i«^" ■"■■'■■ . 1 -^ _ ^' n i 1 c ^ V* ^ o M ^ V .. t~-t • ^ o l.iss I look •I I'UKSKNTICI) IIY c D o M^ ^ ^^fb?. ean ,^ v^- ,, ^3 -•-J l THE IGNITED S rATP:S \. POPULATION, AND ITS NEIGHBORS IN NORTH AMERICA. AREA. M« rv/a,'j44 ^ 11." r. .vi .'•,ar,oM •;,Piii,:)2i ]i:t,306 L P<>S8KSSIOSS 1>K. UNITED STATES' MLXICO GhKAT URITAIN CENTRAL AMERICAX STATES Sl'AIN PENMARK 3.77", _.^J -4a, /> ^ O ^ J- j; AT AT ^ N 1^ V ^ \.i^ V«K1 a. .'(fdisstsiti^. ^ t» ^ R E"^A T P r , ^^" P t5 <^ \ N A U t^ '^^ OPf-fn V URES ATES hs in Feet. to 600 600 to 6,000 6,000 to 9,000 9,000 and over. PHYSICAL F OF TI UNITED Altitudes atid Ocea to 500 500 to 1,000 1,000 to 2,000 2,000 to 6,000 •6,000 and over. ; f I| C E A jY C I F I / COLONIAL COSTUME EARLY PURITAN COSTUME A DIGNITARY IN THE IS''" CENT. A GENTLEMAN • • . A MERCHANT - . . - A GOVERNOR IN THE l/T? CENT AN OFFICER IN THE REVOLUTION. A GENTLEMAN ABOUT THE TIME OF THE REVOLUTION. A PURITAN DIVINE. A GENTLEMAN ABOUT THETIME OF THE REVOLUTION. A COLONIAL GOVERNOR INTHE I6'"CENT. A HISTORY OF r^ THE UNITED STATES AND ITS PEOPLE FOR THE USE OF SCHOOLS BY EDWARD EGGLESTON NEW YORK •:• CINCINNATI •:• CHICAGO AMERICAN BOOK COMPANY .1 COP^ RIGHT, 1888, By D. APPLETON AND COMPANY. EGJI.ES. SCH. HIST. em Cdson L. Whitney DEC 8- 1938 pr(ntc& bB S). Hpplcton &. Company ■new iJorl?, •U. s; H. \ PREFACE. One of our American humorists has said that it is better not The first re- to know so much than to know so many things that are not true, 'i"""^"'^"*- Errors accepted in childhood become articles of faith, and are not easily got rid of. The absence from this book of certain well-worn fables, which have served more than one generation of American school-children for historic facts, will be regretted, perhaps, on sentimental grounds. It does not seem worth while, however, to keep current in elementary books statements which every sound historical scholar rejects. No work of history ever yet escaped error, but I have at least tried to make this a genuine history, in harmony with the best historical scholarship of the time. Many laborious years passed in the critical study of original printed and manuscript authorities for the history of American institutions and American life have perhaps given the author of this book some right to speak with assurance on questions relating to our early history. Next to correctness the most important feature in a book for Lucidity and the young is clearness. To achieve this one must not treat more >"*^''^s*- subjects than can be handled with sufficient fullnei^^s for compre- hension. Attempts to write a little about everything are fatal to lucidity. The writer for the young finds all his skill taxed to be clear and to be interesting, and the two things lie close together. One of the highest benefits that a good text-book in the hands of a good teacher can confer is to leave the pupil with a relish for historical reading. The order in which the various topics are treated has much Arrangement to do both with the clearness and the interest of a history. In ° °^'"* the strictly chronological history the reader skips from theme to theme, resuming under several dates the broken thread of now this and now that story. The relation of cause and effect is almost entirely lost, and history becomes a succession of events with little logical connection. The understanding is benumbed, the attention is but feebly roused, imagination slumbers, and IV PREFACE. Position of the reviews. The history civilization. of A teaching book. memory gets small hold on occurrences that are presented like beads unstrung. The rigid grouping of a history by epochs is fatal to a truly logical arrangement. One of the most important of the novel features of the present history is its arrangement. Discoveries, settlements, Indians and Indian wars, colonial life, the French wars, government in colonial time and the rise of the Revolution, and other kindred topics, are severally grouped together, so that, for instance, the pupil learns about the nature of Indian life, the chief Indian wars, and the means of attack and defense used by white men and Indians in successive chap- ters, pursuing this general subject until it is finished. Cause and effect are thus clearly set before his mind, and history be- comes a reasonable science. The reviews are not placed at regular intervals, according to a stiff mechanical rule, but these also follow in the main the same rule of grouping as the chapters. When a chief topic is com- pleted, there is a review, whether the chapters be many or few. The " proper knowledge of mankind is man," and the real importance of history lies in the light that it throws upon humanity. For this reason liberal attention has been here given to the domestic and social life of the people, their dress, their food, their modes of thought and feeling, and their ways of making a livelihood. The succession of events in minor wars would only weary the attention, but the modes of attack and defense and the character of the arms of the various belligerents are essential facts in the history of man in this New World. And the story of the progress of civilization, as marked by the introduction of new inventions and by changes in modes of living, is of primary importance in any history written in the modern spirit. This is from first to last a school-book. No other aim has been in view in its preparation than that of making the best possible teaching book of American history. The length and arrangement of the chapters, the questions, topical and geo- graphical studies, and skeleton outlines, as well as the reviews, are all arranged with reference to the needs of teacher and pupil. An effort has here been made to apply to history in a thorough and practical way the great Pestalozzian principle of teaching through the eye. The suggestions for blackboard illustrations, PREFACE. the diagrams, fhe abounding illustrations, and the little maps scattered through the pages, are all part of a plan to make the facts of history visible, and by that means to render the study easily comprehensible and therefore delightful. Instead of a few large maps in various colors and confused The maps, with many names, among which the pupil must grope painfully for the places that pertain to the events under consideration, there are in this history more maps than chapters, and every one of the smaller maps is arranged to bear upon one fact, or at most upon two or three in close relation. Only so many names are put upon each map as are necessary to make clear the event under consideration. Not only is the pupil saved from much needless toil by this plan, but maps thus arranged serve the dou- ble purpose of elucidating the narrative and impressing it on the memory at the same time, by giving it form to the eye. EacS little map becomes a local diagram of some historical fact, and the form of the map will remain in the memory inseparably asso- ciated with the event to which it belongs — a geographical body to an historical soul. Educational writers have said much about the importance of teaching geography and history together. There is not, perhaps, any better device for teaching the two branches in unison than these simple and perspicuous maps, each imme- diately associated on the page with the single event to which it pertains. Though the illustrations are by some of the best artists and The illustration engravers of the time, and are many of them of high artistic merit, and though they are far more abundant than is usual in books of this kind, there has been no thought of making this a mere picture-book. The illustrations are part and parcel of the teaching apparatus ; their primary use, like that of the maps, dia- grams, and blackboard exercises, is to make the history visible. A very considerable body of historical knowledge of the most im- portant kind might be acquired from these cuts alone. Illustra- tions of costumes, manners, implements, arms, jewels, vehicles, and inventions are valuable in proportion to their truthfulness. Those here given have been made under the author's personal supervision, and they have cost quite as much labor and study as the text itself. Many are founded on rare prints, others are from ancient original drawings not before printed, and a few VI PREFACE. The study of the Constitution. Treatment of controverted points. Marginal titles. have been carefully drawn from descriptions of contemporary writers. The device of placing many of the smaller cuts in the margin serves to make the page more pleasing to the eye, while it has rendered it possible to illustrate abundantly without unduly increasing the size and cost of the book. The author can not forbear expressing his appreciation of the liberality with which the publishers have availed themselves of so many of the re- sources of the modern art of illustration to enhance the value of this history. The illustrations have been made under the artistic supervision of Mr. John A. Fraser. It has generally been thought sufficient to print the Con- stitution as an appendix to a book of this class. I have, how- ever, deemed it better to give in the body of the boo*k an account of the various departments of the government, their Origin, and their operation under the Constitution, from which the pupil will get more, perhaps, than from reading the Con- stitution itself. The laws of some of the States require the insertion of the Constitution in every school history used. That instrument is given in the Appendix, and I have attached side-titles to its various sections, and have sought further to elucidate its provisions by notes appended to difficult passages. It is not easy for a young person to master such a document without help. One of the main difficulties the writer of a school history has to meet is in the treatment of recent history, many particulars of which are still matters for difference of opinion. Real historic judgment on these things must be deferred to a generation that had no part in them. Manifestly a school-book, since it is fre- quently prescribed by public authority, should be free from par- tisanship. I have tried, however, to state admitted facts frankly, without offensive terms or a premature judgment on disputed points. By omitting the numbers usually placed at the beginning of paragraphs, the book has been relieved of stiffness ; by printing the subject of each paragraph in the margin, a means of refer- ence far more convenient is provided. This feature is part of the general design of the book, which aims to keep before the minds of teacher and pupils the salient features of the topic under dis- cussion^ and thus to discourage mere menioriter study. E. E. SUGGESTIONS REGARDING THE USE OF THE BOOK. Questions for Study follow each chapter. These are intended, in the Questions for first place, to guide the pupil in mastering his lesson, to make him test s*"^^'Wm; to offer his idea to the King and » ^i ^ V'^ ^ - Queen of Spain, t celebrated Ferdinand and Isabella. The Spanish mon- ' archs we're very busy in their war with the Moors, and Columbus, who was poor and obscure, spent about seven years in trying to persuade them 1'^ furnish him ships and sailors. At length, after he and waited so long, they .ciused his terms, and he set out for France, but certain (.-fiRccvi, of Queen Isabella, who believed in Columbus's theory, persuaded her to call him back and to send him on his own terms. Columbus sailed from Spain, with three small ves- His departure on his great voyage, sels, on the 3d of August, 1492, and was more than two and his discovery months on the voyage. The sailors were more and more frightened as they found themselves going farther and HOW COLUMBUS DISCOVERED AMERICA. farther out of the known world. They sometimes threatened to pitch Co- lumbus overboard and return. He kept their courage up by every means he could think ll of, even by conceal- TH£ PABT OF THE WORLU KNOWN WHEN COLUMBUS SAILED IS IN WHITE. iuST frOm thCm hOW far they had come. One night Columbus saw a light, and at two o'clock the next morning, which was the I2th of October, 1492, a sailor on one of the vessels raided the cry " Land ! " There was the wildest joy on the ships. Those who had hated Columbus, and wished to kill him, now reverenced him. Instead of finding: the What he had found. His return to Spain, rich cities of Asia, Columbus had come upon one of the smallest of the West India islands, which was inhabit- ed by people entirely naked, and living in the rudest manner. He afterward dis- covered larger islands, and then sailed homeward. He carried with him some gold and some of the inhabitants of the islands. He was received by Ferdi- nand and Isabella with the greatest honor. The}' even made him sit down in their Discoveries before Columbus. — There is some reason to believe that America may have been visited from Eu- rope before the time of Columbus. The inhabitants of Scandinavia (the country now divided into Denmark, Sweden, and Norway) were known as Norsemen. In the old romantic tales of Scandinavia there are stories which go to show that these Norsemen, under the command of I.eif. the son of Eric, in the year looi, and afterw<»nl, probably explored the coast of America fro.r Labrador south- ward for some distance. Fanciful theo- ries have been built on these stories, such as the notion that the old stoiip windmill at Newport, R. I., is a tower built by the Norsemen. There is also a tradition in Wales that one Madoc, a Welsh prince, in the year 1170, discov- ered land to the west of Ireland, and took a colony thither, which was never heard of afterward. If these stories of Leif and Madoc represent real voyages, the discov- eries which they relate would probably never have been recalled to memory if Columbus had not opened a wide door at the right moment. HOW COLUMBUS DISCOVERED AMERICA. 5 presence, a favor never shown except to the greatest grandees. The people who had believed him a fool when he went away, followed him with cheers as he walked along the street. Columbus, in his second voyage to America, planted ^^^^^ voyages ■^ ° ^ of Columbus. a colony on the island of Hispaniola, or Hayti. In this and in two other voyages he discovered other islands and a portion of the coast of South America, which he first saw in 1498. He never knew that he had found a new world, but lived and died in the belief that the largfe island of Cuba was a part of the mainland of Asia. Who discovered America ? How long is it since Columbus discov- Questions foi- ered America? What did people in Europe know about America 400 study, years ago ? What did they know about the roundness of the world ? How was the trade with Asia carried on ? What stories were told in Europe at this time by travelers .'' How did the Portuguese try to get to India at this time.-* Had they reached India by sea when Columbus sailed to America ? How many years had they spent exploring the coast of Africa before they got to the Cape of Good Hope ? Where is the Cape of Good Hope ? What shorter route to India from Europe has been made in our time.'' [Ans. The canal through the Isthmus of Suez.] How did Columbus propose to get to India.? In this plan there were two mistakes : what were they ? What is in the way between Spain and Asia if one sails straight to the west .'' How far did Columbus think it ? Is it much farther .'' To whom did Columbus first make his offer.? To what king did he next offer his plan ? What was the Atlantic Ocean sometimes called in that day? What kind of creatures were thought to live in it ? What foolish notion of up-hill and down-hill did men get from the roundness of the earth ? What did the King of Portugal do to find out whether Columbus's notion was correct or not? Was this fair to Columbus ? How far did this ship sail ? What did Columbus do when he found that he had been cheated ? (How near is Portugal to Spain ?) What were the names of the King and Queen of Spain at this time ? In what war were they engaged ? How long did Columbus have to wait in order to persuade them to let him have ships? To what king was he going when Isabella called him back ? In what year did Columbus start on his voyage ? On what day of what month did he sail? Leaving on the 3d of August, 1492, he was how 2 O HOW COLUMBUS DISCOVERED AMERICA. long on the voyage ? How did the sailors feel as they sailed farther and farther into the unknown "Sea of Darkness"? What threats did they make against Columbus ? How did he deal with them ? What day of October was it on which Columbus first saw land on this side of the ocean? The 12th of October in what year? How long ago is that? [Subtract 1492 from the present year.] Had Columbus found Asia and its rich cities? What had he found? What was the appearance of the people? How did they live ? What did he discover afterward ? What did he take home with him ? How was he received by the king and queen ? How by the people ? Where did he plant his first colony? Did he ever know that he had found a new continent? What did he think about Cuba? Skeleton sum- mary. Study by topics. Tell about — 1. Columbus in Portugal. 2. Columbus in Spain. 3. Columbus on his voyage. 4. Columbus after his return from the first voyage.' a. Mention three false notions which made men oppose Columbus. 1. That it would be sailing up-hill coming back. 2. That there were monsters in the unknown seas. 3. That nobody could live on the other side of the world. h. Tell what you know of two mistaken notions held by Columbus that promoted his voyage. {Fill tip the blanks.) — Columbus discovered America about years ago. He wished to reach by sailing to the . He offered to make this discovery for the King of — — , who secretly sent out a ship to find out the truth of Columbus's idea. When Columbus saw that he was cheated, he went to to lay his plans before the king and queen, whose names were and . He waited in Spain nearly -=5 — years. He sailed from Spain in August, -, and discovered land in the month of . He first saw the continent of — '■ in 1498. But he died supposing that the island of Cuba was part of the continent of . Voluntary work. The pupil may find out what he can of the life of Columbus. Composition. A subject for composition may be had by the scholar's supposing him- self to have just returned with Columbus from his first voyage. Let him write a letter to a supposed friend in England telling him all he can of Columbus, of the ships, of the voyage, of the Indians, and of their recep- tion by the king and queen. To teachers. The " Study by Topics" may always be written on the blackboard with advan- tage, especially where there is no oilier blackboard exercise. HOW COLUMBUS DISCOVERED AMERICA. " Life of Columbus," by Washington Irving. The latest conclusions of the learned about Columbus and his discoveries, in Winsor's " Narrative and Critical History of Amer- ica," vol. ii. For the events of the time, Prescott's " Ferdinand and Isabella." For a history of the Portuguese dis- coveries and the Spanish colonies, Helps's " Span- ish Conquest of THIS MAP SHOWS HOW COLUMBUS FOUND AMERICA IN TRYING TO GET TO ASIA. IT ALSO SHOWS THE VOYAGES OF DA GAMA AND MAGELLAN, AS TOLD IN CHAPTER IL Books for refer- ence and reading. CHAPTER II. Other Discoveries in America. A PART of the glory of Columbus's great discovery Nammg of was taken away from him by accident. An Italian, '"^""• Amerigo Vespucci [am-a-ree'-go ves-poot'-chee], whose name in Latin was written Amer'icus Vespu'cius, was with an expedition that Americus Vespucius \va;i born in Florence in 1451. He went into mercan- tile life at Florence, and afterward re- moved to Spain a little before Columbus sailed on his first voyage. Vespucius claimed to have made four voyages to the New World, the first in 1497. But it is now believed that this first date is not correct, and that Vespucius was in Spain during all of that year. He undoubtedly went to America several times, both from Spain and Portugal. In 1503 Vespucius built a fort on the coast of what is now Brazil ; and he left there a little colony, the first in that part of South America. Ferdinand of Spain made him pilot-major of his kingdom in 1508, and he died in discovered part of South America in 1499. ^ false claim was made, indeed, that Americus saw that con- tinent two years earlier, which would be before Columbus discovered it in 1498. Americus Vespucius wrote pleasantly about the new lands which he had seen, and some German ge- ographers were so pleased with his descriptions that 8 OTHER DISCOVERIES IN AMERICA. John Cabot. they called the country America, in honor of Americus, supposing him to have first seen the continent. When North America came to be placed on the maps, this name was applied to it also. Thus, nearly half the world goes by the name of a man who had no claim to be called its discoverer. The voyage of Colum- bus was undertaken, as we have seen, to open a trade with the Spice Islands of Asia, and the failure to find these was disappointing. There was another great Italian navigator living at the same time as Colum- bus, whose name was Zuan Cab-ot'-o. He is called in English John Cab'-ot. He had been in the city of Mecca, in Arabia, and had there seen the caravans bringing spices from India. He inquired of the people of these caravans where they got their spices. They said that other caravans brought them to their coun- try, and that the people in those caravans said that they bought them from people who lived yet farther away. From all this John Cabot concluded that the spices so much valued in Europe must grow in the most easterly part of Asia, and that he could reach this part of Asia by sailing to the west, as Columbus had done. The King of England at this time was Henry VII. While Columbus was trying to persuade Ferdinand and Isabella to send him on a voyage of discov- John Cabot, or Zuan Caboto, as he was called in the Venetian dialect, was probably born in Genoa, but he was nat- uralized in Venice. He was living in Bristol, in England, with his wife and three sons, in 1495, when he laid his plans before Henry VII. He received a charter for discovery from that king in 1496, in which his three sons were named, and he sailed on his first voyage in 1497, and the second in 1498. It is probable that his son Sebastian went with him on both voyages. There is no account of John Cabot's second return, nor do we know any more about him after his sailing to America the second time. His son Se- bastian, who was a great geographer, and who lived to be very old, seems to have always spoken of the voyages as though he had made them alone, but we now know that it was John Cabot who dis- covered North America. OTHER DISCOVERIES IN AMERICA. CABOT AT MECCA. ery, he Columbus and , , Henry VII. had sent his brother, Bartholomew Columbus, to make a like offer to the English king. When Bar- tholomew re turned to Spain with King Henry VII's answer, Christopher Columbus . had already discovered the New World. But, though Columbus had found what he believed to cabot discovers 1 fA'iii rii • fii North America. be a part oi Asia, he had not lound the region oi gold and spices. John Cabot, who was then living in England, believed that he mjght be more fortunate. He got per- mission from Henry VII to sail at the expense of certain English merchants, and in May, 1497, nearly five years after Columbus had started on his first voyage, Cabot set sail from Bristol with only one small vessel and eighteen persons. He discovered the Conti- nent of North America, which he of course INDIAN NEE04.E8 FOR MAKING NETS. lO OTHER DISCOVERIES IN AMERICA. Second voyage of the Cabots. Balboa discovers the Pacific Ocean. Magellan finds a way around the world. 'A GREAT MAN OF THAT TIME. supposed to be a part of Asia. He did not meet any Indians, but he brought to King Henry one of their traps for catching game, and a needle for making nets. He was received with great honor, and he who had gone away a poor Venetian pilot was now called " the Great Admiral," and dressed himself in silks, after the manner of great men of that time. The next year, accompanied by his son Sebastian, he set sail with a much larger expedition, to find his way to Japan or China. After going far to the north, he sailed along what is now the coast of Canada and the United States as far to the south as North Carolina. But, as he did not find the riches of Asia, the English appear to have lost much of their interest in Western voyages. After both Columbus and John Cabot were dead, people began to suspect that the newly discovered lands were not part of Asia. In 15 13 Vasco Nunez de Bal- boa [vas'-co noon-yeth deh bal-bo'-ah] crossed the Isth- mus of Panama [pan-ah-mah'] and discovered the Pacific Ocean at the west of America, It now became a question of finding a way through or around America, so as to come to the rich trade of the East Indies, which the Portuguese had reached in 1498, when Vasco da Gama [vas'-co dah gah'-mah] sailed there around the Cape of Good Hope. In 1520 Magellan [ma-jel'-lan], a Portuguese in the employ of Spain, sailed through the straits which bear his name, and so into the Pacific. It was not then known that OTHER DISCOVERIES IN AMERICA. 11 Fernando da Magalhaens [mah- gal-yah'-ens] , as his name is written and pronounced in Portuguese, but who is known in English as Magellan, was born in Portugal. He served the Portuguese government in the East Indies, and was in the expedition that discovered some of the Spice Islands. Having received a slight from the Portuguese government, he publicly renounced his country and entered the service of the King of Spain. He sailed on his famous voyage in Sep- tember, 1519, with five ships. On the coast of South America he lost one of his vessels and suppressed a mutiny. In October, 1520, he entered the straits that bear his name. His men were very re- luctant to go on, and one ship turned back out of the chaanel and sailed home. With the three ships left he entered the Pacific. At the Philippine Islands he was killed in a battle with the natives. Only one of his ships, the Victoria, suc- ceeded in getting around the world, and she had but eighteen men left alive when she got back, and they were sick and almost starvincr. one could pass around Cape Horn. Magellan lost his life in the Philippine Isl- ands, but one of his small- 3 est ships succeeded in mak- ing the circuit of the earth — the first that ever accom- plished that feat. Magellan's route was too other explorers . seek the North- long a course for trade, west Passage, and many other navigators sailed up and down the American coast, expect- ing to find some passage by which they could get through the continent to go to China, India, and Japan. They thought America very narrow, and, in- deed, they believed that it might prove to be cut through in some places by straits, if they could only find them. Several great English navigators tried to discover what they called the Northwest Passage, by sailing along the coast of Labrador and into the rivers and bays of America. For a long time nobody in England thought it worth colonies pro- posed, while to send colonies to North America; it was re- garded only as a bar to all attempts to reach Asia by the west. But, the colonists sent from Spain having found gold in great quantities in Mexico and South America, the English at length began to think of settling colonies in North America, to look for gold there also. Frobisher and Sir Humphrey Gilbert, in the time of Queen Eliza- SPANISH EXPLORER. 12 OTHER DISCOVERIES IN AMERICA. beth, proposed to settle such colonies, but it was not until Sir Walter Ralegh undertook it that a hopeful beginning was made. INDIAN'S TRAP. Questions for How did our part of the world get the name of America? Who ^^ y- vvas Amerigo, or Americus ? Was he the discoverer of An\prica? Who first proposed to give the name of America to South America ? What was the object of Columbus's first voyage ? What other great Italian navigator of that time had the notion of finding the trade in spices by going to the west ? Where had John Cabot seen the caravans bringing spices ? What questions did he ask of the men of these caravans ? Where did these men say that they got their spices ? What opinion did Cabot form about the country where spices grew ? How did he propose to reach the eastern part of Asia? Who was King of England at this time? What had Columbus to do with Henry VII? When Bartholo- mew Columbus got back to Spain, what had happened ? What permission did Cabot get from Henry VII? W^ho bore the expense of the voyage ? How long was this after the sailing of Columbus ? How many men did Cabot have when he sailed from Bristol in 1497? How many ships? What did he discover? What did he suppose North America to be? What specimens of Indian work did he bring back with him ? How was he received ? What was he called ? How did he dress ? When did he go on his next expedition ? What part of the American coast did he see ? What seems to have made the English people lose most of their interest in American voyages after this? After Columbus and Cabot were both dead, what suspicion arose about the new western countries? What discovery in 15 13 rendered it probable that America was not a part of Asia? Who discovered the Pacific Ocean? In what year? What land did Balboa cross to find that ocean ? After the discovery of the Pacific, what new question came up in regard to a way of trading with the East Indies? Who first found a way from the Atlantic to the Pacific? In what year did Magellan make this discovery? By what strait did he pass into the Pacific? Why did he m around the world ? What ship first went arour the world ? Why was the route throucrli the Straits of Magellan not a good one for trade? How did other navigators try to find a way to Asia? What did they think CAUGHT IN AN INDIAN TRAP. OTHER DISCOVERIES IN AMERICA. 13 Study by topics about the width of America? Where did they try to find a north- west passage ? How was North America regarded by the explor- ers ? What effect did the gold found by the Spaniards in Mexico and South America have on the English? Who tried to settle colonies to look for gold in North America ? Who was Queen of England in those times ? Who made the first hopeful beginning in settling English colo- nies in America ? Tell what you can of four famous men: i. Amerigo Vespucci, or Americus Vespucius. 2. John Cabot. 3. Balboa. 4. Magellan. Tell what you can of — i. The naming of America. 2. The efforts to find a passage through America. A table showing the order of events in the two chapters. This may Blackboard illus- be drawn as far as possible from the answers of the scholars. Thus : tration. The Age of Discovery. 1. American islands ^ r Columbus, 1492. 2. North America 1 1 John Cabot, 1497. 3. To India by Good Hoi)e ,. , , Vasco da Gama, 1498. ^ discovered by ^ „ , , „ Columbus, 1498. 4. South America 5. Pacific Ocean 6. A way around the world Six great discoveries in twenty-nine years Balboa, 1513. L Magellan. 1520. The best account of the Cabots is by Charles Deane, LL. D., in Winsor's " Narrative and Critical History," vol. iii. Books. CHAPTER III. Sir Walter Ralegh tries to settle a Colony in America. Sir Walter Ralegh was the first that landed a Raiegh sends an colony of English people in this country. Having re dition. ceived from Queen Elizabeth a charter which gave him a large territory in America, he sent out an exploring expedition in 1584, ninety-two years after the discovery by Columbus. This expedition was commanded by two captains, named Amidas and Barlowe. They landed on 14 SIR WALTKR RALEGH The country named Virginia. Sir 'Walter Ralegh, while yet a young man, fought for years on the side of the Huguenots in the French civil wars, and afterward in the war in Ire- land. On his return from Ireland, it is said that he won the Queen's favor by throwing his new plush cloak into a muddy place in the road for her to walk on. He fitted out ships and fought against the Great Armada, or fleet, of Spain, when that country tried to con- quer England. He was a great states- man, a great soldier, a great seaman, and an e.xcellent poet and historian. He is said to have first planted the potato in Ireland. King James I kept him in prison in the Tower for more than twelve years, and then released him. In 1618 the same king had this great man put to death to please the King of Spain. When Ralegh was about to be beheaded, he felt of the edge of the axe, and said, " It is a sharp medicine to cure me of all my diseases." the coast in that part of America which we now call North Carolina. The country pleased them very much. They wondered at the wild grape-vines, which grew to the tops of the highest trees, and they found the Indians very friendly. They stayed about six weeks in the New World, and, everything here being strange to their eyes, they fell into many mistakes in trying to de- scribe what they saw and heard. When they got back to England, they declared that the part of America they had seen was the paradise of the world. Ralegh was much encour- aged by the accounts which his two captains gave of the new country they had found. It was named Virginia at this time, in honor of Queen Elizabeth, who was often called the " Virgin Queen." But the name Virginia, which we apply to two of our states, was then used for nearly the whole eastern part of what is now the United States, between Maine and Georgia. SIR WALTER RALEGH TRIES TO SETTLE A COLONY IN AMERICA. 15: QUEEN ELIZABETH. In 1585, the year after the return of the first expedition, Ralegh sent out a colony to remain in America. Sir Rich- ard Grenville, a famous sea- man, had command of this ex- pedition ; but he soon returned to England, leaving the colo- ny in charge of Ralph Lane. There were no women in Ralph Lane's company. They made their settlement on Roanoke Island, which lies near to the Ralegh's first colony. coast of North CaroHna, and they explored the main- land in many directions. They spent much time in try- ing to find gold, and they seem to have thought that the shell-beads worn by the Indians were pearls. Like all the others who came to America in that time, thqy were very desirous of finding a way to get across America, which they believed to be very narrow. They hoped to reach the Pacific Ocean, and so open a new way of sailing to China and the East Indies. The Indians by this time were tired of the white men, Lane tries to find the Pacific and anxious to be rid of them. They told Lane that the ocean. Roanoke River came out of a rock so near to a sea at the west that the water sometimes dashed from the sea into the river, making the water of the river salt. Lane believed this story, and set out with most of his men to find a sea at the head of the river. Long before they got to the head of the Roanoke, their provisions gave out. But Lane made a brave speech to his men, and they resolved to go on. Having nothing else to eat, they killed their two dogs, and cooked the meat with sassafras- lb SIR WALTER RALEGH The colony re- turns to England with Sir Francis Drake. Tobacco brought to England. SIR FRANCIS DRAKE. Ralegh's second colony. leaves to give it a relish. When this meat was exhausted, they got into their boats and ran swiftly down the river, having no food to eat on the way home. Lane got back to Roanoke Island just in time to keep the Indians from kill- ing the men he had left there. Sir Francis Drake came to see the colony on his return from an expedi- tion to the West Indies. He furnished the company on the island with a ship and with whatever else they needed. But, while he remained at Roanoke, a storm arose which drove to sea the ship he had given to Lane. This so discouraged the colonists that they returned to England. Ralph Lane and his companions were the first to carry tobacco into England. They learned from the Indians to smoke it in Indian fashion, by drawing the smoke into their mouths and puffing it out through their nostrils. Ralegh adopted the practice, and many distin- guished men and women followed his example. Some of the first tobacco-pipes in England were made by using a walnut-shell for the bowl of the pipe and a straw for the stem. It is related that, when Ralegfh's servant first saw his mas- ter with the smoke coming from his nose, he thought him to be on fire, and poured a pitcher of ale, which he was fetching, over Sir Walter's head, to put the fire out. Ralegh set to work, with the help of others, to send out another colony. This time he sent women and chil- TRIES TO SETTLE A COLONY IN AMERICA. 17 dren, as well as men, intending to make a permanent settlement. The governor of this company was John White, an artist. Soon after White's company had set- tled themselves on Roanoke Island, an English child was born. This little girl, being the first Enghsh child born in Virginia, was named Virginia Dare. John White, the governor of the colony, who was Raiegh-s second ■TT- ••-i-vt iri 11 T-iir colony disap- Virgima Dare s grandfather, went back to England lor pears, supplies. He was detained by the war with Spain, and, when he got back to Roanoke Island, the colony had dis- appeared. Ralegh had spent so much money already that he was forced to give up the attempt to plant a colony in America. But he sent several times to seek for the lost people of his second colony, without finding them. Twen- ty years after John White left them, it was said that seven of them were still alive among the Indians of North Carolina. (NDIAN PIPE DECORATED WITH FEATHERS. PIPE MADE OF THE SHELL OF THE ENGLISH WALNUT. Who gave Ralegh a charter ? Of what country was Elizabeth Questions for queen? What did Queen Elizabeth grant to Ralegh in this charter? study. In what year did he send out an exploring expedition ? There were two captains in this expedition; what were their names? In what part of America did they land ? How long did they stay in America ? What did they think of the country ? When the two captains got back, the country they had explored in America was named what ? How large was Virginia at that time? Why was it called Virginia? In what year did Sir Walter Ralegh send out his first colony .> Who was left in charge of it ? On what island was it settled ? What i8 SIR WALTER RALEGH. Study by topics. Skeleton sum- mary. Qeography. Blackboard illus- tration. Books. was Ralph Lane looking for when he went up the Roanoke River ? What did his men eat when out of food .'' Who came to see the colony the next year .'' What put the men on Roanoke Island into the notion of going back to England .'' What did Lane and his men learn from the Indians ? What plant did they first take into England .'' What kind of pipes were sometimes used ? What story is told of Ralegh's smoking ? Who was Governor of Ralegh's last colony ? Why did John White go back to England .'' What delayed him there .'' What was the fate of his colony ? Three expeditions are mentioned : 1. Under Amidas and Barlowe, 1584. 2. Under Grenville and Lane, 1585. 3. Under John White, 1587. Tell what you know of each of these. Also, tell what you can about — 1. Sir Walter Ralegh. 2. The naming of Virginia. 3. The first use of tobacco in England. ( JVri'/e this out or read it, and fill up the blanks.) — Having re- ceived a charter from Queen , Ralegh sent an exploring expedition under and to that part of America which we call . On their return the new land was named , in honor of . In the year Ralegh sent out his first colony, under the command of Sir Richard and Ralph . This colony was taken back to Eng- land by Sir Francis . It remained in America . In 1587 Ralegh sent another colony, under John . The Governor went back for supplies ; when he came again to America, the colony had . Both of Ralegh's colonies were settled on Island. Have each pupil, on a large sheet of paper, make an outline map of the coast of North Carolina and Virginia. On this, mark the place of Ralegh's colonies on Roa- noke Island, with the date (1585) of the first colony. Note distinctly on this map the Roanoke River. Preserve the map for use in studying the next chapter. If thought best, the pupil may make an outline map of the whole coast of the United States for use in all the chapters relating to colonization. Tliis map should be made on a piece of Manila paper not less than eighteen inches or two feet square. We can hardly suppose Lane to have passed over more than about one twenty- fifth of the distance from the Atlantic to the Pacific. Draw a horizontal line say twenty-five inches long. Then mark one inch from the left of the line to show how small a proportion of the way the explorers had traveled. The outline map described above may be drawn on the blackboard for the whole class. Edwards's " Life of Ralegh,'" or Gosse's " Life of Raleigh." (Note. — The name is spelled in various ways by different writers. We have followed Rcilegh's own spelling.) HOW JAMESTOWN WAS SETTLED. 19 CHAPTER IV. How Jamestown was Settled. After the total disappearance of Ralegh's second colony, many years passed before another attempt was made. In 1602 Bartholomew Gosnold tried to plant a colony on the Island of Cuttyhunk, in Buzzard's Bay. If this had succeeded, New England would have been first settled, but the men that were to stay went back in the ship that brought them. In 1603 Queen Elizabeth died, and her cousin, Tames VI, King of Scotland, came to the throne of The Virginia •^ ' o Company, England as James I. In 1606, while Ralegh was shut up in the Tower of London, a company of merchants and others undertook to send a new colony to Amer- ica. Some of the men who had been Ralegh's part- ners in his last colony were members of this new " Vir- ginia Company. " It was in the stormy December of 1606 that the little Departure of the colony. colony set out. There were, of course, no steamships then ; and the vessels they had were clumsy, small, and slow. The largest of the three ships that carried out the handful of people which began the settlement of the United States was named " Susan Constant." She was of a hundred tons burden. Not many ships so small cross the ocean to-day. But the " God-speed " which went along with her was not half so big, and the smallest of the three was a little pinnace of only twenty tons, called " Discovery." A MERCHANT OF THE VIRGINIA COMPANY. 20 HOW JAMESTOWN WAS SETTLED. The voyage, and the arrival in Virginia. flESENT APPEARANCE OF JAMESTOWN. Settlement at Jamestown. Misery of the colonists. On account of storms, these feeble ships were not able to get out of sight of the English coast for six weeks. People in that time were afraid to sail straight across the unknown Atlantic Ocean ; they went away south by the Canary Islands and the West Indies, and so made the distance twice as great as it ought to have been. It took the new colony about four months to get from Lon- don to Virginia. They intended to land on Ro- anoke Island, where Ra legh's unfortunate colo- nies had been settled, but a storm drove them into a large river, which they called "James River," in honor of the king. They arrived in Virginia in the month of April, when the banks of the river were '^7 covered with flowers. Great % white dog-wood blossoms and mass- ^''W',y,'^.v^_^ es of bright-colored red-bud were in "•^ ■'■ '' bloom all along the James River. The new-comers said that heaven and earth had agreed to- gether to make this a country to live in. After sailing up and down the river they selected a place to live upon, which they called Jamestown. They had now pretty well eaten up their supply of food, and they had been so slow in settling themselves that it was too late to plant even if they had cleared ground. One small ladleful of pottage made of worm-eaten barley or HOW JAMESTOWN WAS SETTLED. 21 wheat was all that was given to a man for a meal. The settlers were attacked by the Indians, who wounded seventeen men and killed one boy in the fight. Each man in James- town had to take his turn every third night in watching against the Indians, lying on the cold, bare ground all night. The only water to drink was that from the river, which was bad. The people were soon nearly all of them sick ; there were not five able-bodied men to defend the place had it been attacked. Sometimes as many as three or four died in a single night, and some- times the living were hardly able to bury those who had died. There were about a hundred colonists landed at Jamestown, and one half of these died in the first few months. All this time the men in Jamestown were living in wretched tents and poor little hovels cov- ered with earth, and some of them even in holes dug into the ground. As the sickness passed away, those who remained built themselves better cabins, and thatched the roofs with straw. One of the most industrious men in the colony at this time was Captain John Smith, a young man who had had many adventures, of which he was fond of boasting. He took the little pinnace " Discovery " and sailed up and down the rivers and bays of Virginia, ex- ploring the country, getting acquainted with many tribes of Indians, and exchanging beads, bells, and other trink- 3 A SOLDIER WITH MATCHLOCK GUN AND LIGHTED FUSE. 22 HOW JAMESTOWN WAS SETTLED. CAPTAIN JOHN SMITH. Captain John Smith. Captain John Smith was born in England in 1579. While yet little more than a boy, he went into the wars in the Netherlands. He was afterward shipwrecked, robbed at sea, and suf- fered great want in France. He fought against the Turks and slew three of them in single combat. He was at length made prisoner by the Turks and reduced to slavery. By killing his master he got free, escaping into Russia, after sixteen days of wandering. He got back to England and soon departed with the first company to Jamestown. After leaving Virginia he was the first to examine care- fully the coast of New England, and he received the title of " Admiral of New England." He was a bold and able ex- plorer and a brave man, with much prac- tical wisdom. His chief faults were his vanity and boastfulness, which led him to exaggerate his romantic adventures. But without him the Jamestown colony would probably have perished. Like many other worthy men, he died poor and neglected. Smith leaves the colony. ets for corn, with which he kept the Jamestown people from starving. In one of these trips two of liis men were killed, and he was made captive, and led from tribe to tribe a prisoner. But he managed so well that Powhatan [pow-at-tan'J, the head chief of about thirty tribes, set him free and sent him back to Jamestown. It was in this captivity that he made the acquaintance of Pocahontas [po-ka-hun'-tas], a daughter of Powhatan. She was then about ten years old, and Captain Smith greatly admired her. Many years afterward he told a pretty story about her put- ting her arms about his neck and saving his life when Powhatan wished to put him to death. John Smith explored Chesapeake Bay in two voy- ages, enduring many hardships with cheerfulness. He and his men would move their fire two or three times in a cold night, that they might have the warm ground to lie upon. lie managed the Indians well, put down HOW JAMESTOWN WAS SETTLED. 2Q mutinies at Jamestown, and rendered many other serv- ices to the colony. He was the leading man in the new settlement, and came at length to be governor. But when many hundreds of new settlers were brought out under men who were his enemies, and Smith had been injured by an explosion of gunpowder, he gave up the government and went back to England. After Raleg-h's failure, how long was it before another colony was Questions for tried ? When Ralegh sent his colonies, Queen Elizabeth was reigning study, over England : who had taken her place by the time the new colony was sent ? Where was Ralegh when this new company was formed to send another colony to Virginia ? In Ralegh's last colony he had had some partners : what part did these take in the company ? In what year did this company send out its colony ? How many ships were sent ? What can you tell about the size of these vessels ? How long did it take the ships to get out of sight of England? Did they sail straight for America? By what route did they go ? How long did it take them to get to Virginia from the time they left London ? (How long does it take to cross the ocean in our time ?) Did the new colony settle in the same place as Ralegh's colony ? Why not ? What did they call the river into which they sailed ? (What is it called to-day ? Where is it ? What city is on its banks ?) How did the country look when they saw it ? What did they think about it ? When they had chosen a place for their town, what did they call it ? Why did they call the river James River, and their town Jamestown ? What kind of food did they have ? How much did each man get for a meal ? What did the Indians do at this time ? How often did each man have to stand watch at night ? What kind of water did they have ? What is said of their sickness ? How many died in the first few months ? What sort of houses did they have during the time of their sickness ? What kind of houses did they build as they grew better ? Who was very industrious at this time? Where did Captain Smith sail in the little pinnace "Discovery"? What did he buy from the Indians? What did he pay for the corn with ? What happened to him on one of these trips ? After he had been led from village to village, he was brought to a head chief: what was the name of this chief? He was at the head of how many tribes ? What did Powhatan do with Captain Smith ? What is said of Powhatan's daughter ? What great bay did Smith explore ? How did it happen that he went back to England ? 24 HOW JAMESTOWN WAS SETTLED. Study by topics. Skeleton sum- mary. Voluntary work. Geography. ],-^m Roanoke l'>'\ Island Whal do you know about — I. The voyage, and the arrival in Virginia ? Food ) Houses r at Jamestown .'' Sickness ) 3. John Smith and what he did in Virginia .■* The colonists came from . They settled on the River, in the year — 07. They called their town . The most active man was -. Scholars who wish to know more than the lesson gives them, may find out what they can of the life of Captain John Smith. Books. Let the scholar take the map made for the previous chapter, and extend it so as to include the Chesapeake Bay and James River. Mark 1607 at the site of Jamestown. Write John Smith, 160S, in Chesapeake Bay. Then, in order to get relations with modern times, mark the present site of Richmond with R., of Washington with W., of Baltimore with B. " Life of John Smith," by Charles Dudley Warner. " Life of Pocahontas," by E. Eggleston and Mrs. Seelye. Bancroft's " United States." CHAPTER V. The Starving Time, and wliat Followed. The starving time. When Captain John Smith went back to England, in 1609, there were nearly five hundred white people in Virginia. But the settlers soon got into trouble with the Indians, who lay in the woods and killed every one that ventured out. There was no longer any chance to buy corn, and the £ood was soon exhausted. The starving people ate the hogs, the dogs, and the horses, even to their skins. Then they ate rats, mice, snakes, toad- stools, and whatever they could get that might stop their THE STARVING TIME, AND WHAT FOLLOWED. 25 hunger. A dead Indian was presently eaten, and, as their hunger grew more extreme, they were forced to . consume their own dead. Starving men wandered off into the woods and died there ; their companions, find- ing them, devoured them as hungry wild beasts might have done. This was always afterward remembered as "the starving time." Along with the people who came at the close of John sir Thomas Gates wrecked on xhe Smith's time, there had been sent another ship-load of Bermuda islands, people, with Sir Thomas Gates, a new governor for the colony. This vessel had been shipwrecked, but Gates and his people had got ashore on the Bermuda Islands. These islands had no inhabitants at that time. Here these shipwrecked people lived well on wild hogs. When spring came they built two little vessels of the ce- dar-trees which grew on the island. These they rigged with sails taken from their wrecked ships, and getting g^ ^ -- their people aboard they made ^^ their way to James- town. When they got there they found alive but sixty of the four hundred and ninety people left in Virginia in the autumn before, and these sixty would all have died had Gates Gates reaches been ten days later in coming. The food that Gates J^'"^^*°'^"- brought would barely last them sixteen days. So he 26 THE STARVING TIME, AND WHAT FOLLOWED. Arrival of Lord De la Warr. De la 'Warr's time. Sir Thomas Dale's govern- ment. put the Jamestown people aboard his little cedar ships, intending to sail to Newfoundland, in hope of there falling in with some English fishing-vessels. He set sail down the river, leaving not one English settler on the whole continent of America. But before Gates and his people got out of the James River they met a long boat rowing up toward them. Lord De la Warr had been appointed governor of Vir- ginia, and sent out from England. From some men at the mouth of the river he had learned that Gates and all the people were coming down. He sent his long boat to turn them back again. On a Sun- day morning De la Warr landed in amestown and knelt on the ground a while in prayer. \ Then he went to the little church, where he took pos- session of the government, and rebuked the people for the idleness that had brought them into such suffeiung. During this summer of 1610 a hundred and fifty of the settlers died, and Lord De la Warr, finding himself very ill, left the colony. The next year Sir Thomas Dale took charge, and Virginia was under his government and that of Sir Thomas Gates for five years afterward. Dale was a soldier, and ruled with extreme severity. He forced the idle settlers to labor, he drove away some of the Indians, settled some new towns, and he built fortifications. But he was so harsh that the people hated him. He punished men by flogging and by setting them THE STARVING TIME, AND WHAT FOLLOWED. 27 to work in irons for years. Those who rebelled or ran away were put to death in cruel ways ; some were burned alive, others were broken on the wheel, and one man, for merely stealing food, was starved to death. Powhatan, the head chief of the neighboring tribes, The capture of , , 1 1 r 1 1 1 • 1 r- Pocahontas. gave the colony a great deal 01 trouble durmg the first Her marriage, part of Dale's time. His daugh- ter, Pocahontas, who, as a child, had often played with the boys within the palisades of Jamestown, and had shown herself friendly to Captain Smith and others in their trips among the Indians, was now a woman grown. While she was visiting a chief named Japazaws, an English captain named Argall hired that chiet with a copper kettle to betray her into his hands. Argall took her a captive to Jamestown. Here a white man by the name of John Rolfe married her, after she had received Chris- tian baptism. This marriage brought about a peace between Powhatan and the English settlers in Virginia. When Dale went back to England in 1616 he took Pocahontas in ° England. with him some of the Indians. Pocahontas, who was now called "the Lady Rebecca," and her husband went to England with Dale. Pocahontas was called a " prin- -L_ PORTRAIT OF POCAHONTAS. 28 THE STARVING TIME, AND WHAT FOLLOWED. Tobacco first raised in Vir- ginia. Questions for study. cess " in England, and received much attention. But she died when about to start back to the colony, leaving a little son. The same John Rolfe who married Pocahontas was the first Englishman to raise tobacco in Virginia. This he did in 1612. Tobacco brought a large price in that day, and, as it furnished a means by which people in Vir- ginia could make a living, it helped to make the colony successful. But in 1616 there were only three hundred and fifty English people in all North America. GETTING READY TO GO TO VIRGINIA ; SHOWING THE DRESS OF PEOPLE IN THAT TIME. How many people were left in the colony in 1609, when John Smith went back to England ? How did the settlers get on with the Indians at this time.? Why could they not get corn? Mention some of the things eaten by the people in their hunger. What was this time called ? What had become of the ship in which Sir Thomas Gates had sailed the year before ? What did Gates and his people find to eat on the Ber- muda Islands.? How did they get away from Bermuda? What state did they find the Jamestown colony in when they came to Virginia ? How many days' supply of food for all the people did Sir Thomas Gates have? THE STARVING TIME, AND WHAT FOLLOWED. 2Q What did he conclude to do ? What happened to Gates before he got out of the river ? Who had sent this long boat ? What did Lord De la Warr do first when he landed at Jamestown ? What took place at the church ? How many of the people died in the sickness of this summer ? Why did Lord De la Warr leave Virginia ? What was Dale's profession ? What kind of a person was he ? What good effect came from his government? But the people hated him: why? Mention some of the punishments used by him. How did Pow- hatan and the Indians behave during the early part of Dale's time ? What was the name of Powhatan's daughter who had often come to Jamestown ? Where was she staying ? How did Argall get her on board his ship ? Where did he take her? To whom was she married? What effect did this have? When Pocahontas went to England, how was she treated ? What happened to her when she was about to sail to America? Who first raised tobacco in Virginia? What effect did this have on the colony ? How many people were there in Virginia in 1616? The colony first reached Virginia in 1607: how long had it been settled when Dale left in 1616 ? Subtract 1607 from 161 6. Tell about — Study by topics. 1. The starving time. 2. Sir Thomas Gates's shipwreck. 3. Gates's arrival at Jamestown and the departure of the colony. 4. Coming of Lord De la Warr. Also — a. Dale's government, b. Pocahontas, c. Tobacco in Virginia. CHAPTER VL The Great Charter of Virginia, and the First Massacre by the Indians. During all the early years of the Virginia colony the Living and work- people were fed and clothed out of a common stock of '"^ '" common, provisions. They were also obliged to work for this stock. No division was made of the land, nor could the industrious man get any profit by his hard work. The laziest man was as well off as the one who worked hardest, and under this arrangement men neglected their work, and the colony was always poor. The men had been 3° THE GREAT CHARTER OF VIRGINIA. english countryman •at that time. The Great Char- ter of 1618. Features of the charter govern- ment that remain. promised that after five years they should have land of their own and be free, but this promise was not kept. In 1614 Sir Thomas Dale gave to some who had been long- est in Virginia three acres of ground apiece, and allowed them one month in the year to work on their little patches. For this they must support themselves and give the rest of their work to the common stock. This arrangement made them more industrious. But the cruel military laws put in force by the governor made Virginia very unpopular. Argall, who came after Dale, governed very badly, and the colony was almost ruined. In 161 8 many new emigrants were sent, and Lord De la Warr was again sent as governor, but he died on the way. The " Vir- ginia Company," of London, which had the government of the colony in November, 161 8, granted to Virginia a " Great Charter," under which the people of the colony were allowed a voice in making their own laws. This was the beginning of free government in America. Under this charter the government of Virginia was put into the hands of a governor, a " council of estate," and a "general assembly." The other American colonies after- ward took pattern from this threefold government. The government of the United States by a president, a senate, and a house of representatives shows that the ideas put into the Great Charter have left their mark on the constitution of our country. The governments of all our States also show traces of the same idea. Each State has a governor, a senate, and a house of representatives. So that the plan arranged in 16 18 for a few hundred peo- ple in Virginia was a tiny stream that has spread out into a great river. THE GREAT CHARTER OF VIRGINIA. 31 COUNTRYWOMAN OF THE TIME. Sending of wives to Virginia. The Great Charter also gave the people of Virginia Division of land ... T • 1 1 1 1 • r 1 1 '" Virginia. the right to divide the land into larms, and to own and work ground each for himself. When the new governor, Sir George Yeardley, got to Virginia in the spring of 16 19, bringing this good news that the settlers were to live under laws of their own making, and were to enjoy the fruits of their own labors, they thought themselves the happiest people in the world. About this time it was thought that the colony would be more firmly planted if the colonists had wives. Young women were therefore sent out to be married to the settlers. But, before any man could marry one of these, he was obliged to gain her consent, and to pay the cost of her passage, which was about a hundred and fifty pounds of tobacco. This venture proved very satis- factory to the Virginians, and women were therefore sent for wives from time to time for years afterward. When the colonists had land of their own, they felt themselves at home in America, and no longer thought of going back to England. Before this there had been a good many small wars and troubles of one kind or other with the Indians. But, as the Indians had few fire-arms, the white men cou easily defend themselves. After 1619 many efforts were made' to civilize and convert the savages. Money was given to educate their children, and a college was planned for them. One ambitious In- dian brave, whom the white people called "Jack of the Feather," and who was believed to be proof against bullets, was suspected of wishing war. At length he killed a white man, and "Jack of the Feather." 32 THE GREAT CHARTER OF VIRGINIA. The first massacre by the Indians. The Virginia Company dis- solved. the white man's servants, in trying to take him to the governor, shot him. The Indians did not show any resentment at his death at first, and O-pe-chan'-ka-no, who had become head chief on the death of Powha- tan, said that the sk)- might fall sooner than he would break the peace. But on the 22d of March, 1622, while the men of the col- ony were in the fields, the In- dians suddenly fell on the set- tlements, killing the white peo- ple mostly with their own axes, hatchets, and hoes. Three hun- dred and forty-seven men, wom- en, and children were killed in a single day. One Indian lad, ipaii^ ^^» living in a white man's house, had *' ■ given warning during the night be- fore, and some of the settlements had time to prepare themselves for defense. From this time on there was almost continual war with the In- dians for many years. In 1624 the Virginia Company, of London, was dis- solved, and the colony was put under the government of the king. But the king, James I, when he put down the company, promised to the colony all the lib- erties which they then enjoyed. This promise was not well kept by his successors in after-years ; the Vir- ginians were often oppressed by the governors sent to them, but the right to pass laws in the General Assembly was never taken away. THE GREAT CHARTER OF VIRGINIA, 33 How were the settlers in Virginia clothed and fed during the early Questions for years of the colony? What was done with the proceeds of their work? study. How was the land held at first ? What was the result of this system ? What encouragement would a man have to work industriously? Do you think such a system fair? What promise had been made to the colonists? How was it kept? What arrangement did Sir Thomas Dale make in 1614? What effect did this have on the industry of the colonists ? What made Virginia unpopular at this time ? What kind of laws did the colony have ? What kind of a governor was Argall ? Who was sent for governor in 1618 ? What happened to him ? What was the beginning of free government in America ? Who granted the Great Charter of 1618 ? It established three branches of the government in Virginia : what were they ? What three law-making powers in the government of the United States to-day correspond somewhat to the governor, the council of estate, and the General Assembly of Virginia under the Great Charter? How do the governments of our States resemble this first government ? What other rights did the char- ter of 161 8 give to Virginia? When Sir George Yeardley, the new governor, got to Virginia with the Great Charter, how did the people feel about it ? In what year did Yeardley reach Virginia ? What measures were taken in 161 9 to supply the Virginians with wives? What did a man have to pay for his wife ? Had there been any Indian wars before this time ? What advantage did the white man have over the Indians? What was done for the Indians after 1619? What is said of "Jack of the Feather"? Why and how was he killed? Who was chief in place of Powhatan ? What did Opechankano say about the peace? What took place on the 22d of March, 1622? How were the white people killed ? Who gave warning the night before ? How many of the colonists were killed ? What was the rela- tion between the white people and the Indians after this ? What change took place in the government of Virginia in 1624? What did the king promise to the colonists when he made this change ? Who was king of England at this time ? How was his promise, that the Virginians should have all their liberties, kept by his successors ? What right was never taken away ? Tell what you know of — 1. Common land and common living in Virginia. 2. The division of the land. 3. The Great Charter and the three branches of government. Also tell what you can — 1. Of the sending of wives to Virginia. 2. Of the Indian massacre. Study by topics. Blackboard illus- tration. 34 b r THE GREAT CHARTER OF VIRGINIA. LAND Undivided. Separately owned. LABOR For a common stock. Each for himself. LIVING From a common store. From one's own purse. -a , c HISTORY TEACHES. Note. — In this and the preceding chapters some statements are made which will be unfamiliar even to those well acquainted with the history of the settlement of Virginia. These are founded, however, on a careful study of the oldest existing manuscript authorities, preserved in the Library of Congress, in tne British Museum, and in the British Public Record Office. The Separatists. The Pilgrims in Holland. CHAPTER VTI. The Coming of the Pilgrims. In the seventeenth century (that is, between the year 1601 and the year 1700) there was much religious persecution. In some countries the Catholics persecuted the Protestants, in other countries the Protestants perse- cuted the Catholics, and sometimes one kind of Protest- ants persecuted another. There were people in England who did not like the ceremonies of the Church of Eng- land, as established by law. These were called Puritans. Some of these went so far as to separate themselves from the Established Church, and thus got the name of Sepa- ratists. They were persecuted in England, and many of them fled to Holland. Among these were the members of a little Separat- ist congregation in Scrooby, in the north of England. Their pastor's name was John Robinson. In 1607, the 34-u THE COMING OF THE PILGRIMS. 35 PURITAN OF THE MIDDLE CLASS. year in which Jamestown was settled, these persecuted people left England and settled in Holland, where they lived about thirteen years, most of the time in the city of Leyden [li'-den]. Then they thought they would like to plant a colony in America, where they could be re- ligious in their own way. These are the people that we call " The Pilgrims," on account of their wanderings for the sake of their religion. About half of them were to go first. The rest went down to the sea to say farewell to those who were going. It was a sad parting, as they all knelt down on the shore and prayed together. The Pilgrims came to America in The voyage to 11 1 1 TV T n T-ii 1 1 America in the a ship called the Mayiiower. 1 here were about a hun- Mayflower, dred of them, and they had a stormy and wretched pas- sage. They intended to go to the Hudson River, but their captain took them to Cape Cod. After exploring the coast north of that cape for some distance, they se- lected as a place to land a harbor which had been called Plymouth on the map prepared by Captain John Smith, who had sailed along this coast in an open boat in 1614. Ail the Indians who had lived at this place had died The landing ot the Pilgrims. a few years before of a pestilence, and the Pilgrims found the Indian fields unoccupied. They first landed at this place on the nth day of December, 1620, as the days were then counted. This is the same as the 21st of De- cember now, the mode of counting having changed since that time. (Through a mistake, the 22d of December is generally kept in New England as " Forefathers' Day.") Before landing, the Pilgrims drew up an agreement by which they promised to be governed. The bad voyage, the poor food with which they were provided, and a lack of good shelter in a climate colder 4 PURITAN OF THf MIDDLE CLASS. 30 THE COMING OF THE PILGRIMS. Half of the Pil- grims die. First acquaint- ance with the Indians. Myles Standish and the Indians. than that from which they came, had their natural effect. Like the first settlers at Jamestown, they were soon nearly all sick. Forty-four out of the hundred Pilgrims died before the winter was ended, and by the time the first year was over half of them were dead. The Pil- grims were afraid of the Indians, some of whom had attacked the first exploring party that had landed. To prevent the savages from finding out how much the party had been weakened by disease, they leveled all the graves, and planted Indian corn over the place in which the dead were buried. One day, after the winter was over, an Indian walked into the village and said in English, " Welcome, Englishmen." He was a chief named Sam-o'-set, who had learned a little English from the fish- ermen on the coast of Maine. Samoset afterward brought with him an Indian named Squanto, who had been carried away to England by a cruel captain many years before, and then brought back. Squanto remained with the Pilgrims, and taught them how to plant their corn as the Indians did, by putting one or two fish into every hill for manure. He taught them many other things, and acted as their interpreter in their trading with the Indians. He told the Indians that they must keep peace with the white men, who had the pes- tilence stored in their cellar along with the gunpowder ! The neighboring chief, Mas-sa-so'-it, was also a good friend to the Pilgrims as long as he lived. Captain Myles Standish was the military commander at Plymouth. He dealt severely with any Indians sup- THE COMING OF THE PILGRIMS Pilgrims at Home. — The Pilgrims held their meetings in a square house on top of a hill at Plymouth. On the flat roof of this house were six small cannon. The people were called to church by the beating of a drum. The men carried loaded fire-arms with them when they went to meeting on Sunday, and put them where they could reach them easily. The town was surrounded by a stockade and had three gates. Elder Brewster was the religious teacher of the Pilgrims at Plymouth ; their minister, John Robinson, having stayed with those who waited in Holland, and died there. It is said that Brewster, when he had nothing but shell-fish and water for dinner, would cheerfully give thanks that they were " permitted to suck of the abundance of the seas and of the treasures hid in the sand." 37 posed to be hostile. Find- ing that certain of the Massachusetts Indians were planning to kill all the whites, he and some of his men seized the plotters sud- denly and killed them with the knives which the In dians wore suspended from their own necks. The people of Plymouth suffered much from scarcity of food for several years. They had often nothing but oysters or clams to eat for a long time together, and no drink but water. Like the Jamestown people (see page 29), they tried a plan of living out of a common stock, but with no better success. In 1624 each family received a small allot- ment of land for its own, and from that time there was always plenty to eat in Plymouth. Others of the Pilgrims came to them from Holland, as well as a few emi- grants from England. Plymouth Colony was, next to Virginia, the oldest colony of all, PILGRIMS EeCORTINQ THE GOVERNOR, ELDER BREWSTER, AND MYLES STANDISH TO MEETING. 38 THE COMING OF THE PILGRIMS. Plymouth united but it did HOt grow vcr}' fast, and in 1692, by a charter with Massachu- setts in 1692. from King William III, it was united with Massachu- setts, of which its territory still forms a part. Questions for When we say "the seventeenth century,'' what years do we mean? ^*"'*y- What is said of persecution in the seventeenth century ? What cere- monies did the Puritans dislike ? What were those Puritans called who went so far as to separate from the Church of England ? What hap- pened to these Separatists ? When they were persecuted, where did they go ? What is said of the Separatists of Scrooby .■' What was their pastor's name .'' Where did they go when they were perse- cuted ? To what city in Holland ? How long did they live in Holland ? What did they then propose to do ? What name is now given to these people ? How many of them were to go to America first ? How did the rest say farewell to them .'' What was the name of the ship in which they came to America } What kind of a voyage did they have ? Where did they select a place to land ? Who had called this Plymouth ? (Who was this Captain John Smith ?) What had become of the Indians who lived at Plymouth ? (What is a pestilence .'') What advan- tage did the Pilgrims get from settling where there had been an Indian village.'' In what year did the Pilgrims land at Plymouth .'' In what month.-* On what day of December? But the "old style" which they used then has been changed since that time : What day of the month now is the same as the iith of December, 1620? How did the Pilgrims arrange about their government ? What four things helped to make the Pilgrims suffer with illness ? How many died dur- ing the first winter ? How many died in the first year ? How did the Pilgrims feel about the Indians ? Had they seen any of them ? What did they do to hide from the Indians the fact that so many of them had died? What did the first Indian say who came into Plymouth? What was his name ? Where had he learned these words ? What was the name of the Indian that Samoset brought with him afterward ? How did Squanto get to England ? What did he do for the Pilgrims ? What story did he tell to frighten the other Indians ? What is said of Massa- soit ? Who was Captain Myles Standish ? How did he deal with hostile Indians ? What did he do to the Indians who planned to put all the English to death ? What kind of food did the people at Plymouth have to eat ? What plan of work and living did they try ? What colony had tried this before ? How did it work in Plymouth ? What change was made in 1624? Which was the oldest of all the American colonies ? Which was next ? What is said of "the growth of Plymouth colony? What happened to it in 1692 ? THE COMING OF THE PILGRIMS, 39 1. The Separatists in England. 2. The Pilgrims in Holland. 3. The voyage to America. 4. The Pilgrims at Plymouth. 5. The Pilgrims and the Indians. The native country of the Pilgrims was . They first settled in . In the year — 20 they settled at , in America. The captain in their wars was . Let the pupil make a sketch-map of that part of the coast-line of New England from the extreme point of Cape Cod to Plymouth. Mark Plymouth, and put the date 1630 there. Leave room on the paper to extend the coast of New England in both direc- tions in future lessons. The relation of Jamestown to Plymouth should be studied. Note how far apart were the first two settlements in our country. Study by topics. Skeleton sum- mary. Geography. CHAPTER VIII. The Coming of the Puritans. Before the Pilgrims settlers along had become comfortably land coast, settled in their new home, other English people came to various parts of the New England coast to the northward of Plymouth. About 1623 a few scatter- ing immigrants, mostly fishermen, traders with the Indians, and timber-cut- ters, began to settle here and there along the sea about Massachusetts Bay, and in what afterward came to be the colonies of New Hampshire and Maine. JOHN WINTHROP. 40 THE COMING OF THE PURITANS. The English Wg havc sccn in the preceding: chapter that the Puritans. . Pilgrims belonged to that party which had separated itself from the Church of England, and so got the name of Separatists. But there were also a great many people who did not like the ceremonies of the Established Church, but who would not leave it. These were called Puritans, because they sought to purify the Church from what they thought to be wrong. They formed a large part of the Eng- lish people, and at a later time, under Oliver Cromwell, they got control of England. But at the time of the settlement of New England the party opposed to the Puritans was in power, and the Puritans were perse- cuted. The little colony of Plymouth, which had now got through its suflferings, showed them a way out of their troubles. Many of the Puritans began to think of emigration. The Massachu- In 1628, when Plymouth had been settled almost setts Company sends out its first eight ycars, the Massachusetts Company was formed. colony. 1628. T-i . Ti 1 -KT' • • r^ 1 1 his was a company like the Virginia Company that had governed Virginia at first. The Massachusetts Company was controlled by Puritans, and proposed to make settlements within the territory granted to it in New England. The first partv sent out by this company settled at Salem in 1628. Others were sent the next year. But in 1630 a new and bold move was made. The Massachusetts Company resolved to change the place of holding its meetings from London to its new colony in America. This would give the peo- PURITAN GENTLEMAN. THE COMING OF THE PURITANS. 41 John AA/inthrop, the principal founder of Massachusetts, was born in 1588. He was chosen Governor of the Massachusetts Company, and brought the charter and all the machinery of the government with him to America in 1630. He was almost continually gov- ernor until he died in 1649. He was a man of great wisdom. When another of the leading men in the colony wrote him an angry letter, he sent it back, say- ing that " he was not willing to keep such a provocation to ill-feeling by him." The writer of the letter answered, " Your overcoming yourself has overcome me." When the colony had little food, and Winthrop's last bread was in the oven, he divided the small remainder of his flour among the poor. That very day a shipload of provisions came. He dressed plainly, drank little but water, and labored with his hands among his servants. He count- ed it the great comfort of his life that he had a "loving and dutiful son." This son was also named John. He was a man of excellent virtues, and was the first Governor of Connecticut. pie in the colony, as mem- bers of the company, a right to govern themselves. When this proposed change became known in England, many of the Puritans de- sired to go to America. John Winthrop, the new governor, set sail for Mas- sachusetts in 1630, with the charter and about a thou- sand people. Winthrop and a part of his company set- tled at Boston, and that became the capital of the colony. No colony was set- tled more rapidly than Mas- sachusetts. Twenty thousand people came between 1630 and 1640, though the colony was troubled for a while by bitter disputes among its people about matters of religion and by a war with the Pequot Indians. Some of the Puritans in Massachusetts were dissatis- fied with their lands. In 1635 'and 1636 these people crossed through the unbroken woods to the Connecticut River, and settled the towns of Windsor, Wethersfield, and Hartford, though there were already trading-posts on the Connecti- REv. JOHN DAVENPORT. cut RivcT. This was the begin- The great migra- tion to Massachu- setts. 1630. PURITAN LADY. Connecticut set- tled. 1636. New Haven Colony settled, and after- ward united with Connecticut. 42 THE COMING OF THE PURITANS. Roger Williams lays the founda- tions of Rhode Island. 1636. New Hampshire. MERCHANT'S WIFE IN 1620. Maine. ning of the Colony of Connecticut. Another colony was planted in 1638 in the region about New Haven. It was made up of Puritans under the lead of the Rev. John Davenport. In 1665 New Haven Colony was united with Connecticut. In 1636 Roger Williams, a minister at Salem, in Mas- sachusetts, was banished from that colony on account of his peculiar views on several subjects, religious and political. One of these was the doctrine that every man had a right to worship God without interference by the government. Williams went to the head of Narragansett Bay and established a settlement on the principle of entire religious liberty. The disputes in Massachusetts resulted in other settlements of banished people on Narragansett Bay, which were all at length united in one colony, from which came the present State of Rhode Island. The first settlement of New Hampshire was made at Little Harbor, near Portsmouth, in 1623. The popula- tion of New Hampshire was increased by those who left the Massachusetts Colony on account of the religious disputes and persecutions there. Other settlers came from England. But there was much confusion and dis- pute about land-titles and about government, in conse- quence of which the colony was settled slowly. New Hampshire was several times joined to Massachusetts, but it was finally separated from it in 1741. As early as 1607, about the time Virginia was set- tled, a colony was planted in Maine ; but this attempt failed. The first permanent settlement in Maine was made at Pemaquid in 1625. Maine submitted to Mas- sachusetts in 1652, but it afterward suffered disorders THE COMING OF THE PURITANS. 43 from conflicting governments until it was at length an- nexed to Massachusetts by the charter given to that colony in 1692. It remained a part of Massachusetts until it was admitted to the Union as a separate State, in 1820. (See Chapter XLIII.) The New England colonies were governed under Government in I'lifi • ir r • *^^ New Eng- charters, which leit them, in general, free from inter- land colonies, ference from England. Plymouth, Massachusetts, Con- necticut, New Haven, and Rhode Island were the only colonies on the continent that had the privilege of choos- ing their own governors. In 1684 the first Massachu- setts charter was taken away, and after that the gov- ernors of Massachusetts were appointed by the king, but under a new charter given in 1692 the colony enjoyed the greater part of its old liberties. What took place along the coast to the northward of Plymouth ? Questions for What occupations did the first few settlers follow .-* To what ^ " y* religious party did the Pilgrims belong ? There were people who disliked the ceremonies of the Church of England, but were unwilling to sepa- rate from it : what were they called ? How strong were the Puritans ? Which party was in power at the time of the settlement of New Eng- land .-* Who were suffering persecution at this time .'' What made the Puritans think of emigrating to New Eng- land ? In what year was the Massa- chusetts Company formed ? What kind of a company was this ? By whom was ii con- trolled ? What did it propose to do ? In what year did it send out its first party .'' Where did they settle .'' What new bold move was made in 1630.'' Why did the leaders of the company wish to change their government to America .'' What effect did this have ? Who was the new governor that brought over the charter ? In what year did Winthrop come over ? How many people came at the same time .'' Where did Winthrop make his home ? What town be- Plymouth»- Providence! 1620. J Ha?tf5rd ^^^6. ^^ / New Haven * i163S. ■ 44 THE COMING OF THE PURITANS. Study by topics. Composition. Geosraphy , Books. came the capital ? How many people came in the next ten years ? From what troubles did the colony suffer in that time ? What cause of dissatisfaction led to the settlement of Connecticut ? In what year did the people go to Connecticut from Massachusetts ? What towns in Connecticut did they settle nrst.^ What other colony was planted within what is now Connecticut ? Who was the leader of the New Haven Colony ? In what year was the New Haven Colony united with Connecticut ? In what year was Roger Williams banished from Massachusetts ? For what cause was he banished ? What was one of the opinions held by him ? Where did Williams go when he was banished .'* What town did he establish ? On what principle did he found his colony ? What caused other settlements in Narragansett Bay ? What became of these settlements ? By what were the little settlements on the coast of New Hampshire increased ? But what made this region settle slowly ? With what colony was New Hamp- shire sometimes united ? In what year was the first attemf.t made to plant a colony in Maine ? How did the real settlement begin ? What caused disorders in the Maine settlements ? With what colony was Maine at length united ? How was it at last separated from Massachusetts in 1820 ? How were the New England colonies governed ? Which colonies had the privilege of choosing their own governors ? How were the Massachusetts governors appointed after 1684? But what is said of the liberties of Massachusetts under its new charter of 1692 ? Tell about — I. The settlers along the coast. II. The coming of the Puritans. 1. The Puritans in England. 2. The Massachusetts Company. 3. The settlement of Massachusetts. III. Other New England colonies. 1. The settlement of Connecticut and New Haven. 2. The settlement of Rhode Island. 3. The development of Maine and New Hampshire. IV. The liberties of New England. A good subject will be " The Founding of New England," as told in this and the preceding chapter. Let the pupil extend his sketch-map used in the preceding Jesson so as to repre- sent the whole coast erf New England, then mark the sites and dates given in the little map on the preceding page. If preferred, the map may be drawn on the blackboard. On the Pilgrims and Puritans, besides the general histories before referred to. Palfrey's " History of New England," a large work of great learning. Drake's " The Making of New England," interesting to children. THE COMING OF THE DUTCH. 45 THE HALF- MOON IN HUDSON RIVER CHAPTER IX. The Coming of the Dutch. While Captain John Smith ^^p^^'" •^!^" ^ *^ Smith sends a was in Virginia (see Chapter map to Hudson IV), he had a notion that there was a passage into the Pacific Ocean somewhere to the north of the Virginia Col- i!^ ony. He may have got this opin- ion from some old maps, or from misunderstanding something that the Indians told him while he was exploring the Chesapeake Bay. He sent to his old friend Henry Hudson, in England, a letter and a map, which showed a way to go by sea into the Pacific Ocean, a little to the north of Virginia. Henry Hudson was an Englishman already known as Hudson seeks . a new route to a bold explorer. In 1609, soon after getting John Smith's china, letter and map, Hudson went to Holland and hired him- self to the Dutch East India Company. This company sent him out with a little yacht, called the Half-Moon, manned by twenty sailors, to find a passage to China, by going around the north coast of Europe. But he found the sea in that direction so full of ice that he was obliged to give up the attempt to get to China in that way. So, remembering John Smith's map, he set sail for America. Hudson sailed as far to the south as the entrance to Hudson explores Hudson River. the Chesapeake, and then explored the coast to the northward. He went into Delaware Bay, and afterward into New York Harbor. In hope of finding a way to the 46 THE COMING OF THE DUTCH. The Dutch estab- lish a fur-trade on Hudson River. DUTCH WOMEN OF OLD TIMES. i'he Dutch plant a colony in New NeJherland. East Indies, he kept on up the river, which we now call Hudson River, for elev- en days. But when he had gone nearly as far as to the place where Albany is now, Hudson became satisfied that the road to China did not lie there, and so he sailed down and returned to Europe. Though Hudson was an Englishman, he made this voyage for the Dutch, and the very next year the Dutch merchants began a fur-trade with the Indians on this river that Hudson had discovered. In the year that followed (1611) they explored the coast north- eastward beyond Boston Harbor, and to the south- ward they sailed into the Delaware River, claim- ing all this country, which was then without any inhabitants but Indians. They called this terri- tory New Netherland. Netherland is another name for what we call Holland. The Dutch had built a trading-post, called a " fort," at what is now Albany, and perhaps others like it else- where, but they did not send- out a colony until 1623. Then two principal settlements were made, the one at Albany, the other at Wallabout, now part of Brooklyn. But the island of Manhattan, on which New York now Henry Hudson.— The time of Hudson's birth is not known. Nor is anything known of the early voyages by which he became famous. In 1607, in the employ of an English company, he undertook to find the much-desired route to China by sailing straight across the north pole. He failed, of course, though he got farther north than any other voyager had done. In the next year, 1608, for the same company, he tried to find a passage to the East In- dies by sailing to the northeast. He did not succeed, but he sets down in his journal that some of his company saw one day a mermaid, with a body like a woman and a tail like a porpoise. Intel- ligent people believed in such monsters in that day. In the ne.xt year Holland and France both tried to secure Hudson's services. It is told in the te.xt how, in this voyage in the Half-Moon, he discov- ered the great river of New York for the Dutch. In the year following he tried to find a way to China by the northwest, but, while sailing in what is now called Hudson Bay, part of his crew rose against him, and, putting Hudson and some of his men into an open boat, sailed away, leaving them to peri.sh. THE COMING OF THE DUTCH. 47 stands, had been the center of their trade, and it soon be- came the little capital of the colony. The town which grew about the fort that stood at the south end of what is now New York city, was called by the Dutch New Amsterdam, after the principal city of Holland, their own country. The Dutch also had settlements on the Connecticut planting of New T~»- 1 1T--V1 -r»' -n 1/^ • Sweden, and its Kiver and on the Delaware Kiv^er, But on the Connecti- conquest by the cut River they got into trouble with the English settlers, ^"^"^ ' who claimed the whole of that country. On the Delaware River the Dutch had trouble with some Swedes, who had planted a colony there in 1638. This colony the Swedes called New Sweden, just as the Dutch called theirs New Netherland, and as the English called their northern colonies New England, while the French named their settle- ments in Canada New France. After a great deal of quarreling between the Swedes and Dutch, the Dutch governor, Peter Stuyvesant, in 1655, mustered a little fleet with six or seven hundred men, and, sailing to the Delaware River, captured New Sweden. But the English at this time claimed that all the The English con- , __. . . 1 -KT T^ 1 1 1 1 1 q^^r New Neth- terntory between Virginia and New Lngland belonged eriand. to England They said that all that coast had been discovered by Cabot for Henry VII more than a century and a half before. In 1664, in time of peace, four English ships appeared in the harbor of New Amsterdam and demanded its surrender. Stout old Peter Stuyvesant, the lame governor who had ruled in the Dutch colonies for many years, resolved to fight. DUTCH COUNTRY PEOPLE OF OLD TIMES. 48 THE COMING OF THE DUTCH. New Amster- dam becomes New York. STREET IN NEW AMSTERDAM. Questions for Study. But the city was weak and without fortifications, and the people, seeing the uselessness of contending against the ships, persuaded Stuyvesant to surrender. The name New Amsterdam was immediately changed to New York, the whole province having been granted to the Duke of York. At the time of the surrender New York city had but fifteen hundred people, most of them speaking the Dutch language. To-day there are nearly a thou- sand times as many people in New York city. Many thousands of the people of New York and many in other States have descended from the first Dutch settlers and bear the old Dutch names. The Dutch settlers u.^^ sk^ were generally industri- _ '^'i^ ~ w ous, frugal, and religious. w^^ ^^^^^K ' \Vhat notion about yt", ^^^^IHr "^ passage into the Pacific Ocean did Captain John Smith have while he was in Virginia ? How may he have got this opinion about a water-way to the north of Jamestown ? To whom did he send word about this? Where was Henry Hudson when Captain Smith sent THE COMING OF THE DUTCH. 49 him this letter and map ? Who was Hudson ? Where did he go after he got Smith's letter ? In what year did he hire himself to the Dutch East India Company ? What did they wish him to do ? What kind of a ship did the company give him ? What was her name ? How many seamen did she have ? How did Hudson first try to sail his ship to China ? What stopped him ? What led him to go to America at this time ? How far south on the American coast did Hudson go ? What bay to the north of the mouth of the Chesapeake did he explore ? After leaving Delaware Bay, into what harbor did he sail ? Up what river did he sail ? What did he hope to find by sailing up the Hudson River ? How long was he in going up this river? How far up the Hudson River did he go ? At the end of eleven days what did he think of the chance of getting to China by this route ? When he found that there was no way to sail through America at that place, what did he do ? For whom did Hudson make this voyage ? What advantage did the Dutch take of his discoveries ? How far to the northeast did they explore in 1611 ? Were there any settlements in New England in that year? (In what year was the first settlement in New England made by the Pilgrims ? See page 35.) How far to the south did the Dutch explore ? How much country did they claim ? What did they call this new country ? Why did they call it New Netherland ? In what year did the Dutch send out a colony ? (How long was this after the settlement of Virginia ? Subtract 1607 from 1623. How long was this Dutch settlement after the settlement of Plymouth by the Pil- grims ? Subtract 1620 from 1623. How long was the settlement of Salem by the Massachusetts Company after the beginning of the Dutch settlement ? Subtract 1623 from 1628. How long was the Dutch settle- ment before the beginning of Boston? Subtract 1623 from 1630.) Where were the two principal settlements of the Dutch located at first ? Where was their principal trading-post ? What was the village that grew about the fort on Manhattan Island called ? Why was it called New Amsterdam ? Where else did the Dutch have settlements? With whom did they have trouble on the Connecticut River? Who gave them trouble on the Delaware River? In what year was the Swedish colony settled on the Delaware ? What was it called ? What Dutch governor conquered New Sweden ? In what year ? But 'who claimed the whole territory of New Netherland at this time? On what ground? What happened at New Amsterdam in 1664? When the English ships demanded the surrender of the town, how did the Dutch governor feel ? Who was this Dutch governor ? What led Stuy- vesant to surrender after a while ? When New Amsterdam became Eng- lish, what was it called ? How many people were there in New York when the English took it ? About how many times as many are so THE COMING OF THE DUTCH. there now ? What language did the most of the people speak when the English took it ? What kind of people were they ? What is said of the descendants of the Dutch in New York to-day ? study by topics. Tell about — 1. John Smith and his notion of a way to the Pacific Ocean. 2. Henry Hudson's discoveries in 1609. 3. The Dutch settlement in 1623. 4. Conquest of New Sweden in 1655. 5. Conquest of New Netherland by the English in 1664. Blackboard illus- tration. Order of events : Virginia, 1607. Hudson's voyage, 1609. Plymouth Pilgrims, 1620. Dutch settlement, 1623. Massachusetts, 1628. Swedish settlement, 1638. Geography. Let the pupil make a sketch-map (or have one drawn on the blackboard) of the coast from the Connecticut River to the Delaware. Mark the sites of Brooklyn and Albany, with the date 1623. It will be enough to write "Dutch settlement" and "New Sweden, 1638," in the region of the Delaware. How Virginia was cut down. CHAPTER X. The Settlement of Maryland and the Carolinas. By the second charter given for planting the " First colony of Virginia," as it was called, its breadth was cut down to four hundred miles along the sea-coast. Vir- ginia had formerly included all that the English claimed, in America. Part of the four hundred miles was occu- pied by the Dutch in New Jersey and Delaware. And the territory of Virginia was, at length, further cut down by the taking of another part of it to form Sff( Maryland for Lord Baltimore. FIRST LORD BALTIMORE. SETTLEMENT OF MARYLAND AND THE CAROLINAS. 51 George Calvert, afterward Lord Baltimore, was a Lord Baltimore's first colony fails. Secretary of State to James I. In 162 1 he planted a colony in Newfoundland, which he called Avalon. In 1627 he went to his colony in Newfoundland, but the climate was so cold that in 1629 he went to Virginia. Before going to Virginia he wrote to the king, begging for territory to plant a colony there. Lord Baltimore had become a Catholic at a time when there were severe laws in England against Catholics. Even in the colonies Catholics were not allowed ; and the Vir- ginians took advantage of the orders given them from England, and insisted that he must take an oath declaring that the king was the head of the Church. As a Catholic, he could not do this, and the Virginians bade him leave the colony. Lord Baltimore returned to England, and got the king, Charles I, to give him a slice of Virginia north of the Potomac. This country King , ^ ^ ^ o Maryland grant- Charles named Maryland, in honor of the queen, his ed to Lord Bal- timore, wife. For -this Baltimore was to pay to the king two Indian arrows every year. But, before Lord Baltimore could send out a colony, he died. '-^- The territory was then granted to Maryland planted T 1 T-» 1 • "1 1 T J ^y *^^ second Lord Baltimore s son, the second Lord Lord Baltimore Baltimore. He was given all the pow- ers of a monarch. The first settlers were sent out in 1633, and reached Maryland in 1634. This company was composed of twenty gentlemen and three hundred laboring-men, and the first governor was Leonard Calvert, the second Lord Baltimore's brother. Roman Catholic priests were with CHARLES I. SECOND LORD BALTIMORE. SETTLEMENT OF MARYLAND AND THE CAROLINAS. at their land- ing they set up a cross. But there were also a good many Prot- estants in the party, and Balti- more had resolved from the beginning that there should be no persecution of any Christians on account of re- ligion in his new province. In almost every country in the world at that time the established religion, of what- ever sort it might be, was enforced by law. Early years of The colouists camc in two ships called the Ark and the Dove; they settled first at a place which they called St. Mary's, on the St. Mary's River, not far from the Potomac. They bought from the Indians living on the place their village and corn-ground, and for the rest of that season they lived in half of the village with the Indians. The colony had many troubles and several Maryland. SETTLEMENT OF MARYLAND AND THE CAROLINAS. 53 little civil wars in its first years. These mostly grew out of the religious differences of the people. But after a while Maryland prospered and grew rich b}^ raising to- bacco. After the settlement of New England by Puritans, No new colonies for thirty years. and Maryland by Catholics, there was a period of about thirty years in which no new colonies were planted. In this period occurred the Great Rebellion in England, in which Charles I was beheaded, and his son Charles II was kept out of England by the Puritans under Oliver ' Cromwell. But, after Cromwell's death, Charles II was brought back to the throne of England. This is known as the Restoration. It took place in 1660. After the Restoration there was a new interest in caroUna granted 1 • -VT T^ 1 1 c 1 T-\ 1 1 *° eight proprie- colonies. JNew York was taken irom the Dutch, and tors, new colonies were planned. King Charles II was a very thoughtless, self-indulgent monarch, who freely granted great tracts of land in America to several of his favorites. To some of his courtiers he gave, in 1663, a large territory cut off from Virginia on the south, which had been known before this time as Carolana, but was now called Carolina, from Carolus, the Latin form of King Charles's name. 'JT^w^ l''"^^ This territory included what we call North and ^'",- ? South Carolina. Those to whom this territory was granted were called " The Lords Proprietors of Caro- lina." There were eight of them. In the northeastern corner of this territory, on the Beginning of set- 111 11 1 tlements in North Chowan River, a settlement had been made by people Carolina in 1653. from Virginia, under the lead of a minister named Roger Green, in 1653. This was ten years before the country was granted to these lords proprietors, and the land CHARLES It. 54 SETTLEMENT OF MARYLAND AND THE CAROLINAS. HUGUENOT MERCHANT'S WIFE. belonged to Virginia when they settled there. A settle- ment was made at Port Royal, in South Carolina, in 1670, but the people afterward moved to where the city of Charleston now stands. The foundation of this city was laid in 1680. A large number of Huguenots, or French Protestants, settled in South Carolina about this time. The lords-proprietors tried to force on the little settlements in the woods a constitution which they had prepared. This constitution provided for three orders Faiiureofthecon- of uobillty, to bc Called palatines [pal-a-teens'J, land- stitution prepared , . p i /n t-» i • c for Carolina. gravcs, and caciques l_cas-seeks J. But this system 01 government worked so badly that it was, after a while, given up. Growth of South The Carolina colonies grew slowly. But after the in- Carolina, and its . . • ,- ^ o i /^ t i change of govern- troductiou oi ricc-cuiturc, lu IDQD, South Carolina became ™^" ■ prosperous. The proprietors, living in England, con- ducted the government of the colonies in a selfish spirit, and the people disliked their management. In 1719 the South Carolina people rose in rebellion and threw off the yoke of the lords proprietors. In 1729 the king bought out the interest of the proprietors, and after that the governors were appointed by the king. They had al- ready an Assembly elected by the people to pass laws. '^ How large was the territory of Virginia at first ? What part of this territory was taken by the Dutch ? How was the territory of Vir- HUGUENOT MERCHANT, ^j^j^ ^^^^ ^^^ j^^^,^ P ^^,^^ ^^^^ Gcorge Calvert } Where did he plant his first colony ? What did he call it ? What was George Calvert called after he had been made a lord ? What made Lord Baltimore give Questions or ^^ ^^^ colony of Avalon in Newfoundland } In what year did he go to Virginia ? What did he write to the king before he went there ? What was Lord Baltimore's religion ? How were Catholics treated in England at that time } Were they allowed to live in the colonies ? What oath did the Virginians ask Baltimore to take? Why could he not SETTLEMENT OF MARYLAND AND THE CAROLINAS. 55 take it ? When he refused, what did they do ? When Lord Bal- timore got back to England what did he get from the king ? What name did the king give to Baltimore's new province ? In whose honor was it named ? What payment did Lord Baltimore have to make to the king for Maryland ? What happened to the first Lord Baltimore ? To whom did the province go then ? What powers were given to Lord Bal- timore and his successors ? In what year did the first colony reach Maryland ? Of what sort of men was it composed ? (Who are most important in settling a new colony, gentlemen or laboring-men ?) Who was governor of the first colony ? What ministers of religion were with them ? What did they set up at their first landing ? Were all the people who came Catholics ? What plan did Lord Baltimore have about persecution for religion ? Was religious liberty common at that time? Do you remember the names of the two ships that brought over the Maryland people ? (Can you think why they were so named ?) Where did the Maryland people settle ? How did they get their land ? What was the cause of most of the disturbances in the early years of the Maryland colony ? What crop did the Maryland colo- nists raise ? After the beginning of New England by the Puri- tans, and of Maryland by the Catholics, there was a period in which no new colonies were planted : how long was this period ? What took place in England during this time ? What king was beheaded ? Who was the leader of the Puritans in "this rebellion ? What king was kept out of England while Cromwell lived ? In what year was Charles II brought back ? What was this bringing back of the king called ? After the Restoration what plans about the colonies were set on foot ? What kind of a king was Charles II ? What tract of land did he give to certain courtiers ? What had this southern territory been called before this time ? What was it now called ? Which two of our States were included in this Carolina grant ? What were those to whom this grant was made called ? How many lords-proprietors of Carolina were there ? Were there any people living in Carolina when this gift was made ? Where were they settled ? In what year did they settle on the Chowan River ? Who was their leader? Where was a settlement made in 167Q? Where did these people afterward remove to? In what year was Charleston begun ? Who tried to arrange a constitution for the Carolina settlements ? How many orders of no- bility did this provide for ? What were to be their titles ? Why was this consti- tution given up ? Did the Caro- lina settlements grow rapidly at first ? What grain was introduced in 1696 ? Charleston. 1680. Royal, 1670. 56 SETTLEMENT OF MARYLAND AND THE CAROLINAS. What was the effect of rice-culture in South Carolina ? In what spirit did the proprietors conduct their government ? In what year did South Caro- lina overthrow the government of the proprietors ? What took place in 1729? How were the Carolina colonies governed after that period? Part I: Marj'land. Tell about — 1. The first Lord Baltimore and his colony in Newfoundland. 2. The second Lord Baltimore and his grant. 3. The coming of the colony. Also : a. What king made the grant .•" b. What was the religion of the Balti- mores .'' c. What laws did they make about religion .'' d. Why was the colony called Maryland ? The Carolinas. Tell about — ■A ",). vy St. Mary's^ 1634. ,Jait>estc^n/-l607 Part II Study by topics. I. The lords-proprietors. 2. The first settlement of North Carolina. 3. The first settlement of South Carolina. 4. The constitution. • ■ 5. The change of government. Also : a. What king granted Carolina .'' b. Why was it called Carolina ? c. What three orders of nobility were established ? George Calvert, afterward Lord , planted his first colony, called Avalon, in . Finding the climate too cold, he' went to , in 1629. He got the king to give him a part of , north of the river. In the year he sent a colony to this province, which he called , in honor of the . In religion Lord Baltimore was a . The king gave Carolina to proprietors in . But a settle- ment had been made in North Carolina, in , under the lead of . Another settlement was made at , in South Carolina, in 1670, but these people afterward removed and settled the city of , in South Carolina. This city was begun in . The cultivation of , which was introduced in , made South Carolina prosperous. Geography. The sketch-map prepared for the chapters on the settlement of Virginia may be used. Extend the coast -lines, if not previously drawn, to include Maryland. Enter the da'- .634 at St. Mary's. Then put the initial A where Annapolis now stands, and B where Baltimore is, in order to fix relative positions. Draw a new sketch-map of the coast of North and South Carolina and Georgia. At Chowan River, in Albe- marle Sound, enter the date 1653. At Port Royal, S. C, 1670. At Charleston, 1680. Then draw a line through the figures 1670, at Port Royal, to show that this settle- nient was given up. These maps may be made on the blackboard. Skeleton si-rn- mary of Pa t I. Skeleton sum- mary of Part II. SCOTCH WOMAN. Conquest of New Jersey, and its division. QUAKERS IN THE JERSEYS AND PENNSYLVANIA. ^H CHAPTER XI. The Coming of the Quakers and Others to the Jer- seys and Pennsylvania. Before the Dutch colony of New Netherland was conquered by the English, in 1664, it was given by Charles II to his brother, the Duke of York, who after- ward became King of England as James II. James kept that portion of it that is now called New York to himself. What we call New Jersey he gave to Lord John Berkeley and Sir George Carteret, who, after a few vears, sold their interest to others. The colony already contained several settlements of Dutch and Swedes. In 1674 New Jersey was divided into East Jersey and West Jersey. It was a time of religious persecution. Many peo- Persecuted peo- pie from Scot- ple emigrated to the colonies in order to get a chance land come to Nsw iGrscv* to be religious in their own way, and the proprietors of the New Jersey colonies promised to all who came liberty to worship in their own way. The people of Scotland, who were Presbyterians, suffered horribly from persecutions after the restoration of Charles II, and East Jersey received many Scotch emigrants, driven out of their own country by the cruelty of the gov- ernment. Some people from New England also moved into East Jersey. The religious sect most severely persecuted in Eng- land after the restoration of the king was the Soci- ety of Friends, whose members are sometimes called Quakers. Some of these came to East Jersey. West Jersey was bought by certain leading Friends, and a 5« QUAKERS IN THE JERSEYS AND PENNSYLVANIA. Quakers come to East and West Jersey. Pennsylvania granted to ■William Penn. great many members of that society flocked to this province, where they established a popular form of gov- ernment. Just across the Delaware River from West Jersey was a territory not then occupied except by a few Swedes, who had come over long before to the old colony of New Sweden. Among those who had to do with the management of the West Jersey colony was a famous Quaker minister named William Penn. His father had been a great sea-commander, and William Penn had a claim against the King of England for a considerable sum of money due to his father. The king was in debt, and found it hard to pay what he owed. William Penn therefore persuaded Charles II to WilUam Penn was bom in Lon- don in 1644, so that he was thirty-seven settle the debt by grant- years oM when Pennsylvania was set- . tied. He was the son of Admiral Will- ing him a territory on the iam Penn, who was celebrated for the • 1 f , 1 • r~v 1 part he took in the wars between the west side of the river Dela- English and Dutch. Penn first came under the influence of the Friends or Quakers while he was a student at Ox- ford, and he was expelled from the uni- versity, with others, for the resistance they made to certain religious ceremo- nies introduced at that time. His father sent him to Paris, and he became an accomplished man of the world. He afterward became a Friend, which so mortified his father that the admiral turned him out of his house, but later he became reconciled to him. Penn was repeatedly imprisoned, and he boldly as- serted in the English courts the great principle of religious liberty. He trav- eled into Wales, Ireland, Holland, and Germany, in his preaching journeys, and many of his acquaintances in those coun- tries afterivard came to Pennsylvania. Though Penn would never take off hLs hat in the presence of the king, he had considerable influence at court, which he used to lessen the sufferings of the Quak- ers and others. Penn died in 1718. WILLIAM PEMM. QUAKERS IN THE JERSEYS AND PENNSYLVANIA, m ware. This the king called Pennsylvania, which means something like Penn's Forest. The name was given in honor of Penn's father, the admiral. What is now the State of Delaware was also put Delaware deliv- ered to Penn, under Penn's government by the Duke of York. Every- thing was done with ceremony in those days. When Penn got to New Castle, in Delaware, its government was transferred to him in the following way : The key to the fort at New Castle was delivered to him. With this he locked himself into the fort and then let himself out in sign that the government was his. To show that the larid with the trees on it belonged to him, a piece of sod with a twig in it was given to him. Then a porringer filled with water from the river was given to him, that he might be lord of the rivers as well as of the land. Penn sent his first emigrants to Pennsylvania in 1681. p^"" settles Pennsylvania. Philadelphia, where they landed, was yet a forest, and the people had to dig holes in the river-banks to live in through the winter. • Nearly thirty vessels came to the new colony during the first year. Although Pennsylvania was the last colony settled ex- Rapid growth of . . Pennsylvania. cept Georgia, it soon became one of the most populous and one of the richest. Before the Revolution, Philadel- phia had become the largest town in the thirteen colo- nies. This was chiefly owing to the very free govern- ment that William Penn founded in his colony. Not only English, but Welsh and Irish people, and many thousands of industrious Germans, came to Pennsylvania. People were also attracted by the care that Penn took to main- tain friendly relations with the Indians, and to satisfy them for their lands. Another thing which drew peo- ple both to Pennsylvania and New Jersey was the fact 6o QUAKERS IN THE JERSEYS AND PENNSYLVANIA. The two Jerseys united. that the land was not taken up in large bodies, as it was in New York and Virginia, for instance. In Penn- sylvania and New Jersey the poor man could get a farm of his own. By the sale and division of shares, the proprietaries of both East and West Jersey became too numerous to manage their governments well, and at length disorders arose which they were not able to suppress. In 1702 the government of both provinces was transferred to Queen Anne, and East and West Jersey were again united into the one province of New Jersey. But even to this day, in common speech, one sometimes hears the State of New Jersey spoken of as " The Jerseys " by people who do not know that two hundred years ago there were two colonies of that name. Pennsylvania remained in the hands of the Penn family, who appointed its governors till the American Revolution. TREATY-BELT GIVEN BY THE INDIANS TO PENN. Questions for study. To whom was the Dutch colony of New Netherland given before it was conquered by the English ? In what year was it conquered ? How was the Duke of York related to King Charles II ? What part of New Netherland did the Duke of York keep for himself.' Having retained New York, what part of his province did he give to Berkeley and Car- teret ? Were there any settlements in New Jersey at this time ? How did the Dutch and Swedes come to be there before the English ? What did Berkeley and Carteret do with their interest in New Jersey .-' In what year was New Jersey divided .■* When it was divided in 1674, what were the two parts called ? What caused many people to come to the colonies at this time? What promise did the proprietors of East and West Jersey make to those who should settle in their colonies ? What took place in Scotland after the Restoration.'' In which of the Jersey QUAKERS IN THE JERSEYS AND PENNSYLVANIA. 61 colonies did many of the persecuted Scotch settle ? From what part of America did settlers emigrate to East Jersey? What religious sect was most severely persecuted at this, time ? Where did some of these come to ? Who bought West Jersey ? When West Jersey had come into the control of some leading members of the Society of Friends, what tooii place ? What kind of a government did the Quakers establish in West Jersey ? What is said of the country on the other side of the Delaware River from West Jersey ? When had the few Swedes come to this place ? What famous member of the Society of Friends had a hand in the management of West Jersey ? Whose son was Will- iam Penn ? What claim did Penn have against the king? What did Charles II give to William Penn instead of the money due to him? In what year was this territory west of the Delaware given to Penn ? What did the king name the new province? What does Pennsylvania mean ? In whose honor was it named ? Who put the country which we now call Delaware under Penn's government ? Tell by what ceremony Delaware was delivered to Penn. In what year did William Penn send out his first settlers ? In what kind of houses did the settlers of Philadelphia live at first ? How many vessels came to the colony the first year? What is said of the growth of Pennsylvania? What was the largest town in the thirteen colonies some years before the Revolution ? What was there about the government of Pennsylvania that attracted people ? What people besides English came to Penn- sylvania ? What was there in the relations of Pennsylvania with the Indians that made people like to live there ? What about the way the land was taken up in Pennsylvania and New Jersey ? How did East and West Jersey come to be managed by many proprie- tors ? What happened from this ? When the disorders became so great that the proprietors could not put them down, what did they do ? In what year was New Jersey transferred to the queen ? Who was Queen of England in 1702? Did East and West Jersey remain apart ? What phrase do we sometimes hear now that reminds us of the existence of two Jerseys two hundred years ago? Until what period did the Penn family govern Pennsylvania? Tell about — 1. The conquest of New Jersey and its division. 2. The settlement of East Jersey by Scotch, New-Englanders, and Friends. 3. The coming of Friends to West Jersey. 4. William Penn and his colony. 5. The reunion of New Jersey. study by topics. 62 QUAKERS IN THE JERSEYS AND PENNSYLVANIA, Skeleton sum- New Netherland was taken from the in 1664. The part of it now ""^"■y- called was given by the Duke of to Lord John and Sir George . Berkeley and Carteret afterward sold their shares to others, and New Jersey was divided into two colonies, called . Many perse- cuted Presbyterians from settled in East Jersey. West Jersey was settled mostly by members of the Society of , often called . Among those who managed West Jersey was , the son of Admiral Penn. To him the king gave a province called . This province was mostly settled by . Besides English settlers, there were , and • , and . Its chief city, called , was first settled in . Geography. On the sketch-map of the middle colonies let a line be drawn, as in the sub- joined map, to mark the division between East and West Jersey. Mark the site of New Castle, in Delaware. Mark the site of Philadelphia, and put in the date, 1681. CHAPTER XII. The Settlement of Georgia, and the Coming of the Germans, Irish, and French. Georgia pro- Penn's Settlement at Philadelphia was made, as we jected. _ , ' have seen, in 168 1. This was seventy-four years after the settlement of Jamestown. In seventy-four years, which is less than a long lifetime, all the colonies were begun ex- cept one. But after the settlement of Pennsylvania there passed fifty-one years more before another colony was begun. As the borders of Carolina were supposed to reach to the Spanish territory in Flor- ida, and as New England touched the French .territory in Canada, there appeared to be no room for any more colonies, until it was suggested to General Oglethorpe that a slice might be taken off the south side of South Carolina, and a new colony be wedged in between Carolina and the Spanish colony in Florida. THE SETTLEMENT OF GEORGIA. 63 General Oglethorpe was a very benevolent man, but General ogie- , . . ., , . r T re TT thorpe's plans much given to impossible projects 01 dinerent sorts. He for Georgia, did not propose that the new colony of Georgia should be a source of profit to anybody. He put on its seal a motto in Latin, which meant " Not for ourselves, but for others," A GEORGIA ROAD, ■ V- with a device of silk-worms spinning. He wanted to provide a home for ruined debtors, and a place of refuge for persecuted Protestants " . from other countries. He also expected to make Geor- gia a military barrier against the encroachments of the Spaniards from Florida, who laid claim to all of South Carolina. Besides this, he proposed to raise silk-worms in Georgia, so that the English would not need to pay money to the Italians for their silk. He also resolved to keep out all slaves, and to forbid the bringing in of rum, that the people might not be idle or intemperate. Many 64 THE SETTLEMENT OF GEORGIA. First settlement of Georgia at Savannah. James Edward Oglethorpe was born in London in 1688. He was in the war of the Austrians against the Turks in 1716, and held a command under '^rince Eugene in the brilliant and des- perate campaign of 1717, which ended in the surrender of Belgrade. He re- turned to England in 1722, and served in Parliament for thirty-two years after- ward. He was opposed to imprisonment for debt, and did much to improve the condition of poor debtors. He was also interested in the efforts then made to convert the black slaves in the colonies. In planting Georgia, his views were most benevolent, but the broken-down debtors that he took over at first were not the kind of men to begin a new state with. Oglethorpe was over ninety-six years old when he died. PiPER TO A HIGHLAND REGIMENT. Oglethorpe's plans cause dis- satisfaction. The government transferred to the king. thousands of pounds were given by benevolent people to help on this good work. Parliament also voted a do- nation to Georgia. In 1732 Oglethorpe took out his first company of a hundred and sixteen peo- ple, with whom he began the town of Savannah in 1733. Others were add- ed, among whom were a regiment of Scotch Highlanders, some Hebrews, and some persecuted Germans. Oglethorpe bore hardship with the rest, and by brilliant management defeated the Spaniards when they attacked his colony. But the people, after a while, became dissatisfied. They were not allowed any hand in making their own laws. No man, unless he brought white servants, was permitted to own more than fifty acres of land, and this land he could not sell or rent or divide among his chil- dren. His oldest son took it at his death ; if he had no son, it went back to the trustees of the colony. It was thought that by this means the evils of wealth and pov- erty would be prevented. But, like all such attempts, this proved a failure, because the people felt that such laws interfered with their just liberties, and took away all inducements to the improvement of their property. The complaints of the settlers became very bitter, and many of them left the colony. In 1752, twenty years after the beginning of the settlement, the trustees sur- THE SETTLEMENT OF GEORGIA. 65 rendered the government to the king. After that, Geor- gia was not different from the other colonies. One might own as much land as one could get, and sell or lease it at one's pleasure. Rum also came in, which cer- tainly was no advantage. Slaves were bought, and rice and indigo plantations, like those of South Carolina, were established. The Germans that came to Georgia were not by any The coming of , r 1-1 • ^ • i-iT^Ti *^^ Germans. means the hrst 01 these industrious people in the bngiish colonies in America. There were many little sects in Germany at that time, and these suffered much persecu- tion, from which they were glad to flee. The laws of Pennsylvania promised them freedom. Some of these sects were opposed to war, and their members emigrated to Penn's colony, where military service was not re- quired, because the Society of Friends was also opposed to war. The tide of German emigration became greater and greater after this ; thousands of Germans coming to Pennsylvania to escape the miseries brought on them by persecution and the wars which desolated their country. In three years, during the reign of Queen Anne, there The arrival of came to England thirteen thousand poor people from Ge^rmans. that part of Germany called the Palatinate. These peo- ple were called Palatines ; they were seeking to be sent to America. Some of these were dispatched to Virginia, some to the Carolinas, and some to Maryland. About four thousand were sent to New York to make tar and pitch. So wretchedly were they cared for that seventeen hundred of the four thousand died at sea or soon after landing. The rest were settled on the Hudson River, where the descendants of some of them are to-day. Some went to the wilderness farther west. They were GERMAN COUNTRY MAN OF THAT TIME. GERMAN COUNTRY WOMAN OF THAT TIME. 66 THE SETTLEMENT OF GEORGIA. OF IRISH MAN THAT TIME Irish to the immigran colonies. ts The migration to the southward. .IRISH WOMAN OF THAT TIME. The coming of the Huguenots. badly treated in New York, and only allowed ten acres of land apiece. Three hundred of them, hearing that 1^^ Germans were well received in Pennsylvania, made a bold push through the backwoods of New York, down the rivers that flowed into Pennsylvania. From that time Germans avoided New York, and thronged more than ever into Pennsylvania. The Irish that came before the Revolution were mostly Presbyterians in belief. They had been perse- cuted in order to force them into the Church of Eng- land. Some of them came to New England about 171 8, introducing there the spinning of fiax and the planting of potatoes. There was not a colony to which they did not go, but the greatest tide of L^h immigration poured into Pennsylvania. Five thousand Irish immi- grants arrived in the city of Philadelphia in the year 1729. Many of them were bold and enterprising pio- neers, opening the way into unknown regions, and show- ing great courage in fighting with the Indians. Pennsylvania filled up with great rapidity, and, when the later Indian wars laid waste its frontiers, ipany of the German and Irish settlers moved southward into the mountain-valleys of Virginia. Then, following the lines of open prairies and Indian trails, this stream of people went onward into the Carolinas. The Irisli, indeed, and their children born in America, pushed southward until they had filled whole counties in North and South Caro- lina. They also pushed over the Alleghanies into the Western country. The Huguenots, or French Protestants, rendered un- happy by the civil wars and persecutions of the time, came to the colonies in large numbers. They settled in THE SETTLEMENT OF GEORGIA, 67 almost every colony, but more largely in South Carolina than elsewhere. Notwithstanding the multitudes of Germans, Irish, The English the most numerous. French, and Scotch that came to the colonies, those who came from England formed much the largest part of every colony. From the beginning of the first colony at Jamestown in 1607 to the settlement of Pennsylvania in 1681 was how many years ? [Subtract 1607 from 1 68 1.] Was Pennsylvania the last colony? From the beginning of Pennsylvania — the next to the last colony— to the beginning of Georgia, the last colony, was how many years ? [Subtract 1681 from 1733.] What nation had a colony in Florida? What nation had a colony in Canada? Did the English colonies, as marked out, occupy all the space between ? Where did General Oglethorpe think of putting in a new colony? What kind of a man was Oglethorpe ? Did he propose to make a profit out of the new colony of Georgia? What motto did he put on the seal of the colony ? What device ? What two classes of people did Ogle- thorpe expect to benefit by founding this colony ? What military purpose was the colony to serve ? What did he propose to accomplish with silk- worms in Georgia? What did he resolve concerning slaves ? What do- nations did the new colony receive ? In what year did General Oglethorpe take out his first company ? How many people were there in it? Where did he settle these people? Among others who came afterward, what kind of people are mentioned ? What is said of Ogle- thorpe's endurance of hardships ? With what result did he fight with the Spaniards ? Were the people contented ? What share did they have in making their own laws ? How much land was each man allowed to own ? What could he not do with this land ? What be- came of the fifty acres when the man died ? What became of it if he had no son ? What did Oglethorpe and the other trustees hope to do by tying the land up in this way ? How did the people feel about it ? What resulted from the dissatisfaction of the settlers ? What dispo- sition did the trustees make of the colony of Georgia in 1752? What is said of the land system after that ? What of rum ? What of slaves ? Were the Germans that came to Georgia the first of their people to settle in America ? What is said of the numerous sects in Germany at this time ? What did the laws of Pennsylvania promise to these perse- cuted people? What is said about those sects that disliked war? What miseries did thousands of Germans flee from ? What people were those that came to England in the reign of Queen Anne ? Why were 6 FRENCH COUNTRY MAN OF THAT DAY. Questions for study. FRENCH COUNTRY WOMAl OF THAT DAY. 68 THE SETTLEMENT OF GEORGIA. they called Palatines? What were they seeking for? To what colonies were they sent ? How many were sent to New York ? How were they treated in New York Colony ? Where did some of them go to ? How did these three hundred get to Pennsylvania ? What effect did this have on Germans coming afterward ? What was the religion of most of the Irish who came before the Revolution ? Why did they leave Ire- land ? In what year did the Irish come into New England ? What did they introduce to New England in 1718? To how many of the colonies did they go? To which colony did the greatest tide of Irish immigration go? How many arrived at Philadelphia in 1729? What was their char- acter? Where did the Germans and Irish go from Pennsylvania when the Indian wars broke out ? How did the Irish settlers get through the wilderness into North and South Carolina ? What mountains did they cross into the Western country ? Who were the people called Huguenots? What made them leave France? In what colonies did they settle ? What colony had the largest number of these settlers ? From what country did the largest number of settlers in every colony come ? (What language do we speak in the United States ? Why do we speak English?) Study by topics. Tell about- Part I. I. Oglethorpe. 2. Georgia — its location and settlement. 3. Georgia — the objects for which it was settled. 4. Georgia — its peculiar laws at first. Part II. I. The Germans — why they came. 2. The Germans — those called Palatines. 3. The Irish in New England. 4. The Irish in Pennsylvania. 5. The Southern migration of Irish and Germans. 6. The Huguenots. Geography. Let the pupil trace the coast-line of Georgia, and mark the site of Sa- vannah, putting- down the date, 1733. Either on the sketch-map or some other, the relative position of ^ \ ^\ ^ Pennsylvania, Maryland, ^ , L T'V "nR-cj^^ Virginia, North Carolina, and South Carolina should be pointed out, to illus- trate the migration south- ward from Pennsylvania. harleston,i680, on Royal, 1670. Savannah, 1732. REVIEW OF DISCOVERY AND SETTLEMENT. 69 FIRST REVIEW.— DISCOVERY AND SETTLEMENT, {May be used on the blackboard.) Discovery by Columbus. Other Discov- Ralegh's Ex- peditions. Beginnings of Virginia. Pilgrims and Puritans. The Dutch and Swedes. What was he looking for } Objections offered to his plan. His first voyage and return. 1492. His other voyages. North America by Cabot. 1497. To India by Good Hope, by Gama. South America by Columbus. 1498 Pacific Ocean by Balboa. 1513. Round the world by Magellan. 1 520 Under Amidas and Barlowe. 1 584. Under Grenville and Lane. 1585. Under John White. 1587. Arrival and sickness. 1607. John Smith and his adventures. The starving-time. Shipwreck of Gates and his arrival. Arrival of De la Warr. Dale's government, Pocahontas. The great charter. 1618, Division of land. Sending of wives. Indian massacre. 1622. Pilgrims in England and Holland. The Voyage in the Mayflower. 1620. The Pilgrims at Plymouth. New Hampshire and Maine. 1623. ' Coming of first Puritans to Salem. 1628. The bringing of the charter. 1630. Settlement of Connecticut and New Haven. Settlement of Rhode Island. Hudson's voyage. 1609. Dutch settlement. 1623. Swedish settlement. 1638. Conquest of New Sweden by the Dutch. 1655. Conquest of New Netherland by the English. 1664. 70 REVIEW OF DISCOVERY AND SETTLEMENT, Settlement of Maryland. The Carolinas settled. Settlement of New Jersey. Settlement of Pennsylvania. Settlement of Georgia. Race Elements. r Lord Baltimore and his colony in Newfoundland. Maryland granted. Colony begun at St. Mary's. 1634. North Carolina settled as part of Virginia. 1653. Charter to eight proprietors. 1663. Beginning of settlements in South Carolina. 1670. Change of government. 1719 and 1729. Its conquest from the Dutch. 1664. The Jerseys divided. 1674. The Scotch come to East Jersey. New-Englanders and Friends in East Jersey. The coming of Quakers to West Jersey. The Jerseys united again. 1702. William Penn and the king. William Penn's colony. 1681. General Oglethorpe's colony. 1733. What Oglethorpe proposed to do. Dissatisfaction of the people. Change of government. The Germans — why they came, how, and where. The Irish — why and where. Southward movement of Irish and Germans. French Huguenots. Encrlish the most numerous. Pilgrims or Separatists Puritans Diagram of Emigrations on account of Persecution. (^For the blackboard?) \ from \ ^"g^'^"'^ ^y ^^^y } to Plymouth Colony. ( ( of Holland S ^ from England from Massachusetts Dissenting Puritans Roman Catholics from England to Massachusetts, to Rhode Island. Huguenots Presbyterians from from France Scotland and to Ireland Lutherans other sects '"^"^ \ from \ <^ermany and ) ^^ \ Y ;ts ) ( Switzerland ' ( to Maryland. New York, South Caro- lina, and other colonies, r New Jersey, Pennsylva- to \ nia, the Southern colo- nies, and elsewhere, ennsvlvania, and thence southward. HOW THE INDIANS LIVED. 71 CHAPTER XIII. How the Indians Lived. Before the white people settled "^he Indians. America it was inhabited by many tribes of the people we call Indians. They were called Indians because the first discoverers believed America to be a part of India. The Indian is of a brown or copper color, with black eyes and straight hair. In what is now the United States the clothing of the The dress of the Indians was mostly made of deer-skin. A whole deer-skin was thrown about the shoulders, a strip of the same material was hung about the loins, and the leggins worn in winter were also of deer-skin. Some of the Southern Indians wore man- tles woven from the fiber of a plant which now grows in gardens un- '" der the name of " Spanish bayonet," but which in that day was called " silk-grass." The women wore deer-skin aprons. Women of the Northern tribes wore mantles of bea- ver-skins. Shoes, or moccasins, were of deer-skin, some- times embroidered with porcupine-quills or shell beads. INDIAN CHILDREN PLAYING THE GAME OF DEER AND WOLF. 72 HOW THE INDIANS LIVED. STRINGS OF WAMPUM. The Indian warriors were fond of staining their faces in stripes, spots, and splashes of red, yellow, and blue. Some of the Virginia Indians wore bears' or hawks' claws, and even living snakes, dangling from their ears ; and sometimes, also, the savage Indian war- rior would wear the dried hand of his dead enemy in the same way. The use of such ugly adornment was to make the savages seem as fierce and terrible as possible. Both men and women decorated themselves with beads, which they made from sea-shells. These were called " wampum," and were worn in strings, or wrought into belts, necklaces, and bracelets. Wampum was also used among them as money, and as presents in making treaties between the tribes. ZUNI INDIAN WOMAN MAKING POTTERY. Indian houses, or wigwams, were mere tents of bark or of mats, supported by poles. Among the Indians of the Western prairies, skins of animals were used to cover the Indian houses. Indian wigwams were not divided into rooms. The inmates slept on the ground, or sometimes HOW THE INDIANS LIVED. 73 MANNER OF BOILING IN AN EARTHEN POT. on raised platforms. The fire was built in the middle of the wigwam, and the smoke found its way out through an opening at the top. In some tribes long arbor- like houses were built of bark. In these there were fires at reg- ular intervals. Two families lived by each fire. The Indians had very little furniture. There were a few mats and skins for bedding. Some tribes had for house- hold use wooden vessels, which they made by burning and scraping out blocks of wood, little by little, with no other tools than shells or sharp stones. These Indians cooked their food by putting water into their wooden kettles and then throwing in heated stones. When the stones had made the water hot, they put in it whatever they wished to cook. Other tribes knew how to make pots of earthenware ; and yet others cut them out , of soap - stone. Vessels of pottery and soap-stone could be set over the fire. Often fish and meat were broiled on sticks laid across above the fire ; green corn was roasted under the ashes, as were also squashes, and vari- ous roots. Indian corn, INDIAN BOTTLE OF. POTTERY FROM ARKANSAS. Furniture of wig- wams, and modes of cookery. AN INDIAN VASE- INDIAN MANNER OF BROIUNQ IN 1686. 74 HOW THE INDIANS LIVED. Indian agricult- ure. put into a mortar and pounded into meal, was mixed with water and baked in the ashes, or boiled in ^ a pot. Some- times the meal was parched and carried in a little bag, to be eaten on a journey. A few tribes near to salt springs had salt, the rest used leaves of several sorts for seasoning. For tilling the ground the Indians had rude tools ; their hoe was made by at- taching to a stick a piece of deer's horn, or the shoul- der-blade bone of an ani- mal, or the shell of a turtle, a bit of wood, or a flat stone. They raised Indian corn, beans, squashes, and tobacco. They prepared the ground by girdling the trees so as to kill them ; sometimes they burned the trees down. Some tribes had rude axes for cutting small trees ; The handle of by tying a stick withe about it. The coming of the white people made great changes in the Indian life. The furs and skins, which the Indians did not value except foi necessary clothing, were articles of luxury and ornament of great value in Europe. Many a half-starved Indian was clothed in furs that a Euro- pean prince would have prized. The savage readily exchanged his beautiful beaver coat for a bright-colored blanket, and thought he had made a good bar- gain, though his furs were worth to the white man the price of many blankets. The cheap glass beads and tiny bells, such as the people of old time hung about the necks of the hawks with which they hunted birds, were grecitly prized by sav- ages. Jews-harps were also much liked by them, and were sometimes used in paying them for land. The Indian who could possess himself of a copper kettle was a rich man in his tribe. The cheap iron hatchets of the trader drove out the stone axes, and knives were eagerly bought, but guns were more sought after than anything else ; and, though there were many laws against selling fire-arms to the Indians, there were always men who were glad to enrich themselves by this lawless trade. The passion of the savage for intoxicating drinks was so great that evil men among the traders were often able to strip them of all their goods by selling them strong liquors. The white settlers generally bought the land they occupied from the Indians. As land was not worth much, the price paid was trifling. Manhattan Island, on which New York now stands, was sold to the Dutch, by the Indians, for about twenty -four dollars. The land -sales made trouble, for the lines were not well defined, and were often matters of dis- pute. The Indians did not understand business, and they sometimes had to be paid over and over again for a piece of land. these were made of stone, the stone axe was formed to it, or by twisting a green Sometimes an Indian would INUIAN GIRL WITH BASKETS now THE INDIANS LIVED. 75 INDIAN KINDLING FIRE. split open a growing young cutting-toois. tree and put the axe into the cleft ; when the tree had grown fast around the axe he would cut it down and shorten it to the prop- er length for a handle. The Indians had no iron. For knives they had pieces of bone, sharp stones, and shells. The Indian procured fire Making fire, twirling the end of a stick against another piece of wood. To give this twirling stick a quick motion, he wrapped a bow- string about it, and then drew the bow swiftly to and fro. The most remarkable product of Indian skill was the canoe ; this was made in some tribes by burning out a log, little by little, and scraping the charred parts with shells, until the " dug-out " canoe was sufficiently deep and rightly shaped. Many canoes made in this way, without any other tools than shells and sharp stones, would carry from twenty to forty men. The North- ern tribes constructed a more beautiful canoe, of white- birch bark, stretched piute indian girls with water-jars. Canoes. ^6 HOW THE INDIANS LIVED. on slender wooden ribs, and sewed together with roots and fibers. Such canoes were made water-tight by the use of gums. One Indian is seen scraping out the charred wood, another is fanning the fire, while a third is burning down a tree to begin a new canoe. Division of labor. Amoug the ludiaus, the hardest work fell to the women. Hunting, gambling, and making war, were the occupations of the men. The male Indian was from childhood trained to war and the chase. Game and fish, with such fruits, nuts, and roots as grew wild in the woods and swamps, were the principal dependence of the Indians for food. As they suffered much from hunger and misery, the population of the country was always thin. Wars between Moreovcr, thc coutiuual wars waged between the the tribes. " various tribes, in which women and children as well as men were slain, kept the red-men from increasing in numbers. Large tracts of country were left un- inhabited, because tribes at war dared not live near • to one another, for fear of surprise. In all the coun- try east of the Mississippi River there were but a few hundred thousand people ; hardly more than there are in one of our smallest States, and not enough, if they had all been brought together, to make a large city. HOW THE INDIANS LIVED. 77 What were the people called who lived in America before white men came? Why were they called Indians? (Are there any of them remaining yet ?) What is the color of their skin ? What kind of eyes have they ? What sort of hair ? What material was mostly in use among them for clothing ? What garments did they wear ? Of what plant did the Southern Indians make mantles ? What sort of man- tles were used by women in the Northern tribes ? How were their shoes made? With what were their shoes embroidered? How did the Indian " braves," or warriors, stain their faces ? What did they some- times wear hanging to their ears ? What kind of beads did the Indians wear ? For what other purpose was wampum used ? What was the Indian house, or wigwam, made of ? How did the Indians sleep ? Where was the fire made ? How did the smoke get out ? Some tribes built long houses : what is said of these? What did the In dians have for beddmg ? What Questions for study. POTTERY FROM MISSOURI, INDIAN WIGWAMS OF BARK. kinds of vessels for household use ? How did they hollow out their wooden vessels ? How did those tribes that had only wooden vessels cook food in them ? How did those that had pottery and soap-stone ket- tles use them for cooking ? How were fish and meat sometimes broiled ? How were green corn and other vegetables roasted ? How was corn made into meal? How was bread baked ? What did the Indians do for salt ? What can you tell about the va- rious sons of hoes made by the Indians ? What plants m- did they cultivate? How did they clear the ground? Some tribes had axes : what were these made of ? Hrw did they put handles to them ? Had the In- KAVAJO INDIAN WOMAN WEAVING A BELT. 78 HOW THE INDIANS LIVED. Study by tcpics. Blackboard illustration. dians any iron? How did they commonly make knives? How did they produce fire ? What was the most remarkable product of Indian industry ? How was the dug-out canoe made without metal tools ? How many men would the larger of these carry ? Of what did the Northern tribes make their canoes ? How did they sew them ? How did they make them tight ? What was the difference between the work of the women and the occupations of the men ? What is said of the education of Indian boys? On what did the Indians mainly depend for food? What effect did their pov- erty have on the population ? What other cause kept the Indians from increasing in numbers > What is said of the Indian population east of the Mississippi River? Tell what you know about — I. The appearance of the Indian. 1. Complexion, hair, eyes. 2. Articles of dress. 3. Things worn for ornament. II. The Indians' mode of living. 1. Houses: their construction. 2. Houses: their inside arrangements. 3. Furniture. 4. Cookery. III. The Indian at work. 1. Tools. 2. Plants cultivated. 3. Canoes. IV. Men's and women's work. V. Effect of poverty and war on the Indian popu- lation. Divide the board horizontally into three parts. Then write, from suggestions made by the pupils, in the topmost division, the various items of dress ---7 2 and ornaments belonging to an Indian's head; in the second, those worn on the body; in the third, those used on the feet. MEDICINE-MAN, WITH A MANTLE OF 8ILK-GRASS. DRAWN IN 1585. Composition. Books. Let the pupil suppose himself to be a settler in America in the early colonial times. Let him write a letter to a supposed friend in England, telling in his own words what is told in this and the two following chap- ters, especially about Indian customs and the trade between them and the white people. Major Powell's Reports of the Ethnoloj^cal Bureau. Centurj- Mag2izine, May, 1883, "The Aborigines and the Colonists." EARLY INDIAN WARS. 79 Early Indian massacres in Virginia, CHAPTER XIV. Early Indian Wars. There were, between the two races, occasions Dishonest trader , J. ,. T-N- 1 1 • ^""^ '■^^ Indians. enough tor quarrehng. Dishonest white men were sure to cheat the ignorant Indians, and the violent among the Indians were as sure to revenge themselves. If an Indian suffered wrong from one white man, he thought he had a right to take vengeance on any man, woman, or child of the white race when he found opportunity. We have seen how suddenly the In- dians massacred the Virginians in 1622 (page 32). This led to a long war, with many treacheries and cruel sur- prises on both sides. After some years the Indians were sub- dued by the Virginians, un- der the lead of William Clai- borne. But in 1644 the old chief Opechankano, who had led in the first massacre, planned a second. He was so old that he could not walk without assist- ance, and could not see, except when his eyelids were held open. He was carried to the scene of bloodshed. The Indians had by this time secured guns. By a sudden sur- FLORIDA WARRIOR, 1565. 8o EARLY INDIAN WARS. INDIAN MASK. The Pequot war in 1637. Indian wars in New York, Mary- land, and Vir- ginia. prise they killed about five hundred white people in a single day. But they paid dearly for their victory, for the colony had grown strong enough to defeat and pun- ish them. They were driven away from their villages. Opechankano was taken prisoner, and, while a captive, was suddenly killed by an infuriated soldier. The Pe'-quot war in Connecticut grew out of the differences between the Dutch and the English settlers. The English brought back the Indians whom the Pequot tribe had just driven away. The Pequots began the war by killing some English traders. The attempts of the English colonists to conquer the Pequots were at first of no avail. The Indians were light of foot, and got away from men in armor. They continued to seize and torture to death such English as they could catch. In 1637, John Mason, a trained soldier, at the head of a company of Connecticut men, with some from Massachusetts, marched into the Pequot country. At Mystic, Con- necticut, just before daybreak, the Connecticut men surrounded the palisaded village of Sassacus, the dread- ed Pequot chief. In the first onset Mason set the vil- lage on fire. A horrible slaughter followed. Indian men, women, and children, to the number of five or six hundred, were shot down or burned in the village, or in trying to escape. In the war which followed this attack, the whole Pequot tribe was broken up, and the other Indians were so terrified that New England had peace for many years after. About the same time cruel Indian wars raged be- tween the Dutch of New Netherland (now New York) and the Indians in their neighborhood. At one time the Dutch colony was almost overthrown. There was EARLY INDIAN WARS. 81 Many of the white people sincerely desired to do the Indians good. Schools for the education of Indian children were set up in Virginia and in New England. Catholic missionaries labored among the Indians of Maryland. John Eliot, of Massachusetts, preached to thousands of Indians, and translated the whole Bible into their language. He is called the " Apostle to the Indians." But, even in trying to do the Indians good, the white men offended them. The chiefs and " medicine-men " of the Indians did not like to see their ancient customs treated with contempt, and their own influence destroyed by the new religion. BELT OF WAMPUM. also a war between the Marylanders and the Sus-q^e- han'-nah tribe. In 1656 the Virginians suffered a bittei\ |^ ,\ defeat in a battle with the Indians at the place where ^ Richmond now stands. The brook at this place got thL name of Bloody Run. In 1675 there broke out in New England the terrible Indian war known ever since as King Philip's War. Philip was the son of Massasoit, the Indian chief who had been long a friend to the Plymouth settlers. Philip was a proud man, and thought that he was not treated with enough re- spect by the rulers of Plymouth Colony, who act- ed with imprudent bold- King Philip'd ness in their dealings with war. 1675. him. He was also irritated because large numbers of his people were converted to the Christian religion, through the labors of John Eliot. These converted people, or " praying Indians," formed themselves into villages, and lived under the government of the Massa- chusetts colony. Philip won some successes at first, and Indians of The"Swamp Fight" at the Other tribes came to his assistance. Many New Eng- Narragansett land towns were laid in ashes, and hundreds of peo- ple were killed or carried away into captivity. The powerful tribe of Narragansetts gave Philip secret aid, and in the winter the white men boldly attacked their stronghold. This was always known as the " Swamp Fight." Hundreds of Indians were slain, and their MASK MADE BY IROQUOIS INDIANS 82 EARLY INDIAN WARS. Captain Church and the death of Philip. Bacon's war with the Virginia Indians. 1676. The 'Westoes and Tuscaroras defeated. vil^&e burned. The colo- nists also lost two hundred men in this battle, and the Narragansetts took a ter- rible revenge by burning houses and killing people in every direction. But after a while the white men learned how to fight the Indians. By de- grees Philip's power was broken, as his men were most of them killed or capt ured. Captain Benjamin Church was the most fa- mous fighter against the In- dians in this war. Church's men surrounded Philip in a swamp and killed him. The rest of the Indians were soon subdued. Most of the captive Indians were cruelly sold into slavery in Barbadoes. About the time of Philip's war the Doegs and Sus- quehannahs were ravaging the Virginia frontier, while the governor of that colony refused to allow any one to march against them. But Nathaniel Bacon, a young man of great spirit, was chosen by the people to lead them, which he did in opposition to the governor's orders. This disobedience led to " Bacon's Rebellion," as it is called, the story of which is told in Chapter XXVI. All the colonies suffered from Indian wars. The in- fant settlement in South Carolina was almost ruined by Benjamin Church was one of the first of the Indian fighters. He knew how to manage men, and had great influ- ence over them. He would even persuade captive Indians to join his band and lead him to the haunts of their friends. It was one of these Indians who shot Philip. Church let him take Philip's scarred hand for a trophy. This he carried about the country, making money by showing it. Captain Church was tireless, fearless, and full of expedients. He first taught the Englishmen to practice the arts of the Indian in war. When Philip was dead, only old Annawon, Philip's head-man, remained in the field with a party. When Church at last found him, he was shel- tered under some cliffs. Church had but half a dozen men with him ; Annawon ten times that number of resolute braves. But by creeping down the cliffs, while an Indian woman was making a noise by pounding corn in a mortar, Church suc- ceeded in capturing the guns of the In- dians, which were stacked ar Annawon's feet. Seeing his boldness, the Indians thought that Church had surrounded them with a great many men, and they therefore surrendered. Church also per- formed many famous e.vploits in the war with the Indians of Maine. EARLY INDIAN WARS. 83 a war with the Indians called Wes'-toes, ten years after the arrival of the first white men, and in the very year that Charleston was settled ; that is, in 1680. In 1 711 the warlike Tuscaroras [tus-ca-ro'-rahs] ravaged the scattered settlements of North Carolina, putting people to death by horrible tortures. It was only by the help of the Virginians and South Caro- linians, and the Yam-as-see' In- dians, that the settlers, after two years, finally defeated the Tuscaroras, capturing and send- ing many hundreds of them to be sold as slaves in the West India Islands. But in 171 5, two years after the close of this war, the Yam- assees, who had helped the white people to put down the Tuscaroras, joined with the Spaniards in Florida, and with all the other Indians from Flor- ida to Cape Fear, in an attempt to destroy the colony of South Carolina. There were six or seven thousand Indian warriors in this league, while South Carolina could only muster fifteen hundred white men and two hundred trusty negroes. Governor Craven knew that a single defeat would ruin the colony, so he marched with the utmost caution until he brought on a great battle, and overthrew the Indians. The war lasted about three years. NORTH CAROLINA WARRIOR IN 158S. The Yamassee war in South Carolina. 1715, 84 EARLY INDIAN WARS. Questions for Study. CALUMET, OR P£ACE-t-IPE. What followed the Indian massacre in Virginia in 1622.? What was the nature of that war? Who led the settlers when the Indians were at length subdued? What Indian chief conducted the massacre in 1644? What was the condition of Opechankano in 1644? What kind of arms did the Indians have by this time ? How many white people did they kill in the first attack? What was the result of the war to the Indians? What happened to the old chief Opechankano ? What was the cause of the Pequot war in Connecticut ? How did the Pequots begin it ? How did the colonists succeed in their first attempts to subdue the Pequots? Why did they not succeed ? What did the Pequots continue to do? Who was put in command of the Connecticut troops in 1637 ? Where did he lead his men? At what point did he attack the Indians? Whose village did he surround? What kind of a village was this? (What is a palisaded village ? Answer : A village surrounded with up- right posts or palisades for defense.) How was the village destroyed ? What became of the people in it? What do you think of this way of carrying on war ? What is said of the wars of that day ? What became of the Pequots? What other Indian wars were waged at this time? Where did the Virginians suffer defeat in 1656? What is the brook called where the battle was fought ? What war broke out in New England in 1675? W'ho was Philip? What feelings inclined him to make war ? What is said of the converted, or praying, Indians ? What effect did Philip's successes have on other Indians? What took place in the attack on the Narragansetts ? What did the white men learn ? Who was especially famous in this war with the Indians? How did Philip lose his life ? What became of the remainder of King Philip's Indians ? What colony was ravaged by the Doegs and Susque- hannahs ? What did the governor of the colony do ? Who was chosen to lead the people ? By whom was he chosen ? To what did this lead ? How long after the arrival of settlers in South Carolina was it when the war with the Westoes broke out? What effect did this first war have on the feeble settlements ? In what year did the Tuscarora war break out in North Carolina? What did the Tuscaroras do with the people they captured ? What colonies helped to put down the Tuscaroras ? What Indians helped to conquer them ? How long did the Tuscarora war last ? What was done with the captured Indians? Did the Yamassees keep their peace with South Carolina ? With whom did they join ? How many Indians were against South Carolina ? How many white soldiers were there? What would have been the result of a single defeat ? What was the result of Governor Craven's fight with the In- dians ? How long did the Yamassee war last ? MATCHLOCK-GUN. EARLY INDIAN WARS. % Tell about — i. The principal Indian war in Virginia. 2. The Pequot and Philip's war in New England. 3. The Indian wars in South and North Carolina. study by topics. The three topics above may be set down and the brief mention of Blackboard ilius- particulars, as drawn from the answers of the pupils, added. For *''^^'°"- example : " Pequot war : English brought back the expelled tribe. Pequots killed traders. English failed at first. Cap- tain Mason. Attacked Sassacus's fort. Palisaded. Set fire. Six hundred men, women, and children killed." Let the other prominent wars be treated in the same way. CHAPTER XV. MATCHLOCK. Traits of War with tlie Indians. The most important weapon of the Indian, when the Indian weapons, white men came, was the bow and arrow. The arrow was headed with a sharpened flint or a bit of horn. Sometimes the spur of a wild-turkey or the claw of an eagle was used to point the arrow. Next to the bow and arrow the Indian warrior depended on a war-club, which had a handle at one end and a heavy knob at the other, or upon a tomahawk, made by fastening a wooden handle to a round stone, or a stone axe. But all their rude weapons were given up as soon as the Indians could get knives, hatchets, and guns from the white men. In some cases, it is said, they were so eager for gunpowder that they sowed what they got at first, sup- posing it to be the seed of a plant. The Pequots com- manded two white girls, whom they had captured, to make some gunpowder, supposing that all white people knew how to make it. At the first arrival of white men, they protected themselves by wearing armor, and the Indian arrows matchlock-gun. 86 TRAITS OF WAR WITH THE INDIANS. Aimor and arms could HOt do them much hurt. But as soldiers could of the white men. r • i i • i i not get about very fast in heavy armor and with clumsy guns, they could not do much hurt to the Indians. Some of the guns used were matchlocks. In ^^ '' order to shoot, the soldier had to place in front of him a " rest " — a kind of forked stick or staff — and lay his heavy gun across it. In firing, the powder on the lock of his gun was set off with a lighted fuse or match ; and the soldier had to carry a burning fuse in his hand. If he let ^ his fuse go out, he could not use his gun until he got fire again, for friction-matches were unknown. But the Indians would not stand still while the white men got ready to shoot. This awkward match- lock-gun was sometimes used as late as 1675, the time of Philip's war. The snaphance, or flint-lock, was already coming into use when the colonies were settled. The flint-lock was set off by the striking of the flint against a piece of steel, when the trigger was pulled. (Guns with percussion - caps ' are a much later invention.) Some of the white men at first were armed with pikes or spears ; but it was found to be a very dangerous business to poke an Indian out of the brush with a pike. During Philip's war the pike began to go out of use in America. The Indians get When thc Indians had procured fire-arms. White - , i • i i i men change their firc-arms, thc armor which the soi- mode of fighting, ^^^^.g ^yQj-g^ bciug of little usc against bullets, was rather a burden than an advantage. Lonrr after the first set- PIKEMAN OF THAT TIME. TRATTS OF WAR WITH THE INDIANS. 87 SNOW-SHOES. tlements were made, white men ceased by degrees to wear the head, and breast, and back pieces of metal, and they laid aside also the heavy buff-coats, which were made of leather and stuffed, to resist bullets. The colonists also learned to march in scattering parties, as the Indians did, in order to avoid surprise, and to lie in ambush, and to load their guns while lying down. For a long time the savages made attacks on the Northern settlements in the winter, when the snow was so deep that the soldiers could not move about ; but, after stupidly suffering this for many years, the Northern colonies at length put their soldiers on snow-shoes too, and then all was changed. The Indian did not hesitate to resort to treachery to Indian strata- entrap his foes. He would profess friendship in order to disarm an enemy. He gloried in ingenious tricks, such as the wearing of snow-shoes with the hind part before, so as to make an enemy believe that he had gone in an opposite direction. He would sometimes imitate the/cry of the wild-turkey, and so tempt a white hunter into the woods, that he might destroy him. An Indian scout would dress himself up with twigs, so as to look like a bush. Many of these things the white people learned to practice also. The Indians were very cruel ; it was part of their Treatment of plan to strike terror by their severity, they tortured their prisoners to death and disfigured the dead, and why they slew women and children as well as men. They not only put their prisoners to death in the most cruel way their ingenuity could de- vise, but, in some tribes, they even devoured them after- ward. Sometimes, however, a prisoner was adopted into an Indian family, and kindly treated. Many hundreds rj^, . . prisoners by the IhlS IS why Indians. 88 TRAITS OF WAR WITH THE INDIANS. Defense of the settlements. ^C^&:7;-<^ BLOCK-HOUSE. of white children were thus adopted, and forgot their own language. Some of them afterward engaged in war against their own people. One boy, named Thomas Rice, was carried off from Massachusetts in childhood, and became a chief of the tribe which had captured him. The settlers learned after a while many ways of de- fending themselves. They built block-houses in every exposed settlement, for refuge in case of attack. When Indians were discovered lurking about in the night, a messenger would be sent from the block-house to warn the sleeping settlers. This messenger would creep up to a window and tap on it, whispering, " Indians ! " Then the family within would get up, and, without speaking or making a light, gather the most neces- sary things and hurry away along dark paths through the woods to the block- house. In some of the more exposed regions the dogs were even trained not to bark unless command- ed to. In some, if not all, of the colonies, the firing of three shots in succession was the sign of danger. Every man who heard it was re- quired to pass the alarm to those farther away, by firing three times, and then to go in the direction in which the shots had been heard. In stories of Defense. — A town in Maine was attacked and almost destroyed by Indians, when one man sent his fami- ly by boat out of the back door of his fortified house, remaining there alone. By frequently changing his hat and coat, and then appearing without a hat and then without a coat, and by giving orders in a loud voice, he made the Indians be- lieve that his house was too full of men for them to attack it. Some Swedish women, near where Philadelphia now stands, saw Indians coming, and took ref- uge in their fortified church, carrying with them a kettle of hot soap. They defended themselves until their husbands came by throwing the boiling soap, with a ladle, at every Indian who approached the church. A maid-servant in Massa- chusetts, left alone with little children, drove away an Indian, who tried to enter the house, by firing a musket at him and throwing a shovelful of live coals on his head. A young girl in Maine held a door shut until thirteen women and children had time to escape by a back door into a block-house. The Indians, when they got in, knocked the girl down, but did not kill her. TRAITS OF WAR WITH THE INDIANS. 89 many places large dogs were kept and trained to hunt for Indians, as highway robbers were hunted down in that day in England. In all ex- posed places, a part or all of the men took their arms to church with them. The people became very brave, and were fierce and even cruel during these long-continued Indian wars. A wounded soldier would beg to have a loaded gun put into his hands that he might, before he died, kill one more Indian. Captives often escaped from the Indians by ingenious devices, and sometimes suffered dreadful hardships in getting back to the settlements. Escape of Prisoners. — A young girl in New England, after three weeks of captivity, made a bridle out of bark, caught a horse running in the woods, and, by riding all night, reached the set- tlement. Two little lads named Bradley got away, but they were tracked by the Indian dogs, who came up with them while they were hidden in a hollow log. They fed the dogs part of their provisions to make them friendly. After traveling nine days the elder fell down with ex- haustion, but the younger, who was the more resolute, dragged himself starving into a settlement in Maine, and sent help to his brother. Hannah Dustin, Mary Neff, and a boy were carried off from Haverhill, Massachusetts. At midnight, while encamped on an island, they got hatchets and killed ten In- dians, and then escaped in a canoe down the river. This bold escape soon be- came famous in the colonies, and the Governor of Maryland, hearing of it, sent to the returned captives a present for their courage. Courage of the people. What was the Indians' chief weapon when the white men came to Questions for America } How was the head or point of the arrow made } What kind study, of a war-club was used } What sort of a weapon was the tomahawk } Why were these weapons abandoned ? What stories are told of the Indians' eagerness to get gunpowder.'' How were the white sol- '^'prs protected from the Indian arrows at first } Why could not the lite men in armor do much harm to the Indians ? What kind of guns , -re some of those in use.'* How did the soldier arrange his gun in order to shoot ? How did he fire his gun ? If his fuse went out, what go TRAITS OF WAR WITH THE INDIANS. VMB-CLUB. Study by topics. was the result ? How late was the matchlock-gun used ? What newer gun was coming into use when the colonies were settled .'' How was the flint-lock fired off.'* How are guns made to go off in our time.'' How were some of the white men armed at the time of the settlement of the colonies ? Was the pike good for Indian war.-* When did it go out of use in America? When the Indians had procured guns, what difference did this make in the value of the armor that the soldiers wore .'' What pieces of the armor used in this country were of metal ? What sort of a coat was worn for defense ? What did the colonists learn from the Indians about marching ? What about ambush and the method of loading their guns ? What change took place in the mode of making war in winter.? What is a snow-shoe? What is said of Indian treachery? Tell some of the ingenious tricks to which Indians re- sorted. Why were the Indians cruel to their prisoners, and given to disfiguring the dead ? Why did they kill women and children ? What did some tribes do with prisoners after they had put them to death? When they spared a prisoner's life, what did they do with him ? What is said of white children adopted by the Indians ? What kind of buildings were constructed for the defense of the settlements? How were the people warned that Indians were about ? What precautions were taken against discovery by the Indians ? W^hat was a com- mon mode of giving alarm in some of the colonies ? What must a man do who heard three shots ? What were dogs trained to do ? What pre- cautions against surprise at church were taken ? What effect did the Indian wars have on the people? What is said of wounded soldiers? What is said of the escape of captives ? I. Indian weapons, i. Their first weapons. 2. The change to those of the white men. II. Arms of the white men. i. Their defensive armor. 2. Their fire-arms. a. Matchlocks. d. Flint-locks. 3. Pikes. III. Change of armor and tactics, i. Defensive armor abandoned. 2. Indian tactics adopted. IV. Character of Indian war. i. Indian strategy. 2. Cruelty of Indian war. 3. Treatment of prisoners by the Indians. V. Defense of the settlements. i. Block - houses. 2. Alarms. 3. Keeping dogs and carrying arms. VI. Courage of the people. Blackboard illus- tration. Indians changre from bow and arrow stone war-club \-\ ( heavy armor White men change from •< matchlock-guns ( pikes to fire-arms. hatchet. no defensive armor. flint-locks. no pikes. LIFE IN THE COLONIAL TIME. 91 CHAPTER XVI. Life in tiie Colonial Time. When people first came to this country, they had to First houses of the colonists. take up with such houses as they could get. In Vir- ginia and New England, as in New York and Philadel- phia, holes were dug in the ground for dwelling-places by some of the first settlers. In some places bark wig- wams were made, like those of the Indians. Sometimes a rude cabin was built of round logs, and without a floor. As time advanced, better houses were built. Some of these were of hewed logs, some of planks, split, or sawed out by hand. The richer peo- ple built good houses soon after they came. Most of these had in the middle a large room, called "the hall." The chimneys were generally very large, with wide chimneys and r ^ o , • 1 • • 1 1 r- windows. nreplaces. Sometimes there were seats inside the fire- place, and children, sitting on these seats in the evening, amused themselves by watching the stars through the top of the chimney. In the early houses most of the windows had paper instead of glass. This paper was oiled, so as to let light come through. Except in the houses of rich people the furniture Furniture and was scant and rough. Benches, stools, and tables were home-made. Beds were often filled with mistletoe, the CABIN OF ROUND LOGS. 92 LIFE IN THE COLONIAL TIME, How the colo- nists cooked their food. What they ate. down from cat-tail flags, or the feathers of wild-pigeons. People who were not rich brought their food to the table in wooden trenchers, or trays, and ate off wooden plates. Some used square blocks of wood instead of plates. Neither rich nor poor, in England or America, had forks when the first colonies were settled. Meat was cut with a knife and eaten from the fingers. On the tables of well-to-do people pewter dishes were much used, and a row of shining pewter in an open cupboard, called a dresser, was a sign ot good housekeeping. The richest people had silver-ware for use on great occasions. They also had stately furniture brought from England. But carpets were hardly ever seen. The floor of the best room was strewed with sand, which was marked off in ornamental figures. There was no wall-paper until long after 1700, but rich cloths and tapestry hung on the walls of the finest houses. Cooking was done in front of fireplaces in skillets and on griddles that stood upon legs, so that coals could be put under them, and in pots and kettles that hung over the fire on a swinging crane, so that they could be drawn out or pushed back. Sometimes there was an oven, for baking, built in the side of the chimney. Meat was roasted on a spit in front of the fire. The spit was an iron rod thrust through the piece to be roasted, and turned by a crank. A whole pig or fowl was some- times hung up before the fire and turned about while it roasted. Often pieces of meat were broiled by throw- ing them on the live coals. A mug of home-brewed beer, with bread and cheese, or a porridge of peas or beans, boiled with a little meat, constituted the breakfast of the early colonists. Neither LIFE IN THE COLONIAL TIME, 93 tea nor coffee was known in England or this country until long after the first colonies were settled. When tea came in, it became a fashionable drink, and was A WEDDING IN NEW AMSTERDAM. served to company from pretty little china cups, set on lacquered tables. Mush, made of Indian-corn meal, was eaten for supper. In proportion to the population, more wine and '^^^^ ^^^^ spirits were consumed at that time than now. The very strong Madeira wine was drunk at genteel tables. 94 LIFE IN THE COLONIAL TIME. What they wore. How they trav- eled. Rum, which from its destructive effects was known everywhere by the nickname of " kill-devil," was much used then. At every social gathering' rum was pro- vided. Hard cider was a common drink. There was much shameful drunkenness. Peach-brandy was used in the Middle and Southern colonies, and was very ruin- ous to health and morals. People of wealth made great display in their dress. Much lace and many silver buckles and buttons were worn. Workingmen of all sorts wore leather, deer- skin, or coarse canvas breeches. The stockings worn by men were long, the breeches were short, and buckled, or otherwise fastened, at the knees. Our forefathers traveled about in canoes and little sailing -boats called shallops. Most of the canoes would hold about six men, but some were large enough to hold forty or more. For a long time there were no roads except Indian trails and bridle-paths, which could BIRCH CANOES. LIFE IN THE COLONIAL TIME, 95 only be traveled on foot or on horseback. Goods were carried on pack-horses. When roads were made, wagons came into use. In a life so hard and busy as that of the early set- Their education, tiers, there was little time for education. The schools were few and generally poor. Boys, when taught at all, learned to read, write, and " cast accounts." Girls were taught even less. Many of the children born when the colonies were new grew up unable to write their names. There were few books at first, and no newspapers until after 1700. There was little to oc- cupy the mind except the Sunday sermon. In all the colonies people were very fond of dancing- Their amuse- • TTT IT J • t • 1 nients. parties. vVeddings were times 01 great excitement and often of much drinking. In some of the colonies wed- ding festivities were continued for several days. Even funerals were occasions of feasting, and some- times of excessive drinking. In the Middle and Southern colonies the people were fond of horse- racing, cock-fighting, and many other rude sports brought from England. New England people made their militia-trainings the occasions for feasting and amusement, fighting sham battles, and playing many rough, old-fashioned games. Coasting on the snow, skating, and sleighing were first brought into ^^^^^P«s -j America from Holland by the Dutch settlers in - _ -17-1 T 1 • DUTCH WOMAN OF THE Tlf.lt, New York. In all the colonies there was a great skating. deal of hunting and fishing. The woods were full of drer and wild-turkeys. Flocks of pigeons often darkened the sky, and the rivers were alive with water- fowl and fish. 96 LIFE IN THE COLONIAL TIME. Questions for Mention some of the houses, or other shelters, used when peoplfe first study. came to this country. How were planks for houses made in the early times .^ What kind of houses did the richer people build ? What sort of chimneys did they have in that time ? What is said of the seats in the fireplace? How did the windows of the early settlers differ from ours ? What sort of furniture was there in the houses ? What is said of benches, stools, and tables ? How were beds often filled ? In what kind of dishes was meat served ^ From what kmd of plates did they eat ? What about forks ? How PACK-HORSES. did they eat meat in that day? What kind of dishes were on the tables of people better off? How was the pewter kept? What kind of ware did the richest people have ? What kind of furniture ? What is said of carpets ? How was the floor of the best room orna- mented ? What was used in fine houses in place of our wall- paper ? How was the cooking done ? Where was there some- times an oven ? What was it used for ? How was meat roasted ? What was a spit ? How were pigs and fowls roasted ? How was meat sometimes broiled ? What kind of a breakfast was eaten by the early colonists ? What is said of tea and coffee? How was tea served? What was much used for supper? What is said of the use of wine and spirits then, as compared with the use of those drinks now ? What kind of wine was drunk ? What is said of the use of rum then ? What of hard cider ? What of drunkenness ? Whai LIFE IN THE COLONIAL TIME. 97 kind of brandy was used ? With what results ? How did rich people dress ? What sort of breeches did workingmen wear ? What sort of stockings ? How were the breeches fastened at the knees ? How did our forefathers travel about ? How large were the largest canoes ? What was the common size of the canoe ? What kind of roads did they have at first ? How did they travel overland ? How were goods carried ? What change took place when roads were made ? Why was there not much education given to children born in the colonies at first ? What kind of schools did they have ? What were boys taught ? How were girls taught ? Did all the children get some education ? What is said of books and newspapers ? What was there to occupy the mind ? Of what kind of parties were people fond in all the colonies ? What is said of weddings ? Of funerals ? What amusements were people fond of in the Middle and Southern colonies ? What was made a time for amusement in New England ? What kind of games were played on training-days ? From what country were coasting, skating, and sleighing brought to America ? What is said ot hunting and fishing ? What of the abundance of game and fish ? 1. Houses. study by topics. a. Various kinds of dwellings, b. Chimneys, c. Windows. 2. Furniture. a. Seats, tables, and beds. b. Table-ware. c. Floor and wall coverings. 3. Food. a. How cooked, b. Kinds of food. c. Drinks. 4. Dress. 5. Travel. 6. Education. 7. Amusements. A SCHOOL-SCENE IN 1740. THE MASTER AND HIS ASSISTANT WEAR HATS. g8 FARMING AND SHIPPING IN THE COLONIES. CHAPTER XVII. Early experi- ments in silk- raising, vine- growing, etc. Tobacco-grow- ing in Virginia and Maryland. Rice produced i: South Carolina. Farming and Shipping in the Colonies. We have seen how the people who came first to North America expected to find either a way to India, or mines like those discovered farther southward. But when they found that they could not secure either the spices of India or the gold and silver of Peru, they turned their attention to the soil, to see what could be got by farming. But at first their plans for farming in America were as wild as their plans for getting to India. They spent much time in trying to produce silk and wine, two things which can be raised with profit only in old and well-settled countries. They also tried to raise madder, coffee, tea, olives, and the cacaonut, from which chocolate is made. John Rolfe, the husband of Pocahontas, in 1612 took a lesson from the Indian fields about him, and succeeded in growing tobacco for the English market. Before this time, English smokers and snuff-takers got their tobacco from the Spaniards. The plant was well suited to the Virginia climate, and it was easy to ship tobacco from the farms, which were all on the banks of the rivers. Gold and silver coins were scarce in those days, and, in Ralf a dozen years after John Rolfe planted the first to- bacco, it had become the only money of Virginia. Al- most everything bought and sold in Virginia and Mary- land, before the Revolution, was paid for in tobacco. The colony of South Carolina maintained itself in a rather poor way, during the first twenty-six years of its existence, chiefly by shipping lumber to the West FARMING AND SHIPPING IN THE COLONIES. QQ Indies, and by making tar and pitch. But there was living in Charleston, in 1696, a gentleman named Thomas Smith, who had seen rice cultivated in Madagascar. One day when a sea-captain, an old friend of Smith's, sailed into Charleston Harbor from Madagascar, Thomas Smith got from him a bag of seed-rice. This was care- fully sown in a wet place in Smith's garden in Charles- ton. It grew, and soon Carolina was changed into a land of great rice-plantations. The raising of rice spread into Georgia when that colony was settled. In 1 741 an energetic young lady, Miss Eliza Lucas, Eiiza Lucas in- ... troduces indigo- began to try experiments in growing the mdigo-plant in culture. South Carolina. A frost destroyed the first crop that she planted, and a worm cut down the next. The indigo-maker brought from the West Indies tried to de- ceive her afterward, but by 1745 this persevering young lady had proved that indigo could be grown in South Carolina, and in two years more two hundred thousand pounds of it were exported. It was a leading crop for about fifty 3^ears, but, when the growing of cotton was made profitable by the invention of the cotton-gin, that crop took the place of indigo. (See Chapter LX.) Indian corn the settlers got from the Indians. It was Indian com, 1 • T-< t— • 11 r 1 wheat, and unknown in burope. rrom it was made the most 01 the potatoes, bread eaten by Americans before the Revolution. It was also shipped to the West Indies from Virginia and North Carolina. New York, New Jersey, and Penn- sylvania formed the great wheat region of the colo- nial time. These colonies sent wheat, flour, and " hard-tack " bread in large quantities to the West Indies and the countries -n the Mediterranean Sea. Many thousands of grea country wagons were em- FLAG OF N€W YORK MERCHANT 8HIP8. lOO FARMING AND SHIPPING IN THE COLONIES. Cattle, hogs, and horses. COLONIAL f-LOW. ployed in bringing grain to Philadelphia. Potatoes had been brought to Europe probably from South America ; but they were unknown to the Indians in what is now the United States. They were taken to Virginia at the first settlement of Jamestown. Potatoes were not plant- ed in New England fields until 171 8. Cattle and hogs were brought from England very early, and were grown by thousands in the colonies. For the most part they ran in the woods, having marks on them to show to whom they belonged. Many cattle grew up without marks of ownership, and were hunted as wild. There were " cow-pens " established for raising cattle in the wilderness, something like the " ranches " in the Western country to-day. The horses of that day were small and hardy. When not in use they ran at large in the woods, and some of them quite escaped from their owners, so that after a while there came to be a race of wild horses. It was accounted rare sport to ride after a wild horse until he was tired out, and so capture him. The English plow of that time was very heavy, and wn by six horses or as many oxen. Efforts were made to introduce this to the colonies, but g::?: ^— ^^ i -^^ ^asBg-......,^ it was not suited to a T "~~"*''~"~'~^^^-^^i|^ new country. The plow most used in the colo- nies was a clumsy thing, with thin plates of iron nailed over the rude wooden plowshares. There were many stumps and few plows. All the tools were heavy and awkward. The middle colonies raised wheat, the colonies on Chesapeake Bay tobacco, and the Southern colonies rice FARMING AND SHIPPING IN THE COLONIES. 101 and indigo ; but the soil and climate of New England were not suited to any agricultural staple of great value. So the New-Englanders were driven to follow the sea. They built immense numbers of ships, some of which they sold to English merchants ; others they used in fishing for codfish and mackerel. These fisheries became very profitable to them. When the Long-Islanders discovered the art of taking whales along the coast, the New England people learned it, and be- came the most prosperous whalers in the world. The The Pirates. — Captain William Kidd, of New York, was sent out in 1695 to put down the pirates that infested the Indian Ocean. The expense of his outfit was borne by certain gentlemen in Amer- ica and England, who were to share his spoils. Not falling in with any pirates, he took to piratical ways himself. When he came back to America he was arrested by Lord Bellemont, Governor of New York and New England, and sent to London for trial and execution. In 1717, Steed Bonnet and Richard Worley, two pirates with their crews, had taken pos- session of the mouth of Cape Fear River in North Carolina, whence they commit- ted great depredations on the commerce of South Carolina. Colonel Rhett, of South Carolina, pursued Bonnet into Cape Fear River, and, after a fight, capt- ured him and thirty of his men. They were tried and hanged at Charleston. Governor Johnson, of South Carolina, took another vessel and attacked Richard Worley and his pirates, who fought until all were dead but Worley and one man, and these were taken, desperately wound- ed, and hanged. Blackbeard, whose real name was Teach, had his refuge also in the shallow waters of the North Carolina coast. A little more than a year after the overthrow of Bonnet, Lieutenant May- nard sailed from Virginia and fought Blackbeard in Ocracoke Inlet. After a hand-to-hand battle all the pirates were killed or wounded, and Maynard sailed back with Blackbeard's head hanging at his bowsprit. So many of the pirates were captured in the next half-dozen years hat they gave little trouble afterward. Fishing, whal- ing, and sea- , f 1 • c 1 • going in New products 01 their fisheries England. were sent to many coun- tries, and New England ships were seen almost all over the world. Boston and Newport were the chief New England seaports. The people of New York also built many ships which were remarkable for their great size and the long voy- ages they made. But before the Revolution New York was not so large a town as Boston. Philadelphia, which was started later than the other leading cities, grew fast and became the greatest of all the cities in the colo- Trade of New York and Phila- delphia. 102 FARMING AND SHIPPING IN THE COLONIES. PIRATE BLACKBEARD, AS SHOWN IN A PICTURE OF THE TIME. nies. But Philadelphia contained only about thirty thousand people when the Revolution broke out. There were many pirates on the coast, who sometimes grew so numerous and bold as to interrupt trade. Some of them were caught and hanged. Captain Kidd, of New York, who was sent to put down pirates, became a pirate himself, and was taken to London and there hanged. The most noted of the pirates was a cruel desperado called Blackbeard, who was killed after a bloody fight in Ocracoke Inlet in North Carolina. Steed Bonnet, another famous pirate, was captured about the same time and executed at Charleston. Questions study. What did those who came first to North America expect to find ? When they failed to find a way to India, or gold-mines, to what did they look for profit ? What was the character of their first plans for farming.'' In what kind of countries is the raising of wine and silk profitable ? What mistake did the colonists make about these things .'* Mention some of the things which they tried to cultivate. What is the name of the man who first raised tobacco in Virginia to send to England ? What was the name of Rolfe's wife ? What advantages did Virginia have for raising and shipping this plant ? What was the principal money of the Virginians and Marylanders ? How did the colony of South Caro- lina maintain itselt at first ? Where had Thomas Smith seen rice growing .'' How did he get his seed-rice ? Where did he sow it first .-' What was the result ? Who first introduced the indigo-plant into South Carolina ? What discouragements did she meet with ? What had she proved by 1745.'' What was the result? What at last drove indigo out of cultivation ? What was the chief bread of the colonists ? Where did the colonists get the Indian-corn plant ? Had it been known in Europe ? From what colonies was Indian corn sent to the West Indies ? What three colonies constituted the great wheat region .'' Where were wheat and flour sent to in that time .-' From what part of the world were potatoes taken to Europe ? Were they known to the natives in what is now the United States .'' How early were potatoes first planted in Virginia ? In what year were they first planted in New England .'' Where were the first cattle and hogs in this country brought from ? How were they raised ? Were they FARMING AND SHIPPING IN THE COLONIES. 103 numerous ? What is said of wild cattle ? How were cattle sometimes raised away from settlements in the wilderness ? What were these ranches called at that time ? What was the character of the horses of the time ? What kind of a plow was used in England when America was first settled ? What kind of plow was commonly used in America ? What was the general character of the tools used ? What drove the New England people to follow the sea for a living ? What did they do with the great numbers of ships built in New England ? What kinds of fish did they catch ? Who in America first learned to take whales ? What is said of the whale-fisheries of New England ? What of the trade of New England ? Which were the chief seaports of New England ? • What is said of the trade of New York in colony times ? What of Philadelphia ? How many people were there in Philadelphia before the Revolution ? What is said of pirates before the Revolution ? Where was Captain Kidd executed ? Where was Blackbeard killed ? Where was the pirate Steed Bonnet executed ? 1. Products. study by topics. a. The attempts to raise silk, wine, etc. b. Tobacco, c. Rice. d. Indigo, e. Indian corn. f. Wheat, g. Potatoes. 2. Animals. a. Cattle and hogs. b. Horses. 3. Implements. a. Plows, b. Other tools. 4. Commerce. a. New England fisheries and commerce, b. Trade of New York and Philadelphia, s. The pirates. ( New York. Blackboard, Chief wheat region. -| New Jersey. ( Pennsylvania. ! Maryland. Virginia. Northern part of North Carolina. ( South Carolina. Rice and indigo. -j Southern part of North Carolina. Ship-building, fisheries, / ^^ ^^ , , , . , , > New England colonies, and trade. ) Point out on a map the location of Madagascar and Ocracoke Inlet. Point out the chief wheat region in colony times. The chief tobacco region. The land Geography, of rice and indigo. 104 BOND-SERVANTS AND SLAVES IN THE COLONIES. CHAPTER XVIII. Bond-Servants and Slaves in the Colonies. Bond-servants. ENGLISH FARM LABORER, SEVENTEENTH CENTURY. When the English people came to this country they brought English ways with them. In England at that time the lands of rich men were cultivated by tenants, who not only paid rent, but owed much respect and service to their " lord," as they called the owner of their lands. If these tenants did not pay their rent faithfully, they could be punished. Many of the peo- ple sent to Virginia at first were tenants, who were expected to work on other people's land in a sort of subjection. They were to pay half of all they produced to the land-owner, and they were bound to stay on the land for seven years. Tenants were also sent to Mary- land, and the Dutch established the same system in New York. Besides tenants, there were sent to Virginia people of a poorer class, who were called " indentured servants." Those sent at first were poor boys and girls, bound to serve until they were of age. After a while there were sent to Virginia and to New England adult servants, bound to serve for seven or ten years, but afterward they were only required to serve four years to pay their passage. This way of getting laborers became very common, and many thousands were sent over in this temporary bondage. During the time of their bondage they could be bought and sold like slaves. They were often whipped and otherwise cruelly treat- ed when they chanced to fall into the hands of hard- hearted masiers. BOND-SERVANTS AND SLAVES IN THE COLONIES. 105 There were people in EnHand at that time called "Spirits" anu '■ ° "crimps." " spirits " and " crimps." By many false stories they per- suaded poor men to go to the colonies as servants. Sometimes the crimps entrapped a man aboard ship, where he was detained and carried off to the colonies KIDNAPPING A MAN FOR THE COLONIES against his will. This was called " trapanning " a man. Sometimes they kidnapped or " spirited " away children, and sold them into service in the colonies. Sometimes people who wished to inherit an estate sent away the true heir and had him sold in America. One lad, who io6 BOND-SERVANTS AND SLAVES IN THE COLONIES. Great number of bond-servants or "rcdemptioners." Convict-servants. I Introduction of slaves. would have been Lord Annesley, was entrapped on ship- board by his uncle and sold into Pennsylvania. He was twelve years in bondage, after which he returned to England and proved his right to the lordship, though he died before he came into possession of it. Bond-servants were in some places called " rcdemp- tioners." About 1670 fifteen hundred of them were sold in Virginia every year. In Pennsylvania the men who took droves of rcdemptioners about the country and peddled them to the farmers were called "soul-drivers." Many of the bond-servants, when their time was out, got land and grew rich. But the lot of the poor man was much harder in that time than in our day. The English laws in old times were very severe against small crimes. A man could be hanged for steal- ing bread to satisfy his hunger. Man}- people sentenced to death for small offenses were pardoned on condition of their going to the colonies. In America convicts were sold for seven years. The Americans complained bit- terly that such bad people were forced on them. In 1619, the year that the Great Charter reached Vir- ginia, there came a Dutch ship into James River, which sold nineteen negroes to the planters. They were the first slaves in America. In that day it was thought right to make slaves of negroes because they were heathens; but for a long time the number of slaves that came into the colonies was small. White bond-servants did the most of the work in Maryland and Virginia until about the close of the seventeenth century, when the high price of tobacco caused a great many negroes to be brought. About the same time the introduction of rice into South Carolina created a great demand for slaves. BOND-SERVANTS AND SLAVES IN THE COLONIES, 107 SIR JOHN HAWKINS, THE FIRST ENGLISH SLAVE-TRADER. There were slaves in all the colonies. But in the Distribution of slaves. colonies far to the north there was no crop that would make their labor profitable. Negroes in New Eng- land were mostly kept for house-servants. In New York city and in Philadelphia there were a great many, but not many in the country regions about these cities, where wheat was the chief crop, for wheat did not require much hard labor. The larger number of negroes were taken to the colo- nies which raised tobacco, rice, and indigo. Ne- groes were especiall}^ fitted to endure a hot and malarial climate. After the Revolution, slavery was abolished in the colonies that had few ne- groes. But, where almost all the labor was done by slaves, it was much harder to get rid of slavery. This led to the difference between free and slave States, and at last to our civil war. The slaves at first did not speak English, and they character of • 1 A r • ' o r 1 ^^^ slaves. Tn^ practiced many wild African customs. Some of them surrections. were fierce, and the white people were afraid of them. Great harshness was used to subdue them. The negroes often made bloody insurrections, which were put down with great harshness. One of these was in New York city in 171 2. Twenty-four negroes were put to death on this occasion, some of them in the cruel ways used in that time. In 1740 there was an uprising of slaves in South Carolina, and a battle between them and the white peo- ple, in which the negroes were routed. In 1741, on a bare alarm of intended insurrection, thirty-three slaves were executed in New York, thirteen of them by fire. Like severity was shown in other colonies, for people were more cruel in that day than in later times. lo8 BOND-SERVANTS AND SLAVES IN THE COLONIES. .estions for What English system of cultivating land was brought to Virginia at '"'^y- the first ? What could be done with a tenant if he did not pay his rent? What share of the produce of the land did the tenant pay to his lord ? How long was the tenant bound to stay on the land ? To what other English colony were tenants sent ? Where did the Dutch establish the same system ? What other class besides tenants were sent to Virginia ? What were most of these at first ? What other servants were after a while sent to Virginia and New England ? (What is the meaning of " adult " ?) How long were these adult servants bound to serve? Were there many or few of this sort? In what respect were these servants like slaves ? How were they often treated ? What was the business of the people called "spirits" or "crimps"? How did they sometimes send men against their will ? What was this called ? How did they procure children to sell to the colonists? How were the heirs to estates treated in some cases ? Tell what happened to little Lord Annesley. What were white bond-servants called ? How many of these were yearly sold into Virginia about 1670? What were the men called who took droves of redemptioners through Pennsylvania to sell ? What happened to many of these servants ? What was the character of the English laws against small crimes at this time ? What was done with some of the people who were sentenced to death for petty offenses ? How long a time were the convicts sold for ? What did the Americans think of this plan of sending convicts to this country ? In what year were negroes first brought to Virginia ? By what kind of a ship ? What other notable event happened in Virginia in this year? Why was it thought right to make slaves of negroes ? Were many negroes brought at first ? Who did most of the labor ? What caused a great many negroes to be brought to Virginia and Maryland about the close of the seventeenth century ? What caused many slaves to be brought to South Carolina near the same time ? Why were there fewer slaves in the Northern colonies than in those farther south ? For what were slaves mostly kept in New England ? In what two cities of the middle colonies were there a great many negro slaves ? Were there many slaves in the country regions of New York and Pennsylvania? Why not ? To what colonies were the larger number of negroes taken ? Why was it easier to abolish slav^ery in the Northern colonies than the Southern ? What caused the difference between free and slave States ? What war grew out of this difference? What peculiarities had the negroes when they first came ? What was the character of some of them? What took place among the negroes in New York in 1712? How many negroes were put to death ? What happened in South Caro- lina in 1740? What took place in New York in 1741 ? How many were put to death ? How were some of these executed ? In what way did the people of that time differ from people in our day ? BOND-SERVANTS AND SLAVES IN THE COLONIES. 109 I. White tenants and servants. 1. Tenants. 2. Indentured servants. 3. Trapanning and kidnapping. 4. Redemptioners and soul-drivers. 5. Convict-servants. II. Negro slaves. 1. The first slaves in 161 9. 2. Increase of slaves after 1700. 3. Negro slaves at the North and at the South. 4. Character of the negroes and their treatment. 5. Negro insurrections. Study by topics. and Sabbath- breaking. CHAPTER XIX. Laws and Usages in the Colonies. Our forefathers brought many curious old customs Laws against and laws from England, The laws of that time were very meddlesome. Men were punished for lying, which nowadays we think is only to be cured by good exam- ple 'and good teaching. A fine was imposed on profane swearing by the laws of nearly all the colonies ; in New England the tongue of the swearer was sometimes pinched in the opening of a split stick. In all the colonies there were laws about keeping the Sabbath ; in many of them there were punishments for not going to church. In New England the Sunday laws were rigorously enforced, and the Sabbath was made to begin at sunset on Saturday evening. The people were at first called to church by beating a drum in the streets. For more than a hundred years after the settlement of Massachusetts, people were not allowed to sit in Boston Common on Sunday, or to walk in the streets except to church, or to take a breath of air on no LAWS AND USAGES IN THE COLONIES. Laws against scolding and drunkenness. a hot Sunday by the sea-shore directly in front of their own doors. Two young people were arrested in Con- necticut for sitting together on Sunday under a tree in an orchard. If men were punished for swearing, women were also forbidden to be too free with their tongues. In J, Virginia and some other colo- nies women, for scolding or slander, were put upon a duck- iaCf" /' ' ' (C. ^* ^^ (-■?> g ing-stool and dipped in the water. In New England they were gagged and set by their own doors, "for all THE DUCKING-STOOL Other curious punishments. comers and go- ers to gaze at." Drunkards were sometimes obliged to wear a red letter D about their necks, and other offenses were punished by suspending a letter, or a picture, or a halter about the neck. Standing with the head and hands fast in the pil- lory, to be pelted with eggs by the crowd, and sitting with the feet fast in the stocks, were forms of pun- ishment. In some places there were cages, in which criminals were conhned in sight of the people. Pun- LAWS AND USAGES IN THE COLONIES. Ill ^'its in the pillory and stocks, or in a cage, were in- on some occasion of public concourse — a lecture- r>T a market-day — -lo make the shame greater More severe than stocks or pillory were the customary punishments of whip- ping on the bare back, cropping or boring the ears, and branding the hand with a hot iron. There were also sometimes, for great crimes, cruel pun- ishments of burning alive, or hanging alive in chains, but these were very rare. Our forefathers were more superstitious than people charms against witches. are now, and they were very much afraid of witches. This foolish belief in witchcraft prevailed both in Eng- land and America. People sometimes nailed up horse- shoes, or hung up laurel-boughs in their houses, to protect themselves from magic charms. When but- ter would not come for churning, red-hot horseshoes were dropped into the milk to " burn the witch out." When pigs were sick and thought to be bewitched, their ears and tails were cut off and burned. There were people tried in almost every colony for witch- craft. In England and in many other countries, exe- cutions for witchcraft were more common than in any of the colonies. THE STOCKS. 112 LAWS AND USAGES IN THE COLONIE COLONIAL WARS WITH THE FRENCH. 143: and Sorrows of the frontier. in the offer of smaller rewards for the scalps of Indian women and children. In many ways the French wars tended to corrupt evu influences the people of the colonies. A race of traders secretly wars, sold arms to the Indians that were butchering their own people. Another set of men, some of whom w^ere con- nected with the government, sold provisions to the French. Very many embarked in privateering — that is, they fitted out ships to . capture and plunder the merchant-ships of France. This was only a kind of law- ful piracy. Many of the soldiers who returned from the war had learned habits of idleness and dissipation. The sorrows inflicted on both the French English colonists were more than can be imagined. The frontier people lived, in con- tinual fear of sudden death by the toma hawk, or slow death by torture, courage grew with their danger. In 1689 captives taken in Maine were carried to Can- ada and sold there. From that time forward innumerable peo- ple captured on the frontier by the Indians were sold into Canada, en- during horrible suffer- ings in their forced jour- neys through the woods. t" Many of these were LORD HOWE WASHING HIS LINEN 146 COLONIAL WARS WITH THE FRENCH. Captivity in Canada among the Indians. ransomed by their friends. Husbands made dangerous and sorrowful journeys to redeem their wives, and parents went in search of their children. Great com- passion was excited in New England for the captives, and collections were fre- WHITE CAPTIVES DRIVEN INTO CANADA BY INDIANS. quently made for their re- demption. Sometimes cap- tive children were reclaimed who had been educated in French, and had quite for- gotten the language and the religion of their parents. The Canadians were gen- erally kind to the captives, and some of the prisoners Captives in the French Wars. — One of the first of the many thousands of captives carried to Canada wxs a little girl named Sarah Gerrish. An Indian girl once tried to drown her by pushing her off a precipice into the river, but she saved herself by catching hold of the bushes. Once she was so weary that she overslept, and awoke to find herself alone in the woods and covered with snow. She followed the tracks of the Indians until she overtook them. Again, the In- dians built a great fire, and told her that she was to be burned, but she threw her arms around her Indian master's neck and begged him to save her. She was sold to the P'rench in Can- ada, and kindly treated by them until she was re- turned. In the fall of 1677 two men, Waite and Jennings, set out from the Con- necticut River for Canada, to re- deem their wives and children car- ried off by In- dians. Without '' guides they paddled through L ike Champlain and reached Canada. After seven months' absence they brought back about twenty captives in all. The people sent horses to meet them at Albany and bring them into Hatfield, where they were re- ceived with the greatest joy. One woman, when she got her children together, after captivity, found one of her sons, a lad of eleven, an Indian in habits, and not able to speak any but the Indian language; while a daughter of fifteen, who had been educated in a Canadian convent, spoke nothing but French. One Pennsylvanian got home just as the sale of his property at auction had been completed, his neigh- bors having supposed him dead. James Smith, having endured six years of cap- tivity among the Indians, came home a few days after his sweetheart had mar- ried another man. COLONIAL WARS WITH THE FRENCH. lz|.7 were very sorry to return. Many of the captives re- mained among the savages ; one Indian village con- tained a hundred white people carried away in child- hood. These had forgotten how to speak English. Some of the Indian tribes doubled their numbers in the last French war by adopting white children. Three thousand, men, women, and children, were carried into captivity from Pennsylvania and the provinces south of it in the year 1756. The colonies did not immediately have peace. The Pontiac-s war. Indians of the Western country hated the English, and the occupation of the old French forts by small English gar- risons excited their jealousy. Under the lead of Pontiac, an Ottawa chief, a great conspiracy was formed in 1763, the year of the peace. The garrisons of many of the smaller forts were massacred. Detroit and Pittsburg were attacked, and the families on the frontier suffered horrible inroads from the savages. It became necessary to march forces into the Indian country. General Bou- quet, with five hundred men, defeated a large force of Indians in a desperate two days' battle at Bushy Run, in Pennsylvania, in 1763. " Pontiac's War," as it was called, was brought to a close in 1764, and the fron- tiers had a brief rest. But already there were seen the beginnings of that great quarrel of the Americans with the mother-country which brought on the bitter struggle of the Revolutionary War. How were the -English and French regulars dressed ? What color Questions for was conspicuous in the dress of the French ? What in that of the Eng- study, lish ? What was the nature of the drill and discipline of the regulars? How did they fight ? What did they think of the mode of fighting which prevailed among the colonial troops ? How had the Americans II 148 COLONIAL WARS WITH THE FRENCH. learned to fight ? How did they load ? How did they fire ? What difference was there between their firing and that of the regular troops ? What was the effect of their fire at Louisbourg? What did the French commander at the battle of Lake George say about their fighting ? How did the British officers get on with the colonial troops ? Why did they hold them in contempt ? What difficulty was there about the rank of American officers ? What effect did this have on the feelings of the Americans toward the English ? What order did Pitt make about the rank of the American officers ? What is said of the fitness of English troops for fighting in the woods ? What did General Wolfe write on this subject ? What kind of a man was Lord Howe ? What did he do about the dress of his men ? What about their hair ? What about baggage and the washing of clothes ? How did he treat the American officers and soldiers? When was Lord Howe killed ? What defeat is attributed to his death ? What difficulty was there in protecting the frontier ? W^hat measures were taken to reward the In- dian fighters of the frontier ? What sign of barbarous feeling do we see in the way in which rewards were offered for scalps? What are some of the ways in which the French wars tended to make the Ameri- cans barbarous? What kind of a secret trade was there with the In- dians? What kind of a secret trade with the French? What kind of a business was privateering? Was it much carried on at that time? What effect did the war have on the soldiers engaged in it ? What were the sorrows inflicted on the French and English colo- nists? What fear was continually in the minds of people on the front- ier? What is one of the most sorrowful chapters of the war? In what year were the first captives carried to Canada ? Where were they taken from ? How were many of these ransomed ? What change had sometimes taken place in children carried to Canada? How did some of them feel about returning? Were all the captives sold to Canada? How many white people were found in one Indian village? Were the Indian tribes increased by the adoption of white children ? How many people were carried into captivity from Pennsylvania and the provinces south of it in 1756? Did the peace with France bring a lasting peace with the Indians? In v/hat year was a great conspiracy of the Indians formed ? What was the name of the chief who was the leader in this war ? In what battle did Colonel Bouquet defeat the In- dians ? In what year was Pontiac's War brought to a close ? What struggle was already beginning? Study by topics. TcU about — I. The different kinds of soldiers. I. The English and French regulars. a. Their appearance, b. Their mode of fighting. I COLONIAL WARS WITH THE FRENCH. 149 II. III. 2. The American militia. a. Their appearance, b. Their mode of fighting. 3. The lack of agreement between English and Americans. a. The question of rank. b. Lord Howe's reform in the dress of the British soldiers. The frontier. 1. The reward for scalps. 2. Captivity. a. In Canada, b. Among the Indians. Pontiac's War. Five kinds of soldiers in the French wars : French regulars, ) , t- 11 „ ...... > on the French side. Canadian militia, ) English regulars, / ,, r- i- u -j ° . , .,. . V on the English side. Colonial militia, \ Indians, on both sides. Where is Pittsburg ? Where is Detroit ? Blackboard illustration. Geography. THIRD REVIEW— COLONIAL WARS. Chapters XX to XXIV. The Spaniards in Florida. The French in America. (XX.) Causes of quarrel. French and English. (XX.) (XX.) (XX.) Settlement of St. Augustine. Planting of Quebec in 1608. Joliet reaches the Mississippi. La Salle discovers the Ohio. La Salle reaches the mouth of the Mississippi. Hennepin explores the upper Mississippi. Louisiana founded. Attempt to possess the whole interior. Fewness of the French in numbers. Their union and military character. Their influence with the Indians. The superiority of the English in numbers. Their lack of union. Their lack of influence with many of the Indians. Disputed territory. Fisheries. Fur-trade. Religious prejudices. Revie'w by topics. 15© COLONIAL WARS WITH THE FRENCH. *' King William's War," 1689-1697. (XXI.) "Queen Anne's War," 1704-1713- (XXI.) Indians attack in Maine. Iroquois attack Montreal. Massacres at Schenectady, Salmon Falls, and Casco Bay. Congress of the colonies, 1690. Two expeditions against Quebec. Peter Schuyler against the French. The war against the Spaniards in Florida. Attempts to take Quebec. Massacres at Deerfield and elsewhere. W^ar with the Spaniards j Oglethorpe invades Florida, 1740. in Florida. (XXI.) | The Spanish invade Georgia, 1742. " King George's War," 1744-1748. (XXI.) Last French war begun | in 1751. English re- ' verses. (XXII.) English conquer Canada. War concluded, 1763. (XXIII.) The taking of Louisbourg by New-England- ers. Louisbourg returned to the French. Washington begins the war, 1754. Braddock's defeat, 1755. The Acadians removed. Failure of English expeditions. a. Against Crown Point. b. Against Fort Niagara. c. Against Louisbourg. The French capture Fort William Henry. Pitt governs England. Second capture of Louisbourg. Capture of Fort Frontenac. General Forbes takes Fort Duquesne. Defeat of Abercromby at Ticonderoga. Wolfe takes Quebec. Fall of the French power in Canada. T- •. c^'i. T7 u r Regular soldiers and militia. Traits ofthe French wars. 1 ^ (XXIV.) -{ Sorrows of Indian warfare i. " Pontiac's War." HOW THE COLONIES WERE GOVERNED. Ij^l CHAPTER XXV. How the Colonies were Governed. The close of the French war made way for the Three forms of . government in Revolution. But, before we consider the events which the colonies, led to the separation of the colonies from England, it will be best to ask, How were the colonies governed at the close of the French wars ? There were three forms of government in America — " royal," " charter," and " proprietary." The oldest colony, Virginia, was under what was colonies under royal govern- called a royal government, because the king appomted ments. the governor, and approved or disapproved of the laws that were passed. " Royal" means belonging to the king. New York had been granted to the Duke of York as a proprietary government, but when that duke became king, as James II, it became a royal, or king's prov- ince. New Jersey became a royal colony after the king bought the right of the proprietors. The two Caro- linas were proprietary governments at first, but in 1729 the king bought out the proprietary rights, and they became royal governments. Georgia was first settled under a body of twenty-one trustees, but in 1752 these trustees surrendered the government to the king. In 1679 New Hampshire was separated from Massachusetts, and became a royal colony. So that, after 1752, there were seven colonies under royal governments, namely, Virginia, New York, New Jersey, North and South Carolina, Georgia, and New Hampshire. Three colonies — Massachusetts, Connecticut, and colonies under charter govern- Rhode Island — were under charter governments ; that ments. 152 HOW THE COLONIES WERE GOVERNED. is, they were for the most part governed by their own people, according to charters granted by the king. Massachusetts, after it lost its first charter, had a gov- ernor appointed by the king, but the power remained mostly in the hands of the Legislature. Maine was at- tached to Massachusetts. Colonies under Maryland had been given to Lord Baltimore, Penn- proprietary gov- , - . , . ^^ ernments. sylvauia to William Penn. Baltimore and Penn were called " proprietors," or " proprietaries." The heirs of these first proprietors exercised in these two colonies power somewhat similar to those of the king in the royal colonies. These were called proprietary govern- ments. Delaware had been ceded to Penn by the Duke of York, and, though it had a separate Legislature, it was under the same governor as Pennsylvania, There were, therefore, at the close of the French wars, three pro- prietary governments — Maryland, Pennsylvania, and Delaware. Colonial Legis- Each of the thirteen colonies had a legislative body. latures. These were divided into two houses. There was a lower house, or Assembly, elected by the people. The mem- bers of the upper house or Council, were generally ap- pointed by the king in the royal colonies, and by the proprietary in the proprietary colonies. In the charter colonies governors and members of the Council were elected by the Assembly. How laws were jj^ ordcr to pass a law both houses of the Legis- passed in the ' colonies. laturc must vote for it and the governor must agree to it. We have kept the same rule. Our State and national laws are made in this way now. The body we call the Senate takes the place occupied by the governor's Council in the colonies. But in our time HOW THE COLONIES WERE GOVERNED. 153 the people elect the governors and both houses of the Legislature. In nearly all of the colonies the people had no voice in choosing the governor or the upper house of the Legislature. The people could not, there- fore, make laws which were not agreeable to the king or the proprietary. There was, consequently, almost a continual quarrel between the governors, acting under instructions from England, and the representatives of the people. All laws regulating the trade between the colonies commercial iaw& ° ° . made by the and with other countries were made by the English Engush Parjia- Parliament. The colonies were obliged, often much against their will, to admit negro slaves, brought in by English merchants. They were forced to send nearly all their lead- ing products to England for sale. They were not allowed to buy any European goods, except in England, and no foreign ships were allowed to enter a port in this country. ^ Laws were made to discourage peo- ple in the colonies from making and trading in such things as were made in England. There were Eng- lish laws against the manufacture of iron-ware and woolen goods by the Americans. The colonists had many furs, and could make hats very cheaply, but no hatter was allowed to send hats from one colony to another. Custom-houses were established by law in all the custom-houses principal ports of the colonies, and duties collected for 1 CA HOW THE COLONIES WERE GOVERNED. the king. But the colonists evaded these unjust laws in every way they could, and there was a great deal of smuggling all along the coast. Questions for V/hat did the close of the French war make way for ? How many study. kinds of governments were there in the colonies ? What were they called ? Which form of government was Virginia under ? Why was this form called " royal " ? What does the word " royal " mean ? To whom had New York been granted ? (When ? See pages 47, 48.) When did it become a royal province ? How did New Jersey, which once be- longed to proprietors, become a royal colony ? What kind of go\'ern- ments did the two Carolinas have at first ? In what year did the king buy out the proprietors ? What kind of governments did the Carolinas have after 1729 ? Under what kind of a body had Georgia been settled ? What did the trustees of Georgia do in 1752? From what colony was New Hampshire separated in 1679? What sort of a colony did it then become ? How many colonies were there under royal governments ? What were their names ? (There were thirteen colonies in aH : were the royal colonies more or less than half of them ?) How many colonies were under charter governments ? What three were they ? How were the charter colonies governed ? After Massachusetts had lost its first charter, who appointed its governor ? In whose hands did the power mostly remain ? Which one of our present States was at that time attached to the government of Massachusetts ? To whom had Maryland been given ? To whom had Pennsylvania been given ? What were Baltimore and Penn therefore called ? What powers did their heirs exercise in their colonies ? What were their governments called ? What colony had been ceded to Penn by the Duke of York ? What is said of the government of Delaware? How many ' proprietary governments were there ? Name them. What did each of the thirteen colonies have ? How many " houses " were there in each Legislature } How were the members of the Assembly chosen ? Who appointed the members of the Council, or upper house, in a royal colony ? Who appointed them in a proprietary colony ? How were they generally chosen in a charter • colony ? What was necessary in order to pass a law in one of the colonies ? How do our ways of making laws at the present time resem- ble this ? But what is the difference ? Who elects the governor now ? What part of the State Legislature is elected by the people now ? Did the people of the colonies choose their own governors ? Did they choose the upper house of the Legislature ? What kind of laws could they not make ? What was the result of this arrangement ? What kind of laws were made for the colonies by the English Parliament ? What were HOW THE COLONIES WERE GOVERNED. 155 they obliged to receive against their will ? Where were they forced to send all their leading products ? Where must they buy all European goods ? What kind of ships were forbidden to come to this country ? What kind of goods were people in the colonies discouraged from mak- ing ? What three sorts of manufacture were particularly restricted ? What were established in the colonial ports ? For whom were the duties collected ? Did the colonies willingly obey the laws made against their trade ? What is said of smuggling ? (What is smuggling ?) Tell about — I. The three kinds of government in the colonies. 1. Royal government, a. What was it ? b. What colonies were governed in this way ? 2. Charter government, a. What kind of a government was it ? b. What colonies were governed under charters .'' 3. Proprietary government, a. What kind of a government was it ? b. What colonies were proprietary at the close of the French wars ? II. The colonial Legislatures. a. The two houses that formed the Assembly, b. The way in which laws were passed, and the difference between them and our Legislatures. III. The laws regulating the trade of the colonies. Study by topics. ROYAL. CHARTER. PROPRIETARY. Blackboard Virginia. Massachusetts. Maryland. New York. Connecticut. Pennsylvania. New Jersey. Rhode Island. Delaware. North Carolina. South Carolina. Royal . 7 New Hampshire. Charter . 3 Georgia. Proprietary . 3 Total 13 IN THE COLONIES. IN THE STATES. the king, the proprietary, or the Assembly. the king, the governor, or the Assembly. III. The Assembly chosen by the people I. Governor chosen by II. Council chosen by I. Governor II. Senate III. House of Rep- resentatives chosen by the people. 156 EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. Love of liberty in the colonists. Early struggles for liberty in Virginia. CHAPTER XXVI. Early Struggles for Liberty in the Colonies. The colonies were settled at a time when the Eng- lish people were trying to establish the principles of liberty in their own government. Many of the colo- nists were driven to this country by acts of tyranny. The settlers in America brought with them the English love of liberty. They were always ready to assert their right to " the liberties of Englishmen." Free government was first established in America by the Virginia charter of 1618. (See page 30.) The THE PILLORY, AS USED IN AMERICA. king, in dissolving the Virginia Company, struck a blow at the liberty of the colony, but the people strove hard to maintain their freedom. When, in 1624, the clerk of the Virginia Council betrayed their secrets to EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 157 the king's commissioners, the Virginia Assembly sent him to the pillory, and had part of his ears cut off, to the great disgust of King James. When Sir John Harvey was governor of Virginia, he opposed the people, and the Council deposed him in 1635, and sent him to England. King Charles I was offend- ed at their presumption in deposing a royal governor, and he sent him back again as governor. But the peo- ple succeeded in having him removed in 1639. Sir William Berkeley, Bacon's rebei- the royal governor of Vir- ginia, opposed the people, and in 1676 refused to allow them to make war on the Indians, who were ravaging the frontiei's. This he did, lest the large profits he was making out of the fur-trade should be reduced. The people of the frontier put themselves under the lead of a brilliant young man, Nathaniel Bacon by name. He forced the government to give him a commission, and he got the Legislature to pass some good laws, that were much needed. Nathaniel Bacon belonged to a fami- ly prominent in the county of Suffolk, in England. After graduating at Cambridge he studied law. His habits, like those of other young gentlemen of the time, were extravagant, and he exceeded the allow- ance made him by his father. About 1673 he went to Virginia, where he had a cousin, also named Nathaniel Bacon, who was rich and childless, and who wished to make the younger Nathaniel heir to his fortune, if he could have persuaded him not to embrace the popular cause. But the generous heart of the younger Bacon was touched with the wrongs of the people, and, though he had been ap- pointed a member of the governor's coun- cil, he yielded to the request of the peo- ple and became their leader. He showed excellent ability, and he was idolized by the people, who stood guard day and night over his house lest he should be assassinated. In fighting the Indians he caused his men to stand so close to their fort that they could fire through the port- holes, and yet, by standing at one side, escape the fire of the Indians. When, with a little handful of men, he marched swiftly on Jamestown, which was gar- risoned by five times as many, the people brought food out into the road to refresh his soldiers, and the women cried after him, " General, if you need help, send for us ! " He treated his enemies with gentleness, but he pushed his measures with vigor. When he died, his body was secretly buried by his friends, by sink- ing it in the waters of the river, in order that his enemies might not dig up his bones. The only document to be found that appears to have been written by Bacon's own hand is signed " Nathaniel Bacon, General, by consent of the peo- ple." So that he was something of a re- publican, though he lived a hundred years before the Revolution. .58 EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. Then he marched against the Indians and drove them back. On his return, hearing that Berkeley had deter- mined to arrest him, he marched straight on James- town, and, though his force was not a fourth part so numerous as that in the town, he laid siege to it, capt- ured it, and burned it to the ground. Governor Berke- ley fied to the Eastern Shore of Chesapeake Bay, and the people of Virginia, except the few on the eastern side of the bay, took an oath to support Bacon, hailing him as a deliverer. But Bacon was worn out by the cares and exposures of the Indian war and the James- town siege, and he soon died. Berkeley succeeded after a while in reducing Bacon's followers, and in confis- cating for his own use much of their property. Twenty- three leading men he put to death. For this severity the king recalled him in disgrace. Attempts to dis- Soon after Massachusetts had been settled, under the solve the Massa- r i ■» «■ i /^ chusetts charter, patcut or chartcr of the Massachusetts Company (see chari^es'^^h" " pagcs 40, 41), an attempt was made to destroy that charter by the same kind of a lawsuit that had been used to destroy the charter of the Virginia Company. But the Massachusetts charter had been carried to America, and, when the judges in England sent orders to have it brought back to be examined, the rulers of the colony made excuses until the troubles in England caused the matter to be laid aside. Massachusetts In the rcigu of Charles II, proceedings were again Governor Andros. takcu agalust the Massachusetts charter, and in 1686 it was dissolved. King James II, who had by this time come to the throne, soon after appointed Sir Edmund Andros governor of New York and New England. He was a tyrant, who tried in every way to overthrow the EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. 159 liberties of the colonies. The people of New England were exasperated to the highest pitch, and when they heard that the Prince of Orange had landed in Eng- land, to overthrow James II, they rose against Andros and imprisoned him, establishing a government of their own. This was in 1689. During the time that Andros was governor of The charter of Connecticut hid- all New England, he had tried to carry off the den in an oak. Connecticut charter. But it is said that, when the charter was brought in and laid on the table, the lights were suddenly blown out, and when they were lighted the charter was gone. It had been taken away and hidden in the hollow of an oak-tree. This tree stood for nearly a hundred and seventy years after, and was always respected as " the Charter Oak." Andros was supreme governor of New York as well as of New England. In New York there was also great dissatisfaction with his government, and, when the common people heard that Andros had been put in prison in Boston, they rose against his lieutenant, and set up Captain Jacob Leisler Leisier-s rebei- r T • 1 1 111/- Hon in New York. tor governor. Leisler, who governed the colony for more than two years, was a plain merchant, with no knowledge of government. He was bitterly opposed by the rich men of the colony. Though a man of patriotism, he was imprudent, and, after the arrival of a royal governor, his enemies succeeded in having him executed for treason. In 1 7 19 the people of South Carolina overthrew Rebellion against , . r 1 1 T • 1 t^^ proprietors in the oppressive government of the lords-proprietors and south Carolina, put themselves under the government of the king, GOVERNOR ANDROS. l6o EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. who bought out all the rights of the proprietors ten years later. Legislative re- j^^ .^.-j. ^f Hbertv was in all the colonies. The sistance to the ^ -^ colonial govern- govemors appointed in England made continual efforts to encroach on the freedom of the people. The colo- nial Legislatures were in a perpetual quarrel with their governors. English statesmen desired to have the gov- ernors paid a fixed salary, so that they would not be dependent on the colonies. But the colonies kept the purse-strings in their own hands, as far as possible, in order to preserve their liberties. Questions for What spirit did the settlers in America bring with them from England .' ^ " ^' What right were they ever ready to assert ? By what charter was free government first established in America ? At what did King James strike a blow when he dissolved the Virginia Company ? What did the people strive hard to maintain ? What did the clerk of the Council in Virginia betray to the king's commissioners in 1624 } What punishment did the Virginia Assembly inflict -on him ? What did the Virginia Council do when Sir John Harvey oppressed the colony in 1635 ? What did the king do ? What did the people succeed in doing with him ? How did Sir William Berkeley govern Virginia } Why did he refuse to make war on the Indians ? Under whose lead did the people of the frontier put themselves } What kind of a man was Nathaniel Bacon } What did he force the governor to do ? What did he get the Legislature to do ? Against whom did Bacon march ? When he got back what did he hear ? What did he do? How did his force compare with that in Jamestown ? When Bacon had taken Jamestown, what did Governor Berkeley do ? What did the people of Virginia do ? What became of Bacon ? What did Berkeley succeed in doing after Bacon's death ? How many did he put to death ? How did the king treat him for this ? What kind of an attempt was made to destroy the Massachusetts charter ? Where was the charter ? What course did the rulers of Massachusetts take to protect the charter ? In whose reign were new proceedings begun against the Massachusetts charter ? In what year was it dissolved ? What king was on the throne in i686 ? Whom had he appointed to be governor of New York and New England ? What news from England encouraged the people to rise against Andros ? What did they do with him ? In what year was this ? What had Andros tried to do in iC < < o P o > en o 5 < o < in w >^ < 2 o d? EARLY STRUGGLES FOR LIBERTY IN THE COLONIES. l6l Connecticut ? How did the people protect their charter ? Where was the charter hidden ? How long did the charter oak stand ? Who was supreme governor of New York at this time ? What did the New- Yorkers do when they heard that Andros had been imprisoned in Boston ? Whom did the New-Yorkers set up for governor ? What kind of a man was Leisler ? What became of him ? Where did much of the resistance to the encroachments of the governors take place ? What did English statesmen desire ? What did the colonies wish to keep in their own hands ? Why ? Tell about — study by topics. I. Early struggles for liberty in Virginia. 1. Against King James when the Virginia Company was dis- solved. 2. Governor Harvey sent home. 3. Bacon's rebellion. II. Early struggles for liberty in Massachusetts. 1. The preservation of the charter in the time of Charles I. 2. The overthrow of Andros. III. The Connecticut charter in the charter oak. IV. Overthrow of the Andros government in New York. V. Revolution of 1719 in South Carolina. VI. Colonial Legislatures resist the royal power. CHAPTER XXVII. The Causes of the Revolution. Long before the Revolution there was much dis- General causes of discontent. satisfaction in the colonies. Many of the governors sent over were tyrannical and dishonest. The Ameri- cans did not like the transportation of criminals, nor the action of the British government in annulling the laws made to keep out slaves. They were also much annoyed by English laws, which prevented them from sending away woolen goods, hats, and iron-wares of their own make, from one colony to another. Most of all, they disliked the " navigation laws," the object of l62 THE CAUSES OF THE REVOLUTION. The writs of assistance. which was to compel them to do most of their trading with England (page 153). The enforcement of these unpopular laws was in the hands of custom-house ofificers. The custom-house offi- cers in Boston, in 1761, asked the courts for " writs of assistance," which would give them the right to search any house, at any time, for the purpose of finding smuggled goods. This pro- duced a The Stamp Act. PaIHICK henrv. great ex- citement, and made the navi- gation laws still more un- popular. The trial which took place about these writs was a kind of beginning of the quarrel which brought on the Revolution fourteen years afterward. But England and the colonies, while always car- rying on a family quarrel, had little thought of sepa- rating. Separation would probably have come when the colonies grew too large to be dependent, but this might at least have been postponed for two or three generations if the men who Patrick Henry was bom in Hanover County, Virginia, in 1736. He was chiefly educated in a school taught by his father. He read law and began the practice of his profession. In 1763 he was engaged to plead in defense of the people against a suit of the parish clergy. It was known as " The Parsons' Cause." Before a court, in which his own father was the presiding magistrate, he pleaded the case of the people with such extraordinary eloquence and vehemence that the clergy- men rose and left the room, and Henry's father wept tears of triumph, while the people carried the young lawyer about on their shoulders. Elected to the Virginia Legislature, he immediately took the lead against the Stamp Act and became fa- mous. It was in his speech on the Stamp Act that he uttered the famous words, " Csesar had his Brutus, Charles the First his Cromwell, and George the Third — " As Henry reached this point his opponents cried " Treason ! trea- son ! " But the speaker finished by say- ing, " may profit by their example," and added, "if that be treason, make the most of it ! " When pleading for the or- ganization of the Virginia militia, before the Revolutionary War had begun, he closed with these memorable words: " Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery ? Forbid it. Almighty God ! I know not what course others may take, but as for me, give me liberty or give me death!" He was several times governor of Virginia. He died in 1799. THE CAUSES OF THE REVOLUTION. [63 ruled England had not tried to tax the American colonies. Parliament passed, in 1765, what was known as "The Stamp Act." This law required that all bills, notes, leases, and many- other such documents used in the colonies, should be written on stamped paper, which should be sold by officers at such prices as should bring a revenue to the English government. All newspapers were re- quired to be printed on stamped paper. The American people quickly saw that, if the British Parliament could pass such an act, they could tax America in any other way. The cry was raised in all the colonies, " No taxation without representation ! " Patrick Hen- ry, a brilliant speaker, took the lead in the agitation in Virginia, and James Otis, an eloquent Boston law- yer, was the principal orator in Massachusetts. The '' rivalries and jealousies between the various colonies died out in the new patriotic feeling, and the excitement ran like a flame of fire from New Hampshire to Georgia. There was everywhere a call for union among the colo- James Otis was born at what is now West Barnstable, on Cape Cod, in 1725. After studying in his native town he went to Harvard College, where he graduated when he was eighteen years old. But, wishing to lay a good foundation, he spent a year and a half more in general studies before he entered on the study of the law. He practiced at first in Plym- outh and afterward in Boston. He rose to the highest rank in his profession. He was an honorable man, and would never take unfair advantages of an opponent. When the custom-house officers applied for "writs of assistance," which would enable them to search any house at any time, it became the duty of Otis, as ad- vocate-general, to argue in favor of the writs. But he gave up this lucrative office and took the side of liberty. He made a great speech, five hours long, against the writs, and this speech is considered by some the starting-point of the Revolution. It was in this speech that he first raised the popular cry against " taxation without repre- sentation," which was the watchword of the Revolution. In the great strug- gle over the Stamp Act, and in the de- bates that followed, to 1769, he was the brilliant leader. When the bitterness of the controversy with England was at its height he became involved in an affray with several officers of the customs, and was seriously injured. Soon after this his mind, wearied by the exciting contro- versies in which he was engaged, became gradually deranged, and he retired from public affairs. In 17S3 he was killed by a stroke of lightning. Violent oppo- sition to the Stamp Act. 164 THE CAUSES OF THE REVOLUTION. The Americans agree not to import English goods. Repeal of the Stamp Act. Other acts of oppression. SAMUEL ADAMS. nies. A congress of delegates from nine of the colonies met in New York in October, 1765. It is known as >" The Stamp-Act Congress." But the people were too much excited to stop at orderly measures. In colony after colony violent mobs compelled the stamp-officers to resign. In some places the people pulled down or rifled the houses of British officials. Not one man in all the colonies dared to sell a piece of stamped paper. Though America had almost no manufactures, the merchants pledged themselves to import no English goods until the Stamp Act was repealed. As black goods came from England, the people resolved to wear no black at funerals, and they began to dress in homespun. They resolved, also, to eat no more mutton, in order to increase the home production of wool. English mer- chants, whose trade was hurt by these measures, now joined in the clamor for the repeal of the Stamp Act, and it was repealed in 1766, to the great joy of the colonies. But Parliament passed another bill at the same time, asserting its right to tax the colonies. New ways of raising a revenue in America, without the consent of the people, were tried. Troops were quartered in the colonies, and the people were required to pay the expense. This the colonies refused to do. In 1770 a Samuel Adams was born in Boston in 1722. He graduated at Harvard Col- lege at twenty years of age. He was already devoted to liberty, and his ora- tion when he received the degree of master of arts defended the right of the people to resist the supreme magistrate, "if the commonwealth can not otherwise be preserved." He was one of the first to oppose taxation by Parliament, and he early became the chief organizer and leader of the revolutionary movement in Massachusetts. He is said to have pro- posed the Congress of 1774. When Gen- eral Gage offered pardon to the Ameri- cans, he excepted Samuel Adams and John Hancock. Adams was a member of the Continental Congress and a principal advocate of American independence. He lived a pure and incorruptible life, and, though always poor, the king could not buy him from the path of virtue. He died in 1803. THE CAUSES OF THE REVOLUTION. 165 collision took place between British troops and some peo- ple in Boston. Three of the people were killed. This was called "The Boston Mas sacre." It excited deep feel- ing in all the colonies, and Samuel Adams, the leader of the Boston town-meeting, com- pelled the governor to with- draw the troops from the city. ^X. The tax was at length taken off from nearly everything except tea. By releasing a -?=d part of the English duty on tea sent to America, the gov ernment arranged it so that the Americans, a^ter paying a tax in America, would have their tea cheaper than before. The Americans were not contending for a little money, but for a principle, and they refused to receive the tea. They began to drink tea made of sassafras-roots, sage, raspberry-leaves, yaupon, and other American plants. The English gov- ernment sent over consignments of tea to the princi- m^^ pal ports. At Boston a company of fifty men, disguised ^^ as Mohawk Indians, boarded the ships and emptied v ; three hundred and forty-two chests of tea into the sea. This is known as " The Boston Tea- Party." In New *S York the people emptied a private consignment of tea s-, <■ . into the water, and the ships which were sent by the 4 government they compelled to go back to England. . . Opposition to the Philadelphia also sent the tea-ships home again. In tax on tea. l66 THE CAUSES OF THE REVOLUTION. Charleston the tea was landed, but purposely stored in damp cellars, where it rotted ; and at Annapolis, a ship that had paid the duty on a private consignment of tea was burned in the harbor. The Boston Port xhc English Parliament punished Boston by closing- Bin and its effect. _ ^_ ^ J b its port until the tea thrown overboard should be paid for. This act produced a great deal of distress in Bos- ton, by ruining its business and throwing its working- people out of employment. But it excited the sympa- thy of the other colonies, who sent aid to its people and who resolved to support it. A committee in New York immediately suggested that Massachusetts should call a congress, and thus the colonies were finally brought into a union against the mother-country. Questions for What was the character of many of the men sent over to America as ^^^'^y- governors ? What kind of people did the British government transport to be sold into service in America ? How did the people feel about the bringing in of criminals .? What did the En'jlish government do about the importation of slaves ? What laws were made about American manufactures ? What three sorts of manufacture were particularly re- strained ? What was the object of the navigation laws ? In whose hands was the enforcement of the navigation laws ? What kind of writs did the custom-house officers ask for in 1761 ? What right did the " writs of assistance " give to the officers ? How did the people feel about this ? ^ Was there much thought of separation ? Would the colonies have sejDarated from England when they did if the English gov- ernment had been wise ? What act was passed in 1765 ? What did this law require? What did the American people see in this measure? What cry was raised in all the colonies ? Who took the lead in the agi- tation in Virginia ? Who was the chief orator in Massachusetts ? What effect did the excitement have on the jealousies between the colonies ? When did the " Stamp-Act Congress " meet ? Where ? Did the people stop with orderly measures ? What took place in many of the colonies ? Were many stamps sold ? What pledge did the mer- chants make? What did the people refuse to wear? In what kind of goods did they dress themselves ? Why did they refuse to eat mutton ? Who now joined in the clamor for the repeal of the Stamp Act ? Why I THE CAUSES OF THE REVOLUTION. I67 did the merchants wish it repealed ? When was it repealed ? What bill did Parliament pass when it repealed the Stamp Act ? What was done about taxing America ? What was done about gathering troops ? Did the colonies quarter the troops? What took place in 1770? What is this occurrence called ? What effect did it have ? When the taxes were taken off of other articles, what article was still taxed ? How did the British government seek to make this agreeable to the Americans ? Why would they not accept an arrangement which made tea cheaper ? What did the people drink instead of tea? What happened when the government sent tea to Boston ? What is this occurrence called ? What did New York do about the tea ? What did Philadelphia do ? What became of the tea sent to Charleston ? What of a consignment of tea at Annapolis ? How did the English Parliament punish Boston for her part in the tea business ? What was the effect of the closing of the port on the people of Boston ? How did the other colonies feel about it ? What did the New York committee suggest ? I. Old causes of dissatisfaction. Study by topics. 1. Character of the governors. 2. Transportation of criminals and slaves. 3. Laws about manufactures and navigation. 4. Writs of assistance. II. The Stamp Act of 1765. 1. Its nature. 2. The excitement in America. a. No taxation without representation, b. Patrick Henry. c. James Otis. d. The " Stamp-Act Congress." 3. The mobs. 4. The agreement against English goods. 5. Repeal of the act. III. New measures of oppression. 1. Parliament claims the right to tax. 2. Imposes new taxes. 3. Tries to quarter tj-oops at the expense of the colonies. 4. " The Boston Massacre." IV. The duty on tea. 1. The new plan of taxing tea. 2. Substitutes used. 3. Boston Tea-Party. " 4. Tea in New York, Philadelphia, Charleston, and Annapolis, V. The closing of the port of Boston. 1. The effect on Boston. 2. The sympathy of the other colonies. 3. The calling of a congress. i68 THE OUTBREAK OF THE REVOLUTION. CHAPTER XXVIII. The Outbreak of the Revolution and • Declaration of Independence. PINE-TREE FLAG, USED ABOUT BOSTON AT THE BEGINNING OF THE REVOLUTION. 1774 Though the Congress of the thirteen colo- nies which met in Philadelphia in 1774 had no authority to make laws, the people chose to The Congress of obcy its rccommendations and to disobey the governors sent to them from England. The Congress petitioned the king and Parliament to restore their rights. But meanwhile the colonies organized the militia, and col lected military stores, that they might be ready to fight for their libertieSo General Gage was in command of the British forces at Boston. He resolved to check the rebellious spirit of the people. He sent British troops sent from Boston to Concord. I \ out troops from Boston soon after midnight on April 19, 1775, to de- stroy some military stores at Concord, Paul Revere, an engraver and an active patriot, was sent to tell Adams and Hancock, who were at Lexington, that the British were coming. Ho waited at Charlestown until he saw a light hung in a church-steeple, which was a signal to him that the British were moving. Then he rode to Lexington, warning the people of their danger. (See Longfellow's famous poem on the subject.) GENERAL GAGE. The battle of Lexington and the beginning of the Revolution. about twenty miles away. The Ameri- cans had formed companies ready to be called out on the minute'; these were called " minute-men." At Lexington the British troops fired on the minute-men and killed eight of them. At Concord the soldiers de- stroyed the stores. But the minute-men were now pouring in from the whole country, and the English troops beat a hasty re- treat back through Lexington. The Americans, swarm THE OUTBREAK OF THE REVOLUTION, 169 ing like maddened bees, attacked them in the rear, in front, and on both sides. The min- ute-men fired from behind trees, rocks, and stone fences. The English retreated in a state of exhaustion, with a loss in killed and wounded of nearly three hundred men ; the Americans lost about eighty-five. Messengers on horseback car- ried the news of the "battle of Lexington," as it was called, all over New England and into the Middle and Southern colonies. The people now knew that the war so Ions: threat- Capture of Ticonderoga. — Soon after the battle of Lexington, Ethan Al- len, at the head of eighty backwoodsmen from Vermont, known as " Green Mount- ain Boys," made a sudden descent on Fort Ticonderoga, nea" the south end of Lake Champlain. Entering the fort in the night, he found the commander in bed, and summoned him to surrender. " In whose name?" demanded the officer. " In the name of the great Jehovah and the Continental Congress ! " replied Allen. With the fort Allen secured a supply of powder, then very much needed by the Americans. ^^^^^■q.K^^-^^ ETHAN ALLEN. ened had begun. After the bat- The battle of Bunker Hill. tie of Lexington, an irregular army of New-England- ers blockaded the English troops in Boston, A de- tachment sent to encamp on Bun- ker Hill threw up breastworks on Breed's Hill in- stead. Here the British attacked them with nearly double their force, and, though the Americans ;/ were farmers who had never fought, and THE OUTBREAK OF THE REVOLUTION. nothing but fowling-pieces to fight with, they twice repulsed the British reg- ulars with crreat slaugh- >/?^^-_^ ~^jJ^^S^^^ ^ ' ter, and, when S .;=fe^=--^- ^ -^v. their ammunition was exhausted, fought with the butts and barrels of their guns until compelled to retreat. One third of the Brit ish force was killed or wounded, and the result of the battle was to give great confidence to the Americans, who have always regarded the battle of Bunker Hill, as it was called, more as a victory than a defeat. THE OUTBREAK OF THE REVOLUTION. 171 Early Life of Washington. — George Washington was born in Vir- ginia, February 22, 1732. His father was a planter, with a large landed prop- erty ; his mother was a woman of great force of character, but, like many ladies of that day, she had little education. Washington got such education as the poor country schools of the time afforded, but he made the most of it. His exercise- books are models of method and neat- ness. Besides the common branches of reading, writing, and arithmetic, he learned surveying and book-keeping. He was a lad of great strength, and took the lead in all athletic sports, and he became one of the best horsemen of his time. He bore hardships with great resolution, he spoke the truth, he was economical, in- dustrious, and systematic in his habits. He was, while yet hardly more than a boy, engaged in surveying wild lands for Lord Fairfax, an English nobleman, who owned a great tract of Virginia territory, and lived in the Shenandoah Valley. He thus came to know the frontier country and the habits of the Indians. He was made a major of the militia at nineteen, and he was but twenty-one when Gov- ernor Dinwiddie sent him on a mission to the French posts on the Ohio, as we have told in another chapter. By his prudent conduct in Braddock's and Forbes's expeditions, and in the defense of the Virginia frontier, he won the con- fidence of the American people. He was a member of the Continental Congress of 1774. He was not a brilliant man, but even in 1774 Patrick Henry pronounced him, for " solid information and sound judg- ment, unquestionably the greatest man " on the floor of the Continental Congress. Meantime it fell to the Washington . . made command. Continental Congress^ in er-in-chier. session in Philadelphia, to elect a commander-in-chief for the new army. Colonel Georg-e Washington, of Virginia, who had gained distinction for zeal, cour- age, and prudence in the French and Indian wars, was chosen to this respon- sible place. He declined all pay except his expenses. He set out for Cambridge, Massachusetts, where he took command on July 3, 1775- Washington brought his The English , , , 1 evacuate Boston. irregular army to a tolera- ble state of organization, and closely besieged the Brit- ish in Boston until March of the next year, 1776, when he sent a strong force to occupy and fortify Dorchester Heights, which commanded the harbor and the town. This forced the English to withdraw their troops from Boston to Halifax, in Nova Scotia. Up to this time the Americans had been fior-hting: for independence ^ & o declared. their liberties as British subjects. But now they were everywhere weaned from attachment to England. The FLAG BORNE BY AMERICAN TROOPS AT THE SOUTH AT THE BEGINNING OF THE REVOLUTION. 172 THE OUTBREAK OF THE REVOLUTION. RATTLESNAKE FLAG, USED AT THE BEGINNING OF THE REV- OLUTION. IT SOMETIMES BORE FOR MOTTO, " DON'T TREAD ON ME 1 " The Declaration of Independence. kin* nies. Thomas Jefferson was bom near Charlottesville, Va., in 1743. His father was a noted land-sui"veyor, and one of the authors of a map of Virginia. He left an ample fortune. Thomas was an eager stu- dent. He graduated at William and Marj- College, and was soon recognized as per- haps the most accomplished general scholar in the colonies. He was an ex- cellent mathematician, and knew Greek, Latin, French, Spanish, and Italian. There was almost no knowledge that he was not eager to acquire. He was not gifted as an orator, but with his eloquent pen he rendered great services to the cause of liberty in America. He wrote the Declaration of Independence, the most famous state-paper in the world. He used his best endeavor to have slavery and the slave-trade abolished. He took the lead in abolishing the colonial laws that gave to the oldest son the largest share of the father's property. He was also the leader in separating church and state, and giving to the people religious freedom. To him we owe the change of our money from pounds, shillings, and pence to a simple decimal system of dollars, dimes, and cents. To him, also, was due the purchase from France of the territory west of the Mississippi. He was the third President of the United States, chosen in the year 1800, and was elected for a second term in 1804. He died on the 4th of July, 1826, just fifty years to a day from the adoption of the Declaration of Independence, and the aged John Adams, second President, died on the same day. colonies, one after another, formed constitutions inde- pendent of England, or took steps looking toward inde- pendence. On the fourth day of July, 1776, the Continental Congress adopted the " Declaration of Independence." This act was a for- mal separation of the united colonies from England, whose king was no more to be in the thirteen colo- Thomas Jefferson, of Virginia, wrote this elo- quent declaration, which will never be forgotten. The Declaration says : " We hold these truths to be self-evident : That all men are created equal ; that they are endowed by their Creator with certain un- alienable rights ; that among these are life, liberty, and the pursuit of happiness." The Declaration of Inde- pendence gives an account of the various acts of tyran- ny which the colonies had suffered under the govern- ment of George III, and then says: "We therefore, the representatives of the United States of America in gen- eral Congress assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, THE OUTBREAK OF THE REVOLUTION. 173 do, in the name and by the authority of these colonies, solemnly publish and de- clare, that these United Colonies are, and of right ought to be, free and independent States." It closes with these words : " And for the support of this declaration, with a firm reliance protection of vine Providence mutually pled| to each oth- er our liv our fortunes and our sacred honor." Where did the Congress of 1774 meet ? Did it have any authority to make laws? How did the people treat its rec- ommendations ? How did they treat the govern- ors sent from England ? To whom did the Congress address petitions ? What did the colonies do in or- der to be ready to fight if necessary ? Who was in command of the British forces at Boston ? What did he resolve to check ? At what time of night did he send out troops irom Questions fox study. 174 THE OUTBREAK OF THE REVOLUTION. Boston ? On what day of what month was this ? In what year ? What were these troops to destroy ? Where were the iniHtary stores ? How far away is Concord from Boston ? What took place at Lex- ington as the troops passed through ? Who were called minute-men ? How many minute-men were killed in this first fire ? What did the British troops do at Concord ? Who were now pouring in from the whole country ? What did the English troops do ? What did the Americans do ? How many did the English lose ? How was the news carried ? What war did this battle begin ? What kind of an army blockaded the English in Boston after the battle of Lexing- ton ? On what hill was a detachment sent to encamp ? On what hill did they throw up breastworks ? How much stronger than the Ameri- cans was the force sent to attack them ? What kind of troops were the Americans ? What kind of guns did they have ? How did they fight ? What did they do when their ammunition was exhausted ? What portion of the British force was killed and wounded ? What was the re- sult of the battle ? How have the Americans always regarded it ? By whom was a commander-in-chief of the army elected ? Whom did the Congress choose for this place? What qualities had given him distinction in the French and Indian wars ? What did Washington do about salary ? Where did he go to take command of the army ? On what day did he take command ? Where were the British whom Washington now besieged ? To what heights did he send a force ? In what month was this ? When the Americans had taken possession of Dorchester Heights what were the English forced to do ? What had the Americans been fighting for up to this time? What did one colony after another do ? What declaration did Congress adopt ? On what day ? What was this act a separation from ? Who wrote the Declaration of Independence? Two truths are held to be self- evident in the Declaration of Independence : what is the first one ? What unalienable rights are said to belong to all men ? Of what acts of tyranny does the Declaration give an account ? What solemn declaration is then made? What pledge is given ? (Give as nearly as possible the exact words of the Declaration.) I. Preparations for the Revo- lution. II. Battle of Lexington. III, Battle of Bunker Hill. IV. Appointment of Washing- ton. V. Recovery of Boston, i VI. Declaration of Independence. THE OUTBREAK OF THE REVOLUTION. lyi' General Gage sent out troops to destroy some military stores at , about miles from Boston. The Americans had companies called . These attacked and drove in the troops. This is called the battle of . The Americans sent a force which encamped on Hill, now commonly called Hill. The English attacked them and carried the works with great loss. Colonel . of Virginia, was ap- pointed general-in-chief of the American forces, and took command at . In March following he sent a force to occupy Heights, commanding Boston ; this obliged the troops to evacuate the town. The region about Boston. Make a diagram of, or otherwise locate with reference to Boston, Lexington, Concord, Bunker Hill, Dorchester (now South Boston) Heights. Skeleton mary. Geography. CHAPTER XXIX. The Battle of Trenton and the Capture of Burgoyne's Army. W' M >Ta «. -^ ^ KING GEORGE III. f C^mC The people received the Declara- tion with joy. Pictures of the king were destroyed ; his coat-of-arms was torn down from public buildings and thrown into the patriotic bonfires. The leaden statue of George III, Joy of the people at the news of the Declaration of Independence. 0E8TROVINQ TKE STATUE OF GEORGE HI AT THE QOWUNQ GREEN, ^N NEW YORK CITl 176 THE BATTLE OF TRENTON. which Stood in Bowling Green, in New York city, was run into bullets. But the joy of the Americans was soon turned into vork. anxiety. About the time of the adoption of the Decla- of an army THF RETREAT FROM LONG ISLAND. ration of Independence, General Howe landed a large body of English troops on Staten Island, near New York, THE BATTLE OF TRENTON. 177 and a few days later his brother, Admiral Lord Howe, came with re-enforcements. The battle of Long Island was fought near Brook- lyn, on tne 27th of August, 1776. In this battle the Americans Were defeated, and Washington withdrew his troops from Brooklyn, and left the whole of Long Island in the hands of the British. The Amexicans were not strong enough to hold New York, and it was soon evacuated. Fort Washington, above New York, with two thousand Americans, was captured by the British, who soon crossed the Hudson. Washington was obliged to retreat, step by step, across New Jersey into Penn- sylvania. -^ The American cause seemed on the verge of ruin. It was necessary to strike some blow to hearten the people. The English government had hired a body of Hessian soldiers, men from that part of Germany called Hesse-Cassel [hess-cas'-sel], to assist in subduing the Americans. Fifteen hundred of these were stationed in Trenton. Washington crossed the Delaware River, above Trenton, on the night of Christmas, with twenty- five hundred men. The river was so full of floating ice that it took Washington all night to get over with his men. The Hessians were, as Washington expected, stu- pefied by their Christmas revelries of the night before. The Americans surprised them at eight in the morning. About a thousand prisoners were taken. A little later the British advanced upon Trenton and put Washington in great danger, because he could not retreat across the river in the presence of the enemy. He saved himself by a bold move. Building up his camp-fires, so as to deceive the enemy, he moved around ADMIRAL LORD HOWE. The battle of Long Island, and the evacuation of New York by the Americans. Washington crosses the Dela- ware and capt- ures Trenton. A HESSIAN TROOPER. Battle of Prince- ton. AMERICAN FLAG, ADOPTED IN 1777. Burgoyne's expedition. Fall of Ticonderoga. Battle of Bennington. HESSIAN MADE PRISONER BY MILITIAMAN. THE BATTLE OF TRENTON. the British force and attacked and captured Prince- ton, in their rear. This forced the British to fall back to New Brunswick, and left the most of New Jersey in the hands of the Americans. '^ In 1777 General Burgoyne was sent to force his way down from Canada, through Lake Cham- plain and Lake George, to the Hudson. He was expected to capture Albany, and make a junc- tion with the British forces about New York. The effect of this would have been to cut the United Colo- nies in two. Burgoyne compelled General St. Clair to evacuate Ticonderoga, and captured the artillery and all the stores which St. Clair was trying to move. He then went to Skenesborough, now Whitehall, at the south end of Lake Champlain. At length he reached the Hudson at Fort Edward, having gained complete control of Lake Cham- plain and Lake George. From Fort Edward, Burgoyne sent out a force of his hired German troops into what is now Vermont, to capture stores and horses. But the militia of western New England, who like almost all men in a new country were accustomed to the use of fire-arms from childhood, gathered under the lead of General Stark, and at the battle of Bennington utterly defeated the detachment sent out by Burgoyne. The whole Northern country was up now. The ranks of the army under General Gates, which op- posed the march of Burgoyne, were quickly filled by militia pouring in from New York and New Eng- land. In a hard -fought battle at Bemis Heights the THE BATTLE OF TRENTON. 179 Americans won a decisive victory. Burgoyne was soon hemmed in on every side by the increasing American force. His retreat was cut off in every direction, and on the i6th of October he signed arti- cles of capitulation. The next day his whole army laid down their arms This victory delivered the American cause from the greatest peril, and brought joy without measure to the people. How did the people receive the Declara- tion of Independence ? How did they show their dislike to the king, George HI ? What became of his leaden statue in New York ? What turned the joy of the Americans to anxiety ? What English general landed on Stat en Island ? Near what city is Staten Island ? Who brought re-enforcements to General Howe ? Near what city was the battle of Long Island fought ? In what month ? Who were defeated in this battle ? What did Washington do after the battle .'' Why did he evacuate New York ? What fort did the British capture ? What river did the British cross after capturing Fort Wash- ington ? Across what^ State did Washington retreat ? Into what State ? What were the prospects of the American cause at this time ? What kind of soldiers had the English hired ? Where were the Hessians from ? How many Hessians were in Trenton at this time ? What river was between Washington's army and Trenton ? At what time of the year did Washington and his troops cross ? What made it hard to get over ? By what were the Hessians stupefied ? At what time in the morning did the Americans attack them ? How many prisoners were taken ? When the British advanced against Washington, in Trenton, why was he in danger ? How did he save himself ? What effect did this have on the British ? In what year was Burgoyne's expedition sent from Canada ? Through what lakes did Burgoyne move ? Toward what river ? What city did he expect to capture ? With what English forces was he to make a junction ? What would have been the effect of this ? What fort did Burgoyne force General St. Clair to J3 GENERAL GATES. Questions study. for HESSIAN TROOPER'S BOOT. i8o THE BATTLE OF TRENTON. evacuate ? then go To what place did Burgoyne Where did he reach the Hud- Study by topics. Skeleton sum- maries. son } Of what lakes had he gained control ? Into what region did Burgoyne send out a detachment > For what purpose were they sent ? Under what general did the militia of New England gather? What hap- pened at the battle of Bennington to the detachment which Burgoyne had sent out ? In what battle was Burgoyne's army de- feated ? What did he try to do .-* Finding he could not retreat, what took place ? What was the effect of this victory on the Americans ? Tell about— I. Events following the Declaration. 1. Joy of the people at the Declara- tion of Independence. 2. Landing of Howe. 3. Battle of Long Island and other English successes. 4. Battle of Trenton. 5. Battle of Princeton. II. Burgoyne's expedition. 1. Its purpose. 2. Burgoyne's successes. 3. Battle of Bennington. 4. Defeat of Burgoyne. 5. Surrender of Burgoyne's army. 1. British successes. About the time of the Declaration of General Howe landed on Island. The were defeated in the battle of Long Island. It was fought near , August 27, 17 — . Washington soon after evacu- ated . Fort , above New York, was captured by the , and Washington was obliged to retreat into . 2. Washington's successes. The English had a body of hired Ger- man soldiers stationed at . Washington crossed the on the night of , and attacked them at eight o'clock in the morning. He took prisoners. When the English advanced to Trenton, he attacked and took in their rear, and forced them to fall back, leaving nearly the whole State of in his hands. THE BATTLE OF TRENTON. 181 3. Burgoyne's campaign. Burgoyne's advance from Canada took place in the year 17 — . He forced St. Clair to abandon Fort , and got possession of Lake and Lake , and reached the River at Fort Edward. He sent out an expedition into what is now the State of , which was defeated by American militia in the battle of . Burgoyne's army was defeated in the battle of Heights, and surren- dered on the i6th of , 1777. In what direction could the English pass from Staten Island to Long Island ? From Long Island to New York } From New York Island to New Jersey ? In what part of New Jersey is Trenton } What direction is Princeton from Trenton ? In what part of New Jersey is New Bruns- wick ? In what direction did Burgoyne move from Canada to Ticonder- oga ? On what lake is Ticonderoga ? By what water would one pass from Ticonderoga to Whitehall ? What lake lies south of the main body of Lake Champlain ? On what river is Fort Edward ? In what State ? In what direction from Fort Edward is Bemis Heights } From Fort Edward, in what direction is Bennington } In what State ? Geographical inquiries. CHAPTER XXX. The Dark Period of the Revolution. The overthrow of Burgoyne The battle of , . , , . . , the Brandywine- relieved the American cause of sept. n, 1777. one great danger, but it was sorely beset in other quarters. General Howe had taken his army around by sea, and landed at the head of Chesa peake Bay, in order to capture Philadelphia, which was then the seat of Con- gress. Washington's armv was inferior to the British, and he retired behind the Brandywine River, where, on the nth of Sep- tember, 1777, was fought the battle known as "The gen GENERAL BURGOYNE. ERAL SIR WILLIAM HOWE- l82 THE DARK PERIOD OF THE REVOLUTION. Battle of Ger- mantown, Oct. 1777 LA FAYETTE. Winter quarters at Valley Forge, i777-'78. Battle of the Brandywine." The Americans were forced to retreat, and the British entered Philadelphia. On the 4th of October Washington attacked the British at Germantovvn, near Philadelphia, but he was again defeated. The winter of 1777- '78 was the darkest season of the Revo- lution. Washington went into winter-quar- ters at Valley Forge. Congress had no money. Many of the soldiers were without shoes, and in their marches over frozen ground they left blood in their tracks. Some of the poor fellows sat up by the fires at night, for want of blan- kets to keep them warm. The war of the colo- nies against England The Marquis de La Fayette was born of an illustrious French family on the 6th of September, 1757. He was but nineteen years old, with every prospect which great wealth and family influence could give, when he embraced the cause of liberty in America. Agam^t the com- mand of the King of France, he freighted a ship at his own expense, and landed in America in 1777, to offer his services as a simple volunteer. He quickly won the favor of Congress and the life-long friend- ship of Washington. He was made ma- jor-general, and, though so young, showed considerable ability as a commander. His conduct was always prudent. He was wounded at the Brandywine, and he dis- tinguished himself by a masterly retreat from Barren Hill and fine conduct at the battle of Monmouth. In Virginia, when Comwallis threatened him with a superior force, and boasted that the " lit- tle boy," as he called La Fayette, could not get away from him, the young mar- quis avoided a battle, and prepared by his skillful movements for the final suc- cess at Vorktown. La Fayette was all his life a lover of liberty and order. He took a brave part in the French Revolution, but refused to go to extremes. He was arrested and imprisoned for years in Aus- tria, in spite of American efforts to re- lieve him. At the instance of Bona- parte he was freed in 1797. He visited the United States in 1824, when he was welcomed as the guest of the nation. He made the tour of the country, rejoicing in its prosperity. He was everywhere re- ceived with enthusiasm by those whose fathers he had helped in their hour of distress. Congress voted him 8200,000 and a township of land for his losses and expenses in the Revolution. Though an old man, he took part in the French Revo- lution of 1830, and remained the devoted friend of human liberty until his death BARON STEUBEN. had excited much sympathy in Europe. Many foreign officers had come over to assist the Americans. Some of these were mere adventurers, but others were men of ability and generous spirit. Such was the young THE DARK PERIOD OF THE REVOLUTION. 183 French nobleman La Fayette ; Count Pulaski, Baron Steuben, and Baron De Kalb were also excellent officers. France had Irom the first taken a lively interest in the fate of America, partly from a jealous dislike of Eng land, partly from the love of lib- \ ^ ' erty that was growing among the French people. The courageous per- sistence with which Washington attacked Howe's army at Germantown made a strong impression in France, and on the 6th of February, 1778, a treaty of alliance between France and the United States was signed This was received in America with the greatest joy. The first result of the alliance with France was the recovery of Philadelphia. Sir Henry Clinton, who had succeeded Howe in command of the British army, was afraid that the French might blockade the Delaware, and thus shut him up in Philadelphia. He therefore retreat- ed across New Jersey to New York, J^ pushed by Washington's army. Dur- ing this retreat the battle of Mon- mouth was fought. The Americans gained a partial victory, the English retreating under cover of night. When the war had lasted three or four years, the Brit- ish government became convinced that it was a most difficult task to subdue the Northern and Middle States. The people could not be subdued even when the armies Arrival of La Fayette and other foreign officers. The alliance with France, British retreat from Philadel- phia, and the battle of Mon- mouth, June 28, 1778. SIR HENRY CLINTON. The British con- quer Georgia and South Carolina. Americans de- feated at the bat- tle of Camden, 1780. i84 THE DARK PERIOD OF THE REVOLUTION. GENERAL MOULTRIE. Sergeant Jasper. — In 1776 the Brit- ish fleet attacked Fort Sullivan, in Charles- ton harbor, which was successfully de- fended by General Moultrie. During the hottest of the fire, the flag of the fort, which bore the device of a crescent, was shot away. A sergeant named Jasper leaped down outside the fort and recov- ered the flag, which he fixed to a sponge- staff. This he stuck in the sand and then returned unharmed to the fort. For this act the governor of South Carolina gave him his own sword. In 1779 he was engaged in the attack on Savannah, when the colors of his own regiment were shot away. Jasper tried to replace them on a parapet, but he was mortally wounded. In this condition he brought away his colors. GENERAL LINCOLN, WHO DEFENDED CHARLESTON IN 1780. were beaten. But as there were more slaves, and as the white population was more scattered, in the Southern States, they supposed it might be easier to overrun them. At the close of the year 1778 the British captured Savannah, and Georgia was soon subjugated. In the next year an attempt was made by the Americans, assisted by the French fleet, to capture Savannah, but it failed. In this attempt Count Pulaski lost his life. After a regular siege, a British fleet and army took Charleston in May, 1780. General Gates, who had commanded the Northern army when Burgoyne surrendered, was put in command of all the American troops at 'r/^',^^ the South. But Gates was utterly beaten, and his whole army routed and dispersed, by the British under Cornwallis, at the battle of Cam- den, in South Carolina. There was no longer any American army worthy of the name in the whole South. >'- But in the South, as in Sumter and Ma- rion maintain a partisan warfare the North, the British could in South Caro- lina, not gam permanent advan- tages. Though the Amer- icans shrank from enter- ing the army, which was One of the most brilliant enterprises of the war was the capture of Stony Point, on the Hudson. General Wayne led a force of Americans, by defiles in the mountains, to within a mile and a half of the fort on the evening of July 15^ 1779. To prevent discovery, all the dogs on the road were killed. At midnight the Americans moved on the fort. The ad- vanced guard carried empty guns with fi.\ed bayonets, and thus faced the fire of the defenders as they rushed over the works and made the British garrisoa prisoners. THE DARK PERIOD OF THE REVOLUTION. poorly paid and badly fed, they refused to be subdued. Sumter and Marion mustered consider- able bodies of South Carolina militia. These men knew the country perfectly ; they lurked in the forests and swamps, coming out from time to time to strike the British where they were weakest. Where did General Howe take his army in order to capture Philadelphia ? Behind what river did Washington retire ? In what year was the battle of the Brandywine fought ? Who were forced to retreat? What city did the British enter? In what month in 1777 did Washington attack the British in Germantown ? Near what city is Germantown ? (It is now a part of Philadelphia.) What was the result of the battle of Germantown ? What was the state of feeling in Europe about the war in the colonies ? Who came over to assist the Americans ? What was the character of some of these officers ? What kind of men were others of them ? From what country was La Fayette ? From what country was Pulaski ? What other two officers are mentioned ? What country had from the first taken a lively interest in the American struggle ? Why was France interested ? What made a strong impression in France ? When was the treaty of alliance between France and America signed ? How was the news of this treaty received in America? What was the first result of the treaty with France ? Of what was Clinton afraid ? What did he do ? What battle was fought during his retreat from Philadelphia to New York ? After three or four years of war in the Northern and Middle States, to what conclusion did the British government come ? Why did they think it easier to conquer the South- ern States ? What city did the British capture at the close of the year 1778? What State was soon subdued ? Who assisted the Amer- icans in the recapture of Savannah in 1779? What was the result ? What distinguished officer lost his life in this attack ? What city did the British fleet and army capture in 1780? Who was put in command of the American army in the South ? In what bat- tle was Gates utterly beaten ? What became of his army ? In what State is Camden ? Why could the British not gain permanent GENERAL MARION. Questions for study. — ^ VaJley For )~^*^{ N 1 ^ v^ >~ s ^^:^ \ .German- X town ^ ^ '-^-~, \philade IfAhia^^F 9 \ ^-^ f^m^ *. -s^Brandyw ne V A 1 M ^ ]^^ S— ^ ^ ■^1 5I\ ^ — \Z— ^ W " ^ --'£A ~^^^ ^— B.6 „ ui' t^ i He was bom in Braintree, Mass., in ,735. RepubllCaHS, Or DcmOCratS. He graduated at Harvard, taught school for two years, and began the practice of law when he was twenty-three years of He took an active part in the Stamp-Act agitations from 1765 onward. He removed to Boston in 1768, and soon became a leading lawyer and a chief of the Revolutionary party. Adams was one of the foremost men in the Congress of T774 and 1775, and was one of the com- mittee to prepare the Declaration of In- dependence. He was one of the commis- sioners to negotiate the treaty of peace with England, and was minister at Lon- don for three years. He was Vice-Presi- dent during the whole of Washington's presidency, and in 1796 was elected to succeed Washington as President. He was an able and courageous man, honest and true to his convictions, but vain, irritable, and somewhat quarrelsome. His peculiarities had something to do with his unpopularity and his defeat when he ran for the presidency a second time. He died on the 4th of July, 1826, exactly fifty years after the Declaration of Independence. JOHN ADAMS. The administration of Discourteous behavior of the Adams was mostly OCCU- French Direc- , tory. pied with the diflficulties with France. That country, after the great Revolu- tion that overthrew the monarchy in 1789, had now 222 TROUBLES WITH ENGLAND AND FRANCE. CANNONEER, 1797. The Directory seek to extort money from the United States. " Not one cent for tribute I " SEAMAN, 1788. Peace made with Napoleon Bonaparte. Removal of the capital to Wash- ington, i8oo. fallen into the hands of a government called the " Di- rectory." It was composed of five directors. The suc- cesses which their armies achieved under the command of the rising young general, Napoleon Bonaparte, made the Directory very overbearing. When the United States sent a new minister to Paris, the French gov- ernment refused to receive him, and presently ordered him to leave the country. In 1797, President Adams, who desired to avoid a war if possible, sent three envoys to France, having assur- ances that they would be received with honor. But the American envoys were informed that, in order to secure a peace, the United States must make a loan to the French government and pay secret bribes to the members of the Directory. The envoys refused this dishonorable demand, and, when it was known in America, the popular cry became, " Millions for defense, but not one cent for tribute ! " The tricolored cockade was no longer worn, but a black cockade was put on by those in favor of a war with France. " Hail, Columbia," then a new song, became universally popular. Ships were built, an army was raised, and Washington was made commander-in-chief. But the French did not wish a war, and Napoleon Bonaparte, who had now overthrown the French Direct- ory, made a new agreement with the United States in September, 1800. Thus the infant country again escaped a foreign war. In the year 1800 the government was removed from Philadelphia to Washington city. In 1790 Congress had resolved to fix the permanent capital on the Potomac River, and the selection of the site was left to Washing- TROUBLES WITH ENGLAND AND FRANCE. 223 ton himself. When the government moved there, in 1800, the place was almost a wilderness. The few people liv- ing in the new town were scattered over the whole re- gion, and one sometimes had to go one or two miles through a forest to see his next-door neighbor, though both were living within the " Federal City," as Wash- ington had named it. It was thought desirable that the national capital The District of Columbia. should not be within the jurisdiction of any State. A tract ten miles square was given by Virginia and Mary- land to form the District of Columbia. But the portion taken from Virginia was afterward ceded back to that State. The District of Columbia is governed wholly by laws made in Congress, in which its inhabitants have no representative. Where did the English government hold posts that were on American Questions for territory? What effect did the tceeping of these posts have on the In- study, dians ? Whom did Wayne find fighting among the Indians when he de- feated them on the Maumee.-* By whom was the fort held near which Wayne defeated the savages ? How did the American people feel toward the English government at this time } What other cause of anger toward England was there ? Of what was there great danger ? Whom did Washington send to England in 1794.'' What was Jay sent to do ? How was Jay's treaty received by the people ? What did the members of the Republican party think of it ? What did Washington and the Senate do about it? What has the Senate to do with treaties? What good did the treaty do ? Why would a war with England have been a great misfortune at that time ? How did the P>ench gov- ernment feel about the Jay treaty ? What was the relation between France and England at that time ? Why did France expect the United States to help her in a war with England ? What did Washington do ? How did many members of the Republican party show their sympathies with France? Who was chosen President in 1796? Who was the candidate opposed to Adams ? Of what party was Adams the can- didate? What party supported Jefferson? With what country did we have difficulty in Adams's time ? What was the government of France at this time called ? How many directors were there ? With 224 TROUBLES WITH ENGLAND AND FRANCE, Study by topics. Geographical studies. whom was France at war? What young general was fighting the battles of the French ? (What did General Napoleon Bonaparte afterward be- come ?) What effect did Bonaparte's victories have on the Director)- ? How did the Directory treat the minister sent by the United States? How many envoys did President Adams send to France in 1797? What information was given to these envoys ? How did they treat this demand for money ? When their refusal to pay money became known in America, what was the popular cry ? What kind of a cockade was worn by those in favor of a war with France ? What song became popular ? What' preparations for war were made? Who was appointed to command the army ? Who had by this time overthrown the French Directory ? What did Napoleon do with reference to this country ? In what year was the government removed from Philadelphia ? To what place was it removed ? Who had selected the site ? What was the condition of the place when the government was removed to it in 1800? What name had Washington given it? How was the District of Columbia formed ? How is it governed ? I. Difficulties with England. 1. The Western posts. 2. Illegal seizures of American vessels. 3. The Jay treaty. II. Presidential election of 1796. III. Difficulties with France. 1. The Directory refuse to receive an American minister. 2. The Directory seeks a bribe to keep the peace. 3. Patriotic excitement against France. 4. Measures for defense. 5. A new agreement. IV. The capital removed to Washington, 1800. On what river is Washing;ton city ? Into what bay does the Potomac flow ? In what direction is Washington from Philadelphia ? From Baltimore ? From Rich- mond, Va. ? The alien and sedition laws. CHAPTER XXXVIII. Election of Jefferson.— War with Tripoli. The Federalists favored a strong government. In the excitement caused by the troubles with France, very stringent laws were passed by them. Foreigners were THOMAS JEFFERSON. 225 226 ELECTION OF JEFFERSON. WAR WITH TRIPOLI. Defeat of the Federalist party in 1800. Services rendered by the Federalists. required to live in America fourteen years be- fore they could be naturalized. By what was called the " Alien Law," the President was given authority to send out of the country, without trial, any " alien " or unnaturalized for- eigner. By the " Sedition Law," speakers and newspaper writers were to be severely punished JEFFERSON'S SEAL. foT " libcHng " thc officers of the government. Many of the people thought the alien law took away the right of trial by jury, and that the sedition law attacked free speech and a free press. In the presidential election of 1800, John Adams was the Federalist candidate a second time, but he was de- feated, and the Federalist party never was able to elect another President. The Federalists had secured the adoption of the Federal Constitution ; they had made the national government strong ; and they had begun the work of paying the national debt in full, and so making the credit of the government good. No party ever did a better work than the Federalists did in bring- ing a bankrupt and disorderly confederacy into a firm union. But the Federalists leaned too much to the English notions of government that had prevailed before the Revolution. The Republicans held more to the equality of men ; they trusted the people, and believed in progress toward a larger personal liberty. The Federalist move- ment made us a nation ; but the movement represented by the old Republican party made us republicans and Americans. It was the intention of those who framed the Consti- tution that the people should not vote for particular The Republican party and its v^ork. How the Presi- dent was elected at first. ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 227 men for the presidency. They were to choose in each State a certain number of men called " electors." These were to select a President. But, instead of choosing eminent men, and leaving the choice of a President to them, the people vote for electors pledged beforehand to cast their votes for the candidates of their party. The people thus vote for the President. It was provided at first that each elector should vote for two candidates for President. The candidate who received the highest number was to be the President, the one having the next highest was to be Vice-President. The effect of this, in 1796, was to make John Adams President, and his opponent, Thomas Jefferson, Vice-President. The President and Vice-President thus belonged to oppo- site parties. In 1800 the Republicans resolved to elect Jefferson struggle between T-» • 1 1 A n tT- i-i • 1 T-> Jefferson and President and Aaron Burr Vice-President. But, as the Burr in isoo, and only way of electing a Vice-President was by voting for JfonsI^itSn Vhal him as one of the two candidates for President, it hap- '"°"°w«d- pened that both Jefferson and Burr received the votes of all the Republican electors, and had, therefore, exactly the same number of electoral votes, although nobody had thought of Bui. for President. The Constitution provided then, as it does now, that the choice between the two, in case of a tie-vote, should be by the House of Representatives. The Federalists disliked Jefferson in particular, as the great chief of the Republicans ; the most of them, therefore, voted for Burr. This produced a new tie in the House of Representatives, and there was danger that the 4th of March would arrive and find the. country without a President ; but, after a long 16 AARON BURR. 228 ELECTION OF JEFFERSON. WAR WITH TRIPOLI. AMERICAN SEAMAN IN JEFFERSON'S TIME. Prosperity of American com- merce. War with the Barbary pirates, 1801. struggle, some of the Federalists cast blank votes, and allowed Jefferson to be elected. This dangerous strug- gle led to a change in the Constitution, by which the electors were to vote for but one candidate for President and one for Vice-President. This method of voting for electors still prevails. During Jefferson's time, the United States was at peace with all the great powers. The wars raging in Europe had injured the commerce of England and France. Foreign merchants, whose countries were at war, preferred to send goods in American vessels, to prevent their being captured by the ene- my. In this way American commerce became very prosperous. The little Mohammedan states, along the southern coast of the Mediterranean, had long carried on a pirati- cal warfare against the trade of Christian countries. The nations of northern Europe paid them a yearly tribute to protect their ships from robbery. The United States was obliged to redeem from slavery Americans captured by the Dey of Algiers, and also to pay trib- ute. But in 1 801 the Pasha [pash-aw'] of Tripoli [trip'-o-ly], having been refused additional presents, broke into open war. This war may almost be said to mark the birth of the American navy. It was a period in which Americans were fond of dangerous exploits. The officers and men of this small sea-force performed acts of daring before Achievements of TripoH which havc ucvcr been forgotten, and which yet ican'nlv"y it'th[s scrve for au example to their successors. In many ac- war. Peace, 1805. ^jons Americans boarded the pirate-ships, and fought in desperate hand-to-hand encounters, with swords, pikes, AMERICAN SOLDIERS ABOUT 1800. \ \- STEPHEN DECATUR. ELECTION OF JEFFERSON. — WAR WITH TRIPOLI. 22Q and bayonets. The frigate Philadelphia, having run on rocks, was captured by the Tripolitans, and the crew- reduced to slavery. Lieutenant Decatur ran into the harbor at night in a ketch, boarded the frigate and burned her, escaping with his men by rowing his little boat under a storm of fire from the enemy's batteries. After four years of blockade and war, the obstinate ruler of Tripoli was brought to terms. He made a treaty of peace in 1805. But in 1 8 12, Algiers, another of the Barbary . ^ ' \ powers, declared war against this country, capt- ured American vessels, and reduced the crews to slavery. The same Stephen Decatur, who as a lieu- tenant burned the Philadelphia, was sent to the Medi- ^ The later war terranean Sea, in 1815, as commodore of a squadron, with Algiers. , Abolition of He captured the chief vessels of tne Dey, and forced tribute, 1815. that prince to release his prisoners, and to come 'on board the commodore's ship and sign a treaty. The United States never afterward paid tribute to any of the pirate powers. What were the names of the two parties in the United States at Questions for this time? (See Chapter XXXVI.) What l' feel ? I. The search of American ships and the impress- ment of sailors. II. The interruption of our trade by unjust de- crees. III. Jefferson's embargo, 1807 1809. IV. Election of Madison. V. War with Tecumseh. VI. Declaration of war with England. VII. Fall of Fort Mackinaw. \TII. Surrender of Detroit. Where is Tippecanoe ? In what direction from Louisville ? Where is Detroit ? In what direction is Mackinaw from Detroit ? Schouler's "History of the United States." Hildreth's "History of the United States." McMaster's " History of the American People." Mrs. Seelye's "Tecumseh." THE NAVY IN THE WAR OF l8l2. 245 JAMES MADISON. CHAPTER XLI, The Navy In the War of 1812. President Madison was re- ally averse to the w^ar, and he was a vacillating leader. The generals appointed at first were mostly Revolutionary officers, too old to be good commanders. They were selected for political reasons. The soldiers were high- spirited, but undisciplined. They sometimes refused to obey a dis- agreeable order, or to follow an unpopular commander ; sometimes they turned about and went home. They even threat- ened the life of a general whom they thought guilty of cowardice. The main purpose of the government at the begin- ning of the war had been to invade Canada. But the old General Dearborn, who had command of the army on the Canadian frontier, was inefficient. The troops were brave, and some of the officers distinguished them- selves in various battles, but the conquest of Can- ada proved a difficult task. Old General Hull, as we ' nve seen, contrived to lose Detroit and the whole Northwest. Bad state of the army. James Madison. — Madison, the fourth President, was born in Virginia in 1751, During the Revolution he was a member of the Virginia Legislature, and later a member of Congress. He was a member of the convention that framed the Constitution of the United States, and one of the abiest advocates of its adoption. He was Secretary of State in Jefferson's administration, and succeed- ed Jefferson as President, serving two terms. He retired from the presidency in 1817, and died in 1836. Attempt to in- vade Canada. 246 THE NAVY IN THE WAR OF l8l2. Neglect of the navy at the be- ginning of the war. Naval victories over the Guer- riere, the Frolic, the Macedonian, and the Java. The old Republican party of that day, which was the party advocating the war, had always professed a dis like for a navy. In preparing for war, the whole reli- ance had been upon the army, and the little navy had been neglected. The success of our soldiers was not doubted, but it seemed folly for a few ships to encoun- ter the navy of Great Britain, which was then com- pletely " mistress of the seas." Yet in the first vear of CONSTITUTION AND GUERRIERE. the war the failures of the army under weak officers were overwhelming, and the country was only saved from complete discouragement by the bold triumphs of the daring little navy. The powerful English frigate Guerriere [geh-re-air] was utterly disabled and captured in an hour and ten minutes after she had engaged the American frigate Constitution. This gave the greatest pleasure, because the defeat of an English man-of-war on the ocean was up When the frigate United States capt- ured the British frigate Macedonian, a young officer, who bore the official report of the victory to the capital, entered a large public assembly, escorted by two other officers, and presented the ensign of the Macedonian to Mrs. Madison, the wife of the President. The assembled guests cheered and wept with enthusi- asm, while the young officer's mother and sisters, who were present, embraced him, delighted that he had come safely out of the battle. THE NAVY IN THE WAR OF l8l2. lA? to that time almost unheard of. Quickly after this tri- umph came that of the sloop-of-war Wasp over the English sloop Frol- ic. One of the most notable captures was that of the Macedonian by the frigate United States, under command of Stephen Decatur, the same who, as a young man, had captured and set fire to the Phila- delphia, under the batteries of Tripoli (page 229). The year was closed by the capture of a fourth man-of-war, the frigate Java. This was effected by the Constitution, which was nicknamed " Old Ironsides." Under three different commanders this ship won brilliant victories in the war. There were other victories than these we have men- courag« of Amer- ican seamen in tioned, and some defeats, but the prowess of American battle, seamen excited admiration everywhere. It was a war for sailors' rights, and the sailors were deeply interested in it. The adventurous character of American life in that day had developed a spirit of personal daring well suited to naval warfare. Such was the emulation of officers that in boarding an enemy's ship they actually pulled one an- other back in some instances, so eager was every one to get over the side of the hostile vessel first. One Ameri can seaman on the Constitution, in her battle with the Java, remained on deck in a dying condition until the enemy surrendered, when the poor fellow raised himself with one hand and gave three cheers, and, falling back, expired. 248 THE NAVY IN THE WAR OF l8l2. Death of Law- rence. Admiration for the navy. Battle of Lake Erie, 1813. There were many affecting examples of courage in these contests. In the losing fight of the Chesapeake with the Shannon, when Captain Lawrence was car- ried below mortally wounded, he said, " Don't give up the ship ! " These words became a battle-cry in the navy, and a watchword for brave men in diffi- cult circumstances from that time to this. The exploits of a little nav}-, pitted against the greatest maritime power the world had ever seen, set the people wild. When the commanders of successful vessels returned to port, cities welcomed them with banquets, State Legislatures voted them swords, and the general government struck medals in their honor. A little fleet was launched on Lake Erie in 1813, and its officers and men v/ere anxious to rival the glory of the American ships at sea. In the battle of Lake Erie, fought this year. Commodore Perry hung up for his signal " Don't give up the ship ! " the dying words of Lawrence. When his flag-ship was riddled and disabled by the enemy, he got into a small boat and was rowed to another vessel, standing upright while the enemy was raining shot about him. Reaching the ship Niagara, he sailed down on the British line and broke it, and at length compelled the whole fleet to surrender. " We have met the enemy, and they are ours — two ships, two brigs, one schooner, and one sloop," Perry wrote to General Harrison at the close of the battle. A similar engagement took place on Lake Champlain. While the battle of Plattsburg was raging on the land, the British squadron, superior THE NAVY IN THE WAR OF l8l2. 249 in men and guns, attacked the American ships under Battle of Lake »T 1 1 T^i 1 1 1 1 1 1 Champlain, 1814. Macdonough 1 he battle lasted two hours and twenty minutes, and resulted in the surrender of the English ships. So severe was the fight, that not a sound mast was left in either squadron — the masts were splinters and the sails were rags. Many private vessels were fitted out under authority of the government as privateers. These scoured the seas, and captured or destroyed above sixteen hundred British ships. The seamen on them fought with the same splendid courage as their brethren in the navy. The swiftest of these privateers were " Baltimore clippers." MACDONOUGH. Privateers in tho ■War of 1812. How was the country prepared for the War of 181 2? What kind Questions for of a leader was President Madison ? Of what sort were the generals ^'" ^* selected at first ? For what reasons were they chosen ? What was the character of the soldiers ? In what way did they show their lack of dis- cipline ? What was the main purpose of our government at the beginning of the war ? Who was in chief command of our troops on the Canadian frontier ? What kind of a general was he ? What had Gen- eral Hull contrived to do ? How did the old Republican party of that day feel about a navy ? What was thought of the chance for success with our little navy? How was the country saved from discouragement in the first year of the war ? What ship of ours captured the Guerriere ? Why did this vic- tory excite pleasure and surprise in America ? What commander captured the Macedonian ? How had he dis- tinguished himself when he was young? What victory closed the year ? What nickname was given to the frigate Constitution ? What is said of the prowess of American seamen ? Why were sailors interested in the War of 1 81 2? What effect had the adventurous nature of American life in that day on the character of Amer- icans ? How did officers show their eagerness for dis- tinction in boarding an enemy's ship ? What anecdote is told of a dying seaman ? What did Captain Law- rence, of the Chesapeake, say when he was mortally wounded ? What effect did these words have on the navy ? Have they been of use to others since that time ? 250 THE NAVY IN THE WAR OF l8l2. Geography. What kind of a maritime power was Great Britain at this time? What was the effect of the naval victories on the American people ? How were the successful commanders treated ? What motto did Commodore Perry show on his ship in the battle of Lake Erie? What did he do when his flag-ship was disabled ? What did he write to Gen- eral Harrison when the battle was over ? Who comm.anded the American ships in the battle of Lake Champlain ? What battle was raging on the land at the same lime ? What was the result of the fight on the water? What was the condition of the ships at its close? How many British ships were destroyed during this war by priva- teers? What is the difference between a privateer and a ship of war? What sort of ships were the fastest of these vessels ? I. Failures of the army at first. II. Successes of the navy on the seas. HI. Courage of American seamen. IV. Exultation at naval victories. V. The battle of Lake Erie. VI. The battle of Lake Champlain. Describe Lake Erie. What States touch it ? Describe Lake Champlain. What is west of it ? What State on its eastern shore ? What province at its northern end ? Cooper's "History of the United States Navy." Schouler's "History of the United States." Hildreth's " History of the United States." CHAPTER XLIL The Army in the War of 1812. Harrison ap- GENERAL WINCHESTER, also a veteran of the Revolu- pointed to com- mand the North- tioH, was appointed to succeed General Hull, after the western army. iix-»'t-»it7- latter had surrendered Detroit. But the Kentuckians, who formed the most important element in the North- western army, were unwilling to serve under anybody but Harrison, the hero of Tippecanoe, and the govern- ment yielded to their wishes. Defeat of Win- General Winchester, who commanded a part of Harri- chester on the river Raisin, 1813. sou's army, was defeated on the river Raisin, in Michi- THE ARMY IN THE WAR OF l8l2. 2j:i When Proctor, whose force was much stronger than Harrison's, sent a demand for the surrender of the fort, Harrison answered, " Tell General Proctor that, if he shall take the fort, it will be under circumstances that will do him more honor than a thousand surrenders." gan. He surrendered his men to the British general, Proctor, a very brutal man, who, to his eternal infamy, left the wounded Americans to be massacred and plun- dered by the Indians of his army. The Americans were roused to revenge, and the war-cry of the enraged West- ern troops became, " Remember the river Raisin ! " In the spring of 1813, General Proctor, with a great force of English soldiers and Indians under Tecum- seh, laid siege to Harrison's little army in Fort Meigs. Harrison and his troops contrived to thwart every endeavor to capture the fort until re-enforcements arrived, when the enemy gave up the siege and retired. In the summer follow ing, Fort Stephenson, a weak stockade with a sin- gle six - pound gun, was brilliantly defended by a young Kentucky officer named Croghan, with only a hundred and sixty men, against a force many times as strong, commanded by General Proctor. In September, 1813, Perry's victory on Lake Erie was won (see page 248). This turned the scale, and opened the way for a forward movement by Gen- Croghan was only twenty-one years old, and Harrison wished him to abandon the post. The English tried to persuade Croghan to surrender to avoid a massa- cre, but the answer was that when the fort should be given up there would not be found a man alive in it. Croghan shifted his six-pounder from one angle to another, to give the impression that he had several heavy guns. When the fort was assaulted at its weakest part, the Kentucky riflemen opened a deadly fire. But the brave English soldiers at length reached the ditch, and began to chop down the stockade. The six- pounder, which had been double-loaded with grape-shot and slugs, and concealed where it covered the whole ditch, was suddenly fired. Hardly a man of the as- sailing party escaped, and the English army retreated the next morning. Dur- ing the night which followed, Croghan's men, not daring to open the gate, let down water to the wounded Englishmen outside, and at length, by means of a trench, brought them in and cared for them. Siege of Fort Meigs by Proctor and Tecumseh, 1813. INFANTRYMAN, 1812-1834. Croghan's gallant defense of Fort Stephenson, 1813. Battle of the Thames ; death of Tecumseh, Octo- ber, 1813. 252 THE ARMY IN THE WAR OF l8l2. In Harrison's general orders in start- ing for Canada after Perry's victory he said : " Kentuckians, remember the river Raisin ! but remember it only while victory is suspended. The revenge of a soldier can not be gratified upon a fallen enemy." DRESS OF A FRENCH CANADIAN ABOUT THAT TIME. Attempts to con- quer Canada not successful. Bat- tle of Lundy's Lane, 1814. FRENCH CANADIAN WOMAN. English attempt to invade the United States, X814. eral Harrison's army. Har- rison retook Detroit, crossed into Canada, and pursued Proctor's army, which he overtook at length on the river Thames. In a short and sharp battle, fought here on the 5th of October, 1S13, Harrison defeated Proctor and his Indian allies. The brave chief Tecumseh was killed in this battle, and the English army was utterly routed. Proctor, dread- ^^ ing the revenge of the Americans for his cruelties, ran away in a carriage. The battle of the Thames, and the death of the warlike Tecumseh, broke up the confederacy of the Indian tribes, and brought peace to the frontier. Though Harrison and his Westerners succeeded so well, the attempted invasion of Canada to the eastward proved a failure under the lead of the feeble old generals who had survived from the Revolution. But the rise of young generals — Brown, Scott, and Ripley — to com- mand changed the aspect of affairs, and an invasion of Canada was made in the summer of 18 14. Fort Erie was taken, and the battle of the Chippewa was won by the Americans early in July. The battle of Lundy's Lane was stubbornly contested, and lasted till midnight. The Americans were left in possession of the field, but the next day they retreated. Before winter set in, the AmxCri- cans retired to their own side of the Niagara River. The English, having now peace in Europe, had been able to send re-enforcements to Canada, and in this same summer of 18 14 they attempted an invasion of the United States, by Lake Champlain, the way so often THE ARMY TN THE WAR OF l8l2. 2^^ traveled before by French and English expeditions. But the naval victory won near Plattsburg by Commodore Macdonough (see the preceding chaptei;:), and the re- sistance made by the Americans in the battle of Platts- burg, fought at the same time, turned the British back again. ' " - But the British invasion, by way of Chesapeake Bay, Battle of Bia- riTA r^ iT->''ii 11 densburg ; fall of was more successful In August, 1814, the British landed Washington, 1814. in Maryland an army stronger than any that could be brought to meet it. On the 24th of August a battle was fought at Bladensburg [bla'-dens-burg], in Mary- land, which resulted in a victory for the English, who entered Washington, and burned the Capitol and most of the public buildings. The same force that had taken Washington attacked Baltimore by land and water, but the vigorous defense of that place forced the British to retire. It was during ner of isu. after 1795 ■*■ THE FLAG HAD FIFTEEN S' this conflict that the song called " The Star-Spangled ^-^-o *s many stripes, until *^ i c» ,g,g^ WHEN THE STRIPES WERt Banner " was written. reduced to thirteen again. WITH AS MANY STARS AS STATES. The persuasions of Tecumseh and his brother, the Prophet, had raised up a war party among the Creek war with the Creeks. Indians, who dwelt mostly in southern Alabama. A large part of the nation, under the lead of a half-breed chief named Weathersford, or " Red Eagle," made war on their white neighbors and on the Indians of their own tribe who were disposed to be friendly to the United States. British agents supplied these Indians with arms. Weathersford, like Tecumseh, had a prophet to help him, who had been initiated into the office by Tecum- seh's brother. This chief, also, discouraged the bar- barities of the Indians, but he could not restrain them, and cruel outrages of torture and massacre took place. THE STAR-SPANGLED BAN- NER OF ISU. AFTER 17 THE FLAG HAD FIFTEEN STARS 254 THE ARMY IN THE WAR OF l8l2. Overthrow of the Creeks ; rise of General Jackson. Jackson seizes Pensacola. MAJOR-GENERAL, 1812. Jackson's victory at New Orleans, January 8, 1815. Peace of Ghent, idi4. General Jackson, then an officer of the Tennessee militia, led a force into southern Alabama, and, after conquering the greatest difficulties and fighting many- bloody battles, he broke the power of the Creeks, so that Weathersford himself entered Jackson's tent and surren- dered. This was in April, 1814. Jackson, from being a commander of volunteers, was now made a major-gen- eral, and put in command of the troops in the Southwest. Florida was at this time in the possession of Spain, which was at peace with the United States. But that power was secretly in sympathy with England, and Enghsh troops made Pensacola, in Florida, a base of operations against Mobile. With his usual fiery zeal, Jackson marched into Spanish territory, captured Pensa- cola, and dislodged the British. He then retired. Jackson hastened to New Orleans, which was soon threatened by a large British force. With an energy unsurpassed perhaps in modern history^ he formed an army out of the men and material within his reach, and built defenses against the British approach. He formed companies of free colored men, and he even took the convicts out of prison to make soldiers of them. After several preliminary battles, the English endeavored to carry Jackson's works by storm on the 8th of January, 181 5. But Jackson's preparations were so thorough, that the enemy was repulsed with a frightful loss of twenty-six hundred men. The Americans lost but eight killed and thirteen wounded. Sir Edward Pakenham, the British commander, was killed, and the attack on New Orleans was abandoned. When this battle was fought, peace had already been made, but the news had not yet reached this country. THE ARMY IN THE WAR OF l8l2. ^5S The treaty of peace was signed at Ghent [pronounce G hard], in Belgium, on the 24th of December, 1814. By the terms of this treaty, neither Great Britain nor the United States gained anything. The right of search- ing American vessels was not mentioned in the treaty ; but the war had shown Great Britain that the right to search could no longer be maintained against a spirited nation, and American ships have never been searched from that time to this. The war had caused a great deal of suffering and suffering caused by the war. misery in this country, by the derangement of business, the destruction of property, and the loss of life. The news of the peace was hailed with the greatest delight. Who was appointed to succeed Hull in command of the Northwest- ern army.'' What post had Hull surrendered? Were the soldiers willing to serve under Winchester? Whom did the Kentuckians desire to have for commander? Of what battle was Harrison the hero? (Against whom was the battle of Tippecanoe fought ?) In what State is the bat- tle-ground of Tippecanoe ? Where was General Winchester de- feated ? In which of the States as since formed is the river Raisin ? To what British general did Winchester's troops sur- render ? What took place after the surrender ? What was the war-cry of the Western troops after this ? To what fort did General Proctor lay siege in the spring of 1813 ? Who commanded the Indians in this siege ? What was the result of this siege ? Who defended Fort Stephenson ? What was the result of this defense ? What did Harrison do after Perry's victory ? Where did Harrison overtake Proctor's army ? What was the result of the battle of the Thames ? What chief was killed here ? What effect on the Indians did the defeat of the English and the death of Tecumseh have? How did the attempted invasion of Canada to the eastward succeed? What effect did the rise of younger gen- erals have ? What battle lasted until midnight ? Who held possession of the field ? Did the Amer- Questions for study. 256 THE ARMY IN THE WAR OF l8l2. icans remain in Canada? By what road did the English attempt to invade the United States? Had this road been used before for invasion ? (see pages 123 and 178). What naval officer commanded in the battle of Lake Champlain during this invasion ? (see the preceding chapter). What was the result of the defeat on the water and the resistance offered at the same time in the battle of Plattsburg ? What British invasion was more successful ? What battle was fought during this invasion ? In what State is Bladensburg? Who won the victory in this battle? What happened in Washington afterward ? What other city was attacked during this invasion ? W^as it taken ? What well-known song was written during this attack ? What had raised a war party among the Creek Indians ? What chief led them? W^here did they get supplies of arms? In what respects was Weathersford like Tecumseh ? Did he succeed in re- straining his savages ? Who led a force against the Creeks ? Where were the Creeks settled ? What came of Jackson's war with them ? What nation possessed Florida at this time ? What led Jackson to march on Pensacola ? What did he accomplish by this? When New Orleans was threatened, what did Jackson do? What happened on the 8th of January, 181 5, when the British attacked Jackson's works? Where was the treaty of peace Tiade ? What is said of the terms of this treaty ? What is said of the claim to search American vessels ? What was the effect of the war in America?- How was the news of the peace received ? I. Harrison and the war in the Northwest. 1. Harrison put in command. 2. The defeat and massacre on the river Raisin. 3. The siege of Fort Meigs. 4. The defense of Fort Stephenson by Crog- han. 5. The invasion of Canada and the battle of the Thames. II. The war on the Niagara frontier and eastward. 1. Failure of old generals. 2. Invasion of Canada under new officers. 3. Invasion of the United States by way of Champlain. III. Invasion by way of the Chesapeake. a. Bladensburg. i>. Washington, c, Balti- more. THE ARMY IN TfTE W l OF l8l2. ^^1 IV. Jackson and the war in the Southwest. 1 . War with the Creeks. 2. Invasion of Florida. 3. Defense of New Or- leans. V. The peace. I. Harrison's campaign : In what States and what part of each State are the sites of — the battle on the river Raisin ; Fort Meigs ; Fort Stephenson ; Detroit ? Where is the site of the battle of the Thames ? 2. Campaign on the Niagara frontier : Where was Fort Erie ? Lundy's Lane ? 3. The Eastern campaign : Where is Plattsburg ? 4. In what State is Bladensburg ? What direction from Washington ? By what bay would ships approach Baltimore ? 5. Jackson's campaign : Where is Pensacola ? In what direction from New Orleans ? On what river is New Orleans ? By what sheet of water did the British approach it ? Hall's " Life of Harrison." Mrs. Seelye's " Life of Tecumseh." Lossing's " War of 1812." Parton's "Life of Jackson." G. C. Eggleston's " Red Eagle." Geography. Books. CHAPTER XLIII. Expansion of the Union. Let us now go back to the period immediately fol- Vermont ad- mitted as the lowing the adoption of the Constitution, and trace the fourteenth state, birth of new States. The first State admitted was Vermont. The territory which now forms Vermont was claimed by New Hampshire, which granted the land to settlers. For this reason it was called " The New Hampshire Grants." New York claimed it also, and tried to make the people buy their lands over again. But the " Green Mountain Boys " kept up an independent government of their own throughout the Revolution. In 1791 the State was admitted under the name of Vermont, a word of French derivation meaning " Green Mountain." GENTLEMAN'S RIDINQ- 0RES8, EARLY PART OP THE CENTURY. 258 EXPANSION OF THE UNION. Kentucky, the fifteenth State, 1792. Tennessee, the sixteenth, 1796. HAIR DRESSED LIKE HELMET, ABOUT 1806. Ohio, the seven- teenth, 1803. l^ouisiana, the eighteenth, 1812. TURBAN HEAD-DRESS, WORN EARLY IN THIS CENTURY. Kentucky was a part of Virginia, and was settled by Virginians, who took with them their slaves, their agri- cultural habits, and their military spirit. With the con- sent of Virginia, Kentucky was separated from that State and admitted to the Union in 1792. The people of this country have generall}/ emigrated in pretty straight lines to the westward. As Virginians broke over the mount- ains into Kentucky, so North Carolinians crossed into the valleys of Tennessee. North Carolina gave up her right to the territory west of the mountains soon after the Con- stitution was formed, and what is now Tennessee was part of the Southwestern Territory, until it was admitted to the Union in 1796. These two States, Kentucky and Tennessee, had slaves. But the Ordinance of 1787, as we have seen on page 232, did not allow slaveholding in the terri- tory north of the Ohio River ; so that all the States formed out of that territory were free States from the beginning. In the two years following the passage of this ordinance, twenty thousand people made their way down the Ohio River. But the Indian wars checked the settlement of the country until after Wayne's vic- tory (see page 217). Ohio was admitted to the Union February 19, 1803.* It was more than nine years before another State was admitted. In 181 2 the southern part of the great terri- tory bought from France was admitted, under the name of Louisiana — the name at first given to the whole. Thus, when the War of 1812 began, the old Union of thirteen States had increased to eighteen. * This is the correct date, according to late investigations. EXPANSION OF THE UNION. 259 The second war with England, and particularly the naval battles and the crushing defeat which Jackson in- flicted on the British troops at New Orleans, made the United States respected in Europe as it had never been before. Emigrants began to flock to America. The peace with the Indians caused the Mississippi Valley, then called " The Far West," to fill up rapidly. In more than thirty years after the Revolution, only five States were added to the Union ; but the next six States were admitted in six successive years — Indiana, next west of Ohio, in 18 16. The defeat of the Creeks had opened the Southwest ; and the new State of Mississippi, between Tennessee and Louisiana, was admitted in 1817. Illinois, west of Indiana, was admitted in 1818 ; and Alabama filled the gap between Mississippi and Georgia in 18 19. In 1820 the District of Maine, long attached to Massachu- setts, though separated from it geographically, was ad- mitted as an independent State. By 1820, therefore, all the territory east of the Missis- sippi except the extreme northern portion, now included in Michigan and Wisconsin, had been made into States, and the State of Louisiana had been made out of the territory which had been bought from France. But, by this time, a new State on the west of the Missis- sippi River was knocking at the door of the Union. This was Missouri. Over the admission of this State there was a great debate, lasting through three sessions of Congress The cause of this debate was the fact that Missouri proposed to come in as a slave State. The bringing of slaves into the United States had been forbidden in 1808. The States north of the southern line of Pennsylvania 18 Rapid expansion after the war. Indiana, the nine- teenth, 1816. Mississippi, the twentieth, 1817. Illinois, the twenty-first, 1818. Alabama, the twenty-second, iSig. Maine, the twenty-third, 1820. OPERA HEAD-DRESS, EARLY IN THE CENTURY. Debate over the application of Missouri. EVENING DRESS IN JEFFERSON'S TIME. 26o EXPANSION OF THE UNION. State of the slavery question. CHILD'S DRESS IN THE EARLY YEARS OF THE 19th century. Missouri brings up a new phase of the question. WALKING-COSTUME, 1807. The Missouri Compromise. Missouri the twenty-fourth State admitted, 1821. had all, before 1820, taken measures to free their slaves. The States south of the southern line of Pennsylvania, having much of their wealth in slaves, and cultivating crops that seemed to require their labor, had by this time mostly given up the thought of freeing their slaves. So that there were now two classes of States in the Union: free States and States having slaves. Each of these divisions of the Union was afraid that the other would get control of the country. It had usually been the custom, in admitting new States, to bring in one from the North and one from the South, to keep the bal- ance good. But Missouri brought up a new question. According to the Ordinance of 1787, the States north of the Ohio had all come in as free States ; but those to the south of that river had been allowed to enter as slaveholding States. Louisiana had been purchased as slaveholding territory, and was admitted as a slave State. But now the question arose whether all the great region bought from France was to be added to the Southern side of the scale. Missouri was west of the Mississippi, and so far north as to seem to break into the line of free States. Most of the people at the North wished all the new territory made into free States ; most of the people at the South wished to have it all open to settlement by Southern people with slaves. The question was finally decided by letting Missouri come in as a slave State, but slavery was at the same time forever forbidden in the rest of the territory north of the southern line of Mis- souri. Thus all the territory to the north and west of that State would be free. This was known as the Mis- EXPANSION OF THE UNION. 261 souri Compromise. It was adopted in 1820, and Missouri was finally admitted in 1821. Henry Clay, the most famous of the orators and political leaders of the day, was very active in promoting this measure. The " Old Thirteen" had now grown to twenty-four. Growth ofpopu- T-'i • r 1 • • 1 • 1 lation. The expansion of the nation in population and wealth was very rapid. In 1820 there were more than nine and a half million people in America. This was about three times as many as there were when the Revo- lutionary War was ended. Which was the first State admitted to the Union after the adoption of Questions for the Federal Constitution } What was Vermont called before it became a ^^" ^' State ? Why was it called the New Hampshire Grants ? What State besides New Hampshire claimed Vermont? Why are the people of Ver- mont called the "Green Mountain Boys " ? What mountains are there in Vermont ? Why was the State called Vermont when it was admitted to the Union in 1791 ? Of what State was Kentucky a part? By whom was it settled ? What did Virginians take with them when they went to Kentucky ? How could Congress admit a part of a State into the Union as a new State ? Whose consent was given to it ? In what direction have the people of this country generally moved when they emi- grated ? From what State did most of the first settlers in Tennessee come ? When did North Carolina give up its right to what is now Ten- nessee? Was it formed into a State before 1800? What was the difference between the States on the south side of the Ohio River and those on the north ? Why were there no slaves on the north side of the Ohio River ? What is said of the emigration to the Western country in the years following the famous Ordinance of 1787 ? Was Ohio admitted to the Union before or after 1800? What was the next State ad- mitted after Ohio ? How did Louisiana come to belong to the United States ? What part of the old French province of that name was admit- ted as Louisiana? In what year was Louisiana admitted ? What hap- pened to the country in that year ? How many States were there in the Union when the War of 181 2 broke out? What impression did the War of 181 2 make in Europe ? What battle of that war excited par- ticular attention in Europe ? What effect did this have on emigration ? What caused the Mississippi Valley to fill up rapidly ? How many States were added to the Union in the space of one generation after the Revolu- 262 EXPANSION OF THE UNION. tion, if we count a little more than thirty years as representing a genera- tion of people? In 18 16 and afterward for a number of years one State was admitted each year : for how many years did this happen ? Of all the territory that had belonged to the United States at the close of the Revolution — that is, of all the territory east of the Mississippi River — how much remained to be formed into States in 1820? What was the first State, lying mostly west of the Mississippi, to be admitted to the Union ? Was Louisiana admitted before the War of 1812 or afterward? What was the next State west of the Mississippi to ask for a place in the Union ? (From what country did we get the territory out of which Mis- souri is formed ?) Through how many sessions of Congress did the de- bate over the admission of Missouri last ? What was the cause of this debate ? At what time had the bringing of slaves into the United States been forbidden ? What had Pennsylvania and the States north of it done about slavery before 1820? Why had the States to the south- ward retained their slaves ? How did the two divisions in the Union feel about each other ? In bringing States into the Union, how had the balance been kept good ? How did the new States north of the Ohio differ from those south of that river ? Were there slaves in Louis- iana before the United States bought it ? What new question arose when Missouri offered tt) come in ? Was the greater part of Missouri north or south of the line between the free States and the slave States ? What did the Northern people wish regarding the new ter- ritory ? How did most of the Southern people feel about it ? How le was the question decided? What was this decision called? In what year was the Missouri Compromise made ? What statesman took ia leading part in promoting it? What had he advocated in 1812? To what number had the States increased by this time ? How many people were there in the United States in 1820? How many times as many as the people at the close of the Revolution, less than forty years before ? Study by topics. I. States admitted between the adoption of the Constitution in 1787 and the War of 18 12. I. Vermont, 1791. 2. Kentucky. 1792. 3. Tennessee, 1796. 4. Ohio, 1803. 5. Louisiana, 1812. II. States admitted between the second war with England and the Missouri Compromise. I. Indiana, 1816. 2. Mississippi, 1817. 3. Illinois, 1818. 4. Alabama, 1819. 5. Maine, 1820. III. Missouri Compromise. I. The abolition of the slave trade, 1808. 2. The abolition of slavery in the Northern States. 3. Division of the States mto two classes. 4. A new question raised re- I EXPANSION OF THE UNION. 263 garding slavery in the territory bought from France. 5. How the question was decided. IV. Expansion of population by 1820. On the blackboard, or on a large sheet of manila paper, draw a Blackboard map of the Union as it was in 1787, shading the old thirteen States, illustration, or tinting them with colored crayons. Let the new States mentioned in this chapter be put in outline. Then, as each State is reached in topical recitation, let it be shaded or tinted like the rest, and the growth of the Union, step by step, will be represented. The geographical study with reference to this chapter should have for its first ob- ject the acquiring of a definite knowledge of the relative location of each of the new States mentioned in the chapter. For this purpose consult the list in the topics above, and let a description of the location of each State and its surroundings accompany the topical recitation. Fix in the mind by reference to the map the great east and west line between the free and slave States in 1820, and the great north and south line mostly along the Mississippi, between the territory possessed by the United States after the peace with England in 1783 and the territory purchased from France in 1803. Geography. 264 FROM MONROE TO VAN BUREN. JAMES MONROE. Monroe's presi- dency ; the era of good-feeling. Purchase of Florida from Spain, 1821. CHAPTER XLIV. From Monroe to Van Buren.— Rise of Whigs and Democrats. A GREAT part of the expansion of the Union by the admission of new States, described in the pre- ceding chapter, took place in the presidency of James Monroe, who was chosen to that office in 1 8 16. Monroe was a man of even temper, with very little party feeling, and with the greatest desire to be just and to act wisely. He was very popular, and his ad- ministration was called " the era of good-feeling." The Federal party being now almost extinct, Monroe was re-elected in 1820 without any opposing candidate. Next to the Missouri Compromise, of which we have spoken in the preceding chapter, the most remarkable event of Monroe's adminis- tration was the purchase of the Peninsula of Florida from Spain. This was com- pleted in 1 82 1, and General 9 Jackson, who had seized part of Flor- James Monroe, fifth President, was born in Virginia in i75<^. As soon as he had graduated at William and Mary Col- lege, in 1776, he joined the Revolution- ary army. He distinguished himself in several battles. He was minister to France and to England, and was Secre- tary of State when Madison was Presi- dent. He was inaugurated President March 4, 1817, and served eight years. After leaving the presidency he was very poor. He died in New York on the 4th day of July, 1831. He was the third President to die on the 4th of July. SPANISH STANDARD. ida during the War of 1812, and again Florida. — (For the early discovery and exploration of Florida, see page 116.) French Protestants made a settlement in Florida in 1564, but they were nearly all cruelly put to death by Spaniards in ist^'5. In this year the Spaniards founded St. Augustine, the oldest town in the present United States. In the treaty of 1763, Spain ceded Florida to England. In 1783 it was ceded back to Spain. In 1821 It was conveyed to the United States by Spain, and in 1845 it was admitted to the Union as the twenty-seventh State. FROM MONROE TO VAN BUREN, 265 in the Seminole War of 18 18, having both times to relin- quish it again, w^as now sent to receive the new prov- ince from the Spanish governor. In 1823 the countries in America to the south of us, Announcement I • 1 1 1 1 1 • r o • • • 1 "'^ ^^^ " I^onroe which had been colonies 01 Spain, were striving to estab- Doctrine," 1823. lish themselves as independent republics, and it was feared that an alliance of European nations would help Spain to subdue them. President Monroe, therefore, sent a message to Congress, in which he announced what has always since been known as " The Monroe Doctrine." This doctrine was, that the United States would object to any attempt on the part of European powers to " extend their system " of interference to " any part of this hemi- sphere." This was a declaration of independence for the whole of America. The United States still maintains the principle as stated by Monroe. Monroe, who went out of office in 1825, was the last President connected with the Revolution. For want of any issue John Quincy Adams elected between them, both the old by the House of , . 1 -1 . . Representatives parties had gone to pieces, ^^ jg^^ and new ones were not yet formed. There were four candidates for the presiden- cy in 1824: Crawford, Jack- son, Adams, and Clay. No one of these got a major- ity of the electoral votes, and the duty of electing a president devolved on the House of Representatives. John Quincy Adams, the sixth President, was the son of John Adams, the second President. He was born in Braintree, Mass., in 1767. He studied in France and Holland, and spent some time in Sweden, Denmark, Russia, and Eng- land while yet a boy. He graduated at Harvard College when he wn twenty years old, and studied law. He was at various times American minister at the courts of Holland, England, Prussia, and Russia, and was one of the commissioners to negotiate the treaty with England at the close of the War of 1812. He was Secretary of State in Monroe's Cabinet, and President of the United States from 1825 to 1829. When he quitted the presi- dency he did not leave public life, but sat in the lower house of Congress from 1831 to 1848, and this was the most brill- iant part of his career. At eighty years of age he was still called " The old man eloquent." He died in the Capitol at Washington in 1848. 266 FROM MONROE TO VAN BUREN. JOHN QUINCY ADAMS. John Quincy Adams, of Massachu- setts, was chosen. The administra- tion of Adams was a stormy and unpopular one. He was extremely honest and faithful, but, like his father, John Adams, he had no gift for winning friends. He could not bend to the people ; his cold manners and his disregard for the opinions of others made him enemies, who succeeded in prevent- ing his re - elec- tion. Elect drew ion of An- Jackson in In 1828 Andrew Jack- son, of Tennessee, was chosen President, taking office in March, 1829. He was re- elected in 1832, Andrew Jackson, the seventh Presi- dent, was born in North Carolina in 1767. He joined the Revolutionary army in South Carolina when he was but fourteen years old. He studied law and settled in Nashville, Tenn. He was a member of the United Scales Senate and judge of the Supreme Court of Tennes- see before he became distinguished as a soldier. His military achievements are told in Chapter XLII. He was President from 1829 to 1837. As the first President that had risen from the ranks of the com- mon people, he was very popular, and was supposed to represent the American ideas of the time. He was called " Old Hickory " by his admirers. He died in 1845. ANDREW JACKSON. and held office in all for eight years. Jackson was a man sincerely patriotic and hon- est, but self-willed and of a violent temper. He was the first President who turned out of government office the men who were opposed to him, ap- pointing his own friends in their places. He vetoed a great many FROM MONROE TO VAN BUREN. 267 acts of Congress. He succeeded in breaking down character of -^..-„ ^ i-i . Jackson's admin- the United btates Bank, which up to that time had istration. kept the public moneys. He vetoed ahnost all the measures proposed for the promotion of roads and other " internal improvements " by the general gov- ernment. Jackson set his face against the doctrine advanced by John C. Calhoun, of South Carolina, in his time, that a State could " nullify " a law of the United States. The business of the United States with other nations was conducted during Jackson's adminis- tration with great spirit and ability, and the country was respected abroad. As the moderate and peaceful administration of Rise of the whig 11 1- 1 • f '"^'^ Democratic Monroe caused the dissolution of the old Federal Parties, and Republican parties, so the administration of a man of strong party feeling and of stormy temper like Jackson made new party di- visions. Jackson loved his friends and hated all oppo- nents. The country came to be divided into Jackson men and anti- Jackson men. The Jackson men claimed to suc- ceed to the old Democratic- Republican party, and, retain- ing one of the names by which it was known, they were called " Democrats." Those who were opposed to Jackson were called " Whigs," a name formerly applied in England to the party op- posed to the arbitrary power of the king. The prin- C. CALHOUN. 268 FROM MONROE TO VAN BUREN. Differences between the parties. cipal feature of American politics for about twenty years was the rivalry of the Whig and Democratic parties. The main differences between the Whig party and the Democratic were : 1. That the Whigs advocated the re-establishment of the United States Bank ; the Democrats opposed it. 2. The Whigs were in favor of the building of roads and canals at the expense of the United States. The Democrats did not be- lieve that the government of the Union should under- take " internal improve- ments," as roads and canals were then called. 3. The Whigs generally wished to increase the pow- er of the United States gov- HENRY CLAY. Clay, Calhoun, and Webster are often spoken of together. They were the three great statesmen of what is some- times known as " the compromise pe- riod " of American history. Henry Clay was born in Virginia in 1777. He was a poor boy, and gained his education with difficulty. He settled in Kentucky as a young man, and long represented that State in the House of Representatives and the Senate. John C. Calhoun was born in South Carolina in 1782, and graduated at Yale College. Clay and Calhoun were both bold advocates of the war with England in 1812. Webstei, who was bom in the same year with Cal- houn, entered Congress in 1813, during the war. From this time these three men gradually came to the front as the great- est masters of the art of debate the country had known. Calhoun was a member of Monroe's Cabinet, Clay of John Quincy Adams's, Webster of Har- rison's and Fillmore's. But they were all three greatest in Congress. Each of them desired to be President, but all were disappointed. Calhoun was Vice- President for nearly eight years from 1825. Clay was active in bringing about the Missouri Compromise, which Cal- houn favored. Later than this Calhoun became the chief advocate of the doctrine that the States were sovereign, and that the Union was a compact of sovereign States. Clay and Webster, on the other hand, were advocates of the authority of the Union. Clay was the author of the Compromise of 1S50, which Webster fa- vored. Calhoun died in 1850; Clay and Webeter in 1852. FROM MONROE TO VAN BUREN. 269 ernment ; the Democrats were more in favor of what were called States' rights. The Democrats thought that, whatever power the Consti- tution did not expressly give to the general government, could only be exercised by ^' the States. The great leaders of the Whig party were Henry Clay, of Kentucky, and Dan- iel Webster, of Massachusetts. These were two of the great- est orators the country has ever known. Another orator of the first rank, John C. "^^^ ^""^^^ p^''^^ leaders, Clay, Calhoun, of South Carolina, was on the Democratic side, webster, and Calhoun. He believed in the power of a State to " nullify " a law of the nation. But the Democratic party generally agreed with Jackson, that the laws of the United States were su- preme until the courts decided them unconstitutional. In 1836 Martin Van Buren, of New York, was nomi- nated by the Democrats and elected President. He fol- lowed the policy of Jackson, but in a gentler way. He did not veto any bills passed by Congress. DANIEL WEBSTER. Election of Van Buren, 1836. What President took office in 1816? What kind of a man was Mon- Questions for roe? How was he liked by the people? What was his administration ^^"''y- called? What was remarkable about his second election in 1820? What territory did the United States acquire during Monroe's presi- dency ? From what country did we get it ? Who was sent to take pos- session of Florida in 1821 ? Had he ever been there before? Under what circumstances? What colonies were trying to establish themselves as independent republics ? What declaration did Monroe 270 FROM MONROE TO VAN BUREN. MARTIN VAN BUREN. DRESS OF A LADY IN JACKSON'S TIME. make in 1823 regarding the interference of European nations with the affairs of America ? What is this declaration called ? Who was the last of the Revolutionary Presidents ? How many candidates were there for President in 1824? What hap- pened in this election ? Who was chosen by the House of Representatives ? How did the administration of Adams differ from that of Monroe ? What was John Quincy Adams's character ? Was he re- elected ? Was his father elected a second time ? (See page 226.) \\'ho was elected in 1828 ? What had Jackson done before this? (See page 254.) What kind of a man was Jackson ? What did he do in regard to the office-holders who were opposed to him ? What was his course regarding acts of Congress ? What influence did he have on the United States Bank ? What course did he take regard- ing roads and canals ? What doctrine did Calhoun and others advocate ? How did Jackson treat this doctrine of " nullifica- tion " ? How did he conduct the business of the country with foreign na- tions ? What effect did Jackson's administration have on political parties ? What were Jackson's friends called ? What were those opposed to Jackson called ? For about how many years did the struggle between Democratic and Whig parties occupy the field of American politics ? Give an account of the differences between the two parties in regard to the Bank of the United States. In regard to internal improvement. Which party favored States rights as opposed to the power of the gen- eral government ? What did the Democrats think about the Consti- tution ? Who were the great leaders of the Whig party ? What great orator of the time was on the Democratic side ? How did the Democrats generally feel about Calhoun's theory of the right of a State to "nullify" the acts of Congress.'' Who was chosen President in 1836? By what party.'' What policy did he follow? How did he differ from Jackson ? I. Monroe's administration, i. "The era of good feeling." 2. The acquisition of Florida. 3. The " Monroe doctrine." n. John Ouincy Adams's administration. I. Election of J. Q. Adams. 2. His character. HI. Jackson's administration, i. Jackson's election and char- acter. 2. His course with re^^ard to — a. Office-holders. FROM MONROE TO VAN BUREK 271 b. Vetoes, c. United States Bank. d. Internal improvements. e. Nullification, f. Foreign affairs. IV. New parties, i. Their formation. 2. Their differences. 3. Their leaders. V. Van Buren's administration. The location of Florida with reference to Georjjia and Alabama. With reference to the Spanish possessions in Cuba. Geography. CHAPTER XLV. The Steamboat, the Railroad, and the Telegraph, Soon after 1800, certain changes began in waj^s of travel that have made life different from that of our forefathers. We have seen in pre- vious chapters that travel in old times was very slow. Men jogged along day after day and week after week to make a journey of hundreds of miles on horseback, or they were jolted over bad roads in stage-wagons or carriages. Pack-horses or heavy wagons carried all the freight that went by land. Boats, rowed or pushed with poles. Modes of travel . . at the beginning went slowly up and down the rivers, carrymg passen- of the 19th cent- gers and freight. Periaugers, with oars and sails, and ^^^' other small vessels, plied up and down the coast, and all the ships at sea were propelled by sails. In ships our people made great improvements. The improvement in T-» 1 • !• M 1 • 1 1 • ships made by " Baltmiore clipper, a schooner with raking masts — Americans. The Baltimore clip- ROBERT FULTON. that is, masts that slanted backward — was famous for its speed. Our frigates gained advantages in the War pers. 272 STEAMBOAT, RAILROAD, AND TELEGRAPH, BALTIMORE CLIPPER, Fulton's first Steamboat, 1807. The Erie and other canals. of 1812 by being better sailers than the EngHsh men-of-war. At a later period the American "clipper-built ships" were the swiftest sailing-vessels in the world. This superiority in building and sail- ing swift ships has remained with Amer- ica to the present time, as recent yacht- races have shown. After the invention of the steam-en- gine in England, attempts were made in France, Scot- land, and America to build boats that would go by steam. But Robert Fulton, an American, built the first really successful steamboat. She was launched in 1807, and ran between New York and Al- -^ '' "^ -=^P^ ^ "^ bany, to the great wonder of all who saw her. Steam- boats soon after took the place of keel - boats (page FULTON'8 FIRST STEAMBOAT. 233) on the West- ern rivers, and they greatly aided in the rapid develop- ment of the new country. Steamboats served for commerce and travel where there were rivers and lakes. But how should the traffic on the Western rivers and the Great Lakes be connected with the rivers east of the Alleghany Mountains and the sea? Canals, long used in Europe, were thought of for this purpose, and Washington was much interested in a proposed canal from the Potomac to the Ohio River. But the first great canal in this country was that from STEAMBOAT, RAILROAD, AND TELEGRAPH. 273 THE WAY THAT LITTLE GIRLS DRESSED WHEN the Hudson River to Lake Erie. The chief promoter of this work was De Witt Clinton, governor of New York. It was eight years in construction. It was be- gun on the 4th of July, 1817, and in 1825 its comple- tion was celebrated by a procession of boats from Lake Erie to the ocean, where Governor De Witt Clin- ton poured a keg of Lake Erie water into the sea, as a sign of their union. This canal, by opening a trade with the West, made New York the greatest city of the United States. But, for the more mountainous country of the Middle grandma was a child, States, a great " National Road " for wagons was planned and built from western Maryland as far as the western The "National part of Indiana. The extension of railroads soon ren- dered it of no importance as a national work. But the greatest change of all, in the life of Ameri- Railroads intro- duced about 183a. cans, was made by the railway, which was mtroduced from England. The first railroads were merely tracks of iron bars, on which little cars, loaded with coal, were drawn from the mines. The first railway in the United States was but two miles long, and was used only for hauling stone. The cars were drawn by horses. The first passenger-train in America was run on the Balti- more and Ohio Railroad in 1830, but the cars were drawn by horses the first year. The extension of rail- ways was very rapid ; they changed America more than any other country, because here the distances are so great. We have almost as many miles of railway as all the world besides. The first passenger-cars were merely stage-coaches on American im- 1 •! 1 • 1 • •!! 1 1 • provements in the rails, and in other countries they still keep something railroads. A BONNET OF 1830. FIRST STEAM PASSENGER-TRAIN IN AMERICA. 274 STEAMBOAT, RAILROAD, AND TELEGRAPH. of this form. In America large, airy cars for passengers were early introduced, and the parlor-car, the sleeping- car, the hotel-car, and the dining-car are all of American origin, and are little used elsewhere. The street tramway, or horse-railroad, and the elevated railways for rapid travel in cities, were first used in this country. The electric telegraph, in its present practical shape, was the invention of an Amer- ican artist, S. F. B. Morse. In old times people sent 6. F. B. MORSE. Invention of the mCSSagCS by objCCtS shoWU electric tele- i . i , , i. ■ on high ground, by lights graph. Morse had gone to his lodgings in despair on the last night of the session of Congress. There were a large number of bills in advance of the one for promoting the telegraph. But the next morning the daughter of Commissioner Ellsworth called at his lodgings and informed him that a bill had passed granting $30,000 to build an experimental telegraph line. When the line was built from Washing- ton to Baltimore, this young lady was al- lowed to dictate the first dispatch, which she did, sending the words, "What hath God wrought!" The first public news dispatch brought to Washington the in- telligence that James K. Polk had been nominated for President. Change in modes of living produced by railroad and telegraph. displayed at night, or by bonfires kindled on the hills. Even the wild Indians sent intelligence across the plains by waving a blanket over a fire and thus making a "smoke-signal." In 1835 Morse set up and worked a telegraphic wire. But it was nine years later before he could persuade Congress to appropriate money to set up the first line. In 1844 the first message was sent from Washington to Baltimore. The introduction of the railway and the invention of the telegraph have completely changed the condi- tions of our life. In former times it was weeks after a presidential election before the result could be gener- STEAMBOAT, RAILROAD, AND TELEGRAPH. 27 C ally known. So wide is our country to-day that, if intel- ligence had to be carried, as formerly, by stage-coaches and post-boys on horseback, it would take months for an important event to be known in remote regions of the country. Now, every important bit of news is known from end to end of the country in a few hours. Rail- roads, too, have made distant places seem near together, and distributed the comforts of civilization to the most remote parts of the country. What changes began to take place soon after 1800? How did our Questions for forefathers travel by land ? How was freight carried over land ? What ^'^"'^v- means of conveyance was there on the rivers ? What kind of vessels sailed along the coast ? How were all the ships at sea propelled ? What kind of improved ships did the Americans build ? What advan- tage did the Baltimore clipper have over other vessels ? How were its masts arranged ? What advantage did our frigates have in the War of 181 2 ? What is said of the relative speed of some of our sailing-vessels at the present time compared with those of other countries ? In what country was the steam-engine invented? In what countries were at- tempts made to build steamboats ? Who built the first really successful steamboat? To what country did Fulton belong? Between what places did his first steamboat run in 1807 ? (What water would a boat sail on from New York to Albany?) What effect did the invention of steam- boats have on the new country west of the Aileghanies ? What plan was thought of for connecting the steamboat commerce and travel on the Western rivers and Great Lakes with the commerce of the Eastern rivers and the sea ? What canal project was Washington interested in ? What was the first great canal in this country? Who was thechief pro- moter of this work? How long did it take to build the Erie Canal? How was its completion celebrated in 1825? What effect did the Erie Canal have on New York city ? What plan was adopted for travel and conveyance of freight across the Alleghany Mountains ? In what State did the National Road begin ? To what State did it extend ? In what country did the railway originate ? For what were the first railroads used ? On what railway was the first passenger-train in the United States used? How were the cars drawn on this road in 1830? Why did railroads work a greater change in American life than in that of any other people? What country has the most miles of railway? 19 276 STEAMBOAT, RAILROAD, AND TELEGRAPH. What were the first passenger-cars like ? How do our cars differ from most of those in other countries? What forms of the railway-car were first used in America? In what country was the electric telegraph invented ? How were messages sent in former times? How do the wild Indians telegraph ? Who invented our present system of telegraphing ? How long was it after he began to work at it b^-fore he got a line established ? Between what places was his first line set up? How long would it take for an important event to become known in remote parts of our great country if we had only the stage- coach and post-boy on horseback ? What were the effects of railroad and telegraph on our life ? Study by topics. I. The old modes of travel. I. By land. 2. By waten II. Improvements in navigation. I. Swift ships. 2. The steamboat. 3. The Erie Canal. III. Land-travel. I. The National Road. 2. The railroad. IV. The telegraph. I. Old methods of signaling. 2. Morse's invention. V. Effects of the railroad and telegraph on our life. The " hard times " of 1837. Harrison elected President, 1840. His death. CHAPTER XLVI. Annexation of Texas.— Beginning of the Mexican War. During the administration of Van Buren, vari- ous causes brought on severe financial distress in 1837. The " hard times" were attributed by the people to the hostility of Van Buren to the banks. In 1840 General William H. Harrison was nominated by the Whigs against Van Buren. The canvass of that year was one of wild excitement. The Whigs, to William Henry Harrison, ninth President, was born in Charles City County, Virginia, in 1773. His father was Benjamin Harrison, Governor of Vir- ginia. He was educated at Hampden- Sidney College. He entered the army an ensign in 1791, and was aide-de-camp to General Wayne in his campaign in Ohio (see page 217). He was afterward Secre- tary of the Northwest Territory, delegate in Congress, the first Governor of Indiana Territory, and Superintendent of Indian Affairs. His military life i^ told in Chap- ters XL and XLIl of this book. His death took place in 1841. ANNEXATION OF TEXAS. — THE MEXICAN WAR. 277 WILLIAM H. HARRISON. John Tyler, born in Virginia, 1790. He was a member of -Congress and Gov- ernor of Virginia. Died 1862. on please the popular feeling of the time, boasted that their candidate lived in a log cabin and drank hard cider. They drew log-cabins on wheels in their processions. It is known in the history of American politics as the " Log-cabin and Hard-cider Campaign." Harrison was triumphantly elected, and was inaugurated amid wild rejoicings. But he died in one month after the beginning of his term. John Tyler, of Virginia, who had been elected Vice-President in the " Hard-cider Campaign," be- came President death of Harrison did not sympathize with his party in their views regarding the bank question, and when Congress passed a bill for its re-establishment he vetoed the measure. This act brought on him the anger of the Whigs and a suspicion of bad faith. His whole administration was passed in dissension with his party, and when he left office he was very un- popular. In 1844 the Whigs nominated the eloquent Henry Clay for President ; the Democrats nominated James K. Polk, of Tennes- the Tyler President. He Election of Polk. 278 ANNEXATION OF TEXAS. — THE MEXICAN WAR. JAMES K. POLK. Texas becomes an independent country, and is annexed to the United States. Opposition to the annexation of Texas. Polk, who advocated the annexation of Texas, was elected. The most important event of Tyler's ad- ministration was the passage of a bill for the annexation of Texas, which was accom- plished just before Tyler gave up office to Polk. Texas had been one of the States of the Republic of Mexico. A large number of Americans had settled on grants of land there. These came into collision with the Mexican gov- ernment, which was arbitrary and op- pressive, and an armed revolution broke out in Texas in 1835. The Texans were commanded by General Sam Houston, and after several defeats achieved their independence. For about ten years Texas was an independent country, and was treated as such by several European nations as well as by the United States. It was annexed to the United States by treaty, and ad- mitted to the Union in 1845. In territory it is about the size of France. The annexation of Texas was strongly opposed by many people in the United States because its laws allowed slavery, and the ad- mission of so large a State as Texas to the Union would be a great addition to the future power of the slave- James K. Polk, bom in North Caro- lina in 1795. He was Speaker of the House of Representatives at one time, and was nominated for the preisidency in prefer- ence to Martin Van Buren, because the latter was opposed to the immediate an- nexation of Texas. Polk died, 1849. holding States. Its annex- ation was also opposed by many of the Whigs, who feared a war with Mexico, for Mexico had never given up its hope of reconquering Texas. ANNEXATION OF TEXAS. — THE MEXICAN WAR. 279 There were already other grounds of quarrel with Grounds of quar- rel with Mexico. Mexico. In its violent revolutions American citizens had been robbed of a great deal of property by those claiming authority. As one Mexican government quick- ly overthrew another, the United States tried in vain to get a payment of what was due to our citizens. And even if Mexico had consented to the annexation of Texas, there would have remained a dispute about its true boundary. Our government supported the claim of Texas, that the Rio Grande [ree'-o grand'-deh] was the true border, while Mexico would not allow that the State of Texas extended farther to the west than the Nueces [noo-eth'-ez] River. General Taylor marched through this disputed terri- tory to the Rio Grande, in 1846. The Mexicans attacked his troops, and Beginning of the Mexican War. thus hostilities began. With a force much infe- rior to that of the Mexicans, Taylor fought and won the battle of Palo Alto [pah'-lo ahl'-to], and afterward attacked and defeat- ed them in a strong position at Resaca de la Palma [ray-sac'-ah day lah pal'-mah]. These defeats drove the Mexicans across the Rio capture of Grande. In May Taylor crossed the river and took possession of the city of Matamoros. But the Mexicans showed no disposition to make peace. Having received re-enforcements, Taylor marched on the fortified city of Monterey [mon-teh-ray'], which was defended by more Monterey. 280 ANNEXATION OF TEXAS. — THE MEXICAN WAR. than ten thousand Mexicans. Taylor's force was small- er. The place was captured on the 24th of September, 1846, after several days of hard fighting. Battle of Buena General Taylor now advanced farther into Mexico, Vista. but the United States government changed its plans, and orders were sent to Taylor to detach all but five thousand of his troops to the assistance of General Scott, who was to command in a new campaign, which was to be made into Mexico by way of Vera Cruz [vay- rah crooth']. Thus weakened. General Taylor took up a strong position at Buena Vista [bway'-nah vees'-tah], where he was attacked by twenty thousand Mexicans under Santa Anna. After two days of the most coura- geous fighting, and after running the greatest risk of an overwhelming defeat, the little American army achieved the most brilliant victory of the war. Character of the By this time the war had shown the immense supe- American troops. riority of the American troops, the most of whom were volunteers. The Mexicans often fought bravely, but the frequent revolutions and petty civil wars in Mexico had demoralized officers and soldiers. The arms of the Mexi- cans were also out of date. The Americans of that time were brave and enterprising, and a little too fond of military glory. They fought with great boldness and steadiness, and their early victories made them expect success. Questions for What happened in 1837? Who was President during the "hard -^"'^y- times of thirty-seven '? To what did the people attribute this financial distress.'' Who was nominated against Van Buren in 1840? What was the character of the canvass ? What boast did the Whigs make about Harrison ? What did they display in their processions ? What was the political campaign of 1840 called? Which was elected, Harrison or Van Buren ? How long did Harrison live after his inaugura- ANNEXATION OF TEXAS. — THE MEXICAN WAR. 281 tion ? (What battle had Harrison fought in Indiana? What fort did he defend in Ohio ? What decisive battle did he fight in Canada ? See pages 251, 252.) Who succeeded to the presidency when Har- rison died ? In what regard did he differ from the Whig party which had elected him ? What did he do when they passed a bill to estab- lish the bank again ? What did the Whigs think of this act .'' How was his administration passed ? Who was elected to succeed Tyler in 1844? What was the most important measure of Tyler's administration ? To what country had Texas belonged ? How did a revolution rise in Texas in 1835 ? Who commanded the Texan s ? What was the result of the rebellion in Texas ? How long did Texas remain an independent nation ? How was it annexed to the United States in 1845? How does it compare with France in size ? Why was the annex- ation of Texas opposed in the United States? What was feared in regard to Mexico ? What did Mexico claim regarding Texas ? What other cause for quarrel with Mexico was there ? Why could not the United States get a settlement of the claims of our citizens against Mexico ? What dispute was there between Mexico and Texas ? What did our government claim as the western -border of Texas ? What river did the Mexicans claim was the border ? What did General Taylor do in 1846? What battle did he fight ? What strong posi- tion (lid he attack and carry' ? What effect did these defeats have? What city did Taylor take in May ? On which side of the Rio Grande is Matamoros ? What city did Taylor now march against ? Which arm.y had the more troops ? What was the result of Taylor's at- tack on Monterey ? What did Taylor do after taking Monterey ? Why was a great part of Taylor's troops taken away from him ? What battle did Taylor fight with five thousand men? How many Mexicans XTf. "n J \ O 100 200 SCO TEXAS 265,780Square Miles FRANCE 204,178 Square Miles 282 ANNEXATION OF TEXAS. — THE MEXICAN WAR. were there against him .' What was the result ? How did the American troops compare with the Mexicans } What had demoralized the Mexicans } What kind of arms did they have } What was the character of the Americans of that time } How did they fight ? 1. Political events. 1. The effect of the hard times. 2. The log-cabin campaign. 3. Death of Harrison. 4. Tyler's break with the Whigs. 5. Polk's election. II. Texas. 1. As a Mexican State. 2. As an independent country. 3. Its annexation. III. Mexican War. I . Causes of the war. a. Mexican claim to Texas. b. Damage done to citizens of the United States. c. The boundary of Texas. SHOWING RELATION BETWEEN TAYLOR'S CAMPAIGN AND SCOTT'S. Study by topics. Geography. 2. Taylor's invasion of Mexico. a. East of the Rio Grande. b. Matamoros and Monterey. c. Buena Vista. IV. Superiority of the American soldiers. 1. Mexicans and their arms. 2. Character of the Americans. The pupil should be required to describe the location of Texas with reference to Mexico, to the United States, to Louisiana, and to the Gulf of Mexico. Describe the position of Palo Alto, Resaca de la Palma, and Matamoros to one another, and to the Rio Grande. In what direction is Monterey from Matamoros ? Buena Vista from Monterey ? In what part of Mexico were Taylor's operations carried on ? The teacher may draw an outline-map on the blackboard and the location of each battle-field, without writing any name. Then let the pupils in tuin each write the name of some battle opposite the mark of its location. Or the pupil may be required to make outline-maps on paper, as directed in Chapter II and some others. Books. Ripley's " History of the Mexican War." THE CLOSE OF THE MEXICAN WAR. 283 SANTA ANNA. CHAPTER XLVII. The Close of the Mexican War, and the Annexation of New Territory. It is probable that the government of the United States expected at first to conclude the war after one or two battles by Taylor on the east side of the Rio Grande. But if the Mexicans proved themselves as soldiers inferior to the troops which marched against them, they showed themselves stubborn in their refusal to treat for peace after repeated "^ defeats. Mexico was so filled with factions, and one Mexican government was so soon turned out by an- other, that no government felt itself strong enough to Persistence ot 1 , M 'I- c 1 • 1 •^• • ^^^ Mexicans. take the responsibility 01 making a humiliating peace. The war had been begun for the purpose of securing conquest of Texas, and of enforcing the claim of Texas to the terri- ^^ tory east of the Rio Grande. But many of the American people at that time were eager for more territory, and the object of the war was changed. Soon after the war was declared, Colonel Kearny was sent to conquer the ' ' thinly settled northern portion of Mexico and Upper California. New Mexico was surrendered to the United States without resistance in August, 1846. A civil gov- ernment, subject to the United States, was immediately established there. In California matters were hurried up by the presence conquest of c ^ 1 • T 1 /--. T- 1 California. of an adventurous lieutenant, John C t'remont, who was at the head of an exploring party. Under his lead the few American settlers there established an independent government. The United States ships of war on the 284 THE CLOSE OF THE MEXICAN WAR. Scott's expedi tion planned. Vera Cruz taken. Battle of Cerro Gordo. coast seized the California ports, and the whole coun- try was thus annexed to the United States. It now be- came the main object with the United States to close the war in such a way as not to surrender the great territory thus acquired. When it became evident that General Taylor's vic- tories in northern Mexico only wounded the vanity of the Mexicans without sub- duing them, it was resolved to land a force at Vera Cruz and march into the interior. It was thought that the Mexicans would readily make peace when their cap- ital was threatened. General Scott, at that time commander-in-chief of the American armies, took charge of this expedition. He landed on the 9th of March, 1847, ^^^ immediately laid siege to Vera Cruz. The city surrendered on the 27th of the same month. Marching into the interior, General Scott found the Mexican general, Santa Anna, opposing him at a strongly fortified position. On the i8th and 19th of April, 1847, Scott fought the battle of Cerro Gordo [ther'-ro gor'-do], California.— The name of this State while it belonged to Mexico was Alta California, or, in English, Upper Cali- fornia ; Lower California still remains a part of Mexico. Upper California was first visited by the Spaniards in 1542. Sir Francis Drake, the same who took Ralegh's colony back to England in 1585, visited Upper California in 1579, calling it New Albion, which means New England. It was nearly two hundred years later, in 1769, when Catholic mis- sionaries from Spain made the first set- tlement of white people in that country. There were only about ten thousand white inhabitants in the whole province when it was seized by the United Stales in 1846. In the summer of that year California settlers from the United States set up a movement for independ- ence, and tried to establish a government, known now as " The Bear Flag Repub- lic." They were aided by Captain Fre- mont (afterward a general), who was in the province as the leader of an exploring expedition. United States naval officers on the coast, expecting a war between the United States and Mexico, raised the American flag on shore, and after some fighting, the province remained in Ameri- can hands, and was definitely annexed at the close of the Mexican War. In 1848 gold was discovered in California, and the next year many thousands of people from the Eastern States sailed around Cape Horn to seek their fortunes in the richest gold-mines in the world. In 1849 the people formed a State govern- ment, and the State was admitted to the Union in 1850. At first its chief interest was gold-mining, but now it is a State of very great agricultural resources, espe- cially in fruit-growing. I WINFIELD SCOTT. THE CLOSE OF THE MEXICAN WAR completely defeating and dispersing the Mexican army. But the more the Mexi- cans were defeated, the more unwilling were they to make peace with an invad- ing army. One of the most difihcult undertak- ings that ever fell to the lot of an army now became necessary. The American army of ten thou- sand men had advanced through rough country, which left little chance for a retreat in case of defeat, until it had reached the Difficulty of 1 rur. Til /-111- T- Scott's march. very heart of Mexico. It had to nnd all its supplies in the country, and to attack the Mexicans, now rallying in great numbers, in strongly fortified positions. Arrived in the region of the capital, General Scott Battles about the capital. Surren^ fought and won the battle of Contreras [con-tray'-ras] on der of the city ot Ivlcxico August 20, 1847, ^"d the battle of Churubusco [choo-roo- boos'-co] on the same day. After this battle there was an armistice, but attempts at negotiation failed, and on the 8th of September Scott defeated the MexicanS>at Molino del Rey [mo-lee'-no del ray]. On the morning of Sep- tember 13th the American Winfield Scott was bom in Peters- burg, Va., in 1786. He entered the army in 1S08. His brilliant services in various battles during the War of 1812 had raised him by the close of the war to the rank of major-general. In 1841 he became genetal-in-chief of the army. His con- quering march from Vera Cruz to the city of Mexico has been described in the text. He ran for President in 1852 and was defeated. When the civil war be- gan, he was seventy-five years old, and he was obliged, by his infirmities, to yield the chief command to younger men. He died in 1866, at the age of eighty. troops carried the fortress of Chapultepec [chah-pool- ta-pec'] by storm, going over the works with scal- ing-ladders and fighting a hand-to-hand battle within the castle walls. The city of Mexico was attacked at the same time, and the next 286 THE CLOSE OF THE MEXICAN WAR. day it was evacuated by the Mexicans and occupied by General Scott. Peace concluded, Although the Mcxicans had lost every considerable February, 1848. battle from the beginning of the war to the conquest of the capital, their national pride made them very loath to make peace. In February, 1848, nearly five months after the capture of the capital, a peace was signed, by which all the territory of New Mexico, as then constituted, and Upper California became United States territory. Our government, however, agreed to pay fifteen million dol- lars to Mexico, and to pay the claims of our own citizens against Mexico. Opinions about Thcrc has always been a difference of opinion in the the war. United States about the Mexican War. Even at the present time opinions are divided as to whether it might not have been wisely avoided. It cost us the lives of thousands of brave men who fell in fighting on a for- eign soil, or perished by the heat of the climate and the diseases of the country, and it caused much misery to in- nocent people in Mexico. No doubt, the ignorance and prejudice prevailing in Mexico at that time, and the fre- quent overthrow of one government and the setting up of another, made it difficult to treat with that country without war. The territory 'pj^g territory acquired from Mexico, first and last, was acquired from Mexico. larger than the United States at the close of the Revolu- tionary War. It comprised all the territory now included in Texas, California, Nevada, Arizona, Utah, the greater part of Colorado, and a part of Wyoming. Disi)ute about the Whcu the Mcxicau War broke out, we were engaged Orej^OQ country. in a dispute with England about our claim to the country on the Pacific Ocean to the north of California. This I THE CLOSE OF THE MEXICAN WAR. 287 had been settled in 1846 in such a way as to give us what is now the State of Oregon and the Territory of Washing- ton. Our claim to this country was chiefly founded on the discoveries made there by a Boston sea-captain in 1792, and by an expedition sent out by President Jeffer- son in 1804. After the admission of Missouri in 1821, no new States Admission of 1 • 1 TT • f rr A 1 Arkansas, 1836 ; were taken into the Union tor niteen years. Arkansas Michigan, 1837; was admitted as a slave State in 1836, and was balanced by Michigan, which came in as a free State in the follow- ing year. Two States in the extreme South were admit- ted in 1845 — Florida, which we had acquired from Spain (page 264), and Texas, which had been a part of Mexico and then an independent republic (page 278). But in 1846 Iowa was admitted, and in 1848 the extreme north- ern State of Wisconsin. In 1850 Congress admitted California, the first State on the Pacific coast, which was then like a new world to Americans. Texas, 1845 ; Iowa, 1846 ; 'Wis- consin, 1S48 ; and California, 1850. SCOTT'S CAMPAIGN FROM VERA CRUZ TO THE CITY OF MEXICO. What did our government expect at the beginning of the war with Questions for Mexico ? Why was Mexico stubborn in its refusal to treat for peace .'' ^^"'^y For what objects had the war been Jjegun ? How did many of our people feel at that time about the acquisition of new territory ? What was Colonel Kearny sent to do ? What were the northern parts of Mexico as it then existed called ? When New Mexico surrendered to the United States in 1846, what was done about its government ? What hurried up the conquest of California? What was Fremont doing there? 288 THE CLOSE OF THE MEXICAN WAR, What did the American settlers there do? What part did United States ships of war take in the conquest ? What now became the main object of the war? What new expedition against Mexico was planned ? What was it expected to accomplish ? Who took charge of this new expedition ? Where did Scott land ? In what year? What month? What city did he besiege? With what result? What Mexican general did he find opposing him when he marched into the interior? What battle did he fight? What was the result to the Mexican army ? How did this affect the Mexicans as to peace ? What kind of a task was now before the soldiers under Scott ? Why was the undertaking difficult ? What two battles were fought on the 2oth of August. 1847? How did attempts to treat for peace after these battles result ? What is the name of the battle fought on the 8th of September? What fortress was carried by storm on the 13th of Sep- tember ? What now befell the capital of Mexico? Had the Mexi- cans won any battle ? What made them loath to conclude a treaty of peace ? How long was it after the city of Mexico was captured when the Mexicans consented to make peace ? What provinces were ceded to the United States ? How much money did our government agree to pay to Mexico ? How did the most of the Whigs feel about the Mexican War? Why did anti- slavery men oppose it ? What opinions are held about it to- day ? What is said of the amount of territory received from Mexico? What States and Territories have been made from it ? On what was our claim to the country now included in Oregon and Washington Territory founded ? With what country did the THE CLOSE OF THE MEXICAN WAR. 289 United States have a dispute about it? How was it settled in 1846? What new slave State was admitted in 1836? What free State in the next year? What two extreme Southern States were admitted in 1845? What two Northern States were admitted in 184.6 and 1848? What extreme Western State came into the Union ? I. Object of the war changed. 1. Stubborn resistance of the Mexicans. 2. Factious divisions of the Mexicans. 3. Desire for new territory. II. Conquest of the northern provinces. 1. New Mexico. 2. California. 3. Desire to retain this territory. III. General Scott's campaign. 1. Its plan. 2. Capture of Vera Cruz. 3. Battle of Cerro Gordo. 4. Battles near the city of Mexico. a. Contreras and Churubusco. b. The armistice, lino del Rey. d. Occupation of the capital. IV. The peace. February, 1848. V. Differences of opinion about the war. 1. The opposition of the Whigs at the beginning. 2. The opposition of anti-slavery men. 3. Losses by the war. 4. Difficulty of deal- ing with Mexico without a war. VI. New territory and Study by topics. c. Mo- new States. The territory an- nexed from Mex- ico. The Oregon country. New States. V \vJ J^ P Note— The shaded poi \ K^i!.-* R I V-l ed from Spain. Died APPROACH OF THE CIVIL WAR. 301 tion had ever before turned wholly or chiefly on this question. The Supreme Court of the United States now at- The Dred scott decision. tempted to settle the question of slavery in the Terri- tories, and thus take it out of politics. In the spring of 1857, in the case of a negro named Dred Scott, who sued for his freedom on the ground that his master had taken him to a free State, the Supreme Court decided that the African whose ances- tors had been slaves had no rights under the Constitution, and that Congress had no power to forbid slavery in the Territories. So, far from settling the question, this decision proved to be oil on the fire. The North now feared that slavery would be made national by a decision of the Supreme Court, and that the free States would thus be forced to admit slaveholding. In 1859 John Brown, who had borne a conspicuous John Brown's raid, 1859, part as a free-state man in the murderous feuds of the Kansas struggle, seized the United States armory at Harper's Ferry, in the mountains of Virginia, and under- took to liberate the slaves. As he had but eighteen men under his command, he was soon overcome. He was tried and executed, but this raid alarmed the South more than the Dred Scott decision had the North. People at the South began to fear that the Northern people were trying to arm the slaves for the murder of their masters. The excitement over the subject of slavery had Lincoln elected ■' ■' President, i860. already divided into two parts nearly all the great JAMES BUCHANAN. 302 APPROACH OF THE CIVIL WAR. religious denominations, and had destroyed the Whig" party. In i860 it divided the Democratic party. The majority in the convention of the party nominated Stephen A. Douglas, of Illinois, the author of the Kansas- Nebraska Bill. The Democrats who adhered most strongly to the South put forward John C. Breckin- ridge, of Kentucky. The Republicans nominated Abra- ham Lincoln, of Illinois. The Constitutional Union party, as it was called, which desired to make peace between the angry sections, nominated John BeU, of Tennessee. Lincoln was elected. We have now reached the point where the angry debate between the North and the South was at last about to break into a long and terrible war. One element in the political jealousies of this excited time was the increase of free States. Minnesota was admitted in 1858, Oregon in 1859, ^^^^ Kansas soon after in 1861. These were all free States. There was now no territory left at the South from which new slave States could be made. Increase in the number of free States. Minne- sota admitted, 1858 ; Oregon, 1859; and Kansas. ^^^ elcCtioU of Liucolu ItSDI. Questions for study. What great party was badly beaten in 1852? What measures did the Whigs advocate ? What new party was founded to take its place in 1853 ? What did the American party propose to do regarding those who came from foreign countries ? How were its members organized ? Why were they called Know-nothings ? Did the party last long ? What brought up the slavery question in a new form ? By whom was the " Nebraska Bill " introduced ? What did this bill repeal ? What can you tell about the Missouri Compromise ? Why called Missouri Com- promise? (See pages 260, 261.) How long had this compromise lasted in 1854? (Subtract 1821 from 1854.) On which side of the Missouri Compromise line were Kansas and Nebraska — that in which slavery was allowed or that in which it was forbidden ? How was slavery to be set- tled in these Territories according to the Nebraska Bill ? What effect did this act have ? How did the people in ihe North regard it ? APPROACH OF THE CIVIL WAR. ^Q^ What view did the people of the South take of it? What ground did President Pierce take ? What became of the Whigs who were divided by this question ? What name was given at first to those who opposed the Nebraska Bill ? What name was finally given to this party ? Had there been any other party called Republican ? What took place in Kansas ? How was Kansas situated with regard to Missouri ? What measures were taken at the North ? What was done to check emigra- tion from the free States? What form did the struggle in Kansas take? What effect did the struggle have on Congress and the country ? Who was the candidate of the Democratic party in 1856? Who was nominated by the new Republican party ? Who was the candidate of the Know-nothing party? Which was elected? What did the election show? How did the Supreme Court try to settle the question? In what case did they render their decision ? What did they decide about slavery in the Territories ? What effect did their plan for settling the dispute have? Who was John Brown? What armory did he seize? Where is Harper's Ferry? How many men did he have? What effect did his raid have upon the South ? What effect had the slavery question had on most of the religious denominations? What effect had it had on the Whig party ? What took place in the Demo- cratic party in i860? Who was nominated by the majority of that party? Who by those that adhered most strongly to the South ? Whom did the Republicans nominate ? There was a fourth party : what was it called ? Whom did the Constitutional Union party nominate ? Who was elected ? What State was admitted in 1858? What in the next year? When was Kansas admitted? W^hy was it that no more slave States were formed ? Some of these topics are treated in the preceding chapter, and are here reviewed for the sake of completeness. I. Rise and fall of new parties after the Mexican War. 1. The Free-Soil party, nicknamed "Barn-burners." 2. Decay of the Whig party. 3. The American party, called also " Know-nothings.'" 4. The Republican party, at first "Anti-Nebraska." 5. The Constitutional party in i860. II. The question of slavery in the Territories. 1. The Wilmot Proviso. 2. The Compromise of 1850 and the admission of California 3. Repeal of the Missouri Compromise. 4. The struggle in Kansas. c. The Dred Scott decision. 6. The John Brown raid. 7. The election of Lincoln. study by topicts. 304 APPROACH OF THE CIVIL WAR. Composition. It would be a good exercise for a pupil to write a paper on " The Causes of the Civil War." Let him use his own words and express his own opinions, prejudices, and sympathies, whatever they may be. Geography. What large river rises in Minnesota ? On what large lake does a part of Minne- sota lie ? What States lie to the south and east of it ? How is Oregon situated with reference to California ? What ocean on its western border ? What State on the eastern border of Kansas ? The movement of secession. Difference of opinion about State sover- eignty. CHAPTER L. How the Great Civil War began. The excitement at the South had reached a pitch that rendered an effort to break up the Union "inevitable. From the moment that Lincoln's election was known, active preparations were made in what were called the "cotton States" — South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, and Texas — to dissolve the Union of States. From the beginning of the government there were two opinions in regard to the power of a State under the Constitution. The Federalists thought that nearly all the powers of government were vested in the United States authorities, but the Jefferson Republicans held that a State retained a considerable share of independence. At a later period the chief advocate for the sovcreigntv of the State had been John C. Calhoun, of South Carolina (page 268), who thought a State could declare an act of Congress null — that is, not valid within its bounds. In 1832 the State of South Carolina declared the tariff law null, and forbade its citizens to pay the duties. This was called nullification ; but President Jackson, who did not believe in the doctrine, threatened the nullihers with the army and navy of the United States. i HOW THE GREAT CIVIL WAR BEGAN. 305 The States-rights doctrine — as the belief in the right The seven "cot- ton States " pass of a State to act independently was called — had found a ordinances of good many adherents in the South, and in the present excitement the extreme Southern States claimed that, by exercising the right of the individual State, they might lawfully secede from the Union. South Carolina first passed an ordinance of secession on December 20, i860. By the ist of February each of the seven "cotton States " had declared itself separated from the Union and independent. Meantime the recollection of the success of the Mis- The Peace con- vention meets souri Compromise in 1820 (page 260), and of the Compro- in vain. mise of 1850 (page 294), led some members of Congress to try to settle the troubles once more by compromise. Many plans for changes in the Constitution and laws were proposed in Congress, but all without avail. A " Peace Convention," suggested by Virginia, assembled in Wash- ington on the 4th of February, 1861. There were dele- gates from all but the seceded States. John Tyler, ex- President of the United States, was president of this con- vention. But the plan of compromise suggested by the Peace Convention failed, like all others. The time for compromises had gone by, and it was beyond the in- genuity of man to prevent a collision between the two sections which had opposed each other in politics, and were now about to try their strength and endurance in the deadly struggles of the battle-field. It was a time of great trouble and division. Manv The period of . . • ' confusion. people at the North sympathized with the secession movement ; many people at the South were in favor of maintaining the Union. Part of the Cabinet of Presi- dent Buchanan desired to help the seceding States, to 3ob HOW THE GREAT CIVIL WAR BEGAN. Anderson in Fort Sumter. Confederate gov- ernment formed. The bombard- ment of Fort Sumter. which they belonged ; the other Secretaries considered secession rebellion, and urged him to use force to sup- press it. The President, for his part, did not believe that the States had a right to go out of the Union, but he also did not believe that he had any authority to compel them to stay in. So everything was in confu- sion, debate, and perplexity in that awful winter, during which a storm was gathering, the force and extent of which nobody could foresee. All eyes were turned to Charleston harbor, where thousands of excited Southerners faced a little garrison under command of Major Robert Anderson. On the evening of the day after Christmas, Anderson suddenly moved his garrison in the dark from the weak Fort Moultrie into the stronger Fort Sumter. A ship sent with supplies and re-enforcements was fired on by the South Carolina batteries and turned back. On the 4th of February, the day that the Peace Con- vention met in Washington, there assembled in Mont- gomery, Ala., a convention of delegates from the se- ceded States. This conven- tion proceeded to form a new government, under the title of " The Confederate States of America." Jeffer- son Davis, of Mississippi, was elected President. On the 4th of March Abraham Lincoln was inaugurated President of the United States. Measures were soon taken to re-enforce and supply the garrison of Fort Sumter. But the ships Jefferson Davis wns bom in Ken- tucky, June 3, 180S. He graduated at West Point in 1828. He left the army in 1835, and became a member of Congress ten years later. In the Mexican War he was colonel of a Mississippi regiment, and was distinguished for courage and coolness in action. He served several years as United States Senator from Mis- sissippi, and was Secretary of War in President Pierce's Cabinet. He again entered the Senate in 1857, from which he resigned when Mississippi seceded in 1861. He was President of the Confed- eracy. He died Dec. 6, 1889. HOW THE GREAT CIVIL WAR BEGAN. 307 sent were detained outside the bar by a storm, and, as soon as their coming was known, all the Confederate batteries about the harbor opened on Fort Sumter, which, after a while, replied. For thirty-six hours the bombardment continued, setting fire to the wood- work of the fort and pounding its walls to pieces. At the end of this time Major Anderson, whose provisions were nearly exhausted, agreed to evacuate the fort. Curiously enough, nobody was killed on either side in this bom- bardment. But the bombardment of Sumter changed the whole situ- ation. Doubt was at an end on both sides. Virginia, North Caro- lina, Tennessee, and Arkansas, forced now to take one side or the other, soon joined the Confederacy. On the The war begun, other hand, the Sunday morning on which Major An- derson marched out of Fort Sumter saw the Northern States also almost of one mind. Men were wild with excitement, and political parties were forgotten. It was not for Congress or the President to decide on peace or war — the war burst uncontrollably from the pent-up feelings of the people. In response to a call from the President, near- ly a hundred thousand men enlisted in the North- ern States in three days. Trains loaded with volunteers began to move toward Washington. Money and ships without stint were offered to the government by the rich. The Southern peo- JEFFERSON DAVIS. 21 CONFEDERATE FLAG • OF 1881. 3o8 HOW THE GREAT CIVIL WAR BEGAN. The rush to pie wcrc equally enthusiastic and unanimous. Thou- sands of the young men of the South eagerly poured into Virginia. The great civil war had burst upon the country in all its fury. Questions for study. How many States were called " cot- ton States " ? What were they ? What took place in the cotton States when Lincoln's election became known ? What difference of opinion had there been from the beginning of the gov- ernment about the power of a State ? What did the Federalists hold ? What was the opinion of the Republican party of Jefferson's time? Who had been the chief advocate for State sovereignty in later times ? What can you tell about the nuUihcation movement in South Caro- lina? How did President Jackson regard the doctrine of nullifica- tion? In what part of the country had the States-rights doc- trine found adherents ? How did the Southern States propose to leave the Union ? What State seceded first ? How many States had seceded by February ist? What two celebrated compromises were remembered at this time ? What did this recollection lead to ? What plans were formed in Congress ? With what result ? What State suggested the "Peace Convention"? Where did it meet? Who was its president? What was the result of this plan of compromise sug- gested by the Peace Convention ? Was there any way to avoid war ? Were the people at the North unanimous at this time? Were the people of the South all agreed ? What division of opinion was there HOW THE GREAT CIVIL WAR BEGAN. 309 in the President's Cabinet? What opinions did President Buchanan hold ? To what fort in the South were all eyes turned ? Who commanded this fort ? What did Anderson do on the evening of the day after Christmas ? What happened to the ship sent with supplies ? What convention assembled at the South in February? What did this convention proceed to form ? What was this new government called ? Who was chosen President of the Confederate States ? When Lincoln was inaugurated, what was done about Fort Sumter? What happened to the ships sent to relieve it? What took place when the ships were discovered ? How long did the bombardment last ? What effect did it have? What did M.gor Anderson do at the end of this time? What effect did the bombardment of Sumcer have on the Southern States? What new States joined the Confederacy? What effect did it have at the North ? What is said of enlistments at the North ? Of money and ships given to the government ? What is said of the excitement at the South ? Into what State did thousands of Southern young men hasten? I. Movements at the South. 1. Secession. a. The " States-rights doctrine." b. Seven States secede. 2. The "Confederate States" formed. 3. The war begun. a. The capture of Fort Sumter. b. Four more States join the Confederacy. c. Troops pushed into Virginia. II. Movements at Washington and in the North. 1. Efforts at compromise. a. Plans proposed in Congress. b. The Peace Convention. 2. The inauguration of Lincoln. 3. The war begun. a. Effort to relieve Sumter. b. Effect of the attack on Sumter. I. The situation of the seven "cotton States" : How many are on the Gulf of Geography. Mexico ? How many touch the Atlantic Ocean ? Which lies on both the gulf and the ocean ? Which of the cotton States border on the Mississippi River .' Which one is next to Mexico ? 2. The situation of the four additional States which seceded after the war began, viz., Virginia, North Carolina, Tennessee, and Arkansas : How many and which He on the Atlantic ? How many are on the Mississippi River ? 3. The location of Fort Sumter : In what harbor ? In what State is Charleston ? 310 BULL RUN. — FIRST WESTERN CAMPAioN. CHAPTER LI. Confederate Victory at Bull Run.— The First Western Campaign. The question We arc to remember that, though the war was caused of Union or secession. by slavcry, it was not at first about slavery, but about secession. *' Our States are sovereign, and have a right to secede when they think they have reason," was the Southern view of the matter. " You are a part of the Union, which forms but one nation, and to break up the Union is rebellion," was the Northern view. But the passions excited by the bitter debate over questions relating to slavery lay at the bottom of the struggle. Neither side dreamed of the long and bloody conflict that was to follow. Each expected to settle the matter in two or three battles. Both of them found out what stubborn work it was to fight against Americans. Advantages and Xhe Southemcrs wcrc naturally more military than disadvantages. the Northern people ; they were generally accustomed to the saddle and the use of fire-arms. Many of the Northern men, especially those of the Eastern States, had to learn to load and fire a gun after they went into the army. For a long war the North had several ad- vantages. Money, trade, and the mechanical facilities for producing arms, ships, clothing, and other military necessities, belonged in a superior degree to the North. The North had also the advantage of numbers ; the South the advantage of fighting in defense of its own ground. The divided sympathies of the people in the border States, and the quick sending forward of volunteers BULL RUN. — FIPST WESTERN CAMPAIGN. 311 T .le Struggle for Missouri. — The batues in Missouri and Arkansas proved a side campaign that had for its aim the SLCuring of Missouri, in which opinion I vi'as much divided for the Union or the "■onfederacy. The Governor of Missouri 00k sides with the Confederacy. In the hard-fought battle of Wilson's Creek, August 10, 1861, General Lyon, of the United States army, was killed, and his army retreated after the fight. The Con- federate general Price attacked Lexing- ton, Missouri, on the i8th of September following, and captured nearly three thou- sand Union soldiers. In November fol- lowing. General Pope, of the - United States army, by several skillful move- ments, intercepted and captured large bodies of recruits on their way to join the Confederate army. A severe battle foughj; at Pea Ridge, in northwestern Arkansas, on the 6th of March, 1862, finally secured Missouri to the Union, by preventing the Confederate forces from re-entering thai State. from the North by many The prompt ., , 1 ivT movement from railroads, prevented Mary- the North secures land, Kentucky, and ^'^- the border region. Mis- In Vir- souri from seceding the western part of ginia, where the slaves were few, the Union sentiment was strong, and this re- gion, after a while, sepa- rated itself from Virginia and formed a new State, which took the name of West Virginia. The fail- ure to secure the border region was a serious loss to the Confederacy, for this was a land of Indian corn, most valuable for the feed- ing of armies. The South thus lost also the Ohio and Potomac rivers — the best line of defense. The war opened with several small actions, such as opening move- the seizure of ports and navy-yards by the Confederates, the attack on Union troops by a mob in Baltimore, several skirmishes in different parts of the country, and battles in the mountains of Virginia. The Confederates had moved their capital from Montgomery, Ala., to Richmond, Va., and the first important battle- ground would lie between ■ the two capitals. So sure Campaign in West Virginia. — Several battles, though of no great mag- nitude, were fought to secure control of West Virginia. The Union armies here were commanded by General George B. McClcUan. A small battle at Philippi was won by the Union troops, and a more considerable e : 'ement at Rich Mountain (June it. ; ''I), lasting about an hour and a half, _,ave the pob- >sion of West Virginia to the Federal govern- ment. were I'^e people of a short war. that most af the North- 312 BULL RUN. — FIRST WESTERN CAMPAIGN. mviN Mcdowell. Confederates win the first battle. Early Battles in Kentucky. — The early struggle in eastern Kentucky was a little war by itself. Besides minor skirmishes, Colonel Garfield, afterward President, defeated the Confederate lead- er Humphrey Marshall in the little battle of Prestonburg on the 17th of January, 1862. Another sharp conflict took place at Mill Spring two days later, in which General George H. Thomas was victori- ous over the Confederate general Zolli- kofier. Grant takes Fort Henry and Fort Donelson. ANDREW H. FOOTE, ern volunteers had been called out for only three months, and it was thought necessary to fight a battle before their time should expire. The people and news- papers at the North were clamoring for a forward movement. General McDowell moved toward Richmond, and on the 2ist of July, 1861, the battle of Bull Run, or Manassas, was fought, chiefly by raw troops on both sides. Generals Joseph E. Johnston and Beaure- gard commanded the Con- federates. The battle was a severe one and the losses were heavy, but the Con- federates were re-enforced at the right moment, and the Union army was at length entirely routed, and fled back to Washington in confusion. The first important movement after Bull Run was the campaign which broke the Confederate line at the West, and gave the Mississippi River above Vicksburg to the control of the Federal government. Ulysses S. Grant, who had already begun to show good mili- tary abilities, moved against Fort, Henry, on the Tennessee River, in co-operation with the gun- boat fleet under Commodore Foote. Grant and Foote captured Fort Henry February 6, 1862. The Tennessee River here runs near to the Cumberland River. On the Cumberland Riv- er, only about twelve miles from Fort Henry, v/as the Confederate Fort Donelson. After a lisepw^i® 3H BULL RUN. — FIRST WESTERN CAMPAIGN. Fall of Island No. 10. Grant moves toward Corinth. stubborn battle, in which the Union loss was twenty- three hundred men, this fort was also surrendered, and with it fifteen thousand Confederate troops. This broke the center of the Confederate line of defense in the West, and forced them to fall back from Nashville and other points. General Pope, supported by gunboats, now moved against the Confederates who blocked the Mississippi at New Madrid and Island No. lo. New Madrid was evacuated, but, in order to capture Island No. lo, Pope, who was on the west side of the river, must cross below the island and cut off its supplies. As the batteries on the island blocked the river, he had to dig a canal across a bend in the river in order to get transport- boats below the island, so as to ferry across the Mis- sissippi. It took nineteen days to cut this canal. Gun- boats could not get through it, and the transports could not cross without their protection. Two gunboats were run past the batteries of the island at night. Cut off on all sides, the island was compelled to surrender, with nearly seven thousand men. The object of the Union troops in attacking Island No. ID had been to take a step toward getting posses- sion of the Mississippi River, so as to get the use of this great highway, and thus separate the Confederacy into two parts. For the same purpose the forces under Grant, after taking Fort Donelson, pushed southward up the Tennessee River, and a movement was planned to take Corinth, in the northern part of Mississippi. Many railroads centered at this place. The Union army, un- der General Grant, was gathered near Corinth, at Pitts- burg Landing, in Tennessee, on the banks of the Ten- BUT.L RUN. — FIRST WESTERN CAMPAIGN, 31^ A. S. JOHNSTON. nessee River. Grant had from thirty to forty thousand men, and had no thought of a powerful enemy near at hand. The Confederate general, Albert Sidney John- ston, rapidly collected a strong army, and determined to crush the force at the Landing before Grant could be re-enforced by the arrival of another army under General Buell. The battle of Shiloh, or Pittsburg Landing, began on Sunday morning, April 6, 1862. Johnston undertook to The great , " . , . ^ ^ • /^ , battle of Shiloh, attack in such a way as to surprise and drive Grants or Pittsburg army back between the river and a creek. The loss on ^" *"^' that dreadful Sunday was great on both sides. The Confederates, with desperate energy, drove Grant's men back until Pittsburg Landing was almost in their pos- session. But their general, Albert Sidney Johnston, was killed. Buell's army began to arrive, and the Unioft troops were re-formed in the night. The '' second day's fighting was also extremely severe. ^' f =^ The exhausted Confederates under Beauregard at length retired from the field. This was the first great battle of the war. The Union army, when it had a little recovered from corinth evacu- ated by the Con- the terrible shock and had "been recruited, moved for- federates, ward against Corinth, w^hich, after a siege, was evacu- ated by Beauregard on the 30th of May, The conse- quence of this success was, that the whole Mississippi River, as far down as Vicks- burg, came into possession of the Federal authorities. D. C. BUELL. 3i6 BULL RUN. — FIRST WESTERN CAMPAIGN. Questions for study. What was the war caused by ? What was the war about } How could the war be caused by slavery, and not be about slavery ? What was the Southern claim in the matter of secession ? What was the position of the North ? Was a long war expected on either side .■* Which were naturally the more military, the Southern or the North- ern people.'* Which knew the more in general about fire-arms.'' What advantages had the North for a long war ? Which had the advantage of numbers ? What advantage had the Southern troops ? What prevented Maryland, Kentucky, and Missouri from seceding? What part of Virginia remained in the Union ? How was this managed .'' What advantage did the North get from holding the four bor- der States ? What good line of defense did the South lose in losing the border ? With what kind of actions did the war begin .' To what place did the Confederates move their capital ? W' here would the first great battle-ground naturally be ? Why was it necessary to the Union army to fight a battle at once ? What movement did McDowell make.? What battle was fought on the 21st of July, 1861 .? Who commanded the Confederate army at this battle ? Which won the battle.'' What was the first important movement after Bull Run.? What fort did Grant attack first.? Who commanded the gun- boat fleet that helped him ? How far away from the Cumberland is the Ten- nessee River at this place.? What fort had the Confed- erates on the Cumberland River .? What took place at Fort Donelson .? What was the result to the Confederates of the loss of this fort .? Against what two places did Gen- eral I'ope begin operations ? What happened at New Madrid.? What did Pope have to do to take Island No. 10? How many days did it take? How did gunboats get past the island ? How did Pope com- pel the island to surrender ? What object was in view in the attack on Island No. 10? What place did Grant now propose to seize ? Why was Corinth deemed important ? At what place was Grant's army gathered ? How many men did he have .? What did General Albert Sidney Johnston resolve to do? Why did he wish to BULL RUN. — FIRST WESTERN CAMPAIGN. 317 defeat Grant at once? By what two names is the first great battle of the war called ? How did Albert Sidney Johnston under- take to crush Grant's army? What was the result of the first day's battle? What happened to General Johnston? What was the result of the second day's battle? What place was taken by the Union troops after this ? What was the result of the capture of Corinth ? I. The conditions of the war. I. The war about secession. 2. Relation of slavery to the war. 3. Advantages of each side. 4. The border States. 5. First actions. 6. The two capitals. II. Bull Run and its effects. III. Campaign for opening the Mississippi River, I. Fort Henry. 2. Fort Donelson. 3. Island No. 10. 4. Shiloh. 5. Corinth. Study by topics. FIRST BATTLE OF BULL RUN. I. Relation of Washington to Richmond : In what State is Richmond ? On Geography, what river .'' In what direction is Washington from Richmond ? On what river is Washington ? Is Bull Run, or Manassas, battle-ground nearer to Washington or to Richmond .' In marching from Washington to Bull Run, what course would an army take ? In marching from Richmond to Manassas, what direction would be taken ? 2. Island No. 10 : What State lies on the eastern side of the Mississippi at Island No. 10 ? What State on the west ? In what river is this island situated ? What is the largest river in the United States (except Alaska) ? 3. In what State is Pittsburg Landing ? On what river ? Is it above or below Fort Henry on the same river ? In what State is Corinth ? What direction from Pittsburg Landing ? In what direction is the city of Memphis, Tenn., from Corinth ? On the war generally : " Battles and Leaders of the Civil War," and Dodge's " Bird's-Eye View of the Civil War." Books. CHAPTER LII. The War at the East.— From Bull Run to Gettysburg. General Scott, who was commander-in-chief of the Mccieiian com- r 1 TT • 1 r^ .. ^, mander-in-chief. armies of the United States at the beginning of the war, was old and infirm, and he soon retired. McClellan, by 3'8 THE WAR AT THE EAST. Peninsular cam- paign begun. Battle of Williamsburg. his well-planned battle at Rich Mountain, in western Virginia, had shown capacity, and he was now called to command the forces in front of Washington. He spent eight months in organizing and disciplining his army. Instead of moving directly against the Confederate forces lying in front of him, McClellan thought best to take his army by water to Fortress Monroe, and from there to go up between York River and James River toward Richmond. The land between these two rivers forms a peninsula ; this is there- fore known as the Peninsular cam- paign. From the beginning, the cam- paign was unfortunate in many ways. Part of the troops which McClellan expected to receive were detained for the defense of Washington. The Confederates forced him to spend a month in the siege of Yorktown. Yorktown was evacuated on the 5th of May. McClellan's troops pur- sued the retiring Confederates, and fought the battle of Williamsburg The Confederates retreated at niirht toward GEORGE B. MCCLELLAN. Battle of Fair Oaks. that day Richmond. But the Confederate general, Thomas J. Jackson, who had got the nickname of " Stonewall " Jackson in the first battle of Bull Run, and who was operating in the Valley of Virginia, now made a series of rapid manoeu- vres, by which he defeated or confused several bodies of Union troops and frightened the authorities at Wash- ington, so that McDowell's troops at Fredericksburg v/crc held back from joining McClellan before Rich- THE WAR AT THE EAST. 319 mond. Meantime the Confederate army defending Rich- mond, under General Joseph E. Johnston, fought the bat- tle of Fair Oaks, by attack- ing one wing of McClel- ~ lan's army while it was divided into two parts by the Chickahominy River, and won a partial success. Johnston hav- ing been wounded in this battle, General Robert E. Lee succeed- ed him. Stonewall Jack- son now slipped away from the Valley of Virginia, and Thomas Jonathan Jackson, called " Stonewall Jackson," was born in Vir- ginia, January 21, 1824. He graduated at West Point in 1846. In the Mexican War he was twice brevetted for merito- rious conduct. He resigned from the army in 1852, and became a professor in the Virginia Military Institute. He en- tered the Confederate service at the be- ginning of the war. During the first battle of Bull Run he resisted a charge with so much steadfastness that he gained the title of " Stonewall Jackson," by which name he will be known in his- tory. The promptness and rapidity of his marches, and the obstinate courage he showed on the battle-field, made him an important factor in the war. He was shot by mistake by his own men, May 2, 1863, and died on the loth. STONEWALL " JACKSON. suddenly brought his army down by rail to assist Lee in the struggle against McClellan. McClellan withdrew his forces to the James River. The seven ... . Days' battles. About this time the two armies were engaged every day ; these conflicts are known as the Seven Days' bat- tles. For a whole week the Confederates beat upon McClellan's army. Its months of discipline and drill enabled it to fall back slowly before Lee's furious onslaught. But McClellan's first plan had failed. The President Pope in commai a at Washington. had lost confidence in McClellan's ability to overmatch such generals as Lee and Jackson. A new general must be found. Pope, whose energy and success at Island No. 10 had given him reputation, was put in command of the army in front of Washington, and the army on the James River was brought back by degrees to re- enforce him. 320 THE WAR AT THE EAST. Second battle of Bull Run, or Manassas. Great battle at Antietam, in Maryland, 1862. Burnside suc- ceeds McClellan, and is defeated at Fredericksburg. A. E. BURNSIDE. Hooker succeeds Burnside. De- feated at Chan- cellorsville, 1863. But Pope proved not to be equal to the Confederate generals in his front. Jackson made a great circuit around through Thoroughfare Gap, and cut off Pope's communications with Washington. The Federal army fought bravely on the old Bull Run battle-field (August 29 and 30, 1862), and Pope showed his usual energy, but his enemy had beaten him in skillful manoeuvres, and his army fell back disheartened to the neighborhood of Washington again, where it was a year before. McClellan, who, in spite of the unfortunate outcome of his campaign, had won the confidence of the men in the Eastern army, was now again put in command of it. Lee followed up his advantages by crossing the Poto- mac. Meantime he sent a force and captured Harper's Ferry, with eleven thousand Union soldiers. On the i6th and 17th of September McClellan and Lee fought one of the severest battles of the war at Antietam Creek, near Sharpsburg, in Maryland. On the i8th Lee with- drew across the Potomac, and McClellan followed slowly, and again made the Rappahannock his line. But McClellan had lost the confidence of his supe- riors, and he was now finally removed. General Burn- side was next put in command of this unlucky army. McClellan had been thought too cautious, but Burnside was rash. He crossed the Rappahannock at Fredericks- burg, and assailed the Confederate works on the ~'^ heights back of the town Oi. December 13, 1862. His army was defeated with great slaughter. Burnside was relieved, and General Hooker was tried. In the spring of 1863 General Hooker fought what was called the Chancellorsville campaign, where, lil. ^ those who had gone before him, he was outmanoeu- THE WAR AT THE EAST. 32^ vred by Lee's generalship and Jackson's marching quali- ties. On May 6th Hooker recrossed the Rappahannock. Lee soon after crossed the Potomac, and pushed his Meade and Lae T-, , . ., . r TT • fight a great bat- veteran army mto rennsylvania, striking tor Harris- tie at Gettysburg. burg. Hooker was relieved from commanding the army opposed to Lee, and General George G. Meade suc- ceeded him. Near Gettysburg, in Pennsylvania, the vanguards of the two great armies met on the ist day of July, 1863. The people of the North and those of the South were filled with fear and anxiety as this battle approached. The courage of the troops on both sides was simply marvelous. On the second day of the battle the Confederates carried works at both ends -^ of the Union line. The next day the Union army ' ^^^^^^ ^_ ^^^^^_ recovered the lost ground on its right. The Confeder- ates then made a tremendous assault and broke through the center of the Federal army, but they were soon driven back defeated. Lee's army rested a day and then retreated. Lee had lost about one third of his men ; Meade had lost a good deal more than a fourth of his. In all, about forty-eight thousand had been killed, wounded, or captured in this awful struggle between two veteran and resolute armies. What was the chief trouble with the Federal armies .'' What is said of Scott ? W^here had McCIellan distinguished himself? What did McCIellan do for the Arn of the Potomac ? How long was it after he command before he made any forward mov When he moved, what road to Richmo take ? Between what two rivers did he march 322 THE WAR AT THE EAST. Questions for study. is this called " The Peninsular Campaign"? What disappointments and detentions did McCIdlan meet with ? After Yorktown was evacu- ated, what battle was fought ? What name was commonly given to the Confe(;lerate general Jackson ? In what valley was he operating? What manoeuvres did he now make? What effect did these have in Washington ? What was the result with reference to re-enforcing McClellan's army ? How wias McClellan's army attacked at the battle of Fair Oaks ? By what river was the army divided ? What did Stonewall Jackson do ? To what river was McClellan now withdrawing ? What are the battles that took place at this time called ? What effect did the seven days' bat- tles have on McClellan's army ? What had been the result of McClellan's plan ? How did the President regard him ? What general was now brought from the West ? In what operation had Pope shown energy and skill ? Of what army was he now given the command? What was done with McClellan's army? How did Pope compare in ability with the Confederate generals opposed to him ? What did Stonewall Jackson do ? Where did the ar- mies fight m August, 1862? What was the result? Who was again put in command of the army after Pope's failure ? What did Lee do ? What place did he capture ? Where was a battle fought between McClellan and Lee? What kind of a battle was that of Antietam, or Sharpsburg ? What did General Lee do after two days' fighting ? What did McClellan do ? Who was put in place of McClellan ? What was Burnside's character ? What disastrous movement did Burnside make? Who succeeded Burn- side ? What campaign did Hooker fight ? With what result ? What did Lee do after the campaign of Chancellorsville ? Who succeeded Hooker in command of the Union army ? Near what town did the two great armies meet on the 1st of July, 1863? In what State? How did, the people feel about this battle? How did the soldiers fight at Gettysburg ? What suc- cesses did the Confederates gain the first day ? What took place on ., the second day ? What did Lee do after the battle? What proportion of his troops did Lee lose ? What proportion of his whole force did Meade lose? How many were lost in both armies ? THE WAR AT THE EAST. 323 L The Peninsula. 1. McClellan in command. 2. The forward movement. a. Yorktown. b. Williamsburg. 3. McClellan's reverses. a. Jackson in the Valley. b. Battle of Fair Oaks. c. Jackson re-enforces Lee. d. Seven days' battles. II. Pope's campaign. 1. Pope called to Washington. 2. Second battle of Manassas, or Bull Run III. Lee enters Maryland. 1. Lee takes Harper's Ferry. 2. Crosses the Potomac. 3. Fights with McClellan at Antietam. 4. Retreats to Virginia. IV. Burnside and Hooker. 1. Burnside at Fredericksburg. 2. Hooker at Chancellorsville. V. Lee invades Pennsylvania. 1. Meade in command of the Union army. 2. Confederate success the first day at Gettysburg. 3. Confederates driven back the second day. 4. Lee retreats. 5. Losses. Study by topicfe. I. The Peninsula : Describe the position of Fortress Monroe with reference to it. Geography. The livers on the north and south of the Peninsula. Situation of the Peninsula with relation to Chesapeake Bay. 2. James River : Its relation to Richmond and to the Peninsula. 3. Position of the Valley of Virginia with reference to the Potomac River ; to Washington ; to eastern Virginia. Mountains on the east of the Valley ; on the west. 4. Position of Antietam with reference to Washington ; to the Poto- mac. 5. Gettysburg : In what State ? In what direction, from tlarrisburg .' From Baltimore ? From Washington ? , 024. MONITOR AND MERRIMAC. CHAPTER LIII. Various Operations in 1 862 and 1 863. In order to give a clear account of the campaigns about Washington and Richmond, down to the battle of Gettysburg, we have put that branch of the war into one continuous story in the preceding chapter. Many things of the highest importance were happening else- where, while McClellan and the generals who came after him were wrestling with Johnston, Lee, and Jack- son for Washington and Richmond. Battle of the At thc vcry moment that McClellan was getting iron-cladt. at i n • i i i Foitress Monroe, ready to movc his army to the reninsuia, there took place a famous naval battle in the waters of Hamp- ton Roads, near Fortress Monroe. The Confederates, having seized the Norfolk Navy-Yard, had changed the hull of the steam-frigate Merrimac into an iron- plated steam-ram, and named it the " Virginia." On the 8th of March, the Virginia, or, as she is gener- ally spoken of, the Merrimac, came out from Norfolk into Hampton Roads, and after a battle sank the sloop- of-war Cumberland. The frigate Congress was next disabled and afterward burned, for nothing built of wood could make any impression on this iron mon- ster, whose sloping sides resisted cannon-balls as a bird's feathers shed the rain. The loss of life on both the vessels that were destroyed was great. The steam- frigate Minnesota, which was aground, was only saved from destruction by the coming of night. It was ex- pected that, with the morning, the iron ship would complete the sinking of the shipping in Hampton Roads, EMANCIPATION PROCLAMATION, 325 JOHN ERICSSON. and then go to the Potomac and attack Washington city. But, at midnight, there arrived from New York, all unexpected, a little iron vessel, named the Monitor, of a new pattern, invented by John Erics- son. The next morning, when the Merrimac came out again, the Monitor successfully defended the ^ ' Minnesota, until the Confederate ram, having met its match, retired. This battle in Hampton Roads changed the construction of war-ships the world over, for it was proved that wooden ships were of no use against iron ones. At the beginning, many of the Northern people, who Emancipation , . , , , , proclamation. were very much m lavor of the war to preserve the Union, had been opposed to the abolition of slavery. But, as the struggle went on, the feeling at the North ll^V THE MONIT against slavery increased. On the 22d of Septembei, 1862, President Lincoln announced that, if any portion of the country should remain in arms against the gov- ernment, he would declare the slaves in that part of 326 FALL OF NEW ORLEANS. Capture of New Orleans. Bragg at Chattanooga. the country free. On the ist of January, 1863, a proc- lamation declared the slaves free in those regions yet in arms against the United States, "as a fit and neces- sary war-measure for suppressing said rebellion." We have seen that the first object of the Union armies in the West was to wrest the Mississippi River from the Confederate forces who held it by powerful works at Vicksburg and by forts below New Orleans. While the armies were operating above, the river was attacked from below. On the i8th of April, 1862, the bombardment of the forts below New Orleans was^ be- gun by a iieet of gunboats, and the firing lasted for five days, but the forts held out. At two o'clock on the morning of the 24th, Farragut, in command of the fleet, took the bold course of running his ships past the forts. The Confederates resisted by a tremendous fire from the forts and from their ships. They also tried to burn the United States vessels by '^^'^'"^°"^" floating down upon them fire-rafts and burning steamboats loaded with cotton, and they attacked them also with an iron-clad ram, named the Manassas. But, notwithstanding this resolute defense, Farragut got by the forts, with some loss, and capt- ured the city. The forts afterward surrendered. While Halleck dallied after taking Corinth, the Con- federate general Bragg took thirty-five thousand men by rail to Mobile, and thence northward on another line and seized Chattanooga. We shall see that it afterward cost the Union troops some of the most desperate battles TALL OF VICKSBURG. 327 of the war to dislodge the Confederates from this strong- hold. >^ From Chattanooga Bragg moved north and invaded ^ragg and Bueii in Kentucky, Kentucky, and tried to reach Louisville, on the Ohio. A 1862. foot-race took place between the two armies, but Buell and the Union troops reached Louisville first. After a severe battle at Perry ville, October 8, 1862, Bragg retreated to Chattanooga once more. Part of the Union army wap yet at Corinth. While Battle of corinth. Bragg and Buell were manoeuvring in Kentucky, the Confederates, under General Van Dorn, attacked this place on the 3d and 4th of October, 1862, and by the most desperate fighting drove the Union army from line to line until a part of the attacking force actually gained the town. But the resistance of the troops under Rosecrans was as stubborn as the attack was resolute, and Van Dorn's assaults were repulsed. Hitherto in many operations the Confederates had Grant tries many devices against the advantage m generalship. They were especially vicksburg strong in this regard in the Virginia campaigns. But the Union armies at the West were gradually coming under the control of General Grant, a man of restless vigor and tremendous power of endurance under diffi- culty and repulse. All his first attempts to take Vicks- burg failed. Plan after plan was tried. A ditch was dug across the bend of the river opposite Vicksburg, in the hope that the river would change its bed, but this failed. Grant tried to open other channels to reach the water-courses in the rear of the city. From time to time, when one plan failed, he resorted to a new device. At last gunboats and transports were run past the siege and Vicksburg batteries. Crossing the Mississippi at Bruins- vicksburg, 1863. BRAXTON SRAGQ. Surrender of Port Hudson. 328 FALL OF VICKSBURG. li burg, below Vicksburg, Grant got in the rear of that stronghold. He took Jackson, the capital of Mississippi, and by a series of movements and successive battles he at last shut up the Confederate general Pemberton in the fortifications of Vicksburg. Grant twice tried to carry the fortifications by assault, but the Confederate soldiers were well-seasoned veterans behind strong works, and the assaults were costly failures. The Union army, therefore, settled down to a regular siege of the place. On the 4th of July, 1863, the. day after the battle of Gettysburg in Pennsylvania, the half-starved garri- son of Vicksburg, numbering about thirty-two thousand, surrendered to General Grant. While Grant was operating against Vicksburg, Gen- eral Banks, who had taken an army of the Federal troops by sea to New Orleans, was trying to capture Port Hud- son, farther down the river. Here, as at Vicksburg, two assaults were repulsed. But, when Vicksburg surren- dered, Port Hudson was obliged to yield. This gave the Union armies possession of the whole of the Missis- sippi River, and cut off the western States of the Con- federacy from the eastern. What took place in Hampton Roads when McClellan was about to move his army to the Peninsula ? How was the ram Virginia, or Merrimac, built ? What ships did she destroy ? What unexpected opponent arrived during the night ? What was the result of the second day's battle ? What effect did this battle have on the building of war-ships in this and other countries ? What change of feeling about slavery took place at the North during the war? What proclamation did President Lincoln issue on the 22d of September, 1862 ? What proclama- Questions for tion was made on the ist of January, 1863 ? What was the first study. object of the Union armies in the West ? By what fortifications did the EMANCIPATION PROCLAMATION. — FALL OF VICKSBURG. 329 Confederates hold the Mississippi River ? How did the Union forces at- tack the river from below ? For how many days were the forts below New Orleans bombarded? Did they yield to the fire? How did Farragut reach the c'ty? What attempts were made to destroy his fleet? What became of the forts below New Orleans ? Were the Federal armies in the West at this time under the command of a general of great ability? What advantage did the Confederate general Bragg take of General Halleck's slowness after the capture of Corinth ? (For the capture of Corinth, see page 315.) What route did Bragg take to get to Chattanooga from near Corinth ? Is this a very direct route ? What movement did Bragg make from Chattanooga ? What city was he aiming for? Who reached it before him ? What did he do after the bat- tle of Perryville ? After what great battle was Corinth taken from the Confederates ? What took place at Corinth on October 3 and 4, 1862 ? What was the result of Van Dorn's attack on the place? In, what regard had the Confederates been the stronger in many operations ? What general in the Union army was now rising into control of the Western armies ? What is said of him ? What success did his first plans for taking Vicksburg meet with ? What were some of his plans ? When gunboats had been run past the Vicksburg batteries, what did General Grant do ? What town did he capture to the eastward of Vicksburg? Of what State is Jackson the capital ? What did he at last succeed in doing ? When he had shut up General Pemberton in Vicksburg,, what did he try to do ? What was the result of these assaults ? What course was then taken to reduce Vicksburg ? With what result ? Who was operating against Port Hudson while Grant was besieging Vicksburg ? Did General Banks succeed in carrying the works by assault ? What led to the surrender of Port Hudson ? What was now the condition of the IMississippi River? I. Battle in Hampton Roads. 1. The Merrimac. 2. Her first successes. 3. The Monitor. 4. Her defense and its results. II Emancipation Proclamation. 1. Increase of feeling at the North against slavery. 2. Preliminary proclamation. 3. Final proclamation, January i, 1863. Study by topiCK- 330 EMANCIPATION PROCLAMATION. FALL OF VICKSBURG. III. The campaign against New Orleans. I. The effort to secure the Mississippi. 2. Bombardment of the forts below New Orleans. 3. Farragut runs past the forts. 4. Capture of the city and forts. IV. Bragg and Buell. 1. Bragg goes to Chattanooga. 2. Bragg invades Kentucky. 3. Battle of Perryville. V. Battle of Corinth. Geography. VI. The Vicksburg campaign. 1. Rise and military character of Grant. 2. His failures at Vicksburg. 3. His campaign back of Vicksburg. 4. Attempt to carry the works by storm. 5. Siege and surrender. VH. Campaign against Port Hudson. 1. Banks tries to carry it by assault. 2. Its surrender. 3. Tlie conquest of the Mississippi. I. Hampton Roads : What gjeat river comes in at Hampton Roads ? Why was it called the James River ? (Page 20.) What fortress guards the entrance to Hampton Roads ? On what river is Norfolk situated ? In what general direction would the Merrimac sail in passing from Norfolk to Hampton Roads ? 2. How did Farragut approach New Orleans ? 3. In what direction is Louisville from Chatta- nooga ? Across what two States would Bragg have to pass to reach Louisville from Chattanooga ? In what State is Chattanooga ? On what river is Louisville ? 4. On what river is Vicksburg ? In what direction is Jackson from Vicksburg ? In what State are Vicksburg and Jackson ? What direction is Port Hudson from Vicksburg? From New Orleans ? What is the general course of the Mississippi River ? The war in cen- tral Tennessee. CHAPTER LTV. The Campaign between Nashville and Atlanta. The Western part of the war had become divided into two main parts. The Union armies won their first object when they gained control of the Mississippi. But another long and bitter contest was fought out before THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 33^ W. S. ROSECRANS. they could secure the strongholds of central Tennessee and northern Georgia. The first great battle on this line was that of Stone Battle of stone River, or Mur- River, or Murfreesboro, fought on the last day of the year freesboro. 1862, about the time that Grant was beginning operations against Vicksburg. The conflict was marked by the brill- iant charges made by the Confederates under Bragg, which at length broke to pieces the whole right wing of the Union army. General Rosecrans had succeeded Buell in command of the Union troops. The result of the day's fighting was very favorable to the Confeder- ates. But in the latter part of the day the half-defeated Union soldiers, under the immediate command of. Gen- eral Thomas, made the most determined resistance to the dashes which the Confederates continued to make. Some of the generals wished to retreat, but Rosecrans, who had defended Corinth with so much stubbornness,' announced his intention to " fight or die here." On the next day, which was the first day of 1863, neither of the shattered armies was in a condition to make a serious attack. On the third day of the battle the Confederates, by a tremendous charge, drove back part of the left wing of Rosecrans's army, but they were soon cut to pieces and themselves driven back. After the two armies had bravely held their ground with varying fortunes for three days, Bragg retreated, and Rosecrans entered Murfrees- boro. Each army had lost about nine thousand in killed and wounded, besides those captured. In the summer and autumn of 1863, Rosecrans, by The battle of _, 1 T 1 Chickamauga. some well-planned manoeuvres, put Bragg at such disad- vantage that he was forced to fall back from time to time until he had left Chattanoos^a in the hands of the Union THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. -^OO troops. But Bragg received re-enforcements, and the ^j^ great battle of Chickamauga was fought on the 19th and 20th of September, 1863. It was a battle of charge and counter-charge. On the first day the Union army wen considerable advantage ; but on the second day the right half of Rosecrans's army was broken, and it retreated in confusion toward Chattanooga. The utter rout of the Union army ® -^ GEORGE H. THOMAS. was prevented by General Thomas, whose division had also saved the army at Murfreesboro. With extraor- dinary coolness he held the left wing against repeated assaults, and, when ammunition failed, his men used their bayonets to repel the Confederate charges. Though Bragg's troops, by splendid fighting, had gained a great victory, Thomas, by the most brilliant defense of the war, kept them back long enough to enable Rosecrans to prepare for the defense of Chattanooga, to which place the Union troops retreated. Grant, who had gained great reputation by his Vicks- Grant in com- mand at burg campaign, was now given command of all the forces Chattanooga. west of the mountains. Rosecrans was relieved, and Thomas, who was called " the Rock of Chickamauga," was put in his place. Grant took immediate command of the besieged troops in Chattanooga, with Thomas next. Bragg having sent away a part of his army to attack Battles at Chattanooga. Burnside in East Tennessee, Grant took advantage of this weakening of his force to attack Bragg's army in his front. The main body of Bragg's army was intrenched in Chattanooga Valley. Bragg also held Missionary Ridge, in his rear, and Lookout Mountain, to the south- west. Hooker attacked and carried Lookout Mountain on the morning of November 25, 1863, while a mist shut 334 THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. Sherman against Johnston. Kene- saw Mountain. J. E. JOHNSTON. out the summit from the valley. This is sometimes called " The Battle above the Clouds." But Sherman, who had previously carried an outlying hill at the north end of Missionary Ridge, was checked in his attempt to advance by the obstinate resistance of the Confederates under Hardee. Grant, therefore, sent the army under Thomas out of Chattanooga to attack the Confederates in front, with instructions to carry the first line and lie down. By a swift charge, under a severe fire, they car- ried the line at the foot of the mountain ; but the guns of the Confederates on the top of Missionary Ridge sent a galling fire upon them. Without orders one impatient regiment after another rushed up the hill. Bragg's troops made a vigorous resistance, but the eager assail- ants carried the line in six places, and the Confederate army was forced to retreat. Grant was now put in command of all the Union armies, and he took charge in person of the army in front of Washington, while Sherman was left to com- mand the Western army, Sherman, a man of incessant activity and ability of many kinds, was confronted by the Confederate general Joseph E. Johnston, who had been appointed to succeed Bragg. Johnston also was a man of mili- tary genius, and ex- tremely prudent. Sherman, by skillful manoeuvres, tried to force Johnston to fight in the open field ; but Johnston preferred to draw Sherman farther south, so as to increase the difficulty of supplying his army, and to compel Sherman to attack him behind breastworks. Joseph Eggleston Johnston was born in Virginia in 1807. He graduated at West Point in 1S29. He distinguished himself as an engineer and in service during the Mexican War. He resigned in 1861, and entered the Confederate army, where he displayed the greatest prudence and ability. He died in 1891. THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. 335 Many severe engagements were fought, but Johnston avoided a general battle. At length Sherman attacked Johnston at Kenesaw Mountain, but the Confederates repulsed him. The Confederate government, dissatisfied with John- Hood succeeds . . _ Johnston. ston's long and cautious retreat before Sherman, removed Sherman takes him, and General Hood took his place. Hood believed in sharp fighting, and several battles took place at vari- ous points about Atlanta, but they generally resulted in favor of the Union army. At length, Sherman got a considerable part of his army south of Atlanta, so that Hood was compelled to abandon that city or be shut up in it. Into what two main parts had the war west of the Alleghanies become divided ? What object did the Union armies secure with the fall of Vicks- burg-? What strongholds were to be won by another contest ? What was the tirst great battle on the line of central Tennessee and northern Georgia? What was Grant doing at the time the battle of Murfreesboro was fought ? In wha.t part of the year 1862 did this battle near Murfrees- boro take place? How did the Confederate soldiers carry on the battle? What effect did their charges have? Who commanded the Union troops? What was the general result of the day's fighting ? What did Rosecrans say that night ? What was the condition of the two armies on New-Year's- day, 1863? What did the Confederates do on the following day? What was the result of this charge ? What course did Bragg then take ? What is said of the losses in this battle ? How did R.osecrans force Bragg to fall back in the summer of 1863 ? What now became of Chattanooga ? What battle did Bragg fight in September, 1863, to recover Chat- tanooga ? What kind of a battle was it ? Which army won advantalges on the first day ? What took place on the second day ? What prevented the destruction of the Union army ? What other battle had Thomas saved ? W^hat name did Thomas get from his defense on this occasion ? Questions for study. BATTUES ABOUT CHATTANOOGA. 33^ THE CAMPAIGN BETWEEN NASHVILLE AND ATLANTA. V Study by topics. Which army gained a great victory? What did "the Rock of Chicka- ^mauga " secure by his defense ? Who was put in command of all the forces west of the AUeghanies ? Who now took the place of Rose- crans? By what success had Grant won a great reputation? Of what army did Grant now take immediate command ? How did Bragg at this time weaken his army ? Where was the main body of his army ? What two mountains did he hold ? What did Hooker attack and carry ? What is the battle on Lookout Mountain sometimes called ? How did Sherman's attack on the other extreme of Bragg's defense get on ? What did Grant order Thomas's men to do ? Did they stay long at the first line? Why? What was the result of this charge up the ridge? What change was now made in the position of General Grant ? Who was left chief in command of the Western armies ? What kind of a man was Sherman ? Who had succeeded Bragg ? What kind of a man was Joseph E. Johnston ? What did Sherman try to do ? What did Johnston wish to do ? What was the result of the battle of Kenesaw Mountain ? Why did the Confederate government remove John- ston ? Whom did they put in his place ? What was the general result of the fighting about Atlanta ? How did Sherman force Hood to aban- don Atlanta ? I. The war in the West divided into two parts. H. Rosecrans and Bragg. I. The battle of Stone River, or Murfreesboro. 2. Battle of Chickamauga. HI. Grant and Bragg. I. Grant in command. 2. Bragg weakens his armj'. 3. Battle of Chattanooga. a. Hooker takes Lookout Mountain, b. Sherman part- ly successful at Missionary Ridge, c. The volun- teer charge of Thomas's troops gains the victory. X\ IV. Sherman and Johnston. I. Sherman in command : his character. 2. Johnston succeeds Bragg : his charac- ter. 3. Sherman and Johnston ma- noeuvring. 4. Confederate victory at Xenesaw Mountain. 5. Johnston removed. V. Sherman and Hood. I. Hood tries sharp fighting without success. 2. Hood abandons Atlanta. MAIN POINTS OF THE CAMPAIGN BETWEEN NASH- VILLE AND ATLANTA. Geography. In what general direction is Murfreesboro from Nash\Tne ? In about what direc- tion is Chattanoog;a from Nashville ? In what direction is Atlanta from Nashville ? Atlanta from Chattanooga ? FROM THE WILDERNESS TO PETERSBURG. 337 CHAPTER LV. From the Wilderness to Petersburg.— The War in the Valley. In the spring of 1864 General Grant, who had taken Grant confronts Vicksburg and won the battle of Chattanooga, was put in command of all the armies of the Union. He left Sherman, as we have seen, to command in the West, Ulysses S. Grant was born in Point Pleasant, Ohio, April 27, 1822. He spent his boyhood on a farm. In 1S39 he was appointed a cadet at West Point, from which he graduated about the middle of his class in rank. As a lieutenant in the Mexican War, he was conspicuous for bravery, taking part in the battles of Palo Alto, Resaca de la Palma, and the as- sault on Monterey. He also took part in the siege of Vera Cruz, and the succeed- ing battles of Scott's campaign. He re- signed from the army in 1854 and engaged in farming, but was not successful. When the civil war broke out he was a clerk in the leather-store of his father in Galena, 111., on a small salary. He then became mustering officer for the State of Illinois, was appointed colonel of the Twenty-first Regiment from that State, and thus entered on his great military career, the outlines of which will be found in the text. After serving two terms as President, he retired to private life, and made a journey round the world, receiv- ing honors wherever he went. He died on Mount McGregor, N. Y., on the 23d of July, 18S5. ULYSSES S. GRANT. while he took up his head- quarters with Meade in front of Washington. The veteran Eastern armies that had fought so long against each other, between Wash- ington and Richmond, were now to fight to the death, each under the most famous general on its side. Under Grant and Meade, the Army of the Potomac Desperate -^ , battles in "The moved forward toward Richmond. It encountered Lee's wilderness.- 338 FROM THE WILDERNESS TO PETERSBURG. Manoeuvres. army in a region of dense woods, full of undergrowth, known as " The Wilderness." Grant's army was much the more numerous, for by this time the South, which had put forth nearly its whole strength from the beginning, was becoming somewhat exhausted. On the other hand, Lee fought behind intrenchments, and, in changing his position, moved on shorter lines than his opponent. For sixteen days, in the Wilderness and about Spottsylvania Court-House, the armies were so close to each other in the thick brush that the men had to be continually on guard, and so they got little chance for sleep. When they changed positions, the marching was generally done in the night, while the days witnessed the most tremendous fighting that had been seen since the bat- tles of the great Napoleon. In sixteen days the Union army lost 37,500 men, and Lee's losses, though much less, were severe. Lee was not crushed, but Grant got nearer to Rich- mond from time to time by secretly moving a part of the army from his right and marching it around to the rear of his other troops, and then pushing it as far ahead on his left as pos- sible. By thus outflanking Lee, Grant compelled him to fall back, that he might not be cut off from Rich- mond and his supplies. But Lee always managed to fall back in time to be Robert Edward Lee was born in Virginia, January 19, 1807. He graduated at West Point in 1829, second in his class. He distinguished himself as an engineer in the siege of Vera Cruz. He was for three years in command of the Military Academy at West Point. When his own State of Virginia seceded, he thouglit himself bound to go with it. He re- signed his commission on the 20th of April, 1861, and was made commander- in-chief of the Virginia State forces, and later a Confederate general. To his great ability vas mostly due the stub- bornness of the struggle carried on Dy the Confederates between Richmond and Washington. After the war was over. General Lee accepted the result manful- ly, and devoted himself to his duties as President of Washington-Lee University, at Lexington, Va., where he died on the I2th of October, 1870. FROM THE WILDERNESS TO PETERSBURG. 339 ROBERT E. LEE. again between Grant's army and Richmond. The two great generals and the two veteran armies were well matched, and neither could gain a complete victory. This fighting and this moving to the eastward and around Lee's flank were kept up with varying suc- cess until Grant got near to Rich- mond, when, on the 3d of June, 1864, at Cold Harbor, Grant at- tacked the Confederate works along the whole line. The Union army was repulsed with a loss of near- ly six thousand men in an hour. On the 13th of June, 1864, by another rapid march to the left, General Grant's army began to cross the James River. As soon as over, they made an attempt to capture Attempt to take Petersburg. Petersburg, in order to cut off one source of supplies and re-enforcements for Richmond. The outer works near Petersburg were carried, but the Confederates fell back to new lines, and received re-enforcements. The attempt to drive them out of these by assault failed. The Union troops now built trenches close up to the Confederate works, and the two armies held these frown- ing lines, face to face, for nine months, until within a few days of the close of the war. Soon after the siege began, a mine was dug from Explosion of the 1 1 f 1 TT • 1 1 r «"'"«• Attack the trenches 01 the Union army under an angle 01 repulsed, the Confederate works. By this mine a part of the works was blown up on the 30th of July. An attack was made immediately after, but it was badly man- 23 340 FROM THE WILDERNESS TO PETERSBURG. aged, and only resulted in the loss of a great many- Union soldiers. Hunter marches In all the jears of the war there had been a smaller up the Valley, and tries to take Campaign Carried on in the Valley of Virginia. This fer- Lynchburg. .1 n i- i r • i tile valley lies between two ranges ot mountains. Its northern end reaches the Potomac not very far away from Washington. In this valley the Confederate gen- eral Breckinridge defeated General Sigel at New Mar- ket on the 15th of May, 1864. General Hunter, who took command of the Union troops, defeated the Confed- erate general Imboden at Piedmont twenty days later. Hunter, with eighteen thousand men, pushed for Lynch- burg, whicii was a place of the greatest importance. He destroyed railroads and worked much damage, but Lynchburg was re-enforced in time to save it. Finding his retreat down the Valley cut off. Hunter saved his starving army by making his way into the Kanawha Valley. This took him to the west of the Alleghany Mountains, and quite out of the Valley. Early marches jhc Vallcv was thus left opcu to Earlv, who marched down the Valley, "^ and tries to take a Confederate force down to Harper's Ferry and across Washington. . -n^-iiT^iir i iir i into Maryland. Early defeated a small force under General Lew Wallace at Monocacy on the 7th of July, and pushed straight for Washington, which he might have captured at a dash had he been a little '^\^^ quicker ; but re-enforcements from Grant's army -, \ marched into the works as the assault began, '' /■ and he was repulsed. He retreated again up the ' - ( /" Valley, pursued by a strong force. But, when a part of the Union troops was withdrawn and sent back to Grant, Early attacked and defeated th^t ider Crook at Kernstown, and threw his cavalry' «cross the JUBAU EARLY. FROM THE WILDERNESS TO PETERSBURG. 341 Potomac again, and into Pennsylvania, where they burned Chambersburg. In getting back into Virginia, this cavalry force was attacked and defeated. General Sheridan was now given charge of the Sheridan in the Union troops on this line. Sheridan was for a long at winch ester and Fisher's Hill. time very wary, determined not to risk a battle against an experienced general like Early with- out a good chance for success. When Early's force had been weakened by the sending of part of it to Peters- burg, Sheridan attacked him and won the battle of Opequon, or Winchester, on the 19th of September, 1864. Three days later, Sheridan attacked Early in his trenches at Fisher's Hill, having sent a force around to suddenly assail him on one side or flank, while the rest of the Union troops charged the works in front. Early's men, attacked on two sides, were routed and driven farther up the Valley to the south. Sheridan burned all the Destruction in barns filled with grain, and Battle of PHILIP H. SHERIDAN. Philip Henry Sheridan was born in Albany, N. Y., March 6, 1831. He grad- uated at West Point in 1853. He first gained distinction as a cavalry command- er, then he showed great qualities at Per- ryville and Murfreesboro, after which he was made a major-general. At Chicka- mauga and in the battles about Chatta- nooga he further distinguished himself. His campaign in the Valley of Virginia and the part he played in the closing scenes made him one of the most famous generals of the war. He succeeded Sher man at the head of the army, and in 18; ; ' he was made a full general. Only Grai;l I and Sherman had attained that rank in I the United States army > • tore him. He I died at Nonquitt, Mass., Aug. 5, 1888. carried off all the stock in the Valley, to prevent the Confederates from return- ing. But when Sheridan went back toward the Po- tomac, Early, largely re- enforced, followed him ihrongh this land of starva- tion. While Sheridan was absent from his troops, a Cedar Creek. Sheridan's ride. 342 FROM THE WILDERNESS TO PETERSBURG. part of Early's army, leaving behind their swords, can- teens, and everything that could make a noise, moved in the night along a lonely path until they got around on the flank and behind the Union army, and sur- prised them while they were asleep. Early, at the same time, with the rest of his troops, attacked Sheri- COLO COMFORT. dan's army in front. This was the beginning ol the battle of Cedar Creek. The Confederates defeated and drove back the Union troops for four miles, capt- uring many prisoners. Sheridan, hearing the firing, put spurs to his horse, and rode up the Valley, call- ing to his fleeing soldiers, " Come, boys, we're going back ! " His presence turned the tide, and by night he had defeated Early once more. A few smaller actions ended the campaign, for most of the troops on both sides were needed at Petersburg, where the last strug- gle of all was to take place. FROM THE WILDERNESS TO PETERSBURG. 343 WILDERNESS CAMPAIGN. Who was put in command of all the Union armies in the spring of Questions for 1864? Whom did Grant leave in command of the Western armies ? ^*" ^' Where did he make his own headquarters? Where did Grant's army encounter the army of Lee ? What kind of a region was the Wil- derness ? Which army contained the more men ? What was the state of the South at this time ? What advantage did Lee have ? For sixteen days after the armies came together, what was the character of the struggle ? When was the marching done ? What is said of the fighting ? What can you tell about the losses ? What was the result of all this fighting and moving? How did Grant move his army nearer to Richmond ? How did Lee fall back? What took place at Cold Harbor on the 2d of June, 1864? What did Grant do on the 13th of June? When his army was across, what did they try to do ? Did they meet with any success ? Did they capture Petersburg by assault ? Seeing that Petersburg could not be carried by assault, what did the Union troops do ? What measure was taken for blowing up the Confed- erate works ? What was the result ? Why did it end badly ? What is said of the campaigns in the Valley of Virginia ? Which side won the battle of New Market in May, 1864? What took place at Piedmont twenty days later? What did Hunter do after defeat- ing the Confederates ? Why did he not capture Lynchburg? How did Hunter escape? What advantage did the Confederate general Early take of Hunter's absence from the Valley ? What was the result of the battle of Monocacy ? Agamst what place did Early afterward march ? Why did he not capture Washington ? Where did he go ? Where did he defeat Crook ? What did he do afterward ? What town in Pennsylvania was burned by Confederate cavalry ? What happened to this force in getting back into Virginia ? Who now took charge of the Union troops in the Valley? What led Sheridan to attack Early ? \ What was the result of the battle of Opequon, or Win- chester? What battle was fought three days later? How was the at- tack made ? What was the result of the battle of Fisher's Hill ? What did Sheridan do to keep Early's troops from occupying the Valley again ? Did Early come down the Valley again ? How did he begin the battle of Cedar Creek ? What did he accomplish ? What turned the tide ? What did Sheridan say as he came back ? What was the result ? Why did not the war in the Valley continue ? Where was the last struggle of all to take place ? ^/|/| FKOM THE WILDERNESS TO PETERSBURG. Study by topics. I. Grant and Sherman in command of the Union armies. II. F"rom the Wilderness to Petersburg. 1. The battles in the Wilderness and about Spottsylvania. 2. The movements by which Grant got nearer to Richmond. 3. The assault at Cold Harbor. 4. The crossing of the James. 5. Before Petersburg. Also — a. Relative strength of the two armies. b. How the Union army was moved to the left. c. Hardships of marching at night and fighting by day. III. The war in the Valley. 1. Breckinridge defeats Sigel. 2. Hunter defeats Imboden. 3. Hunter pushes for Lynchburg. 4. His retreat by Kanawha Valley. IV. Invasion of Maryland by Early. 1. The Valley left open by Hunter. 2. Early crosses into Maryland. 3. Bnttle of Monocacy. 4. Washington narrowly escapes capture. FROM THE WILDERNESS TO PETERSBURG. 345 5. Early's retreat. 6. Early's cavalry cross again. Burning of Chambersburg, in Pennsylvania. V. Sheridan against Early. 1. Sheridan cautious. 2. Battle of Winchester, or Opequon. 3. Battle of Fisher's Hill. 4. Destruction in the Valley. 5. Battle of Cedar Creek. 6. Close of the campaign. I. Direction of the " Wilderness" from Washington. Location of Spottsylvania Geography. Court-House with reference to the Wilderness. In what direction from Richmond is Cold Harbor ? On which side of the James River is Cold Harbor ? On which side is Richmond ? What direction from the James River is Petersburg ? Is Petersburg on the James River ? In what direction is Petersburg from Richmond ? 2. What Mountains on the eastern side of the Valley of Virginia ? What on the western ? Where is the Potomac River with reference to the Valley ? What place is on the Potomac at the mouth of the Shenandoah River ? In what direction from Washing- ton is Harper's Ferry ? Is Washington on the Virginia or on the Maryland bank of the Potomac ? 3. On which side of the Alleghany Mountains is the Kanawha River ? Into what river does it flow ? CHAPTER LVI. Close of the Civil War. In Chapter LIV we have seen that Sherman capt- sherman-s 1 A 1 1 • • • • 1 • 1 /^ f 1 march begun. urea Atlanta, having in opposition to him the Conteder- ate general Hood. The latter was a bold man, and he determined to force Sherman to fall back into Tennessee again, by going to his rear and cutting off his supplies from the North. But Sherman, knowing that the re- sources of the South were almost exhausted, concluded to risk a blow that might end the war. Leaving the troops in Tennessee under command of General Thomas, he set out from Atlanta with the rest of his army, to march southward through the heart of the Confederacy. Hood, refusing to follow Sherman into Georgia, Hood in Ten- nessee. Battle pushed northward into Tennessee, resolved to strike of Franuun. 346 CLOSE OF THE CIVIL WAR. GENERAL SCHOFIELD, Battle of Nashville. Sherman de- stroying in Georgia. Sa- vannah taken. Capture of Fort Fisher and Wilmington. Thomas before he could get his forces together. Hood attacked a part of General Thomas's troops, under General Schofield, at Franklin, in Tennessee. The Confederates made the most desperate charges, carrying, at first, a portion of the Union lines, but Schofield succeeded in holding his works long enough to get safely across the Harpeth River. He then fell back, and joined Thomas at Nashville. Hood soon encamped before Nashville, where he was attacked on the morning of December 15th by Thomas's whole army. A two days' battle ensued, which resulted in the utter defeat of Hood's army. This was a blow from which the exhausted Confeder- acy could not recover. While Hood and Thomas were manoeuvring in Ten- nessee, Sherman and his army were marching through the Confederacy. His men were consuming supplies that would otherwise have sustained Lee in Richmond. Railroads of the greatest military value were utterly destroyed, by making fires of the cross-ties and then heating and twisting the rails. Nothing could have tended more to bring the war to an end than the breaking of the railways, on which food and soldiers must be moved. Just before the battle of Nashville was fought, Sherman reached Savannah and laid siege to it, having been about a month without communica- tion with the North. On the 20th of December the Confederates evacuated Savannah, and Sherman occu- pied it. In order to give Sherman, when he should move northward, a new base of supplies from the sea, and in order to stop blockade-running, an expedition was CLOSE OF THE CIVIL WAR. 347 sent to capture Wilmington Fisher, which guarded the bombarded by a fleet and William Tecumseh Sherman was born in Ohio in 1820. He was gradu- ated at West Point in 1S40. He resigned from the army in 1S53, ^"d engaged in the banking business in San Francisco. Later he practiced law in Kansas. When the war broke out, he was superintendent of the military school in Louisiana. He was reappointed to the army in 1861. At the close of the war he was rvext in rank to General Grant, and he became general of the army when Grant became Presi- dent. He retired 1884, and died in 1891. , in North Carolina. Fort entrance to this place, was then carried by assault, on January 15, 1865. By way of Wilmington, General Schofield, with a part of Thomas's army from Ten- nessee, now pushed up to Goldsboro, in North Carolina, to meet Sher- man when he should reach that place. On the ist of February, 1865, Sherman's tough vet- sherman-s march northward. erans left Savannah and moved northward through the Carolinas, in rain and through overflowing swamps. Columbia, the capital of South Carolina, was taken. During its occupation the city was burned. The Union army pushed on northward in two columns. Johnston did not give battle till Sherman had reached Averysboro, in North Carolina. Here the Confederates were defeated ; but at Bentonville, on the 19th of March, General Joseph E. Johnston came near to defeating one column of Sherman's army before re - enforcements could reach it. Sherman, by his marches, had bro- ken to pieces the interior lines of travel in the Southern States, and greatly added to the troubles of Lee in Rich- mond. Neither re - enforcements nor supplies could be had without difficul- wiluam tecumsem sherman. 348 CLOSE OF THE CIVIL WAR. Movements about Petersburg. Battle of Five Forks. Lee's works carried. Lee's retreat and surrender, April 9, 1865. Johnston sur- renders. Close af the war. ty. The Southern people, who had bravely suffered the greatest hardships, were now disheartened. Lee began to consider how he could retreat. But Grant, whose force was more than twice as large as Lee's, moved Sheridan's part of the army around to the south of the Confederate works, in order, if possible, to pre- vent Lee's dwindling army from getting away. Lee was everywhere outnumbered, and his men were beaten and captured, especially in the battle of Five Forks, on the ist of April. Lee had weakened his force in front of Grant, by drawing out troops to keep Sheri- dan from cutting the railroads that brought him sup- plies, and while the battle of Five Forks was taking place, some of the Confederate works at Petersburg were carried by assault, and others were taken the next day. The night following, that is, the 2d of April, Lee be- gan his retreat from Richmond. His first object was to reach Danville, Va., and from that place to unite with Johnston. But, finding a Union force between him and Danville, his now starving army was turned toward Lynchburg. Sheridan's cavalry cut him off from Lynch- burg, and on the 9th of April, 1865, Lee surrendered his army to General Grant, at Appomattox Court-House. Johnston could make no stand alone, and seventeen days later he surrendered to General Sherman. The smaller bodies of Confederate troops yielded soon after, and the four terrible years of war were at last ended. The soldiers on both sides returned to their homes. No war so vast had ever been seen in modern times, and no braver men iiad ever fought. The impressions left by the sufferings of the civil war have produced a strong sentiment in favor of peace. CLOSE OF THE CIVIL WAR. 349 What was Hood's plan for forcing Sherman to fall back into Tennes- see again ? When Hood moved around to his rear, did Sherman follow? What kind of a blow did he meditate? Under whose command did he put the troops which he left in Tennessee ? What did he do with the rest of his army ? Did Hood follow Sherman ? Where did he go ? What portion of Thomas's troops did Hood first at- tack ? Where ? What was the result of the battle of Frank- lin ? To what place did Schofield fall back ? Where was the next battle fought ? How long did the battle of Nashville last ? With what result ? While Hood and Thomas were manoeuvring in Tennessee, where was Sherman's army ? What was Sherman doing to injure the power of the Confederacy ? At what point on the coast did Sherman come out ? Was this before or after Hood's defeat at Nashville ? How long had Sherman's army been without communication with the North? What happened at Savan- nah ? What fort on the coast of North Carolina was capt- ured ? What city was near to Fort Fisher ? What general was sent to enter North Carolina by Wilmington ? What battle had Scho- field fought in Tennessee ? (See above.) In what direction did Sherman move from Savannah ? What was the result of the fight at Averysboro ? Where did Johnston almost defeat one of Sherman's columns ? What effect had Sherman's marches produced on Lee's operations? What was Lee considering? What was Grant try- ing to prevent ? How ? What was the result of the battle of Five Forks on April i, 1865? What happened at Petersburg while the battle of Five Forks was taking place ? What did Lee do when his works were carried? What was Lee's first object in his retreat? Did he succeed ? Toward what point did he next turn ? How was he prevented from reaching Lynchburg ? What was the result ? What did Johnston do? What is said of the end of the war? What impressions did the sufferings of the civil war make on the country ? Questions for study. SHERMAN'S MARCH. I. Sherman and Hood. 1. Hood in Sherman's rear. 2. bherman to go southward. Study by topics. 350 CLOSE OF THE CIVIL WAR. Battle of Nashville. II. Hood and Thomas. I. The battle of Franklin. III. Sherman's march to the sea. I. Destroying railroads. 2. Savannah captured. IV. The movement into North Carolina. I. Wilmington taken. 2. Schofield moves to Goldsboro. V. Sherman's northward march. I. Difficulties of the march. 2. Battle of Averysboro. 3. Battle at Benton- ville, VT. The fall of Richmond and sur- render of Lee's army. I. Lee's increased difficulties. 2. Five Forks battle. 3. Petersburg works car- ried. 4. Lee's retreat. 5. Lee's surrender. Closing scenes of the civil war. I. Surrender of Johnston and others, of soldiers to their homes. 2. Return Geography. What State on the Atlantic coast lies northeastward of Georgia ? What State next to South Carolina on the north ? What State lies on the north of North Caro- lina ? In marching from Savannah, in Georgia, to Columbia, in what direction did Sherman go ? In moving from Columbia, in South Carolina, to Goldsboro, in North Carolina, in what general direction did he march ? In what direction is Goldsboro from Wilmington ? Schofield's troops were moved from Nashville to Washington and thence by water to Wilmington : in what direction is Nashville from Wilming- ton ? In what direction is Washington from Wilmington ? In what State is Wil- mington ? What is the capital of North Carolina ? The Trent affair. Danger of war with England. CHAPTER LVII. Traits and Results of the War.— Death of Lincoln. The war led to some complications in the foreign relations of the United States. Both in England and France there were statesmen who were jealous of the rapid growth of this country. They were afraid that the United States would become more powerful than their own countries, and they would have been pleased to see it divided. In 1861 this hostile feeling in England was TRAITS AND RESULTS OF THE WAR. 351 very much increased by what is called " the Trent affair." Mason and Slidell were sent as ambassadors from the Confederate States — Mason to England, and Slidell to France. They ran the blockade, getting out of the harbor of Charleston during a dark night, and reached Havana. From Havana they sailed in the Trent, an English steamer. Captain Wilkes, of an American man-of-war, stopped the Trent and took Mason and Slidell from it, carrying them prisoners to the United States. This act produced great excitement in Eng- land, and for a while war seemed imminent between the two countries. But, on the demand of Great Britain, the United States surrendered the ambassadors, as im- properly captured. The United States Navy had been rapidly enlarg-ed Blockade of the -^ _ r ^ o Southern coast. after the war began. One of its principal duties was to blockade the Southern ports to keep the Confed- erates from getting arms and other supplies from for- eign countries. Many fast-sailing English ships were engaged in running this blockade. These, by the law of nations, were subject to capture by the Union ships, and many were taken, but the high prices paid for the commodities that were got in, justified the risk. These blockade-runners generally entered the Southern ports at night. But, when the chief Southern ports were captured one after another by the navy and the land-forces of the Union, blockade-running was gradu- ally stopped. The Confederate srovernment could not sfet much of confederate ° ° _ navy. The a navy afloat from ports so well blockaded, but ships Alabama and 1 M • T-' 1 1 , . ry^, "the Alabama were built in England and secretly sent to sea. 1 hese re- claims." ceived Confederate commissions, and almost succeeded in 352 TRAITS AND RESULTS OF THE V/AR. i ruining American commerce. The most famous of these ships, called the "Alabama," was commanded by Captain Raphael Semmes. It was built in England, and it capt- ured in all sixty-seven merchant and whaling ships. In a fight with the United States man-of-war Kearsarge, the Alabama was sunk in the English Channel, June 19, 1864. After the war the United States set up claims against the British government on account of the damages done to American commerce by the Alabama and other Confed- erate cruisers built in England. The " Alabama claims," as they were called, after years of discussion, were sub- mitted to a court of arbitration which sat in Geneva, Switzerland, in 1872, and condemned England to pay to the United States $15,500,000. Legal-tender The cxpenscs of the war can never be fully estimated. paper money, or "greenbacks/ The United States government borrowed money on in- terest, by giving bonds to pay after a certain number of years. A large part of this debt has now been paid. But, as another means of borrowing money, *' legal-tender notes " were issued ; that is, paper bills, which by law could be used to pay debts and taxes, instead of coins. These legal-tender notes were printed on a peculiar green paper, and got the name of " greenbacks." When a great quantity of them had been issued, and the dangers to the government increased, the value of this paper money de- creased, until at one time a dollar of it was really worth but half a dollar. However, as the greenbacks were by law good for the payment of debts, they were used in- stead of the more valuable silver and gold, which for seventeen years disappeared entirely from general use. Long after the war closed, in 1879, ^^^ government began to redeem these legal-tender bills in silver and gold. ^M TRAITS AND RESULTS OF THE WAR. 353 This was called '' the resumption" of specie payments." But the fact that gold or silver was to be paid for them had made greenbacks worth as much as coin, and people generally preferred to keep the paper m.oney. The Confederate government also resorted to loans, confederate money. which, however, became almost valueless when the suc- cess of the Confederacy became doubtful. It also issued a great deal of legal-tender money, which took the place of coin, and declined in value until twenty dollars of it would not buy one of gold. When the Confederacy was overthrown, this money became of no value. The de- cline in the value of its paper money was one of the great- est difficulties the Confederate government had to con- tend with in its last years. To avoid confusion, we have preferred to tell the story second election . . . . . of Lincoln, 1864, of the military operations of the war without mentioning the political affairs of the time. In 1864 the Republican party nominated President Lincoln for re-election, and Andrew Johnson, of Tennessee, a Southern Union man, for Vice-President. The Democratic party nominated General George B. McClellan, and for a time it seemed that the discouragement of the Northern people with the long continuance of the war might elect McClel- lan. But the success of Sherman in taking Atlanta, the capture of the forts near Mobile by the fleet under Farragut, and the successes of the Union armies under Sheridan in the Valley of Virginia, removed all doubt about the result, and Lincoln received all the electoral votes cast except those of Kentucky, Delaware, and New Jersey. Lincoln began his second term of office in March, Assassination ^ of President 1865, when Sherman was already marching northward Lincoln, 1865 354 DEATH OF LINCOLN. ABRAHAM LINCOLN. Abraham Lincoln was born in Ken- tucky, February 12, 1809. His father re- moved to Indiana when he was a little boy, and while that countr^' was exceed- ingly wild and rough. The family lived in a half-faced camp — that is, a cabin with one side left out and the fire built out-of-doors, in front of the open side. Abraham endured many privations, and struggled hard to get an education. The schools were few and the teachers igno- rant, but Lincoln trained his own mind by carefully thinking out every subject that puzzled him, and he spent his spare time in reading. He worked on a farm, went to New Orleans on a flat-boat, was clerk in a countrj' store, learned and practiced surveying, and then studied law. He served several terms in the Legislature of Illinois, and was a mem- ber of Congress. He became a leading lawyer and politician in his State, and gained a national fame by a series of de- bates, in which he was engaged with Senator Douglas in 1858. His integrity, his moderation, and his strong speeches brought him the nomination for Presi- dent, and the rest of his history is that of the country. His death took place on the 15th of April, 1865. through the CaroHnas, and when the close of the war was already in sight. When Lee surrendered, Lincoln's mind was already revolving plans for conciliating those who had been opposed to him, and for restoring the government at the South. But, while the President was sitting with his family in a box at the theatre, John Wilkes Booth, one of a band of conspirators, approached him from behind and shot him, and tlien leaped to the stage, crying, "Sic semper tyrannis ! '' which means, "Thus always with tyrants," and escaped. Booth was afterward over- taken, and killed in resisting arrest. Lincoln died on the 15th of April, the day after he was shot; he was deeply mourned, because he had shown himself a man of great wisdom and goodness. Lincoln's assassination was DEATH OF LINCOLN. 355 sincerely regretted at the South, also, where his kindli- ness was coming to be known, and where the people, newly conquered, feared that his death might lead to measures of retaliation. But the war was closed without acts of mere revenge, Release of Jefferson Davis. and nobody was put to death for a political offense. Jef- ferson Davis, the President of the Confederacy, who had been captured in Georgia at the close of the war, was arraigned before a court on a charge of high treason. He was confined in Fortress Monroe for two years, when he was released without being tried. Why did certain English and French statesmen feel jealous of this Questions for country ? What affair increased this hostile feeling in England ? What study, were the names of the ambassadors sent from the Confederate States in 1861 ? To what countries were they going ? How did they get out of Charleston ? At what port did they take passage on the Trent ? To what country did the Trent belong? How were Mason and Slidell taken from the Trent ? What effect did this have in England ? How was war with England avoided ? How was the navy of the Union em- ployed in keeping supplies out of the Confederacy? How did English ships get in with supplies ? What prevented the Confederate government from sending ships out of the Southern ports ? Where were ships built for it ? What effect did the cruisers have on the commerce of the United States ? What was the name of the most famous of these vessels ? How many ships did the Alabama destroy ? In what year was she destroyed ? How and where ? What claims did the United States set up ? To what kind of a court were the Alabama claims submitted ? Where did this court meet ? What was the decision of the court of arbi- tration ? How did the United States borrow money to pay the expenses of the war ? Has all of the debt been paid ? What are " legal-tender notes " ? Why were they called greenbacks ? What caused the paper money to lose value ? Why was it still used ? What effect did the use of greenbacks have on the circulation of gold and silver? For how many years was there no gold or silver in general circulation ? What is meant by the resumption of specie payment ? In what year did the United States begin to pay specie for greenbacks? What effect did this have on the value of greenbacks ? How did cne Confederate government raise money ? What is said of the decline 24 Or6 TRAITS OF THE WAR. — DEATH OF LINCOLN. in the value of its legal-tender money ? Who was nominated for President by the Republicans in 1864? Who was put up for Vice- President on the same ticket ? Whom did the Democratic party nomi- nate for President ? What victories removed all doubts about Lincoln's election ? Where was General Sherman when Lincoln began his second term ? What was the prospect of the close of the war ? When Lee surrendered, what plans was Lincoln revolving ? How was Lincoln assassinated ? By whom ? What was the feeling regarding the death of President Lincoln ? What kind of a man had he shown himself to be ? What was the feeling at the South regarding it ? Was any one put to death after the war on account of political offenses ? What was done about Jefferson Davis ? Study by topics. I. The Trent affair. II. The blockade and blockade-running. III. The Confederate ships. 1. Building of ships in England. 2. The Alabama. 3. The Alabama claims. IV. Money during the war. 1. How the United States borrowed money.. 2. The greenbacks. 3. Confederate bonds. 4. Confederate money. V. The election of 1864. 1. Nominations. 2. Election of Lincoln. VI. Death of Lincoln. 1. The shooting. 2. The feeling in regard to his death. Vn. Arrest and release of Jefferson Davis. SEVENTH REVIEW.— FROM THE CLOSE OF THE MEXICAN WAR TO THE END OF THE CIVIL WAR. Chapters XLVIII to LVII. Events following the f T71 .• n- i 00 ^, . ^ Election of Taylor, 1848. Mexican War. 'i t\- r u • /- it • 0.0 Discovery of gold in California. 1848. (XLVIII.) L -' t> REVIEW. — MEXICAN WAR TO END OF CIVIL WAR. 357 Slavery question in the new territory. (XLVIII.) Pierce elected, 1852. Renewed excitement. (XLVIII.) Change in political par- ties. (XLIX.) The Wilmot Proviso. The admission of California. Runaway slaves in the free States. Compromise of 1850. (XLVIII.) Fugitive-slave law unpopular. Excitement produced by " Uncle Tom's Cabin. The South also dissatisfied. Attempts to annex territory. Decay of the Whig party. American (or Know-nothing) party. Kansas-Nebraska Bill. The Republican party. Slavery becomes the main issue. (XLIX.) The rising storm. (L.) The storm breaks. (L, LI.) Collisions in Kansas. Buchanan elected, 1856. The Dred Scott decision. John Brown's raid. Lincoln elected, i860, t New free States admitted. The doctrine of State sovereignty. Seven States secede. Failure of the Peace Convention. Dissensions in the Cabinet. " Confederate States " government formed. Lincoln inaugurated. Fort Sumter bombarded. The rush to arms. The question at issue. The States take sides. First campaigns. (LI.) - The struggles for Washington and Richmond. (LII.) Bull Run, or Manassas. Fort Henry and Fort Donelson Island No. 10. Shiloh, or Pittsburg Landing. Corinth evacuated. In the Peninsula. The second Bull Run Antietam. Fredericksburg. Chancellorsville. Gettysburg. 358 REVIEW. MEXICAN WAR TO END OF CIVIL WAR. Monitor and Merrimac. (LI 1 1.) The Emancipation Proclamation. (LIII.) Fall of New Orleans. Struggle for the Mis- sissippi. (LIII.) Between Nashville and Atlanta. (LIV.) The Wilderness cam- paign. (LV.) Movements in Kentucky, 1862 Battle of Corinth. The Vicksburg campaign. Murfreesboro, or Stone River Chickamauga. Chattanooga battles. The struggle for Atlanta. Battles in the Wilderness. Movement by the flank. Cold Harbor. Petersburg besieged. Hunter moves on Lynchburg. r -.T- ■ ■ /TiT-N 1 Early moves on Washington, of Virginia. (LV.) ■' » i^ Sheridan in the Valley. f Battle of Nashville. Sherman's march to the sea. Savannah. [ Sherman's march northward. The war in the Valley Sherman's marches. (LVI.) Clo. Southern plains, who no longer felt safe from punishment in their winter retreats. But, in a later war with the Sioux of the Northern plains in 1876, Custer, having attacked a force outnumbering his own, was surrounded and killed, with all the men under his immedi- ate command. In this fight the Vj Sioux were led by Sitting Bull. INDIAN WATCHINQ FOR BUFFALOES. 371 25 372 LATER DEVELOPMENTS OF THE COUNTRY. Custer killed in battle. Present condition of the Indians. The Indians were afterward attacked by fresh troops and driven into Canadian territory. They have since been allowed to return. There have been other Indian wars, but, of course, the rash tribes are always worsted in the long run. The irresistible march of civilized man has destroyed the buffaloes, or bisons, and broken down the old life of the Indians, to which they were so much at- tached. All the hunting-grounds will soon be occu- pied by farms, mines, and cities. There is nothing left for the Indians but to become civilized or to perish. Good men are now trying to protect them from wrong, and to persuade them to have their children taught to live the lives of civilized people, on farms, owned not by the tribes, but by individuals. Many Indian children are taught at the expense of the government. Some of the tribes located in the Indian Territory have attained considerable civilization. ALASKA ^r^"--^ • ALiAMvA '' \ ' ^^ SCALE or MILE /- . W \ HH I 1 ^=1 \- — \33 11 M -.'IW 300 () (■ i: Questions for study. By what river was the United States bounded on the west at the close of the Revolution ? How many great additions were made to its territory before the civil war ? What was the first ? On which bank of the Mis- LATER DEVELOPMENTS OF THE COUNTRY. 373 sissippi did the province of Louisiana chiefly lie ? By what claim do we own Oregon and the Territory of Washington ? From what country did we purchase Florida ? How did Texas come into the Union ? What other large cession was made to the United States ? What was the sixth great addition to the territory of the United States ? How much did the United States pay for Alaska ? Was this purchase made before or after the civil war ? How does Alaska differ from other additions to our territory ? What is the nature of its climate ? What is the chief business interest in Alaska ? How many States are there in the Union to-day? How many have been added since the civil war began? What two were added during the war? What were the circumstances under which West Virginia was taken into the Union? What State was admitted in 1864? What kind of mines are there in Nevada? In what year was Nebraska admitted ? What kind of a State is Nebraska ? In what year was Colorado made a State ? In what mountain-region is Colorado situated ? What kind of mines has Colorado ? What other principal business? What four new States were admitted by Act of Congress in 1889? What two States were admitted in 1890? How many States are there now in the Union ? How many more than three times the original thirteen ? Why has Utah not been admitted ? When was Oklahoma formed ? From what Territory ? What Terri- tories yet remain out of the Union ? What has been the effect of the settlement of the newer States and Territories, with reference to the Indians ? What Indian nation attacked the people of Minnesota in 1862? How many did they kill? What took place in the war that followed ? What was done with those con- victed of killing women and children ? What difference is there be- tween the mode of Indian fighting on the plains and that of the Indians formerly encountered at the East? How did the Indians get horses? What kind of horses have they ? What kind of soldiers are they said to be ? At what time of the year did the Indians of the plains attack the settlements ? Why in the summer ? What did they do in the winter ? What change in the mode of war did Sheridan introduce? What can you tell of the battle of the Washita ? What effect did this battle have on the Indians of the Southern plains ? Who commanded the troops in this battle ? What happened to Custer in 1876 ? Against what tribe of Indians was he fighting when he was killed ? What chief commanded the Indians ? What happened when the Indians were attacked by fresh troops ? What changes will compel the Indians to settle on farms or perish ? What is now being done for them ? I. Additions to the area of the United States. Study by topics I. Recapitulation of five additions to the area of the United States. 2. The sixth addition, Alaska. 374 LATER DEVELOPMENTS OF THE COUNTRY. II. New States since the beginning of the civil war. I. West Virginia. 2. Nevada. 3. Nebraska. 4. Colorado. 5. North Dakota, South Dakota, Montana, and Washing- ton. 6. Idaho and Wyoming. III. The Territories. I. Utah. 2. Oklahoma. 3. The remaining Territoiies. IV. Later Indian wars. I. The Minnesota massacre. 2. The mounted Indians. 3. The battle of the Washita. 4. The battle with Sit- ting Bull, and death of Custer. 5. Efforts to improve the condition of the Indians. Composition. Let the pupil, by reference to the index, examine all the passages in this book relating to the additions of territory to the United States. Then he will have material for an essay on " The Growth of the United States in Territory." This should be written in his own words. An- other subject that may be worked in the same way is " Indian Wars." Geography. In what part of America is Alaska situated ? What foreign country lies between the main territory of the United States and Alaska ? On what ocean is Alaska > What State lies west of West Virginia ? What river forms its northwestern bound- ary ? What State is between Nevada and the Pacific Ocean ? What river forms the eastern boundary of Nebraska ? What State south of Nebraska ? How does Colo- rado lie with reference to Nebraska ? Where does South Dakota lie with reference to Nebraska ? Where does North Dakota lie with reference to Minnesota ? How is Montana situated with reference to North Dakota ? On what ocean is Washington ? What foreign province to the north of it ? Fi\-e States and one Territory lie upon the boundaries of Wyoming : name them. On what side of Wyoming is Idaho ? Increase of population. CHAPTER LX. Population, Wealth, and Modes of Living. Tup: first census was taken in 1790. There were then less than four million people (3,929,214), almost all living between the Atlantic coast and the Alleghany Mountains. When the eleventh census was taken, in 1890, it was found that this population had in- creased to about sixteen times as many people in a hun- dred years, and had spread from ocean to ocean. There were then about sixty-three million (62,982,244) inhabit- POPULATION, WEALTH, AND MODES OF LIVING. q7C ants. The population of the United States is already very much larger than that of any of the nations of Europe except Russia. Before the close of the next century it will probably reach two hundred millions. The increase of wealth has been yet more remark- increase of wealth. able. This is due to the resources of the country, as well as to the enterprise of the people. Wheat from the rich farms of the great interior valley, and meat from the cattle-ranges of the Western States and Ter- ritories, are sent across the sea in vast quantities. Gold and silver from the Rocky Mountains and the Pa- cific coast, petroleum from the neighborhood of the Alleghany Mountains, and inexhaustible supplies of coal and iron in various regions are great sources of wealth. Manufactures of many kinds also enrich the people. The United States is already the richest of the nations. In a new country men become inventive, because they Eariy American have to find out how to do things that they have never seen anybody do before. Americans are, perhaps, the most inventive people in the world. Before the Revolu- tion, Thomas Godfrey, of Philadelphia, invented the quadrant, an instrument to help a navigator to find his whereabouts at sea. About the same time Franklin in- vented the lightning-rod. There was also a valuable machine invented in South Carolina for doing the hard labor of taking the hull off of the grains of rice. This was run by the ebbing and flowing of the tide. In the middle colonies flour-mills were improved, and little elevating machines invented, so that wheat did not have to be carried to the top of the mill on a man's back. inventions. 37^ POPULATION, WEALTH, AND MODES OF LIVING. Whitney's cotton-gin. Some other remarkable inventions. Change made by inventions. America has since become celebrated for what are called labor-saving machines. One of the most remark- able ol these is the cotton-gin. It took so much time and toil to pick the seeds out of cotton that only small quan- tities were raised for home use. Long before the Revo- lution, a " gin " for cleaning the cotton of seed had been invented, but it did not come into general use. But, when machines for spinning cotton thread and weaving cotton cloth by steam-power were invented in England, there sprang up a great demand for raw cotton. In 1794 Eli Whitney invented a "saw-gin" for taking the seeds out of cotton. This made cotton-raising profit- able, and caused the Southern States to grow rapidly in population and wealth. After the invention of the gin, indigo-culture was quite driven out by cotton- raising. The cotton-gin was the first of a great family of labor- saving machines, partly or wholly invented in this coun- try. Reaping- and mowing-machines were first made successful by American inventors. Thrashing-machines were improved here. All the agricultural machines now used have practically been introduced in the last fifty years. The first really successful sewing-machine was introduced by Elias Howe in 1845. Morse's telegraph (Chapter XLV) came into use at about the same time. The telephone, a recent invention, enables people to hold conversation when far apart. The phonograph records speech on a cylinder, which may be sealed up and kept for a thousand years, when it can be made to repeat the very tones of the voice that spoke the words. More inventions of great importance have been made in the lifetime of people now living than in all the ages POPULATION, WEALTH, AND MODES OF LIVING. Oyy before. We live in a different world from that of our forefathers, who had only saddle-horses or wagons for land-conveyance, and slow-sailing ships or row-boats for water-journeys. We can go around the world in a great deal less time than some of the first emi- grants took to sail from England to America. Our an- cestors had neither kerosene-oil, gas, nor electric light. Stoves were prac- tically unknown ; for warming them- selves and cooking their food, people in old times had only wood - fires in wide, open fire- places, which often chilled the room with draughts of air or filled it with smoke. They carded, spun, wove, and dyed, by hand, wool or flax for their own clothing. Now steam is made to do most of the work in spinning and weaving, in making hats and shoes, in planing boards, and in turning wood. Even delicate little things like watches are made mostly by steam machinery. Out of the use of machinery has grown up the factory system, which gathers working-people into towns and sets them to work together in factories. Many people are able in this way to labor on the same xhe factory piece of work, each doing his own part. This saves time, and makes each man's toil more productive. The building and running of these factories require a great deal of money ; so that work is now carried on by two OLD FIREPLACE. THE PENNSYLVANIA FIREPLACE, INVENTED BY FRANKLIN. system. 378 POPULATION, WEALTH, AND MODES OF LIVING. Labor strikes. classes : First, the capitalists, who furnish the factory and its machines ; second, the vvorkingmen, who receive wages and do the labor. This has led to great discus- sions of the rights of the working people and of those who furnish the money or capital. In some cases the struggle between employers and workmen has become so bitter as to endanger public order. The railroad strike of 1877, mainly in Pennsyl- vania, was an example. The severe conflict during the strike at Homestead, in Pennsylvania, which took place in 1892, resulted in the loss of several lives. THE DARK LINE SHOWS THE WESTWARD MOVEMENT OF THE CENTER OF POPULATION IN THE UNITED STATES SINCE 17 Questions for study. In what year was the first census taken ? How long ago is that ? Who was President of the United States in 1790.? (Chapter XXXVI.) About how many millions of people were there in the country at that time ? How many millions were there in 1890 ? What is said of the increase of wealth in this country ? What articles of food do we send to Europe ? In what part of the country are they raised ? From what part of the country' are gold and silver sent to Europe ? In the neighbor- hood of what mountains do we get petroleum ? What is said of the sup- plies of coal and iron ? Of manufactures ? What cause is given for the inventiveness of the American people ? What did Godfrey invent in colony times ? What is the use of a quadrant ? What did Franklin invent ? Where was there invented a machine for taking the hull from rice ? What improvements were made in the middle colonies ? For what has America since become celebrated ? Who invented the cotton- gin in 1794? Explain the necessity for such a machine. What was the effect of its introduction ? What farming machines were first made successful by American inventors ? Within what period have all POPULATION, WEALTH, AND MODES OF LIVING. OyO our present farming-machines been introduced ? When was the first really successful sewing-machine brought out ? How long ago is 1845 ? What is the telephone used for ? What does the phonograph accom- plish ? What light has been recently made generally useful in cities and factories ? How do the inventions of our time compare in number and importance with those made before ? Tell some of the differences be- tween the life of our forefathers and ours. Mention some of the things that steam is now made to do. What system of work has grown out of the use of machinery ? How does this divide labor and save time ? What two classes of men now carry on work together .'' What do we mean by a capitalist .'' What discussions about rights have grown out of this system ? I. Growth of the country. study by topics. 1. In population. 2. In wealth. II. Inventions and machines. 1. Inventiveness of Americans. 2. Inventions before the Revolution, 3. Labor-saving machines of our time. a. The cotton-gin. i. Other farm-machines, c. The sewing-machine. ^/. Telegraph and telephone. e. Phonograph. /. Electric light. III. Change in mode of life. 1. Different appliances in our time. a. For travel, d. For home-life. c. For manufactures. 2. The factory system and its effects. CHAPTER LXI. Literature and Art in tiie United States. We have seen, in Chapter XXXIV, that there was The first two little that could be called literature in the United States before the present century. Franklin's writings, mostly on practical subjects, and the essays of Jefferson, Madi- son, and Hamilton, on political subjects, were almost the only works of permanent value written in the first two centuries after the beginning of American settlement. Great writers can be produced only where there is a centuries. 38o LITERATURE AND ART IN THE UNITED STATES. WASHINGTON IRVING. Irving. Bryant. Longfellow. community of educated and thoughtful people, such as one can not find in a young country. Washington Irving, who is sometimes called the father of American literature, was born in New York in 1783. His first im- portant book was a burlesque, called " Knickerbocker's History of New York," which is very amusing, and won praise for its author on both sides of the At- lantic. But Irving's most famous work is the " Sketch-Book," in which appear the charming tales of " Rip V^an Winkle " and "The Legend of Sleepy Hollow." His "Life of Washington " is still a standard biography. Among his biographical works are a delightful " Life of Christopher Columbus" and a "Life of Goldsmith." His style is graceful and wittily playful, and his charming books did much to produce a taste for literary pursuits in this country ^^ William CuUen Bryant, born in western Massachusetts in 1794, was the first American who be- came widely known as a poet. Though he lived to be very old, his greatest poem, " Thanatop- sis," was written when he was not yet nineteen years of age. His almost equally famous poem called " Lines to a Water-Fowl " was written before he was twenty. Henry Wadsworth Longfellow, who is undoubtedly the most popular and the most widely celebrated of our WILLIAM CULLEN CRYANT. LITERATURE AND ART IN THE UNITED STATES. 381 LONGFELLOW. poets, was born in Portland, Maine, in 1807. Of his shorter pieces, " Excelsior " and *' The Psalm of Life " are best known. His " Hiawatha " is an epic poem of Indian life, and his " Evan- geline " is a narrative poem founded on the story of the expulsion of the Acadians (page 131). John Greenleaf Whittier, some- whittier. times called " the Quaker poet," was born in Massachusetts, in the same year with Longfellow (1807). Many of his poems describe simple, rural life. Others relate to slavery and the civil war. One of the most charming is " Snow-Bound," a description of winter scenes in New England. Oliver Wendell Holmes was born in 1809. He is Hoimes. famous for his witty poems, of which " The Last Leaf " and " The One-Hoss Shay " are two of the best known. His prose work, " The Autocrat of the Breakfast- Table," is thought to be one of the brightest books in our literature. Edgar Allan Poe, born in 1809, wrote some poems that have achieved a world-wide fame. Of these, " The Raven " is the best known. His weird and marvelous short stories have also a permanent place in literature. Poe's writings appeal power- fully to the imagination. ^' Ralph Waldo Emerson was born in 1803, in Boston. Some of his poems are greatly admired edgar a. poe. 382 LITERATURE AND ART IN THE UNITED STATES. Lowell. RALPH WALDO EMERSON. Cooper and Hawthorne. JAMES FENIMORE COOPER. by literary readers ; they can hardly be called popular. He is more widely known by his essays as a profound thinker and a writer of genius and poetic inspiration. His essays on " The Conduct of Life" are filled with wise and wholesome suggestions. James Russell Lowell was born in 1819. He is best known to general readers by his poems in the New England dialect, called the " Biglow Papers." He is also a great critic and essayist. Two American writers of fiction in the period before the civil war attained a world-wide fame. James Feni- more Cooper was born in New Jersey in 1783. His nov- els are mostly stories full of action and adventure. The most famous are those known as " The Leather-Stocking Tales." A very different writer is Nathaniel Hawthorne, who was a rare genius, and wrote stories of a weird and subtile kind. Of these, " The Scarlet Letter" and "The House of the Seven Gables" are general favorites. Our most famous historians are George Bancroft, whose greatest work was the " History of the United States " ; John '^ Lothrop Motley, who wrote of the /; Dutch Republic; William H. Prescott, '^^'1' who has told of the Spanish discover- ers ; and Francis Parkman, the historian of France in the New World. LITERATURE AND ART IN THE UNITED STATES. ogo It is yet too soon to speak personally of the writers who have risen in this country since the cival war. They differ from those who came be- fore them, as American life differs from the life before the war: i. The writers of this later period are not chiefly a group ot men about New York or Boston. Every great natural division of the country is represented in the nathaniel mawthorne present school of writers. 2. They are not chiefly poets and essayists, like Longfellow and Emerson, Poe and L-terature since ■' ^ the civil war. Irving. Our present group of authors give themselves mainly to prose fiction and to humoristic writing. 3. They are remarkable for the zeal and faithfulness with which they study our own life. The manners and feelings of the American people in city and country are described with fullness, and the dialect of every region of the United States is reproduced in the pages of our later authors. American art had its rise in a group of portrait-paint- American art. ers, of whom Gilbert Stuart was the chief. The condi- tions of our life were formerly unfavorable to the pro- duction of a great school of painters and sculptors, but there has been a large advance in late years, and some very notable work has been done in several departments of art. In the matter of book and magazine illustrations some of our artists have taken a very high rank. What was the character of our literature before the present century ? Questions for What great writer in the last century left literary work of permanent study, value? What writers on political subjects produced important works ? Why were there no great writers in the pioneer period of the country ? What is Washington Irving sometimes called ? What was his first important work } What is his most famous book ? What tales are men- 384 LITERATURE AND ART IN THE UNITED STATES. Study by topics. tioned as having appeared in the " Sketch-Book " ? What biography written by Irving is still a standard work ? Who was the first American that became widely known as a poet ? How old was he when he wrote his best poem ? Who is spoken of as the most widely celebrated of our poets ? Mention the two best known of his short pieces. What kind of a poem is Hiawatha ? What is the story of Evangeline founded on .'' What is Whittier sometimes called .'' What is the character of his poems? Which one is mentioned in particular? Of what is " Snow-Bound " a description ? What kind of poetry has Holmes written ? What two poems of his are mentioned ? What is thought of his " Autocrat of the Breakfast-Table " ? Is the " Autocrat " in prose or verse ? Where was Poe born ? What is said of his poetry ? By what is he most widely known ? What is said of him as a thinker and writer ? By what is Lowell best known to general readers ? In what other departments of authorship is he great ? What two very famous writers of fiction lived in the period before the civil war ? Were Cooper and Hawthorne alike in their writings ? What kind of novels did Cooper write ? Which are the most famous of his novels ? What kind of stories did Hawthorne write ? What two are mentioned ? What four famous American historical writers are named ? What is the first particular in which the writers since the civil war differ from those whose fame was made before ? To what kinds of writing do our present writers usually give themselves ? For what are they remarkable ? In what did American art have its rise ? What is said of American art ? What of book and magazine illustration in this country ? I. The lack of literature before the present century. II. Some of the older writers. I. Irving. 2. Br>-ant. 3. Longfellow. 4. Whittier. 5. Holmes. 6. Poe. 7. Emerson. 8. Lowell. 9. Cooper. 10. Haw- thorne. II. Historians. III. The new school of writers. 1. Their representative character. 2. Their devotion to fictitious and humorous literature. 3. Their attention to details of manners and speech. IV. American art. Books. The best way to study literature is in the literature itself. If the teacher can per- suade the pupil to read some of the works mentioned in this chapter, and to seek for the charm there is in them, it will tend to develop a taste for good literature, and education can render no higher service than this. For literature of the colonial period, Tyler's " History of American Literature." For literature of the period since the Revolution, Richcirdson's " History of American Literature." EIGHTH REVIEW. — FINAL CHAPTERS. 385 EIGHTH REVIEW.— FINAL CHAPTERS. Results of the war. (LVIII.) Johnson's administra- tion. (LVIII.) Grant's administration. (LVIII.) The election of 1876. (LVIII.) Garfield and Arthur. (LVIII.) Cleveland's presidency. (LVIII.) Harrison's Presidency. Questions of the right of a State to secede set- tled. Slavery abolished. The existence of but one great power in North America settled. Andrew Johnson President. Question of negro suffrage. Johnson impeached. Grant elected, 1868. Reconstruction of the South. Grant re-elected, 1872. The disputed election. Settled in favor of Hayes. Garfield elected, 1880. Garfield killed, 1881. Arthur President. Cleveland elected, 1884. Revival of tariff questions. Election of 1888. The tariff debate continued. The purchase of Rus- i Review of the first five additions of territory, sian territory. (LIX.) ) The purchase of Alaska, 1867. New States since the civil war. (LIX.) Later Indian wars. (LIX.) Population and wealth. (LX.) West Virginia, 1863. Nevada, 1864. Nebraska, 1867. Colorado, 1876. North Dakota, South Dakota, Montana, and Washington, 1889. Idaho and Wyoming, 1890. Indian war in Minnesota, 1862. Custer's winter campaign, 1868. Death of Custer, 1876. Present prospects of the Indians. Increase of population since 1790. Sources and increase of wealth. 386 EIGHTH REVIEW. — FINAL CHAPTERS. Inventions. New modes of life. Literature. [" Early American inventions. The cotton-gin and its effects. (LX.) ^ Other agricultural machines. Sewing-machines. Telegraph, telephone, and phonograph. j Changes made by new inventions. (LX.) ( The factory system. The first two centuries. Irving. The group of poets : Bryant, Longfellow, Whittier, Holmes, and Poe. (LXI.) ■{ Emerson, essayist and poet. Lowell, poet, critic, and essayist. Two great novelists : Cooper and Hawthorne. Historians. Later writers. CONSTITUTION OF THE UNITED STATES OF AMERICA. For an account of the modes of govern- ment in the colonies, see Chapter XXV. For an account of the Articles of Con- federation adopted during the Revolu- tion, and for the adoption and ratifica- tion of the present Constitution, see Chap- ter XXXIII. The three departments into which the government is divided are described on page igg. We, the people of the United States, in order to form a more per- fect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the gen- eral welfare, and secure the bless- ings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. Reasons for adopting. Article I. Section I. — i. All legislative powers herein granted shall be vested The Legislative in a Congress of the United States, which shall consist of a Senate and department. House of Representatives. Section II. — i. The House of Representatives shall be composed The House of of members chosen every second year by the people of the several States ; Representatives, and the electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislature. 2. No person shall be a Repre- sentative who shall not have attained to the age of twenty-five years, and been seven years a citizen of the United States, and who shall not, when elected, be an inhabitant of that State in which he shall be chosen. 3. Representatives and direct Apportionment, taxes shall be apportioned among the several States which may be in- cluded within this Union, according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for This clause was adopted when slavery existed. The words slave and slavery nowhere occur in the original Constitu- tion, but the effect of this article was to cause the slaves to be counted at three fifths their actual number in dividing the members of the House of Representatives among the States, and to distribute direct taxes in the same proportion. The sec- ond clause of the fourteenth article of Amendments changes this basis in conse- quence of the abolition of slavery. Taxes collected on imports, and on the manu- facture and sale of liquors, tobacco, and other articles, and on incomes, are called indirect taxes ; but ta.\es collected from property according to value and from " polls " — that is, from people according to number — are " direct " taxes. Direct taxes have rarely been levied by the Fed- eral Government. 26 388 CONSTITUTION OF THE UNITED STATES. Officers. Impeachment. The Senate. Senators in their classes. a term of years, and excluding Indians not taxed, three fifths of all other persons. The actual enumeration shall be made within three years after the first meeting of the Congress of the United States, and within every subsequent term of ten years, in such manner as they shall by law direct. The number of Representatives shall not exceed one for every thirty thousand, but each State shall have at least one Representative ; and until such enumeration shall be made, the State of New Hampshire shall be entitled to choose three ; Massachusetts, eight ; Rhode Island and Providence Plantations, one ; Connecticut, five ; New York, six ; New Jer- sey, four ; Pennsylvania, eight ; Delaware, one ; Maryland, six ; Virginia, ten ; North Carolina, five ; South Carolina, five ; and Georgia, three. 4. When vacancies happen in the representation from any State, the executive authority thereof shall issue writs of election to fill such va- cancies. 5. The House of Representatives shall choose their Speaker and other officers, and shall have the sole power of impeachment. Section III. — i. The Senate of the United States shall be composed of two Senators from each State, chosen by the legislature thereof, for six years; and each Senator shall have one vote. 2. Immediately after they shall be assembled in consequence of the first election, they shall be divided, as equally as may be, into three classes : the seats of the Senators of the first class shall be vacated at the expiration of the second year, of the second class at the expiration of the fourth year, and of the third class at the expiration of the sixth year, so that one third may be chosen every second year; and if vacancies happen, by resignation or otherwise, during the recess of the legislature of any State, the Execu- tive thereof may make temporary appointments until the next meeting of the legislature, which shall then fill such vacancies. 3 No person shall be a Senator who shall not have attained to the age of thirty years, and been nine years a citizen of the United States, and who shall not, when elected, be an inhabitant of that State for which he shall be chosen. Congress. — Observe the difference between the Senate and the House of Representatives. There are a great many more members in the " House " than in the Senate. Each State, large or small, sends two Senators, so that there are twice as many Senators as States. But the number of Representatives sent from a State depends on the population of the State. The smallest State is entitled to one member of the House and to two Senators. The largest State sends but two Senators, but it sends a great number of Representatives. The Representatives hold office for one Congress— that is, for two years. But only one third of the Senators go out at the end of each Con- gress. The Senators are chosen by the legislatures of the several States, and rep- resent the States. The Representatives are chosen by the people in the several "districts" of each State. CONSTITUTION OF THE UNITED STATES. 389 Impeachment. — This is a mode of trial of a public officer charged with wrong-doing. In such cases the House of Representatives must first pass a bill of impeachment. The Senate then sits as a court to try the offender. If a Presi- dent is on trial, the Chief-Justice must preside over the Senate. Unless two thirds of the Senators vote to find the accused guilty, he is acquitted. (See the impeachment of President Johnson, page 360.) 4. The Vice-President of the United States shall be President of the The vice- Senate, but shall have no vote, unless they be equally divided. President. 5. The Senate shall choose their other officers, and also a president other officers. pro tempore, in the absence of the Vice-President, or when he shall exer- cise the office of President of the United States. 6. The Senate shall have the impeachments, sole power to try all impeachments. When sitting for that purpose, they shall be on oath or affirmation. When the President of the United States is tried, the Chief-Justice shall preside ; and no person shall be con- victed without the concurrence of two thirds of the members present. 7. Judgment in cases of im- peachment shall not extend further than to removal from office, and disqualification to hold and enjoy any office of honor, trust, or profit under the United States ; but the party convicted shall nevertheless be liable and subject to indictment, trial, judgment, and punishment, ac- cording to law. Section IV. — i. The times, places, and manner of holding elections Congressional for Senators and Representatives shall be prescribed in each State by the ^■^'^t'o"^. legislature thereof ; but the Congress may, at any time, by law, make or alter such regulations except as to the places of choosing Senators. 2. The Congress shall assemble at least once in every year, and such Meeting of meeting shall be on the first Monday in December, unless they shall by c°"g''^ss- law appoint a different day. Section V. — i. Each House shall be the judge of the elections, re- Rules of turns, and qualifications of its own members, and a majority of each shall P''°«:e'i"''e. constitute a quorum to do business ; but a smaller number may adjourn from day to day, and may be authorized to compel the attendance of ab- sent members in such manner and under such penalties as each House' may provide. 2. Each House may determine the rules of its proceedings, punish its members for disorderly behavior, and, with the concurrence of two thirds, expel a member. 3. Each House shall keep a journal of its proceedings, and from time journal, to time publish the same, excepting such parts as may in their judg- ment require secrecy ; and the yeas and nays of the members of either House on any question shall, at the desire of one fifth of those present, be entered on the journal. 4. Neither House, during the session of Congress, shall, without the Adjournment- 390 CONS'lITUTION OF THE UNITED STATES. eto consent of the other, adjourn for more than three days, nor to any other place than that in which the two Houses shall be sitting, ay and SECTION VI. — I. The Senators and Representatives shall receive a riviieges and compensation for their services, to be ascertained by law, and paid out of ■•strictions. , r l tt ■ l o --i^l in- n the treasury of the United States. 1 hey shall, m all cases except treason, felony, and breach of the peace, be privileged from arrest during their attendance at the session of their respective Houses, and in going to and returning from the same ; and for any speech or debate in either House, they shall not be questioned in any other place. 2. No Senator or Representative shall, during the time for which he was elected, be appointed to any civil office under the authority of the United States, which shall have been created, or the emoluments whereof shall have been increased during such time ; and no person holding any office under the United States shall be a member of either House during his continuance in office. [evenue bills. SECTION VII. — I. All bills for raising revenue shall originate in the House of Representatives ; but the Senate may propose or concur with amendments as on other bills. he Presidents 2. Every bill which shall have passed the House of Representatives and the Senate shall, before it become a law, be presented to the President of the United States ; if he approve he shall sign it, but if not he shall return it, with his ob- jections, to that House in which it shall have originated, who shall enter the objections at large on their jour- nal, and proceed to reconsider it. If, after such reconsideration, two thirds of that House shall agree to pass the bill, it shall be sent, together with the objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a law. But in all such cases the votes of both Houses shall be determined by yeas and nays, and the names of the persons voting for and against the bill shall be entered on the journal of each House respectively. If any bill shall not be returned by the President within ten days (Sundays excepted) after it shall have been presented to him, the same shall be a law, in like manner as if he had signed it, unless the Congress by their adjournment prevent its return, in which case it shall not be a law. 3. Every order, resolution, or vote to which the concurrence of the Senate and the House of Representatives may be necessary (except on a The President's Veto.— When a bill has passed one branch of Congress it is sent to the other. If it passes both branches, it goes to the President. If the President signs it, it becomes a law. If the President sends a message to Con- gress refusing to sign it, this is called a veto. When the President vetoes a bill, it is again put to vote in both branches of Congress ; and if two thirds of each branch vote for it, the bill becomes a law without the President's approval. This is called passing a bill over the veto. CONSTITUTION OF THE UNITED STATES. 391 question of adjournment) shall be presented to the President of the United States ; and before the same shall take effect, shall be approved by him, or being disapproved by him, shall be repassed by two thirds of the Senate and House of Representatives, according to the rules and limitations prescribed in the case of a bill. Section VIII. — The Congress shall have power— Powers of 1. To lay and collect taxes, duties, imposts, and excises, to pay the °ne''ess. debts, and provide for the common defense and general welfare of the United States ; but all duties, imposts, and excises shall be uniform throughout the United States ; 2. To borrow money on the credit of the United States ; 3. To regulate commerce with foreign nations, and among the sev- eral States, and with the Indian tribes ; 4. To establish a uniform rule of naturalization, and uniform laws on the subject of bankruptcies throughout the United States ; 5. To coin money, regulate the value thereof and of foreign coin, and fix the standard of weights and measures ; . 6. To provide for the punishment of counterfeiting the securities and current coin of the United States ; 7. To establish post-offices and post-roads ; 8. To promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries ; 9. To constitute tribunals inferior to the Supreme Court ; 10. To define and punish piracies and felonies committed on the high seas, and offenses against the law of nations ; II. To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water ; " Letters of marque and reprisal " are papers authorizing a ship owned by pri- vate citizens to attack the ships of an- other nation. These ships are called privateers. 12. To raise and support armies; but no appropriation of money to that use shall be for a longer term than two years ; 13. To provide and maintain a navy ; 14. To make rules for the government and regulation of the land and naval forces ; 15. To provide for calling forth the militia to execute the laws of the Union, suppress insurrections, and repel invasions ; 16. To provide for organizing, arming, and disciplining the militia, and for governing such part of them as may be employed in the service of the United States, reserving to thC~States respectively the appointment of the officers and the authority of training the militia according to the discipline prescribed by Congress ; 392 CONSTITUTION OF THE UNITED STATES. Acts forbidden to the United States. 17. To exercise exclusive legislation in all cases whatsoever over such district (not exceeding ten miles square) as may, by cession of particular States and the acceptance of Congress, become the seat of the govern- ment of the United States, and to exercise like authority over all places purchased by the consent of the legislature of the State in which the same shall be, for the erection of forts, magazines, arsenals, dock-yards, and other needful buildings; and, 18. To make all laws which shall be necessary and proper for carry- ing into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in any de- partment or officer thereof. Section IX. — i. The migration or importation of such persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hun- dred and eight, but a tax or duty may be imposed on such importa- tion, not exceeding ten dollars for each perso,n. 2. The privilege of the writ of habeas corpus shall not be sus- pended, unless when in cases of re- bellion or invasion the public safety may require it. 3. No bill of attainder or ex post facto law shall be passed. 4. No capitation or other direct tax shall be laid, unless in propor- tion to the census or enumeration hereinbefore directed to be taken. 5. No tax or duty shall be laid on articles exported from any State. No preference shall be given by any regulation of commerce or revenue to the ports of one State over those of another ; nor shall vessels bound to, or from, one State, be obliged to enter, clear, or pay duties in another. 6. No money shall be drawn from the treasury, but in consequence '^f appropriations made by law ; and a regular statement and account "l^ iie receipts and expenditures of all public money shall be published from time to time. 7. No title of nobility shall be granted by the United States ; and no It was thought necessary, in order to secure the adoption of the Constitution, to forbid Congress to pass any law against the slave-trade for more than twenty years from the adoption of the Constitu- tion in convention (September, 1787). Though the" slave-trade is not mentioned by name, the first clause of Section IX of Article I left the slave-trade open until 1808. When the Constitution was adopt- ed no other country had yet forbidden the slave-trade, but the importation of slaves had been forbidden in all the American States, except North Carolina, South Carolina, and Georgia. On the very day the limitation expired, January I, 1808, a law previously passed went into force against the importation of slaves. The writ of habeas corpus is a writ or document commanding a sheriff or other officer to bring into court any person held in confinement, or detained in any way, that the court may inquire whether he is unlawfully deprived of his liberty. A bill of attainder was an act of Parlia- ment or other legislative body condemn- ing a person to death without judicial trial. An ex post facto law is one that makes an offense criminal that was not criminal at the time it was committed. CONSTITUTION OF THE UNITED STATES. 393 to the States. person holding any office of profit or trust under them shall, without the consent of Congress, accept of any present, emolument, office, or title, of any kind whatever, from any king, prince, or foreign state. Section X. — i. No State shall enter into any treaty, alliance, or con- Acts forbidden federation ; grant letters of marque and reprisal ; coin money ; emit bills of credit ; make anything but gold and silver coin a tender in payment of debts ; pass any bill of attainder, ex post facto law, or law impairing the obligation of contracts, or grant any title of nobility. 2. No State shall, without the consent of the Congress, lay any imposts or duties on imports or ex- ports, except what may be abso- lutely necessary for executing its inspection laws ; and the net produce of all duties and imposts laid by any State on imports or exports shall be for the use of the treasury of the United States ; and all such laws shall be subject to the revision and control of the Congress. No State shall, without the consent of Congress, lay any duty of tonnage, keep troops or ships of war in time of peace, enter into any agreement or compact with another State or with a foreign power, or engage in war, unless actually invaded, or in such imminent danger as will not admit of delay. "Bills of credit" was the common name for the paper money issued by the several colonies and made a legal tender for debts. This paper currency had brought great disaster to the business in- terests of the colonies, and the bills of credit issued by Congress during the Revolution, and known as continental money, had become almost worthless. Article II. Section I. — i. The executive power shall be vested in a President of The Executive the United States of America. He shall hold his office during the term Department, of four years, and, together with the Vice-President, chosen for the same term, be elected as follows : 2. Each State shall appoint, in such manner as the legislature thereof presidential may direct, a number of electors, electors, equal to the whole number of Sen- ators and Representatives to which the State may be entitled in Con- gress. But no Senator, or Repre- sentative, or person holding an office of trust or profit under the United States shall be appointed an elector. 3. [Superseded by Article XII of Amendments.] 4. The Congress may determine Election day. the time of choosing the electors, and the day on which they shall give their votes, which day shall be the same throughout the United States. Election of President. — The clause No. 3 in the first section of Article II has been superseded by Article XII of the Amendments to the Constitution. (See that article, which was adopted in conse- quence of the trouble arising out of the tie-vote between Jefferson and Burr in 1804.) The change, and the reasons for it, are explained on pages 226, 227, and 394 CONSTITUTION OF THE UNITED STATES. nd Vice- resident. he President 5. No person, exccpt a natural-born citizen, or a citizen of the United States at the time of the adoption of this Constitution, shall be eligible to the office of President ; neither shall any person be eligible to that office who shall not have attained to the age of thirty-five years, and been four- teen years a resident within the United States. 6. In case of the removal of the President from office, or of his death, resignation, or inability to discharge the powers and duties of said office, the same shall devolve on the Vice-President ; and the Congress may by law provide for the case of removal, death, resignation, or inability, both of the President and Vice-President, declaring what officer shall then act as President, and such officer shall act accordingly, until the disabiUty be removed or a President shall be The compensation of the President was twenty-five thousand dollars per annum until 1873, when it was made fifty thou- sand. owers. elected. 7. The President shall, at stated times, receive for his services a com- pensation, which shall neither be in- creased nor diminished during the period for which he shall have been elected, and he shall not receive within that period any other emolument from the United States, or any of them. 8. Before he enter on the execution of his office, he shall take the fol- lowing oath or affirmation : " I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will, to the best of my ability, pre- serve, protect, and defend the Constitution of the United States." he President's SECTION II. — I. The President shall be commander-in-chief of the army and navy of the United States, and of the militia of the several States when called into the actual service of the United States ; he may require the opinion, in writing, of the principal officer in each of the executive de- partments, upon any subject relating to the duties of their respective offices, and he shall have power to grant reprieves and pardons for offenses against the United States, except in cases of impeachment. 2. He shall have power, by and with the advice and consent of the Sen- ate, to make treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the advice and consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the Supreme Court, and all other officers of the United States, whose appointments are not herein otherwise provided for, and which shall be established by law ; but the Congress may by law vest the ap- pointment of such inferior officers as they think proper in the President alone, in the courts of law, or in the heads of departments. 3. The President shall have power to fill up all vacancies that may happen during the recess of the Senate, by granting commissions which shall expire at the end of their next session. CONSTITUTION OF THE UNITED STATES. 395 Section III. — He shall, from time to time, give to the Congress in- formation of the state of the Union, and recommend to their considera- tion such measures as he shall judge necessar}' and expedient ; he may, on extraordinary occasions, convene bo.th Houses, or either of them ; and in case of disagreement between them with respect to the time of adjourn- ment, he may adjourn them to such time as he shall think proper ; he shall receive ambassadors and other public ministers ; he shall take care that the laws be faithfully executed, and shall commission all the ofificers of the United States. Section IV. — ^The President, Vice-President, and all civil officers of impeachment, the United States, shall be removed from office on impeachment for, and conviction of, treason, bribery, or other high crimes and misdemeanors. Article III. Section I. — The judicial power of the United States shall be vested The judicial in one Supreme Court, and in such inferior courts as the Congress may E)epartment. from time to time ordain and estab- lish. The judges, both of the Su- preme and inferior courts, shall hold their offices during good behavior, and shall, at stated times, receive for their services a compensation, which shall not be diminished during their continuance in office. Section II.— I. The judicial Jurisdiction power shall extend to all cases, in °^ courts, law and equity, arising under this Constitution, the laws of the United States, and treaties made, or which shall be made, under their author- ity ; to all cases affecting ambas- sadors, other public ministers, and consuls ; to all cases of admiralty and maritime jurisdiction ; to con- troversies to which the United States shall be a party ; to controversies between two or more States ; between a State and citizens of another State ; between citizens of different States ; between citizens of the same State claiming lands under grants of different States, and between a State, or the citizens thereof, and foreign states, citizens, or subjects. 2. In all cases affecting ambassadors, other public ministers and con- suls, and those in which a State shall be a party, the Supreme Court shall have original jurisdiction. In all the other cases before mentioned, the Supreme Court shall have appellate jurisdiction, both as to law and The third department of the govern- ment is the judicial. It is the crowning g\ory of this Constitution that this de- partment is made independent of the other departments of the government. The President, it is true, appoin,ts the judges, with the consent of the Senate, but once appointed a judge can not be re- moved except for crime or misdemeanor, and that by impeachment of the House of Representatives and trial by the Sen- ate, in which jase a vote of two thirds of the Senators is necessary to a verdict of guilty. The compensation of the judges is fixed by Congress, but the compensa- tion of any judge can not be diminished during his continuance in office. The judges are in this way rendered as free as possible from the influence of the Presi- dent and Congress. 396 CONSTITUTION OF THE UNITED STATES. fact, with such exceptions and under such regulations as the Congress shall make. 3. The trial of all crimes, except in cases of impeachment, shall be by jury ; and such trial shall be held in the State where the said crimes shall have been committed ; but when not committed within any State, the trial shall be at such place or places as the Congress may by law have directed. Section III. — i. Treason against the United States shall consist only in levying war against them, or in adhering to their enemies, giving them aid and comfort. No person shall be convicted of treason unless on the testimony of two witnesses to the same overt act, or on confes- sion in open court. 2. The Congress shall have power to declare the punishment of treason, but no attainder of treason shall work corruption of blood, or forfeiture, except during the life of the person attainted. Article IV. Section I. — Full faith and credit shall be given in each State to the public acts, records, and ju- dicial proceedings of every other State. And the Congress may by general laws prescribe the manner in which such acts, records, and proceedings shall be proved, and the effect thereof. Section II. — i. The citizens of each State shall be entitled to all privileges and immunities of citizens in the several States. 2. A person charged in any State with treason, felony, or other crime, who shall flee from justice, and be found in another State, shall, on demand of the executive authority of the State from which he fled, be delivered up, to be removed to the State having jurisdiction of the crime. 3. No person held to service or Treason. — Trials for treason had been a means of oppression under European governments, for many acts were con- strued to be treasonable. This section was made in the interest of liberty. It limits treason to the levying of war against the country by a citizen, and to adhering to the enemies of the country or giving them aid and comfort. The punishment of treason under English law had extended even to the children of the traitor, whose blood was said to be cor- rupted, so that they could not claim any inheritance coming through the man con- victed of treason. This section of the Constitution limits the punishment of treason to the guilty person. Fugitives from Service. — At the time the Constitution was adopted theie were three classes of people " held to service or labor" in the States. Most young persons learning mechanical trades were bound to serve for a long appren- ticeship, and orphans and other poor children were often " bound out " until they should be of age. Besides these young apprentices there were white bond- servants called redemptioners, who had been sold into service, usually for four years, to pay for their passage from Eu- rope. The third and most important class were the African slaves. The agitation over the return of runaway slaves was one of the causes of the civil war. Long before the Constitution was a hundred years old, the system of bound apprentices had been pretty much given up, the class of re- demptioners had disappeared, and slavery had been abolished. This clause remains a relic of a state of society unknown to the rising generation. (See Chapters XVIII and XLVIII.) CONSTITUTION OF THE UNITED STATES. 397 labor in one State, under the laws thereof, escaping into another, shall, in consequence of any law or regluation therein, be discharged from such service or labor, but shall be delivered up on claim of the party to whom such service or labor may be due. Section III. — i. New States may be admitted by the Congress into New states, this Union ; but no new State shall be formed or erected within the juris- diction of any other State ; nor any State be formed by the junction of two or more States, or parts of States, without the consent of the legisla- tures of the States concerned as well as of the Congress. 2. The Congress shall have power to dispose of and make all need- ful rules and regulations respecting the territory or other property belong- ing to the United States ; and nothing in this Constitution shall be so construed as to prejudice any claims of the United States or of any par- ticular State. Section IV. — The United States shall guarantee to every State in this Union a republican form of government, and shall protect each of them against invasion ; and, on application of the legislature, or of the Executive (when the legislature can not be convened) against domestic violence. Article V. Congress and the States. Amendment of the Constitution. The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose amendments to this Constitution ; or, on the application of the legislatures of two thirds of the several States, shall call a convention for proposing amendments, which, in either case, shall be valid to all intents and purposes as part of this Constitution, when rati- fied by the legislatures of three fourths of the several States, or by con- ventions m three fourths thereof, as the one or the other mode of ratifica- tion may be proposed by the Congress ; provided, that no amendment which may be made prior to the year one thousand eight hundred and eight shall in any manner affect the first and fourth clauses in the ninth section of the first article ; and that no State, without its consent, shall be deprived of its equal suffrage in the Senate. Article VI. 1. All debts contracted and engagements entered into, before the Supremacy of adoption of this Constitution, shall be as valid against the United States ^^^ present ,,.^ .. ,i^fi . Constitution. under this Constitution as under the Confederation. 2. This Constitution, and the laws of the United States which shall be made in pursuance thereof, and all treaties made, or which shall be made, under the authority of the United States, shall be the supreme law of the land ; and the judges in every State shall be bound thereby, any- thing in the Constitution or laws of any State to the contrary notwith- standing. 398 CONSTITUTION OF THE UNITED STATES. No religious 3. The Senators and Representatives before mentioned, and the *^^*- members of the several State legislatures, and all executive and judicial officers, both of the United States and of the several States, shall be bound by oath or affirmation to support this Constitution ; but no re- ligious test shall ever be required as a qualification to any office or public trust under the United States Article VII. Ratification. The ratification of the conventions of nine States shall be sufficient for the establishment of this Constitution between the States so ratifying the same. AMENDMENTS. Article I. Liberties. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press ; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Article II. Bearing arms. A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be in- fringed. Article III. Quartering No soldier shall, in time of peace, be quartered in any house without soldiers. |.j^g consent of the owner nor in time of war but in a manner to be pre- scribed by law. Article IV. Search- The right of the people to be secure in their persons, houses, papers. warrants. g^j^^j effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue but upon probable cause, support- ed by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Article V. Trial for crime. No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger ; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb ; nor shall CONSTITUTION OF THE UNITED STATES. 399 be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law ; nor shall private property be taken for public use without just compensation. Article VI. In all criminal prosecutions, the accused shall enjoy the right to a Rights of the speedy and public trial, by an impartial jury of the State and district a'=<=used. wherein the crime shall have been committed, which district .shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation ; to be confronted with the witnesses against him ; to have compulsory process for obtaining witnesses in his favor ; and to have the assistance of counsel for his defense. Article VII. In suits at common law, where the value in controversy shall exceed Civil suits, twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury shall be otherwise re-examined in any court of the United States than according to the rules of the common law. Article VIII. Excessive bail shall not be required, nor excessive fines imposed, nor Punishments, cruel and unusual punishments inflicted. Article IX. The enumeration in the Constitution of certain rights shall not be Reserved rights, construed to deny or disparage others retained by the people. Article X. The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. Article XI. The judicial power of the United States shall not be construed to ex- Suit against a tend to any suit, in law or equity, commenced or prosecuted against one ^^^*-^- of the United States by citizens of another State, or by citizens or sub- jects of any foreign state. Article XII. The electors shall meet in their respective States, and vote by ballot Choosing a for President and Vice-President, one of whom, at least, shall not be an President, inhabitant of the same State with themselves ; they shall name in their ballots the person voted for as President, and in distinct ballots the per- 400 CONSTITUTION OF THE UNITED STATES. son voted for as Vice-President, and they shall make distinct lists of all persons voted for as President, and of all persons voted for as Vice-Presi- dent, and of the number of votes for each, which lists they shall sign and certify, and transmit sealed to the seat of the government of the United States, directed to the President of the Senate ; the President of ihe Sen- ate shall, in presence of the Senate and House of Representatives, open all the certificates, and the votes shall then be counted ; the person having the greatest number of votes for President shall be the President, if such number be a majority of the whole number of electors appointed ; and if no person have such majority, then from the persons having the highest numbers, not exceeding three, on the list of those voted for as President, the House of Representatives shall choose immediately, by ballot, the President. But in choosing the President, the votes shall be taken by States, the representation from each State having one vote ; a quorum for this purpose shall consist of a member or members from two thirds of the States, and a majority of all the States shall be necessar}' to a choice. And if the House of Representatives shall not choose a President, when- ever the right of choice shall devolve upon them, before the fourth day of March next following, then the Vice-President shall act as President, as m the case of the death or other constitutional disability of the President. The person having the greatest number of votes as Vice-President shall be the Vice-President, if such number be a majority of the whole number of electors appointed ; and if no person have a majority, then from the two highest numbers on the list the Senate shall choose the Vice-President ; a quorum for the purpose shall consist of two thirds of the whole number of Senators, and a majority of the whole number shall be necessary to a choice. But no person constitutionally ineligible to the office of President shall be eligible to that of Vice-President of the United States. Article XIH. 1. Neither slavery nor involuntary servitude, except as a punishment for crime, whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. 2. Congress shall have power to enforce this article by appropriate legislation. Article XIV. , I. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law Thirteenth Amendment. — This was adopted in January, 1865, at the close of the civil war, and by this amendment slavery was abolished. It is the first use of the word in the Constitution. (See page 359.) CONSTITUTION OF THE UNITED STATES. 401 which shall abridge the privileges or immunities of citizens of the United States ; nor shall any State deprive any person of life, liberty, or property without due process of law, nor deny to any person within its jurisdiction the equal protection of ihe laws. 2. Representatives shall be apportioned among the several States ac- Apportionment, cording to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice-President of the United States, Representatives in Congress, the executive and judicial officers of a State, or the members of the legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion or other crime, the basis of repre- sentation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty- one years of age in such State. 3. No person shall be a Senator or Representative in Congress, or Disqualifications, elector of President and Vice-President, or hold any ofifice, civil or mili- tary, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebeUion against the same, or given aid or comfort to the enemies thereof. But Congress may, by a vote of two thirds of each House, remove such disability. 4. The validity of the public debt of the United States, authorized by PubUc debt, law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave ; but all such debts, obligations, and claims shall be held illegal and void. 5. The Congress shall have power to enforce, Dy appropriate legis- lation, the provisions of this article. Article XV. 1. The right of citizens of the United States to vote shall not be de- Right to vote, nied or abridged by the United States, or by any State, on account of race, color, or previous condition of servitude. 2. The Congress shall have power to enforce this article by appro- priate legislation. i INDEX. Abercromby, James, defeated, 136. Abolitionists, 292. Acadia, map of, 141. Acadians, the, expulsion of, 131 ; poem founded on it, 132. Adams, John, 203 ; elected President, sketch of, 221 (note), 222, 226. Adams, John Quincy, sketch of, 265 (note) ; administration and character of, 266. Adams, Samuel, 164 (note). Admiral, the great, 10. Admiral of New England, 22 (note). Agricultural machines, 376. Alabama, admission of, 259. Alabama, the, damage done by, claims and award, 352. Alaska, purchase of, 368 ; map, 372. Albany, 46. Algiers, tribute paid to, 228 ; war with, 229. Alien and Sedition Laws, the, 226. Allen, Ethan, 169 (note 1. America, discovery of, by Columbus, 1-4 ; discoveries before him, 4 (note) ; its name, 8 ; supposed to be a part of Asia, 5, 9 ; first suspected to be a separate continent, 10; colonies sent to, 15, 17, 19, 20 ; beginning of free government in, 30. See Colonies and States. American party, the, 298. Americus Vespucius, sketch of, i, 7 (note) ; his discovery and writings, 7 ; the conti- nent named for him, 8. Amherst, Jeffrey, capture of Louisbourg by, 135- Amidas and Barlowe, expedition of, 13. Amusements, in the colonies, 95 ; Dutch woman skating, illustration, 95. Anderson, Robert, 306. Andre, Major John, capture and execution of, 187. Andros, Sir Edmund, 158, 159. Annawon, 82. Anne, Queen, of England, 124, Annesley, Lord, 106. Antietam, battle of, 320 ; map, 322. Anti-Nebraska party, the, 299. Appomattox Court-House, Lee's surrender at, 348 ; map, 350. Argall, Samuel, Pocahontas carried away by, 27 ; his administration in Virginia, 30- Ark, the, and the Dove, 52. Arkansas, admission of, 287. Armada, the Great, 14 (note). Armor, use of, 86. Arnold, Benedict, 186, 187. Art, American, 383. Arthur, Chester A., his administration, 362. Artillery, American, drawn by oxen, illus- tration, 189. Atlanta, 335 ; capture of, 345. Atlantic Ocean, the, called Sea of Dark- ness, 2. Avalon, 51. Averysboro, battle at, 347. Bacon, Nathaniel, 82, 157 (note), 158. Balboa, Vasco Nunez de, 10. Ballot Reform, 365. Baltimore, Lord, 51. Baltimore attacked by the British, 253. Baltimore clipper, the, 271. Bancroft, George, 382. Bank, the United States, 267, 268 ; attempt to re-establish, 277 ; attitude of parties regarding, 298. Banks, Nathaniel P., 328. Barbary states, the, pirates of, 228, 229 ; map of, 230. Barlowe, see Amidas. Barnburners, the, see Free- Soil party, the. Barren Hill, 182 (note). Bateau, a- river, illustration, 204. Battle above the clouds, the, 334. Bear-flag Republic, the, 284, 27 404 INDEX. Beauregard, General P. G. T., 312, 315. Bell, John, his nomination, 302. Bemis Heights, battle of, 178 ; map, iSo. Bennington, battle of, 17S. Bentonville, battle of, 347. Berkeley, Sir William, 157. Bermuda Islands, the, 25. Biddle, Captain Nicholas, 192. Bimini, 116 (note). Blackbeard, 101 (note), 102. Black Kettle, 370. Black Snake, the, 217. Bladensburg, battle of, 253 ; map, 256. Blaine, James G., 363. Blockade of Southern ports, 351. Block-houses, SS. Bonaparte, Napoleon, 222, 234. Bonhomme Richard, the, 192. Bonnet, Steed, 101 (note), 102. Boone, Daniel, 231. Booth, J. W., 354. Boston, settlement of, 41 ; siege of, 171 ; map (tf, and vicinity, 174. Boston Massacre, the, 165. Boston Port Bill, the, 166. Boston Tea-party, the, 165. Bouquet, Henry, 147. Braddock, Edward, his expedition and de- feat, 129-131 ; his death, 131. Bragg, Braxton, 326, 327, 331, 333. Brandywine, battle of the, 181, 182; map, 185. Breckinridge, John C., his nomination, 302 ; at New Market, 340. Brock, Sir Isaac, 242 (note). Brooklyn, 46. Brown, John, 301. Brown Bess, illustration, 195. Bryant, William C, 3S0. • Buchanan, James, election of, 300 ; sketch of, 300 (note) ; his attitude toward seces- sion, 306. Buell, Don Carlos, 315, 327. Buena Vista, battle of, 280 ; map, 282. Bull Run, battle of, 312 ; map, 317 ; sec- ond battle, 320. Bunker Hill, battle of, 169, 170; map, 174. Burgoyne, Sir John, 178, 179. Burnside, Ambrose E., 320. Burr, Aaron, 227 ; his conspiracy, 235 ; his duel with Hamilton, 215 (note). Bushy Run, battle of, 147. Cabot, John, sketch of, 8 (note) ; his voy- ages, 8-10, Cabot, Sebastian, 8 (note), 10. Calhoun, John C, 267, 269 ; sketch of, 268 (note) ; his State-rights doctrine, 304. California, American settlers in, 283 ; an- nexation of, 2S4 ; its history, 284 (note 1 ; its admission, 287, 294 ; discovery of gold in, rapid settlement of, 294. Calvert, George and Leonard, 51. Cambridge, Mass., command assumed by Washington at, 171. Camden, battle of, 184 ; map, 190. Canada, colonization of, 116, 117 ; invasion of, capture of Port Royal, and attack on Quebec, 123, 124 ; Schuyler's expedition, 123 ; map, 123 ; ceded to England, 139 ; invasion of, in 1814, 252. Canals, 273. Canoes, Indian, 75, 76. Cape Breton Island, fortress on, 125. Cape of Good Hope, discovered, i ; round- ed, 10. Capital, the national, 213, 222. Capital and labor, 378. Carolinas, the, grant of, 53 ; proposed con- stitution for, 54 ; map, 55 ; colonial gov- ernment, 151 ; Sherman's march through, 347- Casco Bay, massacre at, 123. Cass, Lewis, 293. Catholics, laws against, in England, 51 ; emigration of, to Maryland, 51, 52. Cattle, raising of, in the colonies, 100. Cedar Creek, battle of, 342 ; map, 344. Census. See Population. Central America, filibustering exjieditions to, 296. Cerro Gordo, battle of, 284 ; map, 287. Chambersburg, Pa., burned, 341 ; map, 344- Champlain, Samuel de, 116, 117. Champlain, Lake, under British control, 178 ; battle of, 248 ; maps, 180, 249. Chancellorsville, 320 ; map, 322. Chapultepec, storming of, 285 ; map, 287. Charging an earthwork, illustration, 313. Charles I, king of England, 53, 157. Charles II, king of England, 53, 57, INDEX. 405 Charleston, S. C, founded, 84 ; taken by the British, 184 ; maps, 190, 309. Charter Oak, the, 159. Chatham, Earl of, 135. Chattanooga, seized by Bragg, 326, 331 ; battle of, 333, 334 ; map, 335. Chesapeake, the, defeated by the Shannon, 248. Chickamauga, battle of, :iS3'i "the Rock of," 333 ; map, 335. " Chief who never Sleeps, the," 217. Church, Benjamin, his defeat of King Phil- ip, 82 ; his methods, 82 (note). Church and state, connection of, 200. See Religious Liberty. Churubusco, battle of, 285 ; map, 287. Civil war, the, causes of, see Slavery ; State-rights doctrine, 304, 305 ; secession, 305, 307; the Peace Convention, 305; formation of the Confederate govern- ment, 306 ; opening of hostilities. Fort Sumter, 306, 307 ; effect of its fall, 307 ; the issue, 310 ; the border States, 310, 311 ; Missouri, 311 (note) ; campaign in West Virginia, 311 (note) ; Bull Run, 312 ; bat- tles in Kentucky, 312 (note) ; first West- ern campaign, 312-315 ; movements in the East — Bull Run to Gettysburg, 317- 321 ; the Peninsula campaign, 318, 319 ; Emancipation Proclamation, 325, 326 ; naval operations, 324-326 ; fall of New Orleans, 226 ; fall of Vicksburg, 327, 32S ; campaign between Nashville and Atlanta, 330-335 ; Grant's Eastern cam- paign, 337-339 ; the Valley campaign, 340-342 ; closing operations, 345-348 ; Sherman's march, 346, 347 ; the sur- render of Lee and Johnston, 348 ; traits and results of, 350-355 ; the blockade, 351, 352 ; maps, 308, 309, 315, 316, 3^7,321, 322, 323, 328, 329, 330, 335, 343, 344, 350. Claiborne, William, 79. Clay, Henry, 261, 26S (note), 269, 277. Cleveland, Grover, elected President, 363 ; re-elected, 365. Clinton, De Witt, 273, Clinton, George, 242. Clinton, Sir Henry, 183. Cold Harbor, battle of, 339 ; map, 343. Colleges, early, 206. Colonies, the, life in : houses, furniture, food, dress, traveling, education, amuse- ments, 91-95 ; farming and shipping, products, tools, fisheries, pirates, 98-102 ; bond-servants and slaves, 104-107 ; laws and usages, 109-113 ; wars of, uniforms, methods of fighting, British officers, 142- 145 ; map showing claims to territory be- fore 1763, 121 ; government and laws of, 151-154 ; restrictions on trade and manu- facture, 153, 161, 162 ; their wars, see French Wars, King Philip's War, Pequot War, the, and Pontiac's War ; early struggles for liberty in, 156-160 ; inde- pendence of, gained, see Revolutionary War, the. Colorado, admission of, 369. Columbia, S. C, burning of, 347, Columbus, Bartholomew, 9. Columbus, Christopher, sketch of his life, 2 (note) ; his plan of a route to India, i, 2 ; applications for aid, 2, 3 ; his first voyage to America, 3, 4 ; succeeding voy- ages, 5 ; map showing his route, 7. Compromise, the Missouri, see Missouri Compromise. Compromise of 1850, the, 268, 295, 305. Compromise period, the, 268. Concord, Mass., stores destroyed at, 168. Confederate States of America, the, 306; removal of the capital, 311; money of, 353. See Civil War, the. Congress, the Colonial, 198, 199 ; the United States, its Constitution, 199. Congress, burning of the, 324. Connecticut, settlement of, 41, 42 ; the Dutch in, 47 ; the Pequot War, 80 ; gov- ernment of the colony, 151 ; story of its charter, 159. Constitution of the United States, the, 198, 199, 2CO ; its adoption, 198, 199 ; pro- visions, 199. 203 ; thirteenth amendment to, 359 ; fifteenth, 360 ; text of, 387. Constitution, the, capture of the Guerriere by, 246 ; of the Java, 247. Constitutional Union party, the, 302. Contreras, battle of, 285 ; map, 287. Cooper, James Fenimore, 3S2. Copley, John Singleton, 207. Copyright, international, 364. j Corinth, sieges of, 315, 32-, ; map, 315. 4o6 mDEX. Cornwallis, Lord, 184, 187, 188 ; his sur- render, 189. Cotton-gin, the, ,376. Cotton States, the, 304 ; secession of, 305. Coureur de bois, illustration, 119. Courts, United States, 199. Cowpens, battle of the, 187 ; map, 190. Craven, Governor, 83. Creek War, the, 253, 254. Crimes, laws against small, 106, 109, no, II I. " Crimps," 105. Croghan, George, his defense of Fort Stephenson, 251 (and note). Cromwell, Oliver, 40, 53. Crook, George, 340. Crown Point, 132 ; map, 134. Cuba, attempted purchase of, 296 ; propo- sal to seize, 300 (note). Cumberland, sinking of the, 324. Currency, decimal system of, 172 (note) ; of the Revolution, 194 ; paper, see Greenbacks, and Confederate States of America. Custer, George A., 370. Cuttyhunk Island, colony on, 19. Dakota, North and South, 369, Dale, Sir Thomas, 26, 27, 30. Danville, Va., 348 ; map, 350. Dare, Virginia, 17. Dark and Bloody Ground, the, 216. Davenport, Rev. John, 42. Davis, Jefferson, election of, 306 ; sketch of, 306 (note) ; his imprisonment and release, 355. Dearborn, General Henry, 245. Debt, the national, 352. Decatur, Stephen, 229, 247. Decimal system of currency, the, 172 (note). Declaration of Independence, the, 172, 173; its author (note), 172. Deerfield, Mass., destroyed by Indians, 124 ; old house at, illustration, 127. De Kalb, Baron, 183. Delaware, settlement of, 47 ; captured by the Dutch, 47 ; the government trans- ferred to Penn, 59 ; colonial government of, 152. Delaware Bay, exploration of, 45. De la Warr, Lord, 26, 30. Democratic party, the, 267; main differ- ences between, and the Whig, 268 ; its return to power, 363. De Soto, Hernando, his explorations, 116 (note). Detroit, attacked by Indians, 147 ; sur- render of, to the British, 243 ; incident of the surrender, 242 ( note ) ; maps, 243, 255. Dinwiddle, Governor, 171 (note). Discovery, the, 19, 21. District of Columbia, the, 223 ; slave-traffic in, 294, 295. Doeg Indians, the, 82. Dorchester Heights, 171 ; map, 174. Douglas, Stephen A., 298 ; his nomination, 302 ; his debates with Lincoln, 354 (note). Drake, Sir Francis, 16, 284 (note). Dred Scott case, the, 301. Dress, in colonial times, 94 ; after the Revo- lution, 210, 211, 212. Dress, illustrations of, 10, 11, 15, 19, 21, 30, 31. 35. 37, 41. 42. 46, 47. 54. 57, 64, 65, (j6, 69, 93, 94, 95, 97, 104, 109, 118, 119, 143, 143. 177. 178. 179, 186. 188, 192, 193, 194, 206, 211, 222, 228, 247, 251, 252, 254, 257, 258, 259, 260, 273. Drunkenness, punishment for, 1 10 ; illus- tration, 112. Ducking-stool, the, no. Dustin, Hannah, 89 (note). Dutch, the, in America, 45, 46, 47 ; their colony taken by England, 47, 48. Dutch East India Company, the, 45. Early, Jubal, 340. Earth, the, notions of its shape, 1,3; of its size, 2 ; map of the part known before 1492,4; first circumnavigated, 11. Education, in the colonies, 95 ; school- scene, illustration, 97 ; at the close of the Revolution, 206. Election, presidential, mode of, see Presi- dent of the United States ; disputed, of 1876, 361, 362. Elevators, invention of, 375. Eliot, Rev. John, 81 (note). Elizabeth, Queen, 13, 14, 19. Ellsworth, Miss, 274. Embargo, the, 241. Emerson, Ralph W., 3S1, 382. Enemy, we have met the, etc., 248. > ini5ex. 407 England, wars with, see Revolutionary War, the, and War of 1812, the ; reten- tion of American posts by, 215, 220; seizure of vessels by cruisers of, 220 ; Jay's treaty with, 220; war of, with France, 240 ; interference of, with American com- merce, 240, 241 ; Indians incited by agents of, 242 ; attitude of, during the American civil war, 350, 351 ; the Alabama claims, 352. Era of good feeling, the, 264. Ericsson, John, 325. Erie Canal, the, 273. Factory system, the, 377. Fairfax, Lord, 171 (note). Fair Oaks, battle of, 319 ; map, 321. Farragut, David Glascoe, 326. Federal city, the, 223. Federal government, position of parties on the power of the, 268 (and note), 304. Federalist party, the, 213, 224, 226, 227, 304. Fillmore, Millard, 293 ; sketch of, 294 (note) ; nominated for President, 300. Fire-arms of the Revolution, 193, 194. Fireplaces, 377. Fisheries, colonial, loi. Fisher's Hill, battle of, 341 ; map, 344. Five Forks, battle of, 348 ; map, 350. Flags (illustrations) of New York merchant- ships, 99 ; of New England ships, loi ; the pine-tree, 168 ; the liberty, of the South, 171 ; the rattlesnake, 172 ; the Stars and Stripes of 1777, 17S ; of 1814, 253 ; the royal, of France, 188 ; the Brit- ish, 247 ; the Spanish standard, 264 ; the Mexican, 276 ; the Confederate, of 1861, 307 ; present United States, 374. Florida, Spanish discoveries in, 116 (note) ; their colony, 116 ; map of the eastern coast, 128 ; Jackson's invasion of, 254 ; purchase of, 264 ; its previous history, 264 (note) ; admission of, 287. Foote, Andrew H., 312. Forbes, Joseph, 136. Forefathers' day, 35. Fort Donelson, 312 ; capture of, 314; map, 315- Fort Duquesne, Braddock's expedition to, 130 ; his defeat, 131 ; map showing his route, 134 ; taken by General Forbes, 136. Fort Fisher, assault on, 347. Fort Frontenac, capture of, 136. Fort Henry, capture of, 312 ; map, 315. Forts Jackson and St. Philip, 326 ; map, 329- Fort Meigs, siege of, 251 ; Harrison's an- swer to the demand for surrender, 251 (note) ; map, 255. Fort Monroe, naval battle near, 324 ; maps, 321, 328. Fort Moultrie, 306 ; map, 309. Fort Stephenson, siege of, 251 ; map, 255. Fort Sumter, 306 ; bombardment of, 307 ; map, 309. Fort Ticonderoga, defeat of the English at, 136, 144 ; capture of, by Ethan Allen, 169 (note) ; by Burgoyne, 178 ; map, 180; ruins of, illustration, 169. Fort Washington, capture of, by the Brit- ish, 177 ; map, 179. Fort William Henry, siege and capture of, 132 ; map, 134. France, aid of, to America, 183 ; purchase of territory from, 172 (note) ; partisans of, 214 ; relations of, with America during the French Revolution, 221 ; the Direct- ory, 221, 222 ; demand of, for tribute, 222 ; feeling in, during the American civil war, 350. See French, the, and French wars. Franklin, battle of, 346. Franklin, Benjamin, sketch of, 1S9 (note), 206 ; inventions by, 375, 377 ; his writ- ings, 379. Fredericksburg, battle of, 320 ; map, 322. Free-Soil party, the, 293, 295. Free trade, see Tariff. Fremont, John C, 283, 284 (note); his nomination, 300. French, the, in America, 116, 117, 118; their weakness and strength, 118; their influence over the Indians, 118, 119; their claims to territory, 119; map show- ing their claims, 121 ; their line of posts, 128, 129 ; cession of their possessions east of the Mississippi, 139 ; sale of Louisiana, 234 (and note). See France. French wars, the, 119, 122-126, 128-140; maps, 123, 128, 133, 134, 141 ; character- istics of, 142-147. Frobisher, Sir Martin, 11. 4o8 INDEX. Frolic, the, 247. Fugitive-slave law the, see Slavery. Fulton, Robert, 271, 272. Gama, Vasco da, his voyage to India around the Cape of Good Hopa, 10 ; map show- ing his route, 7. Garfield, James A., 312 (note) ; his elec- tion as President, and his death, 362. Gates, Horatio, 178, 184. Gates, Sir Thomas, 25. Genoa, 2. George III, of England, 172;- statue of, 175- Georgia, territory of, 62 ; Oglethorpe's de- sign, 63; his colony, 64; property laws in, and dissatisfaction, 64 ; governments surrendered by the king, and change of laws, 65 ; map of the eastern coast, 128 ; form of government, 151 ; secession of, see Secession ; Sherman's march through, 346. Germans, emigration of, to America, 65. Germantown, battle of, 182, 183 ; map, 185. Gerrish, Sarah, 146 (note). Gettysburg, battle of, 321 ; map, 323. Gilbert, Sir Humphrey, 11. Gist, Christopher, 129 (note). Godfrey, Thomas, 370. God-speed, the, 19. Gold, discovery of, 11 ; in California, 284 (note), 293. Goldsboro, 347. Gosnokl, Bartholomew, 19. Government, forms of, in the colonies, 151- 154 ; in the States, see Federal Govern- ment, the, and Constitution, the. Grant, Ulysses S., 312; capture of Forts Henry and Donelson by, 312, 314 ; at Shiloh, 315 ; at Vicksburg, 327, 328 ; at Chattanooga, 333 ; sketch of, 337 (note) ; in command of all the armies, 337 ; re- ceives Lee's surrender, 348 ; elected Presi- dent, 360 ; re-elected, 361. Greeley, Horace, 361. Green, Roger, 53. Greenbacks, 352, 353. Greene, Nathanael, in command at the South, 187, 188. Green Mountain Boys, the, 169 (note), 257. Greensboro, N. C, r88. Grenville, Sir Richard, 15. Guerriere, the, capture of, 246. Guilford Court-House, battle of, 1S8 ; map, 190. Gunpowder, Indian notions of, 85. Guns, matchlock, 86 ; illustrations, 84, 85 4 flint-lock, 86. Hale, John P., 295. Half-Moon, the, 45. Halleck, Henry W., 126. Hamilton, Alexander, 214; sketch of, 215 (note) ; his essays, 377. Hampton Roads, battle in, 324 ; maps, 321, 328. Hancock, Winfield S., candidate for the presidency, 362. Hardee, William J., 334. Harmer, General, 216. Harper's Ferry, seizure of, 301, 320. Harpsichord, the, illustration, 206. Harrison, Benjamin, election of, 364. Harrison, William Henry, 242, 251 ; quoted, 251 (note), 252 (note) ; sketch of, 276 (note) ; election of, 277. Hartford, Conn., 41. Harvey, Sir John, 157. Hatter, shop of a, illustration, 153. Hawkins, Sir John, portrait of, 107. Hawthorne, Nathaniel, 3S2, 383. Hayes, Rutherford B., elected President, 361, 362. Hayti, 5. Hennepin, Father, 117. Henry VII, of England, 8, 9. Henry, Patrick, sketch of, 162 ( note ) ; ad- vocates the Revolution, 163. Hessians, the, 177; illustrations, 177, 17S, 179. Highlanders, in Georgia, 64. Hispaniola, 5. Holding the Line, illustration, 332. Holmes, Oliver W., 379. Home and society in Washington's time, 209-212. Hood, John B., 335, 345. Hooker, Joseph, 320, 321, 333. Hopkins, Esek, 192. Horses in the colonies, 100; pacers, 204; Indian, 375. INDEX, 409 Houses, colonial, 91 ; illustrations, 91, 127 ; furniture of, 91, 92 ; in Washington's time, 2og. Houston, General Sam, 278. Howe, Elias, 376. Howe, Lord George, 144 ; illustration, 145. Howe, Admiral Richard, Earl, 177. Howe, General Sir William, 176. Hudson, Henry, sketch of, 46 (note) ; his voyages and discoveries, 45, 46. Hudson River, the, explored, 45, 46 ; plot to surrender the Highlands of the, 187 ; map, igi. Huguenots, the, 54, 66. Hull, General William, 243, 245. Hunter, David, 340. Idaho, admission of, 369. Illinois, admission of, 259. India, route to, by sea, desired, i ; plan of western route to, i, 2, 8, 10, 15 ; the sup- posed northwest passage, 11, 45, 46, 98. Indians, the, in Virginia, 21, 31, 32 ; in Massachusetts, 35, 36, 37, 41 ; treatment of, in Pennsylvania, 59 ; treaty-belt of, illustration, 60 ; their clothing, houses, tools, canoes, etc., 71-76; reason of their name, 71 ; changes made among, by the coming of Europeans, 74 (note) ; illustrations, 71, 90 ; small numbers of, 76 ; early wars with, 79-83 ; methods of warfare, 85-89 ; weapons of, 85 ; stories of defense, 88 (note) ; attempts to edu- cate and Christianize, 31, 81 (note), 118, 370; influence of the French over, 118; slaughter by, 122, 123, 124, 215 ; captives taken by, 145-147, 146 (note) ; war with, in Ohio, 217 ; in the Northwest, 242 ; later wars, 369-372. See French Wars, King Philip's War, Pequot War, and Pontiac's War. Indian Territoiy, 369. Indian corn, 99. Indian ponies, 370. Indiana, admission of, 259. Indigo, culture of, 99. Inheritance, laws of, 210, 232. Internal improvements, attitude of parties on, 268. Inventions, American, 375-378. Iowa, admission of, 287, Irish, the, in the colonies, 66. Iroquois, the, their hatred of the French, 118, 122 ; long-house of, illustration, iig ; attack of, on Canadian settlements, 122. Irving, Washington, 3S0. Isabella, Queen of Spain, 3. Island No. 10, capture of, 314 ; map, 315. Jack of the Feather, 31. Jackson, capture of, 328, 330. Jackson, Andrew, subdues the Creeks, capt- ures Pensacola, and defeats the British at New Orleans, 254 ; sent to receive Florida, 265 ; elected President, 261 ; sketch of, 266 (note) ; administration of, 266, 267 ; his attitude on nullification, 304. Jackson, Thomas J. (Stonewall), 318, 319; sketch of, 319 (note), 320, 321. James I, king of England, 14 (note), 19, 32, 51- James II, king of England, 57, 158; over- thrown, 159. James River, the, 20. Jamestown, settlement at, see Virginia"; burned, 158 ; present appearance of, il- lustration, 20. Japazaws, chief, 27. Jasper, Sergeant William, 184 (note). Java, the, capture of, by the Constitution, 247. Jay, John, 220. Jefferson, Thomas, sketch of, 172 (note) ; in favor of religious freedom, 200 ; his party, 214 ; candidate for the office of President, 221 ; elected, 227, 228 ; his portrait, 225 ; his seal, 226 ; the embargo, 241 ; his essays, 379. Jerseys, the, 57, 60. Johnson, Andrew, elected Vice-President, 353 ; his administration as President, 359, 360 ; impeachment of, 360. Johnson, Sir William, his expedition, 132. Johnston, Albert Sidney, 315. Johnston, Joseph E., 312, 319, 334; sketch of, 334 (note), 347, 348. Joliet, Louis, 117. Jones, John Paul, 192. Kansas, question of the admission of, 298 ; struggle in, 299, 300 ; admission of, 302, Kearny, Colonel, 283. 410 INDEX. Kearsarge, the, sinks the Alabama, 352. Kenesaw Mountain, battle of, 335. Kentucky, Indian troubles in, 215,216; ad- mitted to the Union, 258. Kernstown, engagement at, 340 ; map, 344. Kidd, William, loi (note), 102. Kidnapping in England, 105. King George's War, 124-126. King Philip's War, 81, 82. King William's War, 122, 123. Know-nothing party, the, 298. Labor and capital, 378. Lady Rebecca, the, 27. La Fayette, Gilbert Motier, Marquis de, 183 ; sketch of, 182 (note). Lake Champlain, 178 ; battle of, 24S ; maps, 180, 249. Lake Erie, battle of, 24S ; map, 250 ; results of, 251. Lake George, battle of, 132 ; under control of Burgoyne, 178; map, 180. Lane, Ralph, colony under, 15, 16. La Salle, Sieur de, 117. Lawrence, James, 248. Lee, Robert E., 319, 320, 321, 338, 339; sketch of, 338 (note) ; his surrender, 348. Legal-tender notes, 352. Legislatures, colonial, 152. Leif, tradition concerning, 4 (note). Leisler, Jacob, his rebellion, 159. Lexington, Mass., battle of, 168, 169; map, 174. Lexington, Mo., attack on, 311 (note). Liberal- Republican party, the, 361. Liberty, civil, in America, beginning of : Virginia charter, 30, 32 ; charter of Mas- sachusetts recalled, 43 ; government of Pennsylvania, 59 ; early struggles for, 156-160 ; established by the Constitution, 199, 200 ; Alien and Sedition Laws, the, 226. Liberty, religious, see Religious Liberty. Lighting, modes of, 377. Lightning, Franklin's experiment with, 189 (note), 206. Lightning-rod, the, invented, 375. Lincoln, Abraham, his election, 302 ; in- auguration, 306 ; re-election, 353 ; his death, 354 ; sketch of, 354 (,note). Lincoln, Benjamin, 184, Literature in the United States, 379-383. Little Harbor, N. H., 42. Little Turtle, chief, 216. Log-cabin and hard-cider campaign, the, 277. Longfellow, Henry W., 380, 381; subjects of poems by, 132, 168 (note). Long Island, battle of, 177; the retreat, il- lustration, 176; map, 179. Lookout Mountain, battle on, 333. Loudon, Lord, hisfailureat Louisbourg, 132. Louis XIV, of France, 117. Louisbourg, Cape Breton Island, 125, 126, 132, i35> 137 ; map, 141. Louisiana Territory, founded and named, 117; attempt to connect with Canada, 117, 118 ; history of, and its purchase by the United States, 234 (and note> ; maps, 236 ; State of, admitted, 258 ; election of 1876 in, 361. Lowell, James Russell, 382. Lucas, Eliza, 99. Lundy's Lane, battle of, 252 ; map, 256. Lutherans, emigration of, 65, 66. Lynchburg, attempt to take, 340 ; map, 344 ; Lee's attempt to reach, 348. Lyon, Nathaniel, 311 (note). McClellan, George B., 311 (note), 317, 318, 319, 320 ; his candidacy, 353. MacDonough, Thomas, 249. McDowell, Irvin, 312, 318. Macedonian, capture of the, 247 ; incident of, 247 (note). Mackinaw, capture of, 243 ; map, 243. Madison, James, elected President, 241 ; attitude of, in the War of 1812, 245 ; sketch of, 245 (note) ; his essays, 379. Madoc, tradition concerning, 4 (note). Magellan, F. de, sketch of, 11 (note) ; his voyage and discovery, 10, 11 ; map show- ing his route, 7. Mails, 205, 206. Maine, settlement of, 42 ; annexed to Mas- sachusetts and separated, 43 ; part of, claimed by France, 119; map, 120; ad- mission of, 259. Manassas, battles of, 312, 320 ; map, 317. Manassas, the ram, 326. Manhattan, island of, 46. Marion, I'rancis, 185. INDEX. 411 Maxshall, Humphrey, 312 (note). Maryland, settlement of, 50-52 ; map, 56 ; Indian war in, 81 ; government, 152. Mason, James M., 351. Mason, John, 80. Massachusetts, settlement of, 35, 40, 41 ; intolerance in, 41 ; the Pequots, 41 ; gov- ernment of, 151, 152 ; struggles for lib- erty, the charter dissolved, 158. Massachusetts Company, the, 40. Massasoit, chief, 36, Si. Matamoros, capture of, map, 279. Maumee, Indian fighting on the, 220. Mayflower, voyage of the, 35 ; illustration, 34- Maynard, Lieutenant, loi. Meade, George G., 321, 337. Mecca, Cabot at, illustration, 9. Merrimac, the, 324 ; its fight with the Moni- tor, 325. Mexican War, the, causes of, 278, 279 ; opening of, 278 ; Taylor's campaign, 279, 280 ; New Mexico and California, 283 ; Scott's campaign, 284, 285 ; peace signed, 286; maps, 279, 281, 282, 287. Mexico, city of, captured, 285, 286 ; map, 287. Mexico, territory acquired from, 286 ; map, 288. Michigan, admission of, 287. Mill Spring, engagement at, 312 (note) ; map, 316. Mines, gold and silver expectation of find- ing, 98, 116 (note) ; discovered, 294, 365, 375- Minnesota, admission of, 302 ; Sioux ;iias- sacre in, 369. Minnesota, the, 324. Minute-men, 168. Missionary Ridge, 3:^3, 334. Mississippi, admission of, 259. Mississippi River, the, 116 (note) ; explored and held by the French, 117 ; struggle for control of, in the civil war, 314, 315, 328. Mississippi Valley, settlement of the, 231- 235 ; life in, 232, 233. Missouri, debate on the admission 01, 259, 260 ; its admission, 261 ; struggle for, at the opening of the civil war, 311 (note). Missouri Compromise, the, 260, 268 (note), 292 ; repeal of, 298, 299, 305. Molino del Rey, battle of, 285 ; map, 287. Monitor, the, fight of, with the Merrimac, 325- Monmouth, battle of, 183 ; map, 180. Monocacy, battle of, 346 ; map, 344. Monroe, James, election of, 264 ; sketch of, 264 (note). Monroe doctrine, the, 265. Montana admitted, 369. Montcalm, Marquis de, 132, 138, 139. Monterey, battle of, 279, 280; map, 279. Montreal, taken by the English, 139. Morgan, Daniel, 187. Mormons, the, 369. Morse, Samuel F. B., 274. Motley, John Lothrop, 3S2. Moultrie, William, 184 (note). Murfreesboro, battle of, 331. Mystic, Indian village at, burned, 80. Narragansett Indians, the, 81, 82. Nashville, battle of, 346. Navigation, improvements in, 271, 272, 273. Navigation laws, the, 153, 161. Navy, the American, 192 ; exploits of, 228, 229 ; during the civil war, 351, 352. Nebraska, admission of, 369, Nebraska Bill, the, 299. Neff, Mary, 89 (note). Negroes, enfranchisement of, 359, 360 ; al- leged intimidation of, 361. Nevada, admission of, 369. New Albion, 284 (note). New Amsterdam, 47 ; its name changed, 48 ; a wedding in, illustration, 93. Newcastle, Del., 59. New England, freedom of the colonies, 43 ; map of the early settlements, 43. Newfoundland, colony in, 51. New France, 47. New Hampshire, settlement of, 42 ; joined to Massachusetts and separated, 42 ; its government, 151. New Hampshire grants, the, 257. New Haven Colony, 42. New Jersey, settlement and grant of, 47, 57 ; division of, 57 ; toleration in, maps, 50, 61 ; land laws of, 59, 60 ; union of the two provinces, 60 ; government, 60, 151. New Madrid, 314. New Market, battle at, 340 ; map, 344. 412 INDEX. New Mexico, surrendered to the United States, 2S3 ; organized as a territory, 295. New Netherlands, the, 46, 47 ; capture of, and change of name, 48 ; Indian wars in, 80. New Orleans, battle of, 254 ; map, 257 ; capture of, by Farragut, 326 ; map, 329. Newport, R. I., round tower at, 4 (note). News, transmission of, 274, 275. New Sweden, settled and taken by the Dutch, 47 ; placed under Penn, 59. New York, discovered and settled, 45, 46 ; capture and change of name of, 48 ; its form of government, 151 ; Leisler's re- bellion in, 159 ; map, 50. New York city, settlement of, 46, 47, 48 ; view in, 48; evacuated, 177; maps of, and vicinity, 179, 191 ; influence of the Erie Canal on, 273. Norfolk Navy- Yard, the, 324. Norsemen, the, supposed discovery of America by, 4 (note). North America, continent of, discovered, 4 (note), 9, 10 ; but one great power in, 359. North Carolina, settlement of, 14, 15, 16, 53 ; map, 68 ; Indian war in, S3. Northwest passage, the, see India. Northwest Territory, 232 ; map of, 235. Nullification, 267, 269, 304. Offices, bestowal of government, 266. Oglethorpe, James, 62-64 ! sketch of, 64 (note) ; defeats the Spaniards, 64, 124. Ohio, Indian war in, 215-217; map of, 218 ; admission of, 258. Ohio River, the, discovered, 117. Oklahoma, 369. Old Ironsides, 247. Opechankano, chief, 32, 79, 80. Opequon, battle of, 341. Ordinance of 1787, the, 232, 258. Oregon, admission of, 302. Oregon boundary, 286, 287 ; map, 289. Ostend Manifesto, the, 300 (note). Otis, James, sketch of, 163 (note). Pacific Ocean, discovery of, 10. Pakenham, Sir Edward, 254. Palatines, the, 65, 66. Palo Alto, battle of, and map, 279. Parkman, Francis, 3S2. Parsons' Cause, the, 162 (note). Peace Convention, ttie, 305. Pea Ridge, battle of, 311 (note) ; map, 316. Pemaquid, Me., 42. Pemberton, John C, 328. Peninsular campaigfn, the, 318 ; map, 319. Penn, Admiral, 58, 59. Penn, William, sketch of, 58 (note 1 ; in America, 58, 59 ; treaty-belt given to, il- lustration, 60. Pennsylvania, colony, 47, 58-60, 66 ; gov- ernment, 152 ; whisky insurrection, 217. Pcnsacola, capture of, 254 ; map, 257. Pequot war, the, 80. Periaugers, 271. Perry, Oliver H., 248. Perryville, battle of, 327. Petersburg, attack on, 339, 340, 342 ; taken, 348 ; maps, 343, 350. Petroleum, 375. Philadelphia, 59, loi ; plan to capture, iSi ; taken, 182 ; map of, and vicinity, 1S5 ; national capital removed from, 213. Philadelphia, the frigate, 229. Philippi, battle at, 311 (note) ; map, 316. Philippine Islands, the, 11. Phips, Sir William, his expedition to Que- bec, 123. Phonograph, the, 376. Piedmont, battle at, 340 ; map, 344. Pierce, Franklin, election, 295 ; sketch, 295 (note) ; favors the Nebraska Bill, 299. Pilgrims, the, in Holland, 34, 35 ; their de- parture, illustration, 35 ; voyage, com- pact, and landing, 35 ; life at Plymouth, 36, 37 (note). Pillory, the, no, 157 ; illustration, 156. Pirates, loi (note), 102. Pitt, William, 135. Pittsburg, Pa., 136; attack on, 147. Pittsburg Landing, battle of, see Shiloh. Plains of Abraham, battle on, 138 ; illustra- tion, 139. Plattsburg, battle of, 253 ; map, 249. Plymouth Colony, 35-38 ; map, 39. Pocahontas, 22, 27. Poe, Edgar A., 381. Polk, James K., elected President, 278; sketch of, 278 (note). Pontiac's War, 147. Poor Richard's Almanac, 189 (note). INDEX. 413 Pope, John, 311 (note), 314, 319, 320. Population, 203, 20S (diagrams), 261, 374, 375 ; map showing movement, 378. Port Hudson campaign, 328 ; map, 330. Port Royal, N. S., 123, 124; map, 141. Port Royal, S. C, 54. Portugal, King of, 2 ; ship sent by, 3. Portuguese try to reach India by sea, i. Potato introduced into Ireland, 14 (note) ; into Virginia and New England, 100. Powhatan, 22, 27. Presbyterians, emigration of, 57, 66. Prescott, William H., 382. President of the United States, office of, 199 ; method of election, 227, 228. Prestonburg, engagement at, 312 (note) ; map, 316. Price, Sterling, 311 (note). Princeton, capture of, 178 ; map, 180. Privateers, 145, 249. Proctor, Henry A., 251, 252. Profanity, punishment for, 109. Protection, see Tariff. Pulaski, Count, 183 ; his death, 184. Punishment, forms of, 109-111. Puritans, 34, 40, 53 ; illustrations, 35, 40, 41. Quadrant, invention of the, 375. Quakers, persecution of, 57, 58 (note). Quebec, founded, 116, 117 ; expeditions sent against, 123, 124, 137, 138 ; its po- sition, 138 ; its fall, 139 ; maps of, 141 ; view of, 140. Queen Anne's War, 124. Quider, 123. Railways, 273, 274. Raisin, engagement on the, 250 ; map, 255. Ralegh, Sir Walter, sketch of, 14 (note) ; charter and colonies, 13-16 ; anecdote- 16. Reconstruction question, the, 359, 360. Red Eagle, 253. Redemptioners, 106. Religious intolerance, 34, 40, 41, 42, 51, 57, 65, 66, 112, 113. ReHgious hberty in Rhode Island, 42, 113 ; in Maryland, 52, 53, 113 ; in New Jersey, 57 ; in Pennsylvania, 59, 65, 113 ; in Georgia, 63, 64 ; in United States, 200. Republican (Democratic) party, the, 214, 226, 227 ; State-rights doctrine of, 304. Republican party, the, 299. See Federalists and Whigs. Resaca de la Palma, battle of, 279. Restoration, the, 53. Returning-boards, 361. Revere, Paul, 168 (note). Revolutionary War, the, its causes, 161-166 ; congress of delegates, 164 ; colonial con- gress, 166, 168 ; outbreak of the war, 168 ; appointment of Washington, 171 ; colo- nial constitutions, 172 ; Declaration of Independence, 172 ; American reverses, 177; successes, 177-179; dark period of, 181-185, 186 ; aid of France, 183 ; suc- cesses, 187, 188 ; surrender at Yorktown, 189 ; treaty of peace, 1S9, 190 ; traits and incidents of, 192-194 ; the navy, 192, 193 ; arms used in, 193, 194 ; poverty at the time of, 194 ; maps, 173, 174, 179, 180, 185, 190, 191, 207. Rhett, Colonel, loi. Rhode Island, settlement of, 42 ; its gov- ernment, 151. Rice, culture of, 99 ; preparing, 375. Rice, Thomas, 88. Richmond, Lee's retreat from, 348; map, 350. Rich Mountain, engagement at, 311 (note), 318 ; map, 316. Road, the National, 273. Roanoke Island, colonies on, 15, 16, 17 ; map of, 18. Roanoke River, Indian story of, 15. Robinson, John, 34. Rochambeau, Count de, 188. Rock of Chickamauga, the, 333. Rogers, Robert, and Rangers, 136 (note). Rogers's Slide, 136 (note) ; view of, 137. Rolfe, John, 27, 28, 98. Rosecrans, William S., 327, 331, 333. St. Augustine, Fla., founded, 116; attacked, 124 ; view of gateway of, 125. St. Clair, General, 176, 216. Saint Mary's, Md., 52. Salem, settlement at, 40. Salmon Falls^ massacre at, 123. Samoset, 36. Santa Anna, 280, 283, 284. Saratoga, battle of, 193. Sassacus, So. 414 INDEX. Savannah founded, 64 ; taken by British, 184 ; map, 190 ; occupied by Sherman, 346. Schenectady, massacre at, 122. Schofield, John M., 346, 347. Scolding and slander, punishment for, no. Scotland, persecution in, 57. Scott, Winfield, 280, 284, 285 ; sketch of, 285 (note) ; nominated for the presidency, 295 ; at opening of civil war, 317. Scrooby, 34. Seamen, impressment of American, for the British navy, 240. Secession of States, 305, 307 ; map of se- ceded States, 308 ; war of, see Civil War, the ; question of the right of, 359. Seminole War, the, 293 (note). Semmes, Raphael, 352. Separatists, 34, 40. Serapis, the, 193. Servants, indentured, 104-106. Seven Days' battles, the, 319 ; map, 321. Sewing-machines, 374. Seymour, Horatio, 360. Shannon, the, 248. Sharpsburg, battle of, see Antietam. Shawnees, prophet of, 242 (note), 253. Sheridan, Philip H., 341, 348; sketch of, 341 (note) ; his ride, 342. Sherman, William T., 334, 348 ; his march through the South, 345-347; sketch of, 347 (note). Shiloh, battle of, 315 ; map, 315. " Ship, don't give up the," 248. Ships, American, 271, 272. Ships of war, 325. Shirley, William, his expedition, 132. Silk, culture of, 98. Silver question, the, 365. Sioux, the, 369, 370. Sitting Bull, 370. Slavery, introduction of, 106 ; abolition of, in Northern States, 107 ; attempts of the colonists to keep out slaves, 153, 161 ; aft- er the Revolution, 210 ; forbidden north of the Ohio, 232 ; Ordinance of 1787, 232, 258 ; the Missouri question, 259, 292 ; Te.xas, 278, 292 ; Cfilifomia, 294, 295 ; the Wilmot Proviso, 293 ; Free-Soil party, 293 ; action of the fugitive-slave law, 294, 295 ; traffic in Washington, 294 ; compromise measures, 295 ; effect of "Uncle Tom's Cabin," 296 ; prepon- derance of free States, 296 ; proposed purchase of Cuba, 296; repeal of the Missouri Compromise, 298 ; the Nebraska Bill, 299 ; the Kansas struggle, 299, 300 ; the election of 1856, 301 ; the Dred Scott decision, 301 ; the John Brown raid, 301 ; divisions caused by, 302 ; free States ad- mitted, 302 ; election of Lincoln, 302 ; the Emancipation Proclamation, 325. 326 ; forbidden by thirteenth amendment, 359. Slaves, 104 ; insurrections of, 107 ; the first trader in, 107. Slidell, John, 351. Smith, James, 146 (note). Smith, John, sketch of, 22 (note) ; at Jamestown, 21 ; story of Pocahontas, 22, 28 ; explorations by, 21, 22 ; his re- turn to England, 23, 24 ; Plymouth named by, 35 ; his letter to Hudson, 45. Smith, Thomas, 99. Smuggling, in the colonies, 154, 162. Snow-shoes, use of, 87. Soldiers, dress and methods of, in colonial times, 142-145 ; in 1800, 228. Soul-drivers, 106. South, the, life at, in iSth century, 210, 2ii. South America, discoveries in, 5, 7, 10, 11. South Carolina settled, 54 ; rice-culture in, 54, 99 ; indigo, 99 ; rebellion in and rep- resentative government, 54, 159 ; Hugue- nots in, 54, 66 ; map, 68 ; secedes, 305. Spain, 3 ; war with, 124 ; colonies, 116, 265. Specie payment, resumption of, 353. Spice Islands, the, 8. " Spirits," 105. Spottsylvania, 338 ; map, 343. Squanto, 36. Squatter sovereignty, 299. Stamp Act, the, 163; Patrick Henry's speech on, 162 (note) ; its repeal, 164. Stamp-Act Congress, the, 164. Standish, Myles, 36, 37. Stark, John, 178. "Star-Spangled Banner, the," written, 253. State rights, under the Constitution, 200 ; doctrine of, 268 (note;, 269, 304, 305 ; settled by the civil war, 359. States, the, after the Revolution, 197, 198 ; confederation of, 198 ; constitutional con- vention, 198 ; Constitution adopted, 199 ; INDEX. 413 life in, 203-207, 209-212 ; additions to territory, 368 ; increase, see Population ; maps, 207, 263 ; wealth, 375. Steam, use of, 377. Steamboats, 272. Steuben, Baron, 183. Stocks, the, no. Stone River, battle of, 331. Stonewall Jackson, see Jackson, Thomas J. Stony Point, capture of, 184, 217 (note) ; map, 191. Straits of Magellan, 10. Stuart, Gilbert, 207, 383. Stuyvesant, Peter, 47, 48. Sumter, Thomas, 185. Sunday laws, in New England, 109. Susan Constant, the, 19. Susquehannah Indians, the, 82, Swamp fight, the, 81. Swedes, colony of, 47. Tariff question, the, 364, 365. Tarleton, Banastre, 187. Taxation without representation, 163 (and no , ... Taylor, Zachary, his successes in Mexico, 279, 280, 284 ; elected President, 293 ; sketch of, 293 (note) ; his death, 293. Tea, tax on, 165, 166. Tecumseh, 242 (note), 251, 252, 253 ; his brother, the Prophet, 242 (note), 253. Telegraph, the electric, 274 ; appropriation for an experimental, 274 (note). Telephone, the, 376. Tenantry, system of, 104. Tennessee admitted, 258. Terrapin policy, 241. Texas, annexation of, 278 ; boundai-y dis- pute, 279, 283 ; admission of, 287 ; results of annexation, 292 ; diagram showing relative size of, 2S1 ; maps, 281, 288. Thames, battle of the, 252 ; map, 255. Thomas, George H., 312 (note), 331, 333, 334, 346- Thoroughfare Gap, 320 ; map, 322. Ticonderoga, see Fort Ticonderoga. Tilden, Samuel J., 361. Tippecanoe, battle of, 242 ; map, 244. Tobacco, first use of, in England, 16 ; illus- trations, 16, 17 ; raised in Virginia, 28, 98 ; used as money, 98. Trapanning, 105. Travel and transportation, in the colonies, 94-96 ; illustrations, 94, 96 ; at the close of the Revolution, 204, 205 ; modes of, 271, 375- Treaty, Jay's, 220. Treaty of Ghent, the, 255. Treaty of Paris, the, 189, 190. Trent affair, the, 351. Trenton, battle of, 177 ; map, 180. Tripoli, war with, 228, 229. Troops, quartering of, on the colonies, 164. Tuscaroras, the, 83. Tyler, John, administration of, 277 (note) ; President of Peace Convention, 305. " Uncle Tom's Cabin," 296. United States, the, capture of the Mace donian by the, 247. Utah Territory, 369. Valley Forge, the army at, 182 ; map, 185. Valley of Virginia, campaign in, 340-342. Van Buren, Martin, elected President, 269 ; his administration, 276 ; his renomina- tion, 276, 293. Van Dorn, Earl, 327. Vera Cruz, 280 ; siege of, 284 ; map, 287. Vermont, admission of, 257. Vicksburg, siege of, 326-328 ; map, 330. Virginia, its name, 14 ; original extent, 14, 50 ; first colony within its present limits, 19 ; Jamestown founded, 20 ; early his- tory, 21-32; ownership of land in, 29, 30; the Great Charter, and the liberties it granted, 30-32 ; women sent to, 31 ; In- dian war in, 79, 81, 82 ; cultivation of tobacco, 28, 98 ; money of, 98 ; its form of government, 151 ; struggles for liberty in, 156, 158; Bacon's rebellion, 82, 157 (note), 158. Virginia, the, 324. Virginia Company, the, 19, 30, 32, 156. Wagons and carriages of Washington's time, 205. Walker, William, 296. Wallabout, 46. Wallace, Lew, 340. Warfare, Indian methods of, 86, 87 ; meth- ods of the settlers, 86-89 ; stories of de- fense, 88 (note) ; escapes, 89 (note). 4i6 INDEX. War of 1812, the, causes of, 240-242 ; de- clared, 242 ; English successes, 243 ; at- tempt to invade Canada, 245 ; naval victories of the Americans, 246, 247 ; de- feat of the Chesapeake, 248 ; battle of Lake Erie, 24S, 251 ; operations of priva- teers, 249 ; the river Raisin, 250 ; Forts Meigs and Stephenson, 251 ; battle of the Thames, 252 ; invasion of Canada, Lundy's Lane, 252 ; British attempt at invasion by way of Lake Champlain, 252 ; by way of Chesapeake Bay, 253 ; battle of Bladensburg, 253 ; Washington, 253 ; Baltimore, 253 ; the Creeks, 2.53, 254 ; Pensacola and New Orleans, 254 ; treaty of peace, 255 ; effect on emigration, 259. Wars, colonial, 122-147. War-ships, ancient, illustrations, i, 2. See Ships of war. Washington, George, early life of, 171 (note) ; his embassy to the French, 129 ; incidents, 129 (note) ; expedition to Fort Duquesne, 129 ; at Braddock's defeat, 130, 131 ; made commander of the army, 171 ; siege of Boston, 171 ; defeat on Long Island, 177; retreat and victories at Trenton and Princeton, 177, 178; Brandywine, Germantown, Valley Forge, and Monmouth, 181-1S3 ; Yorktown, 18S ; portrait of, 202 ; resignation of the command by, 190 ; President of Constitu- tional Convention, 198 ; his election and inauguration as President, 203 ; re-elec- tion, 213 ; his farewell and death, 218 ; Irving's life of, 3S0. Washington, capital removed to, 222 ; burned, 253; Early's attempt on, 340. Washington, state of, admitted, 369 ; map, 289. Washita, battle of, 370 ; illustration, 371. Wasp, the, 247. Wayne, Anthony, 184 ; sent against the In- dians, 217 ; sketch of, 217 (note), 220. Weathersford, chief, 253, 254. Webster, Daniel, 269 ; sketch, 268 (note). West, Benjamin, 207. West Indies, the, discovered, 4 ; supposi- tion as to, 5. Westoes, the, 83. West Virginia, formation, 311; campaign in, 311 (note) ; admission, 368. Wethersfield, Conn., 41. Wheat, 99. Whig party, the, 267 ; main differences be- tween, and the Democratic, 268, 298. Whisky insurrection, the, 217. White, John, 17. White and Jennings, expedition of, 146, Whitney, Eli, 376. Whittier, John G. , 381. Wilderness, battles of the, 338 ; map, 343. Wilkes, Charles, 351. William III, of England, 38, 122; Prince of Orange, 159. Williams, Roger, 42. Williamsburg, battle of, 318 ; map, 321. Wilmington, N. C, 347. Wilmot Proviso, the, 293. Wilson Bill, the, 365. Wilson's Creek, battle of, 311 ; map, 316. Winchester, battle of, 341 ; map, 344. Winchester, James, succeeds Hull, 250 ; his defeat on the Raisin, 250, 251. Windsor, Conn., 41. Wine, production of, 98. Winthrop, John, 41 ; sketch, 41 (note). Wisconsin, admission of, 287. Witchcraft, belief in, in, 112. Wolfe, James, at Quebec, 138, 139. Worley, Richard, loi. Writs of assistance, 162, 163 (note). Wyoming, admission of, 369. Yamassee Indians, the, 83. Yeardley, Sir George, 31. York, Duke of, 48, 57. Yorktown, battle of, 1S8, i8g ; map, 191 ; siege of, 318. Zollikoffer, Felix K., 312 (note). THE END. ^