since it was a part of the government of the land, it could enforce this obedience by fines and imprisonment. The Separatists had few noble or rich men in their number; there- fore they were not influential. But they believed devoutly that right was on their side, and for ten years they continued to leave the country rather than submit to the laws of the Church of England. The Separatists in Holland. — In Holland they were among a crowded people, speaking a different language and having different manners. As their children grew up, it became clear to the parents that they would learn the Dutch language, marry, settle in Holland, and cease to be English. The wiser among them looked earnestly, therefore, for some country where they could keep their English ways. This was espe- cially needful since a truce of twelve years between Spain and Holland was drawing to an end and war might soon break out. They could not go to Jamestown, because the Church of England ruled there; so their friends in England formed a company and agreed to send them to the northern part of the territory claimed by the London Company. 34. The Pilgrims. — A part of the Separatists set out first, to prepare the way. They sailed in the Speedwell from Delft Haven, in Holland, to Southampton, in England. There they were joined by the Mayflower ; but after putting out to sea, the Speedwell was found to be unsafe, and they turned back to the harbor of Plymouth. Here they decided to abandon the Speedwell. A few gave up going altogether, and the rest, a hundred and two 1 in number, crowded with their goods into the little Mayflower. They tried to reach the Jersey coast, but were driven out of their course by storms; at last they cast anchor in the harbor of what is now Provincetown, at the end of Cape Cod. As soon as they had landed, they fell upon their knees and 1 One died on the voyage, and a child, Oceanus Hopkins, was born ; so that the number remained the same. E 50 DISCOVERY AND SETTLEMENT. blessed God for having brought them safe across the ocean. And since they had been moved chiefly by religious reasons, and had wandered far from their first home, these men and women have come to be known in history as the Pilgrims. The spot on which they had landed was not suitable for a settlement, especially as there was no good water to be had. Parties were sent out to explore the coast and the bay. ^tsssasSsitii The Mayflower. Landing of the Pilgrims. — The reports which they brought back led the whole company to return to the Mayflower, and sail across the bay to a sheltered harbor, where they cast anchor. They were pleased to find a brook of pure water which flowed down a hillside opposite the harbor; and there were fields which had been cleared by the Indians for planting. The place had been marked Plymouth on a map which Captain John Smith 1 had made of the coast; that was the name, too, 1 Smith had offered to go with the Pilgrims and help them settle in America, but they declined his offer. THE ENGLISH IN AMERICA. 51 of the last place they had left in England, where they had many friends. Plymouth, therefore, was the name they gave to the settlement now formed. A large rock, the only one in the neighborhood, is pointed out as the spot upon which the exploring party that discovered the place is said have landed. The twenty-second day of December is observed as the Land- ing of the Pilgrims, although the Mayflower did not arrive till five days later. The year of the landing was 1020. 35. The Plymouth Settlement. — While the Mayflower lay in Provincetown harbor the Pilgrims signed a compact l for gov- ernment, for they supposed themselves in a region not held by any English company. By this compact they agreed to stand by one another, and to obey the laws which they might make for the rule of the colony. Not much government was required, for nearly all were of one mind. They were chiefly anxious to have among them those of the same faith ; for they had braved the seas because they hoped in this new land to keep what they valued most, — their religion. During the first winter some of the Pilgrims lived in the rude huts which they had built, and some remained on board the Mayflower. Half of the company died before the winter was over. Although they had suffered so much, not one went back to England when the Mayflower sailed in April. New companies were sent out from England to Plymouth and its neighborhood, but all were not of the same spirit as the Pil- grims. Since Plymouth proved to be in part of the country held by the Plymouth Company, the colonists came under the control of that company, but it granted them the right to some self-government. They had at first much fear lest the savages should molest them, and they looked for military guidance to one of their number, a short, thickset man, Captain Miles Standish, 2 who had seen fighting in the war between Holland and Spain. But 1 This compact is one of the four great documents in American history which arc given in the Appendix. 2 Longfellow wrote a famous poem called The Courtship of Miles Standish. 52 DISCOVERY AND SETTLEMENT. there had been a plague not long before which had swept away most of the Indians in the neighborhood, and those who re- mained were, for the most part, disposed to be friendly. 1 36. The Puritans. — The Pilgrims kept up a connection with their friends in England, and their settlement in Amer- ica caused much interest among those Englishmen who were known as Puritans. These were so nicknamed because they claimed to be seeking purer church ways; but they were still members of the Church of England. Unlike the Separa- tists, they formed a political as well as religious party, and they stood for government by law through Parliament against government by the will of the king. A crisis came when King Charles I. dissolved Parliament. He meant to rule in his own name, and most of the bishops of the Church were on his side. The Puritans were greatly alarmed. They thought that there would be no civil liberty in England when the king ruled without con- sulting Parliament. They feared that the bishops would lead the people back to the Church of Pome. A great many wished to escape from England, and they began to think of the country beyond the seas as a place of refuge. The old England was going to ruin; they would set up a new England there. If liberty was in danger in England, they would give liberty a new home. A trading company had just been formed, under the title of "The Governor and Company of the Massachusetts Pay in New England." It was composed of Puritans, and had a charter from King Charles giving a territory described as 1 There is an interesting series of historical romances dealing with the life of the Plymouth colony, written hy Jane Goodwin Austin. The first is called Standish of Standish. Goodwin's The Pilgrim Republic is a comprehensive account. The most thorough condensed study of the Pilgrims is Arber's The Story of the Pilgrim Fathers. The most famous contemporary work is Brad- ford's History <>f Plymouth Plantation. A readable portion of this is easily accessible in No. 3 of llist,,ri<-nl Classic R<-<<22, but some Frenchmen captured the little vessel Fortune, which sailed between the colony ami England, and carried off the narrative. THE ENGLISH IN AMERICA. 53 extending from the Atlantic to the Western Ocean, and from three miles above the Merrimac River to three miles below the Charles, and their branches. The members could make laws for the government of the territory, but these laws must not oppose the laws of England. 37. The Migration of the Puritans. — There was nothing novel in such a charter. Other companies had been formed before and had received similar charters. But the company, after the king dissolved Parliament, was suddenly enlarged. Many English gentlemen of education and rank sold their property in England and joined the company. The most conspicuous of them was John Winthrop, a gentleman from Groton, in Suffolk County, a part of England where there were many Puritans. He was chosen governor of the company. 1 They determined to go over to America, carry the charter with them, and take possession themselves of the territory belonging to the company. This was a bold step. Before, the company in England had sent out colonists, and had managed the affairs of the colony in London. The king and his court were close at hand to interfere. ISTow, the company would itself be in America, at a distance from the king, and man- aging its own affairs on the spot. In the spring of 1630 not far from a thousand persons left England and sailed for the shores of Massachusetts Bay. They went first to Salem, for it was Puritans who had founded that place. But the settlers advised them to seek a place near the head of the bay. They went accordingly to what is now Charlestown. Then the most of them crossed the Charles River to a peninsula. It could be easily defended; it had good springs of water, and before it lay a wide harbor. Since their chief minister, John Cotton, came from Boston in Eng- land, and many others from its neighborhood, that name was given to the place. Others who came from Dorchester in England gave that name to a place near by. The English very often gave the names of their old homes to new settle- 1 See his life l>y J. Twichell. 5-4 DISCOVERY AND SETTLEMENT. ments in America, just as in western States to-day we find names of towns copied from those in the East from which their first settlers came. John Winthrop. Born 1587 ; died 1649, 38. The Settlement at Boston. — The peninsula of Boston was at that time connected with the mainland by a narrow neck over which the sea would Avash. This peninsula was uneven in surface, having high hills and marshy hollows, and was bare of wood. No Indians lived upon it, and there were very THE ENGLISH IN AMERICA. 55 few signs of any Indians in the neighborhood. Three or four Englishmen only had made clearings about the lower bay. The people who took possession of this territory had come to stay, and did not mean to be dependent upon England. All, from the governor down, applied themselves to some useful occupation. They began at once to cultivate the land, both on the pen- insula and in the farms which they laid out in the surround- ing country. Since the colony was by the Avater side, the business of fishing early became important. Within a year shipbuilding began. The governor built a bark of thirty tons' burden, called the Blessing of the Bay. 80011 a fleet of ves- sels, large and small, built in the colony, were sailing out of Boston and Salem harbors, and smaller ports, to Virginia and Bermuda, and across the ocean to England. 39. The Beginnings of Massachusetts. — While this bustling life was adding strength and wealth to the colony, the people were showing in other ways that they intended to establish a State. They set up schools for their children, and they laid the foundation of a college, which has grown into the prosperous Harvard University. In England the Puri- tans had tried to strip the Church of all forms and ceremonies which seemed to them to make it like the Church of Rome. Thus it was easy for them, when they came to America and were left to themselves, to carry out their ideas. They formed churches upon the plan of a mutual covenant or agree- ment, and chose their own pastors and teachers ; in this they were influenced by the Pilgrims. The Puritans in England had also been unwilling that the king should have the power to rule the people without giving them a voice in the govern- ment. In Massachusetts they meant to manage their own affairs; and they agreed that none should vote but those who were members of the churches which they formed. As the number of inhabitants in the colony increased, and towns were established at distances from one another, it became impossible for all the voters in the colony to meet together. 56 DISCOVERY AND SETTLEMENT. Thus it came about that the voters in each town chose persons to represent them at a General Court of the whole colony which met in Boston. For ten years the colony grew rapidly. Within those years about twenty thousand persons crossed the Atlantic to New England. It was the first great migration of Englishmen, and it was mainly a migration of Puritans. 1 40. The Settling of Connecticut. — It was not long before the settlers began to push into the interior. The Blessing of the Bay made a cruise in Long Island Sound, and came back with reports of the Connecticut River. Some people of ' Plymouth who heard of the richness of the river valley made a settlement on its banks at what is now Windsor. The Dutch from New Amsterdam had already built a fort and trading post six miles below, at the place where Hartford now stands; their purpose was to get furs from the Indians. Then a number of people from towns in the neighborhood of Boston moved to the same river, with all their goods and cattle. A whole church with its minister went through the woods into the new country; and three towns were formed, — Windsor, Wethersfield, and Hartford. In 1637 these towns united to form a General Court for the government of the colony of Connecticut. Saybrook and New Haven. — Meanwhile a patent had been given to two English noblemen, Lord Say and Sele and Lord Brook. This patent gave them the land bordering upon the Connecticut River; and in 1635 John Winthrop, son of the Governor of Massachusetts, came from England with a colony to take posses- sion. He drove the Dutch away from the mouth of the river, where they built a fort, and he planted there the town of Say- brook. Another colony of English Puritans was established at New Haven. It bought its land from the Indians. 1638 Thus there were three colonies within the borders of what is now the State of Connecticut. Saybrook afterward 1 In my Boston Town will be found a detailed narrative of the early life in Massachusetts. No. 8 of Higginson's Young Folks' Series comprises The Pil- grims at Plymouth and The Massachusetts Bay Company. e. Ipswich./V Glouceste^ "'' 1 e*i»* San-US \FL ^ •S t* V y^ w P ^ *>i ^ .Ji^— ^ /MARTHA'S ?A VINEYARD ^ A^ CUTTYHUNK^ c^-T MAKT HA S ^VINEYARD 58 DISCOVERY AND SETTLEMENT. became a part of the Connecticut colony, which had its seat of government at Hartford. 41. The Beginning of Rhode Island. — Rhode Island was formed partly by colonists from Massachusetts Bay and partly by companies from England. But the colonists from Massa- chusetts Bay did not go to Rhode Island of their own will. They differed from the rulers at Boston, and were compelled to find some other home. They went to Narragansett Bay, which was claimed by the other colonies. The Puritans had come to Massachusetts Bay to be free from the Church of England and to govern themselves. But they were not all of the same way of thinking; hence the leaders took alarm. They thought the colony was in danger from those who differed from them in religious views ; and they either banished them or made it too uncomfortable for them to stay. A minister named Roger Williams said, for one thing, that the magistrates ought not to declare what a man's religion should be ; what seemed to them more dangerous was his assertion that the Massachusetts people had no true title to the land they had bought of the Indians. The magis- trates said that Williams was a source of peril, and they drove him out of the colony. He went to the wilderness, where he was befriended by the Indians. At last, ' with five companions, he made his home at a place which he called Providence, because God had provided for him. In 1638 and the year following, settlements were made at Portsmouth and Newport on the island of Rhode Island, and other towns sprang up. These various settlements sent Roger Williams to England to obtain a charter for the government. It was full of his ideas, and gave the people great freedom, especially in religious matters. The settle- ments were constantly troubled by the Massachusetts and Plymouth people in regard to boundaries, and Massachusetts tried to bring the colony under her rule. 42. Maine and New Hampshire. — Sir Ferdinando Gorges, a man of great ambition, Avho had dreams of founding a great THE ENGLISH IN AMERICA. 59 kingdom in America, obtained a grant of land in New Eng- land. He began settlements at Portsmouth and Dover, and in 1623 joined with him Captain John Mason. Seven years later, Saco and Biddeford were founded. Immediately after this, Gorges and Mason divided their claims. Gorges took the country to the east of the Piscataqua River. Mason took the remainder of the grant and named it New Hampshire, because at the time he held high office in the county of Hamp- shire in England. Mason died, and the settlements in New Hampshire were left to themselves. Other people came from Massachusetts, and for a while the towns were under the rule of that colony. The little fishing villages in Maine were also left much to themselves, for Gorges never came over to look after his estate. 43. The Treatment of the Indians by the English As the colo- nies increased in number, and sent out their members farther and farther into the wilderness, the Indian saw that the land over which he had freely roamed was closing against him. He saw it was impossible to live by hunting where the white man was tilling the soil. The English showed little wisdom in their treatment of the Indians. They disliked them for their savage ways. They could not understand them, and tried to make them obey laws which it was impossible for an Indian to understand. They thought they might make ser- vants of the Indians ; but this was like taming wild animals. Attempts at Christianizing the Indians. — The Puritans, in- deed, regarded the Indians as heathen. Many treated them harshly, and wished them out of the way. A few sought to make Christians of them; and one holy man in particular, the Rev. John Eliot, was so faithful in his efforts for them that he came to be known as the Apostle to the Indians. He translated the Bible into the Indian tongue as well as various religious books and sermons. A hall for In- dians even was built in connection with Harvard College. There were few Indians, however, who would give up their wild ways. The rest hovered about the English settlements, 60 DISCOVERY AND SETTLEMENT. or retreated into the woods and talked over schemes for rid- ding the country of the newcomers. Both in New England and in New Netherland the whites and the Indians began to irritate each other more and more. 44. Indian Wars. — Those settlers who lived outside of Bos- ton and the few seaport villages built palisades about their houses and farm buildings. A group of buildings thus pro- tected was called a stockade. Sometimes they made the houses themselves into rude forts, in which they could defend them- selves in case of need. All the towns and villages had train- A Stockade. bands, — companies of men ready to march at a moment's notice. In any fight with the Indians the whites at first had the advantage of firearms ; but the Indians soon learned the use of these. The English forbade the sale of arms to the Indians, but the Dutch traders sold them freely. The Indians, however, depended chiefly upon their tomahawks when they suddenly appeared from the woods and attacked farms and villages. The Pequot War. — The first severe war with the Indians be- gan in 1636, and is known as the Pequot War. The Peqnots were a fierce tribe living in the eastern part of what is now Connecticut. The English showed little mercy in this war and THE ENGLISH IN AMERICA. 61 almost utterly destroyed the Pequot tribe. The punishment was so severe that it was many years before another Indian war broke out. But the Indian hate was deepened. The United Colonies of New England. — An important effect of the war upon the New England colonies was to cause them to seek a close union. In the peril, each had helped the other. Connecticut and New Haven were especially anxious to have such a league because they were most exposed to danger from the Dutch and the Indians. They were willing to admit Rhode Island; but Massachusetts would not consent to that — she would not admit into such a league people whom she had driven out from her borders. The league, finally, was formed in 1648. It was called the United Colonies of New England, and embraced Massachusetts, Plymouth, New Haven, and Con- necticut. It was not proposed to unite these colonies under one government. Each was to continue independent ; but they formed the league for mutual advice and aid. 1 45. The Puritan Commonwealth in England. — One of the rea- sons which the people of New England gave for forming a closer union among themselves was the condition of England itself. That country was " distracted," and the colonies in New England declared that they must trust more to them- selves and less to the mother country. The conflict between the king and Parliament had become open war, and with the war emigration to America ceased. There was so much excitement in England, and the Puritan party ' was coming to have so much power, that few wished to go to the new land. The war between the king and Parliament continued for seven years, when King Charles I. was tried and executed. England was now declared to be a Commonwealth. The people Avere to ride through their representatives in Parlia- ment, and Oliver Cromwell became chief magistrate, with the title of Lord Protector. Although this success of the Puri- 1 See The Articles of Confederation of the United Colonics of New England in No. 7, American History Leaflets. 62 DISCOVERY AND SETTLEMENT. tans in England was welcome to their friends in New England, great care was taken by the colonies not to join either party openly. They had been really governing themselves, and they wished to keep clear of the control of Eng- land, whether that control was exercised by the king or by Parliament. 46. The Navigation Acts. — The laws which Parliament made for the regulation of trade were of great importance to America. The first of a series of acts, called the Navigation Acts, was now passed. It declared that no goods should be carried to the colonies or brought from them except in English ships. This act was followed by others forbidding the colonies to send their products to any ports except such as belonged to England. These laws were intended to increase the ship- ping and benefit the merchants of England; for it was com- monly held in those days that colonies existed chiefly for the benefit of the mother country. European Rivalries. — One effect of these laws was to make ill feeling between England and other commercial countries of Europe. Holland was the great rival of England, and war broke out between the two countries, which ended in 1655 ■ breaking down Holland. England also went to war with Spain, and took from her the island of Jamaica, which she still holds. The Puritan Commonwealth of England did not last after Cromwell's death. The monarchy was restored, and King Charles II. came to the throne. The Naviga- tion Acts, however, and other laws which Cromwell's Parliament had made, continued to be the law of the land ; and the country sought to get rich through its colonies. 47. The Conflict between the English and the Dutch in America. — There had always been a dispute as to the first discovery of the coast of New Netherlatid. The king took advantage of this dispute to set up his claim ; and he made a formal deed of all the country between the Connecticut and Delaware rivers to his brother, the Duke of York. The New England colonies were well pleased at this. They had been crowding the Dutch THE ENGLISH IN AMERICA. 63 out of Connecticut, and had been claiming one piece of land after another. They were quite ready, therefore, to take sides with the king when he sent an English fleet across the Atlan- tic and took possession of New Netherland. The Dutch were in no position to resist. The governor, Peter Stuy vesant, a brave man, urged his countrymen to stand by him and attack the fleet ; but it was a hopeless endeavor. The English set up the king's standard, ' changed the name of New Amsterdam to New York, and that of Fort Orange to Albany. This act and others similar to it on the coast of Africa led to another war with Hol- 1673 land. During the war New York for a short time 1674 was again under Dutch rule. But at the end of the war New Netherland was ceded to England. 1 48. King Philip's War. — And now a sudden and terrible blow fell upon New England. An Indian chieftain, named Philip, who was much above the common Indians in character and power of mind, brooded over the wrongs which his race had suffered from the strangers. He formed the purpose of uniting all the Indians into one body and sweeping the Eng- lish from the country. His plans were laid with great skill, and for more than a year the war raged, carrying desolation through the country. Almost every man who could handle a musket took part in the war, which came to an end when Philip was killed near Mt. Hope, lihode Island. The population of Massachusetts at the time was about twenty-five thousand, and it was estimated that a tenth of the fighting men of the colony had been killed. This war, called King Philip's War, was the last conflict with the Indians in the settled parts of New England. The tribes were broken up; many Indians were miserably sold into slavery in the "West Indies; others fled farther west. The Christian or Praying 1 An entertaining account of early New York, in a half-burlesque form, is Knickerbocker's History of New York, by Washington Irving. A very good historical novel of the period is The lier/uin's Daughter, by E. L. Bynner. G4 DISCOVERY AND SETTLEMENT. Indians, as they were called, had saved the lives of many of the people. 49. The Loss of the Charters While the war lasted, the colo- nies were bound together by the common peril. When the war was over, each colony found itself weak, through loss of men and money. The confederation had gradually failed in authority, and in each colony there were divisions and parties. Every year it became more difficult to keep unbroken the early Puritan plan of a religious state. In Massachusetts the government was obliged to yield to the king's demand, and give men who were not members of the Church a right to vote. Complaint Pine-Tree Shilling was mat ^ e ^° the king that Massachusetts was coining money, — the right to do which belonged to the king alone. At last the king lost patience ; the courts declared the char- ter of Massachusetts void. Henceforth the king would rule the colony himself, through a council and president whom he would appoint. There was to be no General Court. The people were to have no voice in the government. It was the act of Charles II. ; but just as it was announced, he died, and left the throne to his brother, James II. This king regarded all the northern colonies as a part of the posses- sion of the crown. He claimed all the land as his ; he was to make all the laws and lay all the taxes, without asking any one's consent. Accordingly, he sent over Sir Edmund Andros to be governor of the Province of New England and New York. All the separate charters were to be revoked. The separate colonial governments were to be abol- ished where they interfered with, the authority of Andros. A murmur arose throughout the country. For more than fifty years the people had been governing themselves; now they were bidden to give up this right. In Hartford the colonial government met to deliver up the charter. It was THE ENGLISH IN AMERICA. 65 evening, and the charter lay on the table. Suddenly the candles were blown out. When they were relighted, the char- ter had disappeared. One of the members had carried it off; and the story is that he hid it in the hollow trunk of the oak which long stood, and bore the name of the Charter Oak. 50. William and Mary. — Sir Edmund Andros was using in New England the despotic power which his master, King James II., was using in England. But in neither country was liberty dead. In England the king was driven from his h i ~ .' WSV" n,. h The Charter Oak, 1688. throne. By a bloodless revolution, William, Prince of Orange, the grandson of Charles I., and Mary, his wife, the eldest daughter of James II. , were called to rule in his stead ; Parliament, which James had closed, again sat and made laws. In New England rumors came of these changes. Before the overthrow of King James was positively known, the people of Boston rose, seized the king's officers, shut up the governor in a fort, and took possession of the govern- ment. Shortly after, the tidings came that William and Mary were King and Queen of England. The several colonies of 1689. 66 DISCOVERY AND SETTLEMENT. New England again governed themselves under new charters. The governors of Massachusetts and for a time those of New Hampshire, indeed, were appointed by the crown, and the officers of the revenue were the king's officers. The towns elected representatives to the different assemblies, and made their own laws; but these were not to oppose the laws of England. 1 1 Hawthorne's Grandfather's Chair is a pleasant series of sketches of early New England. QUESTIONS. Who was England's first discoverer of America ? What routes were successively tried by English sailors making their way toward India ? Who was the first Englishman to visit California ? What great queen ruled England ? What part of North America did Raleigh seek to colo- nize ? Tell the experience he had in his attempt. Where, in America, is his name preserved? Narrate Gosnold's voyage. What was the for- mation of the Virginia Company, and how was it divided ? When and where was the first permanent settlement, by Englishmen in America, made? What members of the royal family of that date have their names oreserved in Virginia? What is the origin of the name Newport News? Describe the beginning of the colony. What relation did the early Vir- ginians have with the natives ? Tell the story of Captain John Smith and Pocahontas. What did the English company expect of their colony in Virginia? What production of the soil gave prosperity to the country? Who were the Separatists ? Where did they go first ? Why did they go ? What induced them again to leave their new home ? Give an account of their adventures before they finally established a home. What is the name by which the settlers in Plymouth are known ? What English explorer had been before them, and drawn a map of the coast? What was the government of the colony ? Describe the experience of the first colonists. Who was their first captain ? What was the difference be- tween the Pilgrims and the Puritans ? Narrate the political conditions of England which led to a migration of the Puritans. What was the nature of the company formed ? How did tin ir action with regard to the charter differ from that of other colonists ? Who was the first governor ? How large a company came to Massachusetts Bay in 1030? Where were the first settlements made ? What led to the chief settlement being made in Boston ? Describe the mode of life in the first years of the colony. What signs did the people give of their interest in education and religion ? THE ENGLISH IN AMERICA. 67 What constitutes the right to vote ? Describe the government of the colony. From what three sources was Connecticut first settled ? Name the origin of Saybrook. What led to the first settlement in Rhode Island? Who was Roger Williams ? What was his relation to the Indians ? How did Providence get its name? What special service did Roger Williams render Rhode Island ? Give an account of Mason and Gorges, and the settlements made by them. How did the English and Indians get along together ? Who translated the Bible into an Indian language ? Who were the Pequots ? What was the result of the war ? What was the league of 1643 ? Was this the beginning of a union of the colonies ? When did the civil war in England break out ? What were the people fighting for ? How did the quarrel end ? Why did not the people of New England take part in the war? What were the Navigation Acts? What wars followed? What claim was made by Charles II. ? Why did the Dutch call their territory New Netherland ? the town, New Amsterdam ? the settlement, Fort Orange? What changes were made by the Eng- lish ? What is said of Philip? What plan did he form ? How did the war begin, and what was the result ? What change took place in the Massa- chusetts colony? What was the "pine-tree shilling"? What did the king determine to do? Who was sent over to rule New York and New England in the king's name ? What is the story of the Charter Gak ? When James II. was dethroned, what happened? What relation was William to Mary ? SEARCH QUESTIONS. What is the name of the legislature of Massachusetts to-day ? What title is given to the legislature of Virginia, and why ? Can you name any State in the United States which calls itself a commonwealth ? How many such States are there ? Did any of the persons who tried King Charles I. come to America ? What were they called, and what became of them ? What families in Virginia trace their descent from Poca- hontas ? Who was the first child born to the Pilgrims after their land- ing at Plymouth ? SUGGESTIONS FOR LITERARY TREATMENT. Compositions : An account of Bradford's History of Plymouth Plantation in its wan- derings to England and back. The finding of the letter sent home by Bradford, and what it contained. 68 DISCOVERY AND SETTLEMENT. Imaginary letter from a passenger in the Mayflower telling of the voyage. The difference between the Pilgrim and the Puritan. Contrast Boston of to-day with Boston of 1636. The treatment of the Indian by the Spaniard, the Frenchman, and the Englishman. The hiding of the charter in Charter Oak. Debates: Resolved, That the honor of discovering America belongs more to Cabot than to Columbus. Resolved, That the discovery of tobacco was an evil. Resolved, That the Massachusetts colony acted prudently in banishing Roger Williams. Resolved, That there was more bravery in the days of the bow and arrow than in these days of rifle and cannon. Resolved, That the treatment of the Indians by the Puritans brought about King Philip's War. CHAPTER V. THE ENGLISH IN AMERICA. II. Dissen'ters. The name applied in England to those who dissented or separated from the Church of England. Dep'uty. A deputy acts in the place of the regular officer when that officer cannot be pres- ent. Schuylkill (skool'kll). A name given by the Dutch. Kill, which frequently is found in the end- ing of names in New York, as Catskill, Peekskill, means "creek." Schuyl finds its near- est English word in " skulk " ; and Schuylkill means thus, "hid- den creek." Lenni Lenape (len'ul len-a'pa) = original men. Cal'vert. Cecil (ses'il). Leonard (len'ard). Susquehanna (sus'kwe-han'a). Annap'olis, i.e. Ann's town. Albemarle (al'bo-marl). Barbadoes (bar-ba'doz). Og'lethorpe. Whitefield (whlt'field). Frederica (fred'er-e-ka). Altamaha (al'ta-ma-ha). 51. George Fox and the Quakers. — When the Puritans were coming into power in England, a man named George Fox went about the country, preaching to the people. He interrupted the preacher in the pulpit and the magistrate on the bench. He rebuked them for their sins. He spoke like one of the ancient prophets, and was without fear of man. He taught that there was no church except in the meeting together of friends, who spoke as each thought himself or herself moved by the spirit of God. Thus there would be no bishops, or priests ; no taxes for their support, and no sacraments. The only law was to be the law of love in their hearts. He taught, also, that there was no difference between men in rank; and thus he would not take off his hat to another, — no, not if it were Cromwell himself, because that would be a sign that he was a servant of Cromwell. Neither would he GO 70 DISCOVERT AND SETTLEMENT. call any man by a title. Other men might address Cromwell as " Yonr Highness " ; he would use the plain " Oliver." In like manner he dressed himself with great plainness. He would not, by his clothes, seem to be richer or greater than other men. Since each man was to do what was right, as God might tell him, it would be wrong to force any one to obey ; and that would make an end of all wars, and armies, and prisons. Friends and Quakers. — These doctrines seemed to many like light let in upon the confusion of the time. They declared that Fox was right, and began to adopt his way of dress and speech. They called themselves Friends ; but others called them Quakers, because, in his preaching, Fox was wont to bid the people quake and tremble at the word of God. Persecution of the Friends. — Neither the Church-of -England nor the Dissenters could tolerate the Friends. If the Friends were right, they were all wrong; and so they persecuted Fox and his associates, shutting them up in prison, or driving them from the country. When the Friends came to New England, the magistrates and ministers imprisoned them, beat them, drove them away, and even hanged some of them. The more the Friends were persecuted, the more their number grew, and the more determined were they to bear witness to the. truth. They never resisted the force which was \;sed against them, and they constantly put themselves in the way of punishment. Wherever they believed the Lord sent them to preach their doctrines, thither they went fearlessly. 52. William Penn. — It was not poor and plain people alone who were Friends. Some were rich. Indeed, the very lives which the Friends led — lives of temperance and moderation and industry — kept them from being poor. Some even were of high rank ; and among these the most notable was William Penn. He was the son of an admiral in the English navy, and his early life was spent among noblemen, and at court. But he became a convert to the doctrines of the Friends. He adopted their dress and ways, spoke in their meetings, and used his pen in their defense. Like Fox and others, he William Penn. Born 1644 ; died 1718. 72 DISCOVERY AND SETTLEMENT. was fined and imprisoned. He was, however, a rich man, for his father had died and left him a great estate. He had many friends at court and in places of power. Thus he was of more importance than most Quakers, and not so easily perse- cuted. He was, besides, very wise in his dealings with others, and, being very generous, he constantly befriended his poorer brethren. 53. New Jersey. — An opportunity occurred by which he became interested in affairs in America. When the Duke of York took possession of New Netherland, he gave the southern district to two Englishmen, who named it New Jersey, since one of them had defended the island of Jersey, in the English Chan- nel, in a recent war. A number of people, both from New Eng- land and from England, settled there. Among them were some Quakers. Two of these, large landowners, had a dispute and agreed to lay the matter before William Penn. Penn settled the dispute, and when one of the parties got into debt, he bought out his rights, in company with other creditors. The Occupation of New Jersey. — The result of this pur- chase was that West New Jersey, or West Jersey, as it was commonly called, came into the hands of Penn and a few other influential Friends. In 1677 they began to send out colonies of Friends to occupy it. The colonists landed at Newcastle on the Delaware, moved up the river, and made their first settlement at Burlington. Five years later, when new difficulties arose, the West Jersey proprietors bought the territory of East Jersey. New Jersey and New York. — But when the King of Eng- land withdrew the charter from New England, and sent Sir Edmund Andros to be governor of New England and New York, he took possession of New Jersey also. In 1702 New Jersey and New York were formed into one province, under one governor, although each colony had its own assembly. This continued for thirty-six years, when New Jersey was separated from New York, and had its own governor. THE ENGLISH IN AMEBIC A. 73 54. The Founding of Pennsylvania. — When William Penn in- herited his father's estate, he came into possession of a claim for a large sum of money which his father held against the crown. Penn proposed to the government that he should be paid, not in money, but in a grant of land in America. He intended to send there colonies of Friends. The English colo- nies in America were all having difficulties with the Indians, and some members of the government looked with great con- tempt upon the proposal to send out these non-resisting Quakers to face the savage Indians. But Penn prevailed and obtained a charter and a large tract of land. This ' tract consisted of forty thousand square miles lying west of the Delaware for five degrees of longitude, and extending north and south for three degrees of latitude. Penn wished to call it Sylvania, or Woodland ; but the king insisted on calling it Pennsylvania, in honor of Penn's father. Immigration invited. — The owner of this vast farm at once set about his experiments in government. He invited the aid of all who were ready to work with him. He offered to sell portions of his land to families who should emigrate, and he advertised his purpose far and wide. He was known beyond the borders of England; and, among others, a company of Germans bought a large tract. One of their first settlements was called Germantown. The Friends could only preach their doctrines in England. Here they meant to put them all in practice. Penn declared that every peaceful citizen was to be free to come and go, to worship God as he thought right, and to have a part in making the laws. When a person was tried for an offense, he was to be tried by a jury ; and if the offender were an Indian, he was to have six of his race on the jury. There was to be no punishment by death except for murder or treason. Lying was to be punished. As far as possible, disputes were to be settled by laying the matter before friends, and not by going into a court of justice. The Rights of Indians. — Penn meant himself to live there and manage his great property. He was to be governor, with 74 DISCOVERY AND SETTLEMENT. the right to appoint a deputy governor. But the people were to choose delegates to an Assembly and Council. The rights of Indians were to be respected ; and they had, Penn said, rights to the land. King Charles had granted Pennsylvania to Penn. In return he was to give the king each year two beaver skins, and one fifth of all the gold and silver that was mined. Sc «n, Philadelphia, 1682, with Penn's House. But Penn declared that the savages who roamed over the country were the real owners of the land, and he meant to pay them also. The Dutch and Swedes. — In 1681 three vessels left England with emigrants who were the first to take advantage of Penn's offer. The next year Penn himself sailed to his new estate in the ship Welcome. One hundred Friends were with him, nearly all of whom were old neighbors. They sailed up the Delaware and landed at Newcastle, October 27, 1682. Penn confirmed the titles of the Dutch and Swede settlers to land THE ENGLISH IN AMERICA. 75 and office, and adopted them into his colony. Then lie went up the river to Upland, now Chester, and there held his first Assembly. He expected to make this place the site of his chief town, but, going farther up the river, he found a more convenient spot. Philadelphia. — There was a broad tongue of land lying be- tween two rivers, the Delaware and the Schuylkill. Upon this plain Perm laid out Philadelphia in broad squares, shaded by trees, and ordered a house built for his own iise. The town, as first laid out, extended from river to river, and was between what are now Vine and South streets. Treaty Elm in 1800. 55. Treaties with the Indians For two years Penn remained in the country, to look after his colony. His special business was to make friends with the Indians. A monument in Phil- adelphia marks the spot called by the Indians Shackamaxon, where, under a spreading elm, Penn is said to have made a formal treaty with the Indians. By this treaty he paid them for the land which he had taken, and made them presents. Neither Penn nor his companions carried any weapons, and the Indians laid aside their arms. It was a treaty of peace, and was honorably kept on both sides for sixty years. 76 DISCOVERY AND SETTLEMENT. The Lenni Lenape. — The Indians of that region were the Delawares, or the Lenni Lenape, as they called themselves. They had recently been conquered by the savage Iroquois, and compelled by Indian usage to bear the name of " women," and to surrender their tomahaAvks. Now the Iroquois, as we have seen, were enemies of the French and friends of the English, so that the Delawares did not dare offend their neighbors. The Friends, on their side, by their peaceful ways and honest deal- ings, were able to live in harmony with the red men. The country about Philadelphia was exceedingly fertile. This fact, with the wise laws and liberal policy of Penn, made the colony very popular ; so that when Penn returned to Eng- ,004 land, fifty townships had been settled, and Philadel- phia had between three hundred and four hundred houses. In 1703 the people occupying the district known as the Territories and comprising what is now known as Delaware, separated from Pennsylvania, and had their own Assembly. The two colonies had, however, the same gov- ernor. 56. The Calverts. — At the time when the Puritans were flocking to Massachusetts Bay to escape from evils in England, England was scarcely a more comfortable place for Roman Catholics, who were feared by some and hated by others. One of their number, George Calvert, Lord Baltimore, deter- mined to plant a colony in America which should serve as a refuge for his brethren. Experimental Voyages. — He tried Newfoundland, which had been described by voyagers as a fertile and beautiful land, but he found the country bleak, and sailed farther south to Virginia. The Assembly was sitting at Jamestown when he arrived, but it did not welcome him though he had been an influential member of the Virginia company ; for in Virginia, as in England, Puritans and Roman Catholics were equally disliked. He sailed up Chesapeake Bay, and was so delighted with the country that he resolved to plant his colony there. THE ENGLISH IN AMERICA. 77 Founding of Maryland. — King Charles I. granted him and his heirs a charter, in L632, with authority to occupy what is now Maryland and part of Delaware. The name " Maryland " was given by the king in honor of his wife Henrietta Maria. The Baltimores were to rule there much as the king rules in England, with an assembly like Parliament. The laws were to agree with the laws of England, and nothing was to be done offensive to the Church of England. George Calvert died while the charter was in the king's hands; but his son Cecil succeeded him, and carried out his plans. In the autumn of 1633 Cecil sent out, under his brother Leon- ard, the first company, of about three hundred people, who made a settlement, called St. Mary's, near the mouth of the Potomac River. The many names of places in Maryland be- ginning with " Saint " attest the large element of religion which entered into the settlement. Indeed, the zealous priests who accompanied the settlers looked upon the country as the land of the Virgin Mary. Religious Toleration. — The Calverts were wise and far- sighted men. They wished to have a prosperous and peaceful colony, and they knew this could not be if they favored one religious party above another. They sent out both Protestants and Roman Catholics, and they caused laws to be passed for- Cecil Calvert, Lord Baltimore. 78 DISCOVERY AND SETTLEMENT. bidding persecution for religious faith. Quakers, even, were to have all the rights of other Englishmen. When Puritans in Virginia were vexed by the harsh governor, Sir William Berkeley, they found a hospitable refuge in Maryland. The colony contained many who sustained the Calverts in their policy, and the governor was careful not to offend the ruling powers in England. When Cromwell was in power, Lord Baltimore appointed a Puritan governor, William Stone. 57. The mode of life in Maryland was similar to that in Vir- ginia. There were large plantations upon which tobacco was grown. Whatever the planter needed, beyond food and shelter, was brought from England. But after the begin- ning of 1700 the people began also to raise wheat like their northern neighbors. The country at the back of the seacoast was more suited to grain than to tobacco, and tobacco im- poverished the soil very fast. Then the Susquehanna River offered a natural waterway from Pennsylvania; so commerce sprang up. Towns in the Colony. — There was a greater variety of occu- pations and trades, and towns began to be formed. Provi- dence was the name of a settlement which was the center of the Puritan population. Afterward, when for twenty-four years Maryland was under royal government, the ' name was changed to Annapolis and the place made the capital. In 1720 Baltimore was founded, and speedily became one of the most important towns in the country. The Boundaries of Maryland were long a matter of dispute. The Dutch and Swedes had upon the Delaware River settle- ments which belonged to Maryland by the charter given to Calvert. When the Dutch lost New Netherland, they lost also this part of their territory. Then Penn claimed the same portion under his charter, and afterward Delaware was set off as a separate colony. It was not until 1760 that the boundary dispute between Maryland and Pennsylvania was settled, and a careful survey begun. The northern boundary line of Mary- THE ENGLISH IS AMERICA. 79 land has ever since been known, from its surveyors, as Mason and Dixon's Line. 1 58. The Government of Virginia When Virginia held its first Assembly, the colony was still under the government of the London Company for Virginia. That company was composed largely of Englishmen who opposed the king. As they demanded a free Parliament for England, so they insisted that Virginia should have its regular Assem- bly. One result of the conflict going on in England was an im- petus given to the colonization of Virginia, which was looked upon as a refuge from an oppressive government at home. In the struggle which followed, the king took away the charter from the company, and after that he himself appointed the governor of Virginia. But since the colony still had its Assembly, it was better off than before. The company, when the colony was fairly established, was more likely to be a hindrance than a help. No body of men, how- ever upright, could govern wisely a growing colony across the ocean. 59. Plantation Life. — Virginia was growing rapidly. The settlements were at first confined to the peninsula between the James and the York. Here the planters lived in comfort in roomy houses, surrounded, for protection against the Indians, by palisades. Their chief business was to raise tobacco to send to London; for this they employed indented servants and African slaves. The indented servants were men and boys sent out from England by the company. They were bound out to the planters for a term of years to repay the expense of their passage. In 1619 twenty African slaves were brought into the colony; thirty years later, there were three hundred. There were no large towns in Virginia. Each planter had his estate, and lived there as English gentlemen lived in England. He had a warehouse in which he stored his tobacco, and a wharf to which once a year a ship came to be loaded. 1 Rob of the Boivl, by J. P. Kennedy, uivcs pictures of early Maryland life. 80 DISCOVERY AND SETTLEMENT. The ship carried tobacco to London, and brought back what- ever the planter needed. Not only was tgbacco the staple product of the country, it served as currency in mercantile transactions. The planters kept their accounts in it; salaries and taxes were paid with it. The chief value of Virginia, in the eyes of England, was that she could furnish the mother country with tobacco. 60. English Parties in Virginia. — Unlike the people of New England, the planters of Virginia were mostly Church-of- England men, and partisans of the king. When Charles I. was executed, great numbers of his friends came over to Virginia and began life again there. Yet there were many also in the colony who sympathized with Cromwell and the Commonwealth ; some of these had come to Virginia from New England. Living as these Englishmen did, each on his separate estate, with servants and slaves, and having their own Assembly, they governed themselves, and were very jealous of their rights. The Royalists. — But they were so loyal to the king that when Charles I. was executed, they declared it was treason to question the right of Charles II. to the throne. Parliament therefore sent a force to subdue the colony. There were some who favored resistance; but wiser counsels prevailed, and the colony was governed by the Puritans so long as England was a Commonwealth. The royalist party, however, was strong, and it had large accessions from England. Just as thousands of Puritans left England for New England in the reign of Charles I., so thousands of royalists came over to Virginia when Cromwell was Protector; it was even proposed at one time to set up there the banner of King Charles II., before England recalled him. The formal name of Virginia was the Colony and Dominion of Virginia. When England called itself a Commonwealth, the royalists in Virginia spoke proudly and affectionately of their country as the Old Dominion of the king. There was great rejoicing among them when Charles II. was crowned, THE ENGLISH IN AMERICA. 81 and Virginia came again under a royalist governor, Sir Wil- liam Berkeley. For a time the king's partisans had things very much their own way. The Assembly, instead of being reelected every two years, continued to sit without change. The same persons held office and controlled the colony. They came to regard the offices as belonging to them, and used them as a means of getting rich. The laws which England made to regulate trade with Virginia were very severe upon the planters. Every ship laden with tobacco had to pay a heavy duty before it left Virginia, and another when it reached England. By the Navigation Act the planter could send his tobacco to none but English ports. 61. Bacon's Rebellion. — When the people had borne these evils until they seemed intolerable, a new danger arose. The Indians on the Potomac River were drawn into a quarrel with the English. What at first was a petty dispute became rapidly a general outbreak. The people, already discontented with Sir William Berkeley and his asso- ciates, found fresh cause for complaint; they said that the government did not protect them. A young planter, Nathaniel Bacon, demanded a commission to raise troops against the Indians. The governor refused to give it, and Bacon put himself at the head of a company with- out the governor's consent. For a summer Virginia was en- gaged in civil war, with Berkeley, representing the king, at the head of one party, and Bacon, representing the people, at the head of the other. There was some fisrhtinsr, and 1 R7fi Jamestown was burned. But the death of Bacon deprived the opposition of their leader, and the rebellion faded out. The rebellion had apparently accomplished noth- ing, but it showed the temper of the Virginia people. 62. Growth of Virginia. — In spite of the severity of the English laws, Virginia steadily grew stronger and richer. The plantations spread farther into the interior. Each planter was like a governor upon his own plantation; and the 82 DISCOVERY AND SETTLEMENT. habit of ruling .servants and slaves made him resolute and independent. All the planters together formed a class like the nobles in other countries. Thus in the Assembly the planters often found themselves upon one side, and the gov- ernment and king's officers on the other. The planters learned more and more to act together, and to resist whatever threat- ened to injure their prosperity or lessen their rights. 1 Virginia Halfpenny. Lord Baltimore Shilling'. Colonial Currency. 63. Carolina. — To the south of Virginia lay a country which extended to the Spanish settlements in Florida. Now and then an adventurous Virginian planter pushed his way south- ward and settled on the shores of Albemarle Sound. The Virginian Assembly made grants of land there to emigrants ; they did not pay much attention to the fact that Charles I. had already given away the country to some English noblemen. These noblemen had done nothing for the territory except to name it Carolina, after the king, a name changed by the grants of Charles II. to its present form. The Northern Settlements. — Some New England men had settled on the Cape Fear River, but had become discouraged and gone away, leaving the clearing to some people from the Barbadoes Islands. When Charles II. came to the throne he made afresh grant of the country to certain gentlemen of his court, The Proprietors, as they were called, appointed a governor and called an Assembly. They 1 A readable history of the State, especially in the early period, is that by John Esten Corke, Virginia, in American Commonwealths. THE ENGLISH IN AMERICA. 83 encouraged emigration ; and the two colonies, the Albemarle and Cape Fear, became the chief centers of popidation. For the. most part, a scattered population cultivated small farms in a rude way. The people were sturdy and inde- pendent. The Southern Settlements. — In the southern part of Caro- lina the Proprietors wished to gather the settlers about some chief town. After ten years of experimenting, they fixed upon the site of the present city of Charleston. 1 Charleston was long the extreme southern settlement. There was no continuous line of settlements connecting it with Virginia ; the only travel by land was by an Indian trail ; the way by sea round Cape Hatteras was hazardous, and the colony had thus much more direct intercourse with England than it had with the other American colonies. A connection was kept up with the English settlements in the West Indies. The Barbadoes Islands formed a stop- ping place on the way from England; the Proprietors had established a colony there in which African slavery was a regular part. South Carolina was largely settled at first by colonists from the Barbadoes who brought this system with them. Charleston. — For many years Charleston was practically all of South Carolina there was, and after the back country began to be settled, it was governed from Charleston. In this way, there grew up a compact society, and the colony, unlike the others, was under the control of a few prominent families. The planters who had estates on the seacoast or in the back coun- try made their home in Charleston, and left their estate in charge of overseers. In the immediate neighborhood there were also plantations where the planters themselves lived, while the huts of their slaves formed villages about the great houses. Social Life. — Thus in Charleston and its neighborhood there was a rich class, enjoying one another's society and having 1 The name as first used was Charles Town. 84 DISCOVERY AND SETTLEMENT. abundant leisure. Half of the population of Charleston was made up of slaves who performed all the manual labor. They were the mechanics also. The chief product of the colony was rice ; but it was not sent direct from each plantation to England, as was the case with tobacco in Virginia. The rice was sold to merchants in Charleston, who shipped it and brought back English goods and luxuries, which they sold in turn to the planters. 64. A Royal Province. — The nearness of the Spanish posses- sions led to many conflicts. Pirates, too, infested the coast, making use of the harbors and inlets. There were frequent wars with the Indians ; and many of the captives, especially in the early years of the colony, were sold into slavery. The troubles with Spaniards and with pirates led the English gov- ernment to interfere with the government conducted by the Proprietors. The crown bought the rights of the Proprietors, and, in 1729, divided Carolina into two provinces, North Caro- lina and South Carolina. After this the governor of each province was appointed by the king, while each had its Assembly chosen by the people. New Settlers. — Early in the history of South Carolina, French Huguenots, driven from their own country, formed settlements in the colony. At first the English distrusted them, and refused to give them the rights they themselves enjoyed. Afterward the colony was more liberal. It invited men of all religious faiths ; and many Germans came, as well as men from Scot- land and the north of Ireland. These last settled also in North Carolina. The difficulties which South Carolina had with the Spaniards in Florida were lessened when the country between began to be settled. 65. Oglethorpe and the Founding of Georgia. — When the Caro- linas became provinces of the king, the country beyond the Savannah River was not included in South Carolina. It was named Georgia from George II., who was King of England at the time. It was in his reign that the first settlement of Georgia was made. THE ENGLISH IN AMERICA. 85 1733. James Oglethorpe, 1 a humane Englishman, was distressed by the miserable condition of many of his countrymen. He pitied especially those who were oppressed by the harsh laws against debtors ; and he determined to make a colony in America, where they could begin life anew. He formed an association which was to be governed by a Board of Trustees, and ob- tained from the king a charter, which gave them possession of Georgia for twenty -one years. The Wesleys and Whitefield. — He select- ed the best colonists he could find, and sailed for Charleston. Thence he carried his company to the Savannah River, and laid the founda- tions of the city of Sa- vannah. He returned to England for more colonists ; and with him, when he came back, were Charles Wesley, who was his secretary, and John Wesley, who came as a missionary to the Indians. for a time. These were James Oglethorpe, Born 1689 i died 1785. Afterward George Whitefield came famous preachers, with whom the Methodist movement began in England. They did not stay long in Georgia, but they attracted attention to the colony. Enlargement of Georgia. — Large numbers of people joined the colony from England and from Germany. Oglethorpe was governor, and showed the greatest energy in planning for 1 See Life of General Oglethorpe by Henry Bruce in Makers of America series. 86 DISCOVERY AND SETTLEMENT. the welfare of the settlements. He was especially desirous of bringing out emigrants who were familiar with different forms of industry. He occupied new points at Darien, Augusta, and Frederica, on an island at the mouth of the Altamaha. In 17o l J war broke out between England and Spain, and the American settlements at the South were in great danger. A fleet of Spanish vessels with five thousand men appeared off the coast and threatened Frederica. General Oglethorpe, with only eight hundred men, attacked the invaders and saved the colony. At the end of twenty-one years the Trustees found themselves beset with difficulties in governing a distant colony. They gave up their possessions to the crown, and Georgia was ruled like other parts of America, — by a governor appointed by the king, and an Assembly chosen by the people. QUESTIONS. What did George Fox do and teach ? What was his success in making converts ? How did the Church of England men and the Dissenters treat the Friends, and with what result ? Who was William Penn ? How did he become interested in this country ? When the Friends sent colonies to this country, where did they settle ? What did Andros do when he became governor? What was the final settlement of the New York and New Jersey affair ? What grant was made to Penn, and why ? What did Penn do with his land ? What rules were adopted for the government of the colony ? How did Penn treat the Indians ? What was to be given to the king each year? Why? What emigrants came in 1681 and 1082? What settle- ment was made, and where ? What is said of the tree shown in the picture ? Of what tribe were the Indians, and why were they so friendly ? What is said of the condition of the colony when Penn left it ? Why did Lord Baltimore sail for America ? What difficulties did he find in selecting a place of settlement ? Give an account of the charter granted. Where was a colony planted, and by whom ? What was the reason for naming the country Maryland ? What arrangements were made by the Calverts in regard to religion ? What troubles arose ? How did Lord Baltimore avoid trouble with Cromwell ? How long did the Calvert family hold control of the colony ? Why were there more towns in Maryland than in Virginia ? What is said of the boundary troubles ? How and when were these difficulties finally settled ? THE ENGLISH IN AMERICA. 87 What is meant by the term, Old Dominion '.' Why did Virginia find it easy to have an assembly ? How did the company lose its charter ? the effect? Describe the planter's life, and his mode of doing business. Why was Virginia more loyal than New England? How was the feeling shown? What was done by Parliament ? What is said of the office holders? How did the Navigation Laws affect Virginia? What out- break in 1070 ? What brought on Bacon's rebellion ? What is said of the prosperity of Virginia ? How came the Carolinas to be so named ? What grants of the country were made ? What was finally done with it ? When was Charleston founded ? What connection did the colony have with northern colonies ? What islands in the Atlantic had close connection with South Carolina? How did this city differ from others farther to the north ? What was the staple product of the colony ? What troubles did the colonists have? What did the British government finally do ? When was Caro- lina divided into two provinces ? What new emigrants came to North Carolina ? Who settled the country between South Carolina and Florida? What was his object? When was Savannah founded? Who came as emigrants to < )glethorpe's colony ? The picture shows him to be a soldier; how did he prove that he was so? What difficulties did the Proprietors have, and what was finally done ? SEARCH QUESTIONS. What is the meaning of the name, Philadelphia? Name some places in Maryland beginning with "St." Where does Whitefield lie buried? SUGGESTIONS FOR LITERARY TREATMENT. Composition : A contrast between Massachusetts Bay Colony and Virginia Colony. Debate : Bcsolved, That Bacon's rebellion was justifiable. CHAPTER VI. THE STRUGGLE FOR POSSESSION OF A CONTINENT. Cordon (cor'dSn). A chain. Alleghany (al'e-ga'ny). Schenectady (ske-nek'ta-de). Armistice (ar'mis-tis). A cessa- tion from fighting, by agreement of the parties in conflict. Monongahela. Kanawha (ka-na'wa). Du Quesne (du kan'). Militia (mi-lish'a). A body of citi- zen soldiery, trained to bear arms, but called out for ser- vice only in special emergencies ; distinguished from professional soldiers, sometimes called regu- lars. Minas (me'nas). Montcalm (mont-kam'). Pon'tiac. Bouquet (boo-ka/). 66. The Difference between the English and the French Settle- ments. — By natural boundaries, and by a cordon of military posts, the French country of Canada and the Great West was separated from the northern English possessions. The Alle- ghany and Cumberland Mountains and the Blue Bidge formed another barrier, extending far down toward the Gulf of Mexico. The English occupied the long strip of Atlantic coast, and their settlements at one point and another brought them into the neighborhood of the French. There was, however, this difference between the occupation of the land by the two nations. The English planted colo- nies of men and women who made homes for themselves, tilled the soil, carried on trade, had their schools and churches, formed towns, and took an active part in the gov- ernment; as the land was taken up, newcomers pushed on into the wilderness, felling the forests, and establishing new set- tlements. The French, on the other hand, set up, as we have seen, trading posts, forts, and mission stations. About each of these widely separated places gathered a few TUE STRUGGLE FOR A CONTINENT. 89 —1 The Rock of Quebec. families, but for the most part the colonists were made up of men, adventurous, brave, and restless; they plunged into the woods and consorted with the Indians, but there was little of that steady industry which made the English settlements strong, and there was scarcely a sign of self-government. The army was the power by which the governor ruled, and the governor was an officer of the French king. The English, the French, and the Indians. — The English colo- nies, especially the Puritan ones of the North, were very sus- picious of the French settlements. They had an English and a Protestant dislike of the Roman Catholic French; besides, they wanted the country which the French were holding, and the entire control of the fishing ground off the Gulf of St. Lawrence. The Indians, although they were opposed to all Europeans, feared and hated the English most. The English treated them with contempt. The farms of the colonists spoiled their hunt- ing ground and as fast as a colony grew it crowded them out. The French, with their scattered forts and trading posts, did not interfere so much with the Indians, and they adapted themselves more readily to Indian ways, living with them more as companions. Whenever there was war between the 90 DISCOVERY AND SETTLEMENT. French and the English, many Indians fought, after their own fashion, on one side or the other. With each war between France and England, the contest for supremacy in America grew more intense. To the English colonies it was not a matter of European politics, but of the safety of their homes. The danger from Indian attack was greater when the savages were led and encouraged by French soldiers. The French, with their military organization, had a great advantage over the English in any campaign. They were soldiers, bred to fighting. The English, for the most part, were fanners, who fought only when the war was brought close to them, and then with little military organization or discipline. The Attack on Schenectady. 1 67. King "William's War and Queen Anne's War. — There had been scattered fighting since 1689, when the. Iroquois fell upon La Chine and committed the most terrible massacre that Canada had ever known. The French and Illinois Indians retaliated by destroying Schenectady the next year. A party 1 So little did the garrison fear an attack that they posted two snow images for sentinels. THE STRUGGLE FOIl A CONTINENT. tfl of French and Indians also attacked Deertield in Massachu- setts. After killing many men, women, and children, and burning the village, they carried the remaining inhab- itants into captivity. The two periods of fighting were called after the sovereigns of England then reigning — King William's War and Queen Anne's War. 68. King George's War. — But in 1744 a series of conflicts began which lasted with intervals for nearly twenty years, until the great question whether the French or the English were to be masters of the continent was settled. The first important movement resulted in the capture of Louisburg, on 1745 Cape Breton Island. The French had made this strongly fortified place a means of controlling the fishing ground in the neighborhood; and as it was captured by a New England expedition, aided by British ships, the achievement was received with enthusiasm by the colonies and with aston- ishment in Europe. The war of which this action was a part is known as King George's War, and came to an end in 1748. In the treaty of peace, Louisburg was restored to the French, to the bitter dis- appointment of New England. The colonies seemed to have gained nothing by the victory except a heavy debt, which, however, was soon reimbursed by Parliament, the remembrance of glory, and an increased confidence in their soldiers. The peace was of short duration. It was rather an armistice, dur- ing which both parties were making ready for a final contest. Acadia. — The English sent out a large colony to Acadia, and founded the town of Halifax. The French strengthened their settlements in the same country. The English power lay in its occupation of the land by people rather than by forts. While the French were thinking to fence off the western country by a line of forts, the English were slowly moving their frontier line by an irregular march of settlers. They were organizing emigration companies also. 69. The Ohio Company was formed in 1748 by gentlemen in Virginia and Maryland. They obtained from the king a grant 92 DISCOVERY AND SETTLEMENT. of five hundred thousand acres, chiefly on the south side of the Ohio River, between the Monongahela and Kanawha. It was their intention to connect this country by roads with the two colonies. In the years immediately following they made surveys and established a few settle- ments . One of the surveyors was a Vir- ginian, named George Washington. 1 Washington's Journey. — When ru- mors came that the French were en- croaching on this territory with their forts, Governor Dinwiddie of Vir- ginia sent Washington to look into the matter. He brought back such a report of the activity of the French that the Virginia Assembly at once took measures to build a fort at the junction of the Monongahela and Alleghany. Suddenly the French appeared upon the scene, drove away the English, and finished for themselves the fort, which they named Fort Du Quesne. 70. The French and Indian War. — This was just before Avar was again formally declared be- tAveen England and France, and the colonies Avere at once aroused. They sent delegates to Albany, to a congress called to consult upon the best way of resist- ing the French. Here they met also representatives from the Indians of the Six Nations. William Johnson, an Englishman of great influence 1 Thackeray's The Virginians introduces Washington as a young man. Braddock's Route. THE STRUGGLE FOR A CONTINENT. 93 among the Indians, urged these Indians to join them against their old enemy the French. The English government sent out troops and vessels to Amer- ica, and appointed a commander-in-chief, General Edward Braddock. Braddock set out from Fort Cumberland, in Mary- land. He had with him English regulars, some colonial troops, and a few friendly Indians. Washington was on his staff. Braddock marched slowly, stopping to make better roads and erect earthworks. He followed the methods of marching and fighting to which he was used, and paid no attention to the advice of Washington and others who knew the ways of the country. The French, with their Indian allies, kept them- selves informed of every movement that Braddock made. Braddock's Defeat. — The English general was cautiously moving along and preparing to lay siege to the fort, accord- ing to the regular rules, when suddenly, soon after crossing a ford, his army was surprised by Indians, and by French who fought in the manner of Indians. The English were utterly defeated. Braddock was mortally wounded. He transferred his command to Washington, and died Arc' overwhelmed with remorse. Washington led back the broken army; and the French and Indians followed up their victory by laying waste the back country of Virginia, Maryland, and Pennsylvania. The disaster to Braddock's army was terrible, but it had an important influence for good. It taught the colonies to rely on their own soldiers rather than on British regulars. They began at once to organize a militia, which was under training upon the battle field during the remainder of the war. This war is known in America as the French and Indian War. 1 71. The Expulsion of the Acadians. — While Braddock was marching against Fort Du Quesne, another force was engaged in reducing the French forts in Acadia. That name was then 1 Parkrnan's narration of Braddock's defeal is contained in No. 7 of His- torical Classic Readings. <'<>oprr's The Lust of the Mohicans lias its scenes laid in the French and Indian War. 94 DISCOVERY AND SETTLEMENT. applied to what is now Nova Scotia and a large part of New Brunswick. The forts guarded the neck of land which con- nects the two portions. The English held Nova Scotia, but they also claimed part of the rest of Acadia. The peninsula was occupied partly by French and partly by English farmers, but the French were more numerous. There were prosperous French settlements about the Bay of Minas, under English GV LF OF ST. LA WRENCH C.Sable > ISLE 7