SNTURY SERie Copight^l °. H 4:l. COPYRIGHT DEPOSrr. ^ i-^43£F>:^ HAZEN'S ELEMENTARY HISTORY OF THE UNITED STATES A STORY AND A LESSON BY M. W. HAZEN, A.M. AUTHOR OF " A SERIES OK READERS," " A SERIES OF SPEI.LERS, " " A LANGUAGl SERIES," "THE FIRST YEAR BOOK," ETC. THE ILLUSTRATIONS ARE ALL ORIGINAL AND WERE DRAWN EXPRESSLY FOR THIS BOOK, BY AND UNDER THE SUPERVISION OF PROFESSOR FRANK H. COLLINS, DIRECTOR OF DRAWING, PUBLIC SCHOOLS. CITY OF NEW YORK. 0^ THE MORSE COMPANY NEW YORK BOSTON CHICAGO ATLANTA THE LIBRAKY OF CONGRESS, Two Copies Receivec SEP 29 1903 Cop)iigh» tMiy CLAa» CL xxc No ^ 6> 3 ^S- COPY 3, Copyright. 1903, By M. W. IIAZEN. PREFACE. History is a connected recital of events in tlie lives of communities or of nations. Usually the simple facts given are accompanied by such statements of the causes and the results, as the historian considers essential to a correct understanding of the facts related. But history is made by men and women, some of whom have been led by the conditions that surrounded them, to perform great and good, or wicked and harmful deeds, while others have moulded affairs for better or for worse, according to their own characters and dispositions. History, then, cannot be separated from biography, nor can the biog]"aphies of great leaders in any national movement be properly told apart from the history of their times. To weave together history and biography, so as to form an interest- ing and connected story of our nation's life, is the purpose of the author in preparing this work. He hopes that he has so arranged the parts, so interestingly and connectedly told the story, and so clearly brought out the important events on which the life, growth, and prosperity of our nation depended, that the student will gain both pleasure and profit from these books, and will be led to read the larger and more complete histories in search of greater knowledge. In order to give a connected and complete account of the various siibjects included in this book, the author has not followed the usual chronological arrangement of matter, but has treated each topic by itself so far as possible. Thus, Part I. gives a view of The World ix the Fifteexth Cen- tury, in order to lead logically as well as chronologically to Part II., 5 C PREFACE. Till-: First Pkriod of Discoveuiks and Explokatioxs by Columbus ami otlu'is. This is followed by Part III., Tiik Fikst Pkukid of Skt- Ti-KMKNT, wliik' Till-; S'KiKV uF Slavkky, Tiik Stuky of tiik Waks, etc., are told in regular sequence. This gives a clearer and better idea of our history than can be gained by the usual method, and is the only way in which the relation of events to one another, and to the general results, can be properly treated or studied. The author believes that this plan, as briefly outlined above, is in accord with the most advanced methods of insti-uction which now i)re- vail in our best si-hools, and that it will prove an effective guide in teaching the true philosophy of history. Some of our best teachers, including prominent professors' in our universities, have been in the habit of writing, at the top of each page, a connected outline of what the page contained. This is by no means similar to paragraph headings, i>age titles, etc., which simply name the topics, while the plan followed in this work gives at the top of each page a skeleton wiiicli the story covers with flesh. This .skeleton forms a connected and complete outline of each topic, is easily maslcicfl and retained in memory and serves to recall the en- tire story. It will aid in doing away with the excessive memoriter work which has long been considered necessary to give any lasting knowledge to llic |nipil. The numerous, instructive, and beautiful illustrations are far superior to any that have ever previously appeared in books of this grade. They were all drawn expressly for this series by or under the super- vision of Professor Frank II. Collins, Director of Drawing, Pul)lic Schools, City of New York. The author hopes that the use of these books will give pupils a fair knowledge of our country's liistory and standing, and will lead them better to appreciate its |)rivileges, and to render to it the love, service, and devotion which is its due. CONTENTS. PAGE Preface 5-6 Contents 7-10 List of Illustrations, Maps, and Flags 11-16 . PART I.— THE WORLD IN THE FIFTEENTH CENTURY. 1. Europe and Its People 17-24 3. A MERICA AND ItS PEOPLE 25-31 PART II— FIRST PERIOD OF DISCOVERY AND EXPLORATION. 1436-1506. 1. Christopher Columbus, Italian in the Service of Spain 32-42 2. The Cabots, Italians in the Service of Spain 43 3. Vespucius, Italian in the Service op Spain 44 4. De Gama, Portuguese in the Service of Portugal 45 5. De Leon, Spaniard in the Service of Spain 46 6. Balboa, Spaniard in the Service of Spain 47-48 7. CORTEZ— CORONADO— MeNENDEZ, SPANISH EXPLORERS 49-50 8. Magellan, Portuguese for Spain — Verrazano, Italian for France— Cartier, Frenchman for France 51-52 9. De Soto, Spaniard in the Service of Spain 53-54 10. Hudson, English, First Voyage in the Service of Holland 55-56 Second Voyage in the Service of Engi^and. . . 57 PART III.— FIRST PERIOD OF SETTLEMENT. 1. Claims of European Nations in the XVII Century 58 2. Drake and Raleigh, English 59-60 ■7 8 CONTENTS. PAGE 3. Permanent Settlements 61 4. Virginia and John Smith— English Colony 62-71 5. The Pilgrims— Massachusetts— English Colony 72-78 G. Thk Puritans— Massachusetts— English Colony 79-82 7. Roger Williams— Rhode Island— English Colony 83 8. The Salem Witchcraft 84 9. Dutch Colonies— New Netherland 85-88 10. Maryland and Lord Baltimore— English Colony 89-90 11. Pennsylvania and William Penn— English Quakers 91-93 12. Other Colonies, Connecticut, English Colony 94-95 13. New Hampshire, English Colony 96 14. New Jersey. English and Dutch Colony 96 15. North and South Carolina, English Colony ... 96 16. Georgia and Oglethorpe, English Colony 97-99 17. French Colonies,— Champlain, Marquette, Joliet, La Salle. . . 100-103 PART IV.— BEFORE THE REVOLUTION. 1. Wars with the Indians and the French 104-1 10 2. Washington and the French and Indian War 111-118 3. Life in the Colonies before the Revolution 1 19-130 PART v.— THE REVOLUTION. 1. Causes of the Revolution 131-136 2. The War and its Heroes 137-166 3. The Navy 167-169 PART VI.— THE STATES UNITED. 1. The Constitution and Form of Government 170-171 2. w ashington's administration 172 3. The Barbary States — Decatur 173 4. Causes of the War op 1812 174-176 5. Battles on Land 177 6. The Navy in the War 178-182 m^ lUiiii., MM- 0> CONTENTS. 9 PART VII.— THE SECOND PERIOD OF EXPLORATION AND SETTLEMENT. PAGE 1. Kentucky and Daniel Boone 183-185 2. Tennessee — Robertson and Sevier 186 3. Ohio and Rufus Putnam 187-188 4. The Louisiana Purchase— Lewis and Clark 189-191 5. Thirty Years of Peace 192 6. The Mexican War— Texas 193 7. California— The Discovery of Gold , 194 8. Oregon and Marcus Whitman 195-197 9. Our Territorial Increase 198 PART VIII.— THE STORY OF SLAVERY. 1. The Introduction op Slavery into America 199 2. Opposition to Slavery 200 3. The Missouri Compromise 201-203 4. The Kansas-Nebraska Bill 204 5. A New Party 205-206 6. Secession 207 PART IX.— THE CIVIL WAR. 1. Abraham Lincoln 208-211 2. Fort Sumter 212 3. The North and the South 212-215 4. The Task set for the North 216 5. The Control of the Mississippi 216-217 6. The Blockade 218 7. The Monitor and the Merrimac 218-221 8. The Campaign against Richmond 222 9. The March to the Sea 223 10. Richmond Taken 224 11. Lincoln Assassinated 227 10 CONTENTS. PART X.— THIRTY YEARS OF PEACE. PAGE 1. Prosperity a.nu Growth 228 2. Some Hindrances 229-230 3. Labor Troubles 231-232 PART XL— THE SPANISH-AMERICAN WAR. L The Cause— Cuba— The Maine 235-236 2. Capture of Manila— Dewey 239 3. Peace Declared 240 4. Troubles in China 243 PART XII.— THE TWENTIETH CENTURY. 1. New Conditions 244 2. Cuba and the Philippines 247-248 3. Death of McKinley 251 4. Our Great Expositions 252 5. Arbitration- The Coal Strike 253 6. The M( (Nroe Doctrine 253-257 7. The Istilmian Canal 258 PART XIII.— THE NEW ERA. 1. The Causes— Free Institutions— Character of our People- Natural Resources 259-2G0 2. Inventions 2G1 3. Robert Fulton 262 4. Other Inventors 263-267 5. American Litkkature and Authors 268-271 INDEX 273-278 ILLUSTRATIONS-MAPS AND FLAGS. PAau Landing of Columbus Frontispiece. The Santa Maria and the Etruria 18 Mariner's Compass 19 A Caravan Crossing the Desert 20 Trade Routes to India 31 The Northmen Discovering America 23 A Modern Pueblo House 25 Indian Pipe 27 Stone Trap 27 An Indian Encampment 28 Indian Pottery 28 Moccasins 29 Wampum 29 Ear- Rings 29 Shell Hatchet 29 Indian Arrow 29 Bow-case and Quiver 30 Indian Masks 30 Medicine Man's Drum 30 Medicine Man's Rattle 30 Snow-Shoes 31 Stone Club and Hatchet 31 Papoose 31 Columbus 32 Genoa 33 La Rabida 34 Isabella pledging her Jewels 35 The Ships op Columbus 37 Columbus at the Mouth of the Orinoco 42 Sebastian Cabot 43 Amerigo Vespucci 45 11 12 ILLUSTRATIONS— MAPS AND FLAGS. PAGE Ponce de Leon 46 ' ' They drank from many Springs " 47 Balboa discovering the Pacific Ocean 48 cortez and montezuma 50 Magellan ryi Jacques Cartier 'hi De Soto o^ De Soto discoverinc* the Mississippi 'A Henry Hudson .") The Half Moon on the Hudson 5(5 The liouTES of the Early Explorers 57 Sir Francis Drake 5'.t Sir Walter Raleigh (iu The Servants ]\Iistake 60 Sailing up the James River 63 John Smith 64 Smith Trading with the Indians 65 Pocahontas 67 Arrival of Women Emigrants 69 Introduction of Slaves into Virginia 70 The Maiifloirev entering Provincetown Harbor 75 The Myles Standish House, Duxbury, Massachusetts 76 " Welcome. Englishmen " 77 The Pilgrims going to Meeting 80 John Winthrop 81 Roger Williams 83 The Witch's Ride •. 84 I^fiNUET Buying JIanhattan Island 85 Peter Stuyvesant 86 Sn; YVESANT RousiNc; the Dutch 87 The Dutch Capturing New York 88 Cecil Calvert 89 The Settlement at Maryland 90 William Penn 92 Penn's Treaty with the Indians 93 The Wampum Belt of Peace 94 Andros demanding the Charter 94 The Charter Oak 95 James Oglethorpe 97 Oglethorpe's Letter 99 ILLUSTRATIONS— MAPS AND FLAGS. 13 PAGE Samuel Champlain 101 La Salle 102 King Philip 104 The Escape of Hannah Dustin 107 George Washington 110 Birthplace of Washington 113 Washington and the French General 115 Old Quebec 118 General Wolfe , 119 Marquis de Montcalm 119 The Pine-tree Shilling 120 Puritan Punishment for Drunkenness 121 Bowling Green 125 Spinning Wheel 128 A Colonial School , 129 British Stamps 133 Samuel Adams 134 The Boston Tea Party 135 Patrick Henry 136 The Old North Church in Boston 137 Paul Revere 138 Paul Revere's Ride 139 The Barret House where the Ammunition was Hidden 141 Stone at Lexington, Marking the Line of the Minute-men 142 Battle of Lexington 143 Graves of British Soldiers 145 General Nathaniel Greene 146 Ethan Allen , 146 John Adams 147 John Hancock 147 Bunker Hill 148 General Joseph Warren 149 Where Betsey Ross made " Old Glory." 150 General William Howe 151 The Sentinel at Valley Forge 154 Washington's Headquarters at Valley Forge 155 Independence Hall 156 General Burgoyne 157 Marquis de Lafayette 158 Benedict Arnold 159 J 4 ILLUSTRATIONS— MAPS AND FLAGS. PAGE Capture of ANDRfe 160 Gknkral JIarion 161 Lord ( 'ornwallis 163 Mount Vernon 164 The Bon Homme Richard and the Serapis 166 John Paul Jones Kjj^ Benjamin Franklin 170 Alexander Hamilton 171 Thomas Jefferson 173 Lieutenant Stephen Decatur 174 General William Henry Harrison 17.-) James I\L\1)IS()N 176 General Winfield Scott 177 Andrew Jackson 17H The t'onat Hilt ion and the Guerriere 179 Captain Lawrence 181 Commodore Oliver Hazard Perry ISl Perry's Victory on Lake Erie 182 Daniel Boone 1 S4 Anthony Way'ne lys On the Columbia River 190 James Monroe 191 Martin Van Buren. ... ... 191 John Tyler 192 James K. Polk 192 Daniel Webster 1 96 A n Emigrant Train 1 97 Sir John Hawkins 199 IIfnky Clay 201 Zachakv Taylor 202 Millard Fm^lmoue 20;{ Franklin Pierce 204 James Buchanan 20.1 Jefferson Davis 207 Birthplace of Lincoln 208 Abraham Lincoln 209 Stonewall Jackson 213 General Robert E. Lee 214 General Ge( >roe B. McClellan 215 Commodore Farraout 217 ILLUSTRATIONS— MAPS AND FLAGS. 15 PAGE The Monitor and the Merrimac ( Virginia) 320 General W. T. Shekman , 223 Philip H. Sheridan 224 U. S. Grant 225 Andrew Johnson 228 RCTTHERFORD B. HaYES 229 Chester A. Arthur 229 Grover Cleveland 230 Benjamin Harrison 230 James A . Garfield 231 Capture of San Juan 234 Santiago Harbor 23") Wreck of the Maine 236 The Maine entering the Harbor at Havana 237 George Dewey 239 Major-General Merritt 239 Admiral W. T. Sampson 239 Commodore W. S. Schley 240 (Jeneral William R. Shafter 240 Major-General Nelson A. IMiles 240 Dewey on the Bridge 241 Scene in the Hawaiian Islands 243 Destruction of the Spanish Fleet at Santiago. . : 215 Volcano of Mayon, Philippine Isl \.nds 248 William McKinley ... 2.")0 Theodore Roosevelt 256 A CoNESTOGA Wagon 261 The Clertnrnit 263 John Ericsson 264 The First Railroad 265 The Railroad of To-day 266 The Telegraph '. 267 The Telephone 268 Washington Irving 269 J. Fenimore Cooper 269 Henry W. Longfellow 269 William Cullen Bryant 269 John G . Whittier 270 Oliver Wendell Holmes 270 James Russell Lowell 270 16 ILLUSTRATIONS— MAPS AND FLAGS. PAGE Nathaniel Hawthorne 271 Ralph Waldo Emerson , 271 MAPS AND FLAGS. Europe in the Fifteenth Century 24 The Homes of the Pilgrims, Puritans, Cavaliers, Quakers, and Catholics in England 79 Regions for the Occupation of the London and Plymouth Companies. 79 The Colonies before the French and Lndian Wars 109 The Colonies after the French and Indian Wars 109 The Early Settlements 122 The Original Thirteen" States and the Great Indian Tribes 125 The Campaigns of the Revolution 140 Colonial Flags 144 Colonial Flags— Special 153 Flags of 1776, 1777, 1814, and American Yacht Flac; 165 The United States after the Revolution — Opposite 170 The Slave and Free States and Territories in 1855 . . 180 The United States at the beginning of the Civil War 210 The Campaigns of the Civil War 213 The Hawaiian Islands— Porto Rico 219 The Philippine Islands 226 Territorial Acquisitions 233 Flags of the President and of the Navy 238 AN ELEMENTARY HISTORY OF THE UNITED STATES A STORY AND A LESSON PAET I. THE WORLD IN THE FIFTEENTH CENTURY I. EUROPE AND ITS PEOPLE. LESSON. — Six hundred years ago, America was known only by the Indians. Our ancestors then lived in Europe. You all know how great a nation tlie United States has become ; but perhaps you have never thought that, two hundred years ago, there was no such nation, and that, six hundred years ago, the whole continent of America was un- known to the white man. This, however, is true. For a long, long time, how long no one can tell, America was a vast wilderness of lake and river, forest and prairie, known only by the fierce nations and tribes of copper-colored races that hunted in its forests and fished in its waters. But while the whole Western Hemisphere was held by savage peoples, our ancestors lived on the other side of the great Atlantic, in Europe. They had built cities and 17 18 llAZEN'S ELEMEXTAIIY TIISTURY. LESSON.— The Europeans were civilized and ready to naake discov- eries, although they had only little sailing vessels in which to cross the Atlantic. t'ouiided nations and increased in knowledge, until they were ready to cross the ocean and to establish on these western shores a home for a free people. ^^ hen you think about the great steamers that cross the Atlantic in a few da}'s, carrying theii* loads of freight and thousands of passengers, you may wonder that the people of Europe lived for hundreds of years in ipfnorance of America. Tlie Santa ifaria ami the Etruria. But there were no large ships then ; onl\' little sailing boats, not so large as many of our pleasure yachts ; and, worse than that, until the fifteenth century, there Avas no wa}^ to learn how to steer a ship in the right direction, when out of sight of land. There are no roads in the ocean, and it is not strange that sailors, at that time, feared to go fai' from shore lest they could not find their way back again. In [>leasaut weather EUROPE AND ITS PEOPLE. 19 LESSON. — Before the fifteenth century, sailors had not learned to use the compass and feared to go far from land. Silks, gold, spices, and dyes -were brought to Europe from India by caravans. they could guess pretty well which way to go, because they could tell the direction from the sun and the stars, while in stormy weather, they were utterly lost if they could not see the land. But when, in the fifteenth century, the mariner's compass had become known in Europe, with its needle pointing to the north, sailors learned to find their way on the trackless ocean without the help of sun or stars, and, gaining courage they began to venture more boldly out on the unknown seas. Six hundred years ago, men were as fond of wealth as are the men of to-day ; and the women liked equally well their Mariner's Compass, jewels and silks and fine clothing. In those days, India was known to all Europe as a rich country from which these things came. The fragrant spices, the most beautiful dyes, and the yellow gold, came also from the Eastern lands. For many years, these goods had been bi'ought from the East by caravans, across the deserts to the Mediterranean sea, and thence sent to Italy, or to other countries in Europe. It took several months to bring goods in this way from India, and, besides, there were bands of robbers on the deserts, who often captured whole caravans. At that time, the route of many caravans was by way of Constantinople, but when that city was taken by the Turks (1453), nearly all trade with the East ceased, as they were 20 HAZEN'S ELEMENTARY HISTORY. LESSON. — When the Turks took Constantinople, this trade decreased. Merchants then sought for a -water route to India. The Portuguese tried to sail around the Cape of Good Hope to India, but failed. lawless and powerful, and the most feared of all the rob- ber bands. But the people were unwilling to give up the good things from the East, and the merchants in all the sea- ports of Europe were talking about a ne\v way of getting to India. Some thought it might be possible to sail around Afiica. but A Caravan Crossing the Desert. no one knew how far south that country extended. Pi'ince Henry of Poi'tugal sent some ships down its coast, l)iit the captains, after sailing southward for a few days, thought they were far enough from home, and returned to Portugal. Later, other Portuguese sailors went farther south and dis- covered the IMadeira, the Canary, and the Cape AVrde Islands and settled a colony on the Azores. Put very few, even of the boldest sailors, ventured far out on the Sea of Darkness — as the Atlantic Ocean was then called — and Avhen these came back they added to the strange stories that were told of seas covered with darkness and filled with EUROPE AND ITS PEOPLE. 21 LESSON. — Strange stories of the dangers on the ocean frightened sailors, but -wonderful tales of the riches of the East increased the desire for an easier trade route to India. terrible monsters, — of vast waters where the wind never blew, — of a frozen ocean, — of a huge mountain of magnetic rock wliich would draw the nails from the planks and destroy the ships, and of many other dangers that beset the seaman who tried to discover the secrets that the ocean had so long concealed. There were equally strange, but more pleasing stories, related by daring travelers who had crossed deserts, and Trade Routes to India. climbed mountains,, and had braved the Turk and the Arab to find out the truth about the wonderlands of China (Cathay), Japan (Cipango), and India. These travelers told of countries whose waters would make men always young, whose mountains were ribbed with gold and set Avith jewels, whose soil was fragrant with rich spices, and whose rivers flowed over o-olden sands. 22 HAZEN'S ELEMENTARY HISTORY. LESSON —The Northmen visited America before the twelfth century. Only a few w^ise men then thought the earth w^as round. They believed that, by sailing w^estward, India could be reached. Then tliere were nianv tales of the vovaii^es of the fierce Nortlimeii, wlio were the boldest seamen in Europe. They often sailed far from home in their little l)f)ats, and it was said that in the ninth century, they visited Iceland, and that, in the tenth century, Eric the Red settled in (Greenland, while in an old Norse tale it is written that Leif the Lucky sailed down the coast of North America in the eleventh century, as far as New England. After this no ships from the North came to America for several hundred years, and, if the Northmen left any settlers here, they Avere destroyed or driven away by the Indians. Now, we all know that the earth is round, but in the fifteenth century very few believed this. The common people thought that the earth was flat with water all around it. They lauc^hed at the idea of its being round like a ball, as they could not understand how people on tlie other side of a round earth could keep from falling off. But everybody wanted to find a wax to reach India ])y water, and the more the wise men of Europe thought al)outit, the more they believed that the earth was round like a ball, and that, by sailing to the west, Japan and India could ])e reached. This led to a izTeat deal of talk about sendiiiir out ships to sail far to the westward, to find a new j)ath to these eastern lands, NoTF. — Tlie Chinese .say that they discovennl America centurie.s before Colnnil)Us, and the Welsli chiim to Jiave been herein 1170. Perliaps the Clii- ne.se crussed over Belirinj^'s Straits, tiie distance being only forty-five niile.s, and brouglit tlie art of picture-writing and tlie calemhir which were used by tlie Mexicans, AMERICA AND ITS PEOPLE. 25 LESSON.— The Indians were savages. The better class lived south of New Mexico. They built houses and temples of brick and stone. 2. AMERICA AND ITS PEOPLE. The Indians, who, in the fifteenth century, were the only- inhabitants of America, were a savage people. Through that part of the country that extends southward from New Mexico, A Modern Pueblo House. the natives were of a better class than those who lived farther north. They built houses of stone or clay, and made temples and forts of brick and stone. These forts were larc^e houses, five or six stories lii^-h, divided into many rooms. Each family had a room to itself, and the largest fort would accommodate sevei'al thousand people. These houses or forts had no doors near the ground, but there 26 HAZEN'S ELEMENTARY HISTORY. LESSON. — They had a regular form of government, offered human sacrifices to their gods, "wove cotton and ■woollen cloth and Twrote a picture language. The Indians farther north vrere barbarous. was an entrance in the roof, reached by means of ladders ex- tending from story to story, something like the fire escapes on our large buildings. In Mexico, and in other parts of the country farther south, there were great cities containing huge temples to the gods, strongly built and elegantly carved and decorated. The houses of the rulers and of the rich men were also lai'ge and beautiful. Canals and streets crossed the cities here and there, and were lined with the poor huts of the common people. The nations or tribes generally had a regular form of gov- ernment under a king or emperor, who kept a large army to hold tlie common people in subjection and to make them work. They offered human sacrifices to their gods and were really savages, although they practised many of the arts of civilized nations. Some of these Indians had gardens Avatered by canals, in which they raised many vegetables. They also wove fine cotton cloth and woollen goods. They even made a kind of paper from the century plant and wrote on it, using pictures instead of words. But the Indians who lived in that part of America which is now the United States, had no written language, and con- versed in harsh, guttural sounds, that did not seem quite like hu- man speech. Their language -was divided into so many dialects Note. — Another race of men is said to have lived in America before the In- dians. Many traces of tliem have been discovered, which seem to prove them superior, in some respects, to the natives found here by Columbus. f '• AMERICA AND ITS PEOPLE. 27 LESSON.— Each clan has its own -war chief, and sachem. These Indians had fevr domestic animals. They lived in -wigwams or in rude wooden houses. that two tribes living near each other, conversed largely by signs. All these tribes lived a savage life and were often at war with one another. Each great family or clan had some sign, such as a turtle or a bear, by which it was known. Each clan had a chief to lead it in war, and a ruler, called saga- more or sachem. Most of our domestic animals, such as the horse, cow, ox, sheep, and pig, were not known to them. While they raised beans, squashes, artichokes, Indian corn, and potatoes, — the last two with tobacco being natives of this country, — they lived chiefly on fish, game, and fruits. Many tribes continually changed their abodes, and never had a real home. Their wigwams were often made of slender poles set in the " ^^" ^^^^' ground in a circle, with the tops drawn together and fastened. The best of these dwellings were covered Avith bark of trees while others were thatched with coarse grass or bulrushes, or had the skins of wild animals spread over them. Some tribes built better homes of wood, from twenty to one hundred feet long and from twenty to forty feet wide, in which many families lived. stone Trap. 28 HAZEN'S ELEMENTARY HISTORY. LESSON. —They cooked ste'ws of vegetables and fish or meat, in earthen vessels and made bread of corn meal All Iiulian Encanipiaent. Their dishes, spoons, ladles, and Ijuckets were often made of wood or of birch bark plastered with clay, but many of the tribes used earthen vessels to cook in. Tliey made a pleasant-tasting stew of corn, beans, vegetables, and nuts, to wliich they sometimes added Hsh or meat. Their Indian Pottery. l)read was made of meal, — which they obtained by pounding corn, — mixed with salt and water. AMERICA AND ITS PEOPLE. 29 LESSON.— They used the skins of animals for clothing in winter. They were fond of ornaments. Wampum passed as money. They had rude weapons. Their canoes were light but strong. Moccasins. Sometimes they baked " iiocake " of parched corn, of which they were v^ery fond. In the summer the children ran about naked, while grown people wore but little clothing. In the winter they used the skins of wild animals, and a sort of mantle made of feathers, to keep them warm. Both the men and women were very fond of ornaments. They painted them- selves various colors, stuck feathers in their hair, and wore bracelets, necklaces, and bands of beads , , ,, Wampum. and shells. The whelk's shell in black and white was eagerly sought for, and even passed as money, under the name of wampum. Their weapons were bows and arrows, clubs and tomaha\vks. They made boats by burning out the in- terior of the trunks of trees, which they then scraped smooth and thin, and made pointed at each end. Other canoes were made of strips of birch-bark sewed to- gether Ear Rings. Shell Hatchet. <^ \V i t h Indian Arrow twigs, or stiong grasses, or the sinews of animals «tas€ 30 HAZEN'S ELEMENTARY HISTORY. LESSON. — They w^ere hospitable to strangers. In sickness, •when herbs failed to cure, the Medicine Man was called to drive away the evil spirits. Indian Masks. Bow-case and Quiver. They were hospitable to strangers whom they did iiot sus- l^ect, and would welcome them to their wio;\vams, and share food and lodo-insr with them. They used herbs to cure diseases Init, when these failed, the medi- cine man was sent for to drive away the evil spirits, wliicli, tliey thought, caused sickness. The.se doctors would groan, dance, chant certain half-prayers, Medieiue Mans Drum. and do many strange things which they said would please their gods and cure the patients. Sometimes the patient died, in which case the medicine man was satisfied that Medicine Man's Rattle, nothinof could have Saved his life. Some- times the patient recovered, and the doctor received great praise. Tliey kindled fires by rul)bing two sticks together, and found their way through the pathless Avoods by the sun, the moon, and the stars, by the barks of trees, and by other signs that we should never notice. AMERICA AND ITS PEOPLE. 31 LESSON. — They worshiped a Good and an Evil Spirit and believed in a future existence. The ■women did most of the ■work. The ■white men drove the Indians ■west^ward. They are no"w cared for by the government. They worshiped a Good and an Evil Spirit, and believed that, after death, they would live in happy hunting grounds. In war they scalped their enemies, and thought it great honor to wear many scalps at their girdles. The women, or squaws as the^^ were called, did most of the work. They raised the ve^-eta- bles, cooked the food, looked after the wigwams, and took care of the children. With the coming of the white man, the Indians imitated his vices and lost their own native virtues, and it soon appeared that the white and the copper-colored races Papoose. could not live together in peace. As the Europeans settled the east, the Indians were driven westward, until, a few years ago, our government took the remnants of these once powerful tribes under its protection, and now cares for them on reservations. stone Club and Hatchet. PART 11. THE FIRST PERIOD OF DISCOVERY AND EXPLORATION. 1. CHRISTOPHER COLUMBUS. (1436-1506.) LESSON.— Christopher Columbus was born in Genoa, Italy, about the middle of the fifteenth century. "When he ■was fourteen, he went to sea and learned to use the mariner's compass. Now al)out the middle of the fifteenth century, wlieii every- body was talking of the best way to reach the rich Eastern countries, there lived in (renoa, Italv, a })oor family of wool-combers. Tlie children had but little time to go to school, for bread had to be earned before it could be eaten. But Christopher, one of the children, was a bright lad, fond of the sea, Coluiuijus. eager to hear the stories told by the sailors, and to know what the wisest men said about the water route to India. When Columbus was about fourteen years old he began life as a sailor, and there are many stories told of the voyages he made among the pirates of the Mediterranean, along the shores of Africa, and even as far north as Iceland. For nearly twelve years lie followed the sea, learned how to sail a ship by a compass, and studied the opinions of the wise men in regard to the shape of the earth. The more he studied and thought about this, the more cer- tain he became that the earth was round, and that, by sailing 32 CHRISTOPHER COLUMBUS. 33 LESSON.— He believed that the world was round and that he could sail westward to India. For seventeen years he tried in vain to get men and ships for his voyage of discovery. ^Yestwa^d, he could reach the coast of India. Then he made up his mind to do this in some way. But he was a poor young man, ^vithout friends to aid him, and he knew that his task was a hard one. "Where there's a will there's a ^vay " ^vas as true then as now, and Christo- pher wrote out his plans, drew maps and charts, and talked about the rich countries he would find, until the learned men began to speak of him, and some people Avere led to think that, after all there might be a little truth in what he said. For more than seventeen years he Avrote and talked in vain, and went from place to place to get money, men, and vessels for his voyage of discovery. But Ital)', Portugal, and Spain, then the great seafaring nations of Europe, all refused to aid him, and, at last, in despair, he set out for France to ask King Charles VIII. to give him the ships and men he needed. Oil his way to France, he stopped at a convent to ask for food. The monk who received him called in some friends to hear what Columbus had to say about his voyage, and one of them became so interested that he offered to help him fit out his shi[)s. Genoa. S4 HAZEN'S ELEMENTARY HISTORY. LESSON.— A monk who gave him food while on his way to France, heard his plans, believed in them, and persuaded Queen Isabella of Spain, to help him. Columbus sailed from Palos, Spain, on his first voyage of discovery August, 3 1492, with three small vessels and one hundred and tw^enty men. The iiiouk also wanted Spain to have the glory of the dis- coveries Columbus promised to make. He therefore saw the queen, and, having been her confessor, gained her prom- ise to aid Columbus in his plans. Now Ferdinand and Isabella, the king and queen of Spain, had been for some years at war witli the Moors, and it took so much money to support the army, that Spain had but little left to give to Columbus. But the queen suddenly seemed to look into the future, and to La Rabida. see the great benefits that would come to Spain should Columbus succeed, and she told him he should have his ships and men, even if she had to pledge her jewels to get the money. And so at last, on Friday, August 3, 1492, Columbus, having first gone to church to ask God's blessing on the voyage, sailed from Palos in southern Spain, with one liiin- dred and twenty men in the Finta, the Niiia^ and the Santa Maria — three little vessels not much larger than some of our sail boats. Columbus stopped at the Canary Islands to repair the Pinta^ which had begun to leak, Init, on the ()th of September, he CHRISTOPHER COLUMBUS. 35 LESSON. — The sailors soon became afraid to sail farther west-ward, but Columbus refused to go back to Spain until he had discovered the new land. again set sail, and then, for many days and nights the tiny vessels held their westward course over the unknown sea. By and by the sailors began to fear that they would never see land again. They begged Columbus to return to Spain Isabella Pledging her Jewels. and even threatened him when he refused their request. But he would not yield. Land was before them. That land he would discover. He would never give up. He told the sailors many stories of the riches they would find, and showed them how proud they would be when they sailed back to old Spain in their ships laden with the wealth of the East. 30 HAZEN'S ELEMENTARY HISTORY. LESSON.— The seamen grew sullen. They told one another fearful stories about the dangers of the ocean, and talked of throwing Columbus overboard. Then signs of land made them more hopeful. But as the days passed, and the pour sailors .saw aioiiiid tlieiii only the sea and sky, they grew more and more alVaid. The needle of the compass no longer jtoiiitrd to the north. The winds blew steadily from the east. The ocean was covered with .seaweed, which liindered the vessels in their course, and land seemed as far away as evei". No wonder that the men grew gloomy and sullen, and told one another over and over again frightful stories of the " Sea of Darkness," and of the '' Frozen Ocean," and of the '^ Wind- less Se;i," until they became desperate, and talked of throw- ing Columbus overboard if he ^vould not sail back to dear old Spain. But so many signs that land was not far away began to api)ear, that the sailors became more hoj)eful. On September 14, two birds came from the west, and, after Hying round the vessels a few time.s, went l)ack to tell the other bii-ds of the stransfe sii^ht thcx had seen. Soon another bird came hurrying out of the west, as if he wanted to find out the truth of the stories that the first birds liad told. Then great ];)ieces of seaweed, fresh and given, came tloating round the ships, bringing a Vwv crab to show that land was near, while a branch of a thorn ti'c*' \vith its l)erries still on it, and a j)icce of \vood caivcd by the hand of man, drift<'d near them. Five weeks had })assed since they haraise, while the royal choir sang anthems of thanksgiving. When Europe heard of the discoveries of Columbus, other nations prepared to send out explorers. This made Columbus anxious to go on a second voyage as soon as possible. Men, money, and ships Avere at once freely offered, and, on September 25, 1493, he sailed from Cadiz with seventeen vessels and fifteen hundred men. In about three weeks he reached Haiti, and the sailors hastened to greet their comrades on the shore. But not a single S])aniard was found alive to tell the story of the general destruction. From the natives they learned that the Span- iards had treated them cruelly, until the poor Indians could bear it no longer. Then they fought their masters, killed every one of them and tore down the fort. Leaving a new colon}' at Haiti, Columbus touched at several other islands, in- cluding Jamaica, and then returned to Spain. On his third voyage, Columbus came to the main land of South America (1498), but thought it was an island. AVhen he reached the mouth of the Orinoco River, and saw the great body of water running into the Atlantic, he be- lieved he had reached Asia, and that this stream was one of the great rivers flowing from the Garden of Eden. Meanwhile, com^Dlaints had gone to Spain that Columbus 42 HAZEN'S ELEMENTARY HISTORY LESSON. — Columbus -w^as once taken home to Spain in chains, but w^as restored to the favor of the court. He was not a wise ruler. He treated the Indians cruelly. was not ruling the colony wisely, and the queen sent an officer to take charge of it. He put Columbus in chains and sent him back to Spain. But the king and queen would not listen to tlie charges. They took off his chains, re- stored him to favor, and recalled the officer. On "May 8, 1502, Columbus sailed from Cadiz on his fourth and last voyage. He discov- vivd more islands, sailed along the coast of Honduras (1502), and then returned to Cuba and Jamaica. There, for more than a year, he enjoyed the soft, mild climate. But Columbus was not a good governor. His colonies ^vere not prosperous. They treated the Indians so cruelly that they refused to ])i-ing food to the Spaniards. There is a story that once, when the Spaniards needed food, an eclipse was at hand. Colum- bus told the Indians tliat God was anjT^rv with them and would hide his face from them. When the eclipse began, tlie Indians were filled with fear, and begged Columbus to tell the Great Spirit they were sorry and would in the future -f Colunibu.s ;it tlieMuutli of tlie Orinoco. JOHN AND SEBASTIAN CABOT. 43 LESSON.— On his final return to Spain the government denied him his rights. He died May 20, 1506. The Cabots sailed from Bristol in 1497, to discover lands for England. supply all the food tlie Spaniards needed. Then the eclipse passed away, and the happy natives hastened to bring the promised food. At last, sick and tired, Columbus sailed for Spain, where he was kindly received, but his rights were still denied him. Then the good queen died, the government neglected him, and in sorrow and sadness he awaited his end. He died at Valladolid on May 20, 1506. It is not certain where he is buried, but his ashes are sup- posed to rest in the Cathedral at Seville, Spain. 3. JOHN AND SEBASTIAN CABOT. At the time of which you have been reading, England, Spain, France, and Holland were the great nations of Europe. When they heard of the discoveries made by Columbus, they hastened to send out explorers, since the country which discovered new lands always claimed them as its own. In 1497, a famous Italian sailor named John Cabot, and his son, Se- bastian, were living in Bristol, Eng- land. As soon as they learned of the Spanish discoveries, they asked King Henry VIII. to let them go on their own ship to find new lands for England. The king was a miserly fellow, but, as their voyage would Sebastian Cabot 44 HAZEN'S ELEMENTARY HISTORY. LESSON— They probably landed at Nova Scotia and Cape Breton. On a second voyage, Cabot sailed along the coast of North America south to Carolina, thus giving England a claim to a large part of the country. not cost biiii anything, be gave them pennission, and they sailed from Bi'istol in May, 1497, with eighteen men in one small vessel. They went farther to the north than Columbus had gone, and probably landed at Nova Scotia and on the island of Cape Breton, of which they took possession in the name of England. When in August they went back to England, the praises John Cabot received made him very vain. He called him- self " the great admiral,'^ dressed in fine silk, ami promised his friends presents of islands in the New AVorld. England at once claimed a large part of North America on account of Cabot's discoveries, and, to perfect the claim, sent him on another voyage across the ocean. lie sailed along the coast of America from far up in the north, south to Caro- lina, and then went home. Cabot saw enough of the mainland to convince him that it was no part of Asia or India, but was, instead, a New A\'oi'ld, a large part of which England could claim through his dis- coveries ; still, as he carried back neither gold nor spices, he did not gain much favor, and but little more was heard about him. 3. AMERICUS VESPUCIUS. In May, 1497, an Italian sailor named Americus Vespucius made a voyage to the New World, with Vincent Pinzoii who was with Columbus on his fii-st voyage. In 1499 and 1501, Vespucius again crossed the ocean. On these voyages AMERICUS VESPUCIUS. 45 LESSON— Americus Vespucius made three voyages to the Ne-w "World. He saw South America, and wrote an account of his discoveries. His name was given to the whole country. Europe still desired a water route to India. he sailed along the coast of South America, and, later, wrote an account of his discoveries. Now you remember that Columbus had not claimed to have discovered a new continent, but Vespucius believed that, in South America, he had found a new country. No one thought it was taking any praise from Columbus when some writer gave the name America, to what we call South America. Some years later, when it became known that North and South America formed one continent, the name America was given to the New World. Amerigo Vespucci. 4. VASCO DA GAMA. Although Columbus never knew he had not found a water route to India, Europe soon concluded that he had discovered a new world ; and, being anxious to trade with the rich eastern countries, continued to plan some way of reaching them by water. Some thought that an opening through America would be found, while others believed that the only way to reach India was to sail around Africa. The Portuguese had tried this route several times without success, but, in 1497, the King of Portugal thought he would 46 HAZEN'S ELEMENTARY HISTORY. LESSON.— Vasco da Gama, in 1497, sailed around the Cape of Good Hope to India. In the sixteenth century, the Spaniards sent expeditions from the West Indies to the mainland of America. Ponce de Leon dis- covered Florida. try it again, and Vasco da Gama, a brave captain, gladly under- took to go on this voyage of discovery. He sailed southward along the coast for days, until he almost concluded that Africa was an endless land, but one morning he reached the Cape of Good Hope, and, sailing around it, crossed the Indian Ocean to India. Wlien, nearly two years later he returned to Portugal, briiio-inij: a rich carsro from the East, he was received with great honors as the discoverer of the long-sought water route to India. 5. PONCE DE LEON. Early in the sixteenth century the Spaniai'ds had seized all the West India Islands, and expeditions from there took possession of Mexico, Florida, and parts of South America. In 1513, Ponce de Leon set sail from Cuba to find the " fountain of youth." He believed there ^vas such a spring, and that, by drinking of its waters, the old Avould become young again. While searchini; for the wonderful fountain, De Leon discovered the main- land of North America on Easter Sunday, and, in honor of the day {Pascua Florida, in Spanish), named the country Florida. He led his men hei-e and there through the Land of Flowers, BALBOA. 47 LSSSON. — De Leon was made governor of Florida. He "was killed by the Indians. In 1513, Balboa made discoveries for Spain. and they drank from many springs, but the gray hairs, the wrinkled faces, and the bowed forms were unchanged. Youth once gone, will never again return, and at length he sadly sailed back to the West Indies. "They drank from many springs." In 1521, De Leon was made governor of Florida and went back to found a colony. But the hostile Indians drove the Spaniards away, and De Leon, being wounded by a poisoned arrow, returned to Cuba to die. 6. BALBOA. Ais" accident gave Spain a stronger claim to America than she gained from the discoveries of Columbus. In the fall of 1513, a few months after De Leon had visited 48 HAZEN'S ELEMENTARY HISTORY. LESSON. Balboa, escaping from creditors, vvas wrecked ou the coast of Darien, and saved his companions from starving. Florida, a Spaniaie from his creditors, liid liiiiisclf ainoiii;' some casks on l»oard of a vessel sailino^ to the Cariljbean Sea. The ship was wrecked on the coast of Darien, and Balboa led the sailors through the tangled woods to an Indian villasre, and thus saved them from stai'vins:. Balboa Discovering the Pacific Ocean. The grateful seamen made him their leader, and. hearing the Indians tell of a gi-eat western sea, beyond which lived a people who ate from dishes of gold, Balboa and his com- panions set out to iind this wonderful country. CORTEZ-CORONADO-MENENDEZ. 49 LESSON. — Balboa led the sailors vrestward in search for gold, and dis- covered the Pacific Ocean. He claimed possession of both land and ■water for Spain. There w^ere rich mines of gold and silver in Mexico. Day after day they struggled 011 over swamps and through dense forests, until at last, after terrible hardships, they came to the foot of a lofty mountain, from the top of which, the guides told Balboa, he could see the great Western Ocean. Leaving his men below, he hastened up the mountain side alone. For a moment he stood on the summit and looked westward ov^er the l)road Pacific, whose wa\es washed the shores of two continents. Then, falling on his knees he thanked God for the wonderful siglit. His comrades were soon by his side, and there, on the mountain top, they piled a great heap of stones to prove that they had taken possession of the country in the name of Spain. Then they hurried to the shore of the great ocean, and Balboa, standing in the water far from land, waved his sword and lifted the banner of Spain, while he claimed both land and water for his royal master. 7. HERNANDO CORTEZ— CORONADO— MENENDEZ. You remember that the people of Mexico were more civi- lized when America was discovered, than the Indians who lived farther north. Tliey had opened rich mines of gold and silver, and stories of their great wealth had reached even the AVest Indies. When the Spaniards there heard of the wonders of this rich country, Hernando Cortez with an array of several hundred men, sailed from Cuba (1519), to conquer it for Spain. As soon as the soldiers landed in Mexico, near the present 50 HAZEN'S ELEMENTARY HISTORY. LESSON. — In 1519, Hernando Cortez vqrent there to conquer the coun- try for Spain. He captured the Mexican Emperor, but was, at first, driven from the capital. site of Vera Cruz, Cortez burned all the ships, to show his men that there could be no hope of safety for the army except in victory. Cortez and Montezuma. For more tljan two years tiie Aztecs, or native ]\Iexicans, fought for freedom. Even after Cortez by treachery had captured their emperor, Montezuma, he was driven back from the capital city with great slaughter. But he was soon joined by more soldiers from the West Indies, and a second time advanced upon the capital. MAGELLAN— VERRAZANO-CARTIER. 51 LESSON.— After years of fighting, the Spaniards conquered the Mexi- cans, and ruled them for nearly three centuries. Spaniards from Mexico explored a part of the country north of it, and Menendez founded St. Augustine, Florida, in 1565. For more than two months the Spaniards made furious assaults upon the city, only to be repulsed by the frantic rage of the Mexicans fighting for their homes and gods. But, at last, their ne\y emperor, Guatimozin, was captured and the capital surrendered. From this time for nearly three centuries the Spaniards ruled Mexico. They treated the natives very cruelly, made them work in the mines, despoiled their temples, and grew rich from their labor. After the Spaniards gained control of Mexico, Coronado led an expedition from that country to the north in search of gold (1540). He explored a part of what is now New Mexico, Colorado, and Arizona, and thus increased the claims of Spain in America. Many other Spanish adventurers visited the southern coasts of the United States, but they made no permanent settlements until 1565, ^vhen Pedro Menendez, while leading an expedition to destroy a French colony in Florida, founded St. Augus- tine, which, excluding our island possessions, is the oldest town in the United States. 8. MAGELLAN— VERRAZANO-CARTIER. It takes a long time and a great deal of proof to compel people to admit that their ideas are wrong. It is not surpris- NOTE. — Spain led other nations in explorations. She controlled nearly all of South America and Mexico for centuries. Magellan, though a Portuguese, sailed in the service of Spain. r,2 HAZEX'S ELEMENTARY HISTORY. LESSON— In 1520, Magellan sailed around South America, and across the Pacific Ocean. His ship reached Spain in 1522, having sailed round the world. In 1524, Verrazano, in the service of France, coasted from Carolina to Maine. iug, tlierefore, that, for many years after Aiiit'i'ica was discov- ered, few believed it to be a coiitineut entirel}- separate from Asia. To Europe, America was simply an obstacle in t]w \v;i\- of an easy, direct water route to India, and e.\])l(»i>'i's were al- ways seeking for some opening tlirougli w liicli they might sail and gain their long desired object. In 1520, Fernando Magellan sailed down the coast of South America, round the end of Patagonia, through the straits which now beai' his name, and across the Pacific Ocean. In a light with the natives on one of the Piiilip- pine Islands, Magellan was killed. But one of his officers sailed the ship .safely back to Spain, and thus com[)leted the first voyage ever made I'ound the ^vorld Magellan. (1522) This [)roved to geographers that the earth was round, and that Amei'ica was not a part of Asia, but was rather a great continent se[)arated hy two broad oceans from the old World. France now began to desire territory in the New World, and, in 1524, sent an Italian named Juan Voi-i-azano to make discoveries for her. lie claimed to have sailiMl along the coast of the Carolinas, and after visiting New York Bay, to have gone as far north as Maine. All this territory he named New France. HERNANDO DE SOTO. 53 LESSON.— In 1534, Cartier sailed up the St. La-wrence River to Mont- real. In 1539, De Soto, in search for gold, led an army from Cuba, -west- ■ward across the southern part of the United States. Several years later (1534), Cartier, a Frenchman, discovered a beautiful river which he named the St. Lawrence, and sailed up the stream to where Montreal now stands. France tlius gained her first claim to territory in America. 9. HERNANDO DE SOTO. Not discouraged by the experience of others, Hernando de Soto, with an ai'my of Jacques Cartier. several hundred armor- clad warriors, sailed from Cuba in the spring of 1539, to seek for gold. They sailed up the west coast of Flor- ida and hmded at Tampa Bay. For sev- eral years they wandered here and there through what are now the States of Flor ida, Georgia, Alabama, and Mississippi. They made slaves of the Indians, com- pelled them to carry burdens, and to work for the soldiers. The poor natives were cruelly beaten for slight offences, and sometimes \vere put to death with savage torture. Instead of rich mines of gold, the Spaniards found fierce, hostile Indians, who hated them for their cruelty, and con- tinually attacked them, thus marking the path of the expedi- tion with danger, suffering and death. But De Soto would not turn back. Westward he pushed De Soto. 54 HAZEN'S ELEMENTARY HISTORY. LESSON. — In spite of difiBculties, De Soto pushed w^est-ward and dis covered the Mississippi River. He died near it and -was buried in its waters. his way until lie stood on the banks of the " Father of Vsix- ters," and looked on the mighty stream that sweeps through the heart of a great continent. De Soto Discovering tlie Mi.ssi8.sipiii. About a year afterwards, witli his ai'my greatly ixnUiced, and with no prospect of finding tlie I'icli treasures he sought, he gave up all hopes of success and died broken- hearted. The Indians believed him to be an innnortal " child of the sun," and his companions, fearing that the savages, if they HENRY HUDSON. 55 LESSON.— In 1609, Holland sent Henry Hudson, an Englishman, to America to find a passage through this continent to India. learned of bis death, would attack the Spaniards, secretly sank his body in the river. His survivino; followers built boats and rafts and floated down the Mississippi to the Gulf of Mexico. "When they reached a Spanish settlement, more than four years after they left Cuba, only about half of their number remained alive. 10. HENRY HUDSON. The Spaniards had found gold in Mexico, but the expedi- tions which had o-one farther north had carried to the Old World neither gold nor precious stones, and a water route to India through America was still sought for by all ex- plorers. At the beo-innins: of the seventeenth century, Holland was a great maritime nation, and the Dutch wanted to find this route, as well as to gain possessions in America. Tliey therefore sent Henry Hudson, an ^^""'^ H"^'^"' Englishman, with twenty men in a little vessel called the Half Moon^ to make discoveries and to find the desired passage to India. He sailed from Amsterdam April 4, 1609, and soon reached Nova Zembla, but the icebergs drove him back. Then he took a more southern course and came to Newfoundland. He went down the coast of North America as far as Chesapeake Bay, and then turned northward, looking care- 50 HAZEN'S ELEMENTARY HISTORY. LESSON. —He sailed doAvu the coast to Chesapeake Bay, and then went Northvyard until he discovered the Hudson River vvrhich he explored as far as Albany. Then he gave up reaching India through America. fully for an opening in the coast that might prove what he sought. At last he reached the great river which now Ix'.-irs his name, and full of hope, sailed up the beautiful stivam as far as the present site of Allmny. The sailors wwe charmed by The Hnlf Moon on the Hudson. the lovely scenery, and pleased ^^ itli tlic fiicndly treatmentof the Indians, but, at Albany, the river was so narrow ami shal- low, that Hudson was compelled to abandon his voyage and go back tt) tell his em[)loyers that they could never reach India through America. HENRY HUDSON. 57 LESSON.— He landed on Manhattan Island, and his voyage gave the Dutch their claim to a part cf the country. In 1610, Hudson discovered for England, the strait and bay now^ named for him. On Manhattan Island the Indians entertained Hudson, who, according to the custom of the times, drank their health in a glass of liquor. At first the Indians ^v'ould not taste of " strong water," but, after one ventured to drink it and told ho\v happy it made him, they all tried it, never to forget the white man's drink. In 1610, England sent Hudson to America, and he ex- '.^7, \'f :., \ K f"^" \ '-_^-*^- \ I; \^ / .^} The Routes of the Early Explorers. plored the strait and bay which were named for him. But it ^vas winter and his men siift'ered so much that they mu- tinied. As he Avould not yield to their demands, they set him, his son, and several others adrift in an open ])oat to perish. Note. — There were other famous English explorers such as Frobisher (1576), who discovered the bay that still bears his name; Davis (1585), who reached Davis' Straits ; and Gosnold (1602), who discovered what is now Cape Cod, and was the first Englishman to laud on that coast. PART III. THE FIRST PERIOD OF SETTLEMENT. 1. CLAIMS OF EUROPEAN NATIONS. LESSON. — The claims of European nations in America led to many \vars. Spain asked for all the southern part; Holland w^anted the coast from the Connecticut to the Delaware ; France demanded Canada and the interior, while England claimed all the land north of Florida. You remember that each nation claimed as its own all land discovered by its explorers. This led to disputes between the countries that had rights in America, and often to bloody wars. When the European nations began to plan permanent colonies here, early in the seventeenth century, these claims were clearly stated. Spain had certainly discovered the AVest Indies and Florida, and her explorers had gone "svestw^ard beyond the JNIississippi. She therefore wanted all the southern part of North America from ocean to ocean. Hudson gave Holland a claim to the coast lands from the Connecticut to tlie Delaware. France demanded the valleys of the St. Lawrence, witli the islands near it, and also a large territorv in the interior, while En HAZEN'S ELEMENTARY HISTORY. LESSON. — Smith's stories may not be true, but he saved Jamestcwn from ruin. He made the colonists -work. He traded -with the Indians for corn. New settlers came and the colony prospered. Whether tliese and other stories of Smith are true or not, it is certain tliat he saved the Jamestown colony from ruin. AVheii sickness had weakened the colonists and their food was nearly gone, they went to Smith and asked him to take charge of affairs. He took up tlie task with great vigor. He treated the Indians kindly, and traded trinkets with them for the corn needed by the hungry settlers, and he forced all who were able, to go to work. In the autumn, matters had greatly improved, and new settlers arrived, until the colony numbered several hundred. Smith ma}' not have believed that India could be reached through America, but, being fond of adventure, he spent weeks at a time in exploring Chesapeake Bay and the Chicka- hominy Kiver. On one of these excursions, Smith went a little way into the woods with an Indian guide, leaving his men in the boat to wait for his return. But his men, tired of waiting, soon went on shore, and the Indians killed them. Then the red men tracked Smith and his guide through the woods. When Smith saw them, he held his guide in front of him as a shield, and retreated to- wards his boat, firing as he went. Suddenly he stepped into a l)Og and sank to his knees. There the Indians seized him and carried him as a captive to their village. Smith to save his life, showed them his little pocket com- pass, which excited their attention and made them wonder. Then he told them he could make paper talk. Taking a piece VIRGINIA AND JOHN SMITH. ei LESSON. — Being taken by Indians, he saved his life by showing them a compass, and by " making paper talk." When Po-whatan ordered him put to death, Pocahontas saved his life. She w^as a good friend of the English, one of ^vhom she married. of paper, lie wrote on it, and said to the Indians that, if they wonld take it to Jamestown and show^ it to tlie peo[)le, the paper woiikl repeat tlie \vords he spoke to them. One of them carried the paper to Jamestown, and a settler, seeing it, repeated Smith's words. This made the Indians think Smith a superior l)eing, and they spared his life, and took such good eare of him that he feared they were making him fat in order to kill and eat him. At last, for some reason, Powhatan, the Indian chief, or- dered him to be put to death. He was bound and laid on the ground with his head resting on two stones. At a sign from Powhatan the Indians raised their clubs to dash out the captive's brains. At this moment Pocahontas, the chief's little daughter, darted out of the crowd, and protected Smith from dan- ger with her own body, while she begged for his life. Powdiatan granted her request, and soon after sent him back to Jamestown. This is the story as told by Smith himself, and a part of it at least is true ; for there are many accounts of Powhatan, and Pocahontas, who was friendly to the English, often supplied them with food, and saved them from hostile attacks. Pocahontas was afterwards married to John Rolfe, an 4 Pocahontas. 6S ttAZEN'S ELEMENTARY HISTORY. LESSON. — Her descendants include some prominent Virginians. While Smith viras away the settlement suffered. On his return, he restored order. In 1609, more colonists arrived. Smith %vas hurt and Avent to England. The colonists again refused to work, and sailed for home. Englishman, and went to London with him. She was pre- sented to tlie King, and gained the good will of all whom she met. She died in England, but her descendants now in- clude some of the best people in Virginia. When Smith reached Jamestown he found but few of the colonists alive, and they were discouraged. But more settlers arrived, and Smith, who was made president of the colonv, soon restored order, and, l)y forcing all to do their share of the work, greatly improved matters. About five hundred settlers, including some women and children, came from England in the spring of 1()09, which put new life into the colony ; but some of the ne\v comers stirred up opposition to Smith, and he became unpopular. At that time he was badly hurt l)y an explosion of gun- powder, and went to England to be taken care of, leaving tlie colony to govern itself. Five years later he visited Xew Eng- land, but never saw Jamestown ao^ain. lie died in Enirland in 1631, when he was about fifty-two years old. After Smith went away, matters at Jamestown became worse than ever. The people stopped working, and idleness brought sickness and famine. The Indians became hostile, refused to supply food, and killed many of the settlers, w^hile others died of starva- tion, until, in the spring of 1610, there were only sixty of the colonists left alive. In despair, the survivors determined to return to England, and, going on board their ships, sailed sadly down the river. VIRGINIA AND JOHN SMITH. 69 LESSON. — Lord Delaware met them and they returned to Jamestown. Women w^ere brought from England as w^ives for the colonists, w^ho paid for their passage in tobacco, vrhich w^as used as money. But, on their way, tliey met Lord Delaware, the new governor, with plenty of supplies and one hundred and fifty men, and gladly returned with them to begin anew the settlement. From that time the colony began to prosper. Young women were sent over to become wives of the colonists, and real homes made men better satisfied to live away from England. Each settler who wanted a wife had to pay the cost of her passage from Eng- land. At first this was a hundred pounds of tobacco, but it soon increased to one hun- dred and fifty pounds. Since tobacco was used for money, and also brought a good price in England, where the people had grown fond of it, its cultivation became very profitable. So the set- tlers raised it almost every- where on the plantations, which lined both banks of the James for more than a hun- "^""^^^ "^ ^^'°"'^" Emigrants. dred miles, until the council ordered more attention paid to raising food for the settlers. In August, 1619, a Dutch trading vessel brought twenty negroes from Africa to Jamestown. The settlers bought To HAZEN'S ELElVrENTARY niSTORY. LESSON.— In 1619, negroes were brought to Jamestown and sold as claves. At first the London Company governed the colony, but, in 1619, it began to make its ow^n law^s. tliem, uiid found them so helpful in raising tobacco that others were brought in, and slavery became a part of our history. Although the charter granted to the Virginia colony promised the people the same liljerties and franchises that they would have had in England, they were, for a long time, gov- Introduction of Slaves into Virj^iiiia. erned by agents of the London Company. In 1<'»1'.», liowever, they were allowed to help make their own hiws, and elected a house of Burgesses, which was the first representative as- sembly in America. The laws passed by this body were not binding until agreed to by England, and no hiAv made in England was binding upon the colony until accepted by this body. VIRGINIA— BERKELEY— BACON. 7l LESSON. — In 1624, the king took away its charter, and it was a royal province until the Revolution. The colonists had trouble with the Indians. Berkeley refused to protect them. Bacon raised troops and punished the savages. Berkeley proclaimed him a rebel. The king was not pleased with the rule of the London Company, and, in 1624, he took away its charter and appointed a governor of the colony, thus making it a royal province ; and a royal province it continued to be until the Revolution, in- creasing in members and prosj^erity continually. The colonists were greatly troubled by the Indians, AVhen Powhatan died, his brother became chief, and planned to de- stroy all of the whites. At a fixed time, the Indians fell upon the settlements and killed about four hundred of the colonists. The settlers drove them back, pursued them to their homes, and slew a great many. Some years later the Indians re- peated their attack, and were badly punished again. Still, the outlying settlements continued to suffer from their raids. At one time this caused trouble between the royal governor, Berkeley, and the colonists. Some of the remote settlements were attacked by the Indians, and they called on Berkeley to aid them. He was a cruel ruler and had no desire to help the people. When he refused their request, a young colonist, named Nathaniel Bacon, raised a force and led it against the savages. Berkeley was angry, and proclaimed Bacon and his followers rebels. When Bacon returned, his success had made him popular, and he Avas chosen a member of the House of Bur- gesses. Finding the governor was determined to destroy him. Bacon put himself at the head of a small force and marched against 72 HAZEN'S ELEMENTARY HISTORY. LESSON. — Bacon defeated Berkeley, took JamestOTvn and burned it. Bacon died, and the king removed Berkeley. Many came to America to be free to w^orship God. Then Church and State ■were generally united in Europe. Jamestown. Berkeley, like most tyrants, Avas a coward and gave up Avitlioiit a struggle, but, a sliort time afterwards, he again proclaimed Bacon a rebel, while he was away lighting the Indians. When Bacon returned, he found Berkeley with several hun- dred men and a few vessels at Jamestown readv to ficjht liim. Bacon at once seized and fortified the isthmus that connected Jamestown with the main land. Berkeley attacked him, was driven back, and stole away with his men by night in his vessels. Bacon at once seized and Ijurned the town, to prevent Berkeley's I'eturn, and it was never rel^uilt. Bacon soon died, and Berkeley returned to power, but he was so cruel and un- just that the king removed him in disgrace, and he left the colony follo\ved by the hatred of the settlers. Tlieir new ruler was not much better, but the colon)- pi'os- pered, and, the more the people were oppressed, the greater grew tlieir love of freedom, until it burst into flame at the first stroke of the Liberty Bell. 5. THE PILGRIMS— MASSACHUSETTS (1620). The second reason that led men and Avomeii to leave their homes in Enghvnd and to seek the chuigers and dis- comforts of life in a new land, was '' Freedom to Avorship God." In the olden times, Church and State were generally united in Europe. That means that each government decided how PILGRIMS— MASSACHUSETTS. 73 LESSON. — The Puritans and Separatists (Pilgrims), refused to obey the Church of England and -were persecuted. In 1607, some Separatists attempted to go to Holland, and were put in prison. its people should worship God. When Mary was queen of England the established religion was Catholic, but under Elizabeth and James the Church of England prevailed. But whatever the State Church might be, each government tried to make all its people accept it, and if any refused to do so, they were persecuted and punished, and even put to death. Now the English-speaking people have always loved free- dom, and there were many good men and women in England who disliked the forms used in the State Church and wanted a purer, simpler service. These people were called Puritans. Another sect was established called the Separatists, because they withdrew entirely from the State Church, and formed a separate body, in order to decide for themselves what to believe and how best to worship Grod. Both Puritans and Separatists were persecuted severely. They were fined, sent to prison, and troubled in many ways. At last these people began to think of leaving England to escape from their enemies. In the fall of 1607, a small body of the Independents, as the Separatists were called, attempted to go from Scrooby, Eng- land, to Holland, where they could worship God in their own way. But they had scarcely gone on board the ship to start on their voyage, when they were seized by the king's officers, robbed of their possessions, and put in prison. This only made them more determined to leave England, and the next spring they hired another ship to carry them to Holland. Many of the men had gone on board the vessel, Y4 HAZEN'S ELEMENTARY HISTORY. LESSON.— They did not like Holland and wanted to come to America In 1620, one hundred and t-wro of these "Pilgrims," having returned to England, sailed in the Mayflower for America. In sixty three days, on November 19, they came in sight of Cape Cod. and the women and children were on the shore, when the Cap- tain saw some English soldiers near the boats, and suddenly- sailed away to Holland, leaving the })oor women and children in the hands of their enemies. But after a while they were allowed to go to Holland, and families were there reunited. Eleven years passed, and each year they gre^v more and more dissatisfied with their life in Holland, until at last they turned their faces towards the New World. In 1619, the London Company agreed to send them to Ameiica. Knowing that their voyage ^vould be long and dangerous, they engaged in solemn religious exercises before going on board the Speed ivell^ which took them to England. " They knew," wrote Governor AVilliam Bradford, '' they were Pilgrims," and since that time they have been called the Pil- grim Fathers. On August 15, 1P)20, they set sail for America in the Speed- well and the Mai/f(ncei\ ))ut the Spetdivell began to leak, and they returned to Plymouth. As the Speedwell was not sea- worthy, she was left behind, and, on September 1<), 1(520, the Miujfloioer sailed on its lonely voyage, carrying one hundred and two men, women, and children. For sixty-three days she was tossed by wind and wave, until, on November 19, through mists and storm, the bleak headlands of Cape Cod were seen. Among the Pilgrims was an English soldier named Captain Myles Standish. He was not a Pilgrim, but liked adventures. He was short, stout, with a long yellow beard, and a temper THE PILGRIMS— MASSACHUSETTS. 75 LESSON.— They entered Provincetown harbor (November 21), and landed at Plymouth on Monday, December 21, 1620. that was easily aroused if one spoke of him as being small. After entering Provincetown harbor (November 21), Captain Standish and sixteen men were sent out to examine the place. It was a dreary country, not suitable for a settlement, and the The Mayflower Entering Provincetown Harbor. Pilgrims sailed around to Plymouth Bay. There, in the midst of a cruel storm, they landed on Monday, December 21, 1620, and began to build a large log cabin to protect them from the cold and snow. What sought they thus afar ? Bright jewels of the mine ? The wealth of seas, the spoils of war ?— They sought a faith's pure shrine. Ay, call it holy ground, The soil where first they trod ; — They have left unstained what there they found — Freedom to worship God. 76 HAZEN'S ELEMENTARY HISTORY. LESSON.— Before landing they elected John Carver governor, and made a iev/ laws which they agreed to observe. Many died during the ■winter, and the rest suffered great hardship. In the spring they built rude homes, erected a meeting house, and began planting. Before they lauded, the Pilgrims laid the foundations of a free government, \vhen they elected John Carver governor for a year, and agreed upon certain rules by which he and they were to be guided. There were one hundred and two colonists at Plymouth, since one died on the voyage and a child was born before the people landed. About half- of them perished during the long winter, and the rest suffered from so much sickness that at one time, only seven were well enough to work. But these seven, with grim fortitude and bravery, cooked the food, chopped wood for the fire, tended the sick, and looked after their comfort. No wonder that, at times, they almost lost hope, and longed even for the persecutions of England. The snow beat into the cabin, their food was almost gone, and it seemed as if the long winter would never end. But, with the coming of spring health and hope returned to the poor Pilgrims, and they began their work of home-making. First they built rude houses, so that each family could have its own home. Then they put up a meeting-house and placed four cannon, taken from the Mayflower, upon its roof. As soon as the weather permitted, they began to plant, in order to have food for the next w inter. The Myles Standish House, Duxbury, Mass. THE PILGRIMS— MASSACHUSETTS. 77 LESSON. — An Indian welcomed them and Massasoit made a treaty with them that lasted for fifty years. Squanto taught them how to plant corn, to hunt, and to fish. The colonists had seen many signs of Indians, and were afraid of an attack by them, although no savage had been near the settlement. But one day, when they were working in the fields, an Indian named Samoset, came out of the woods and called to them, " Welcome, Eno-lishmen." He had learned a few English words from some fishermen along the coast, and was willing to help the Pil- grims. The whites treated him so well that, in a day or two, he returned with Squanto, an Indian, who said he had been to England with some sailors, and had learned to speak their language. Squanto and Samoset soon " Welcome, Englishmen." induced Massasoit, an Indian chief, to visit the settlers, and a treaty of peace was made with them \vhicli lasted for half a century. Squanto was very kind to the Pilgrims. He sho^v^ed them how to hunt the 'wild deer and turkey, and where to find the best clams, and the nicest fish. Then he brought them some corn, and taught them how to plant it in hills, the same as farmers do now. He did much to keep other Indians friendly, 7S HAZEN'S ELEMENTARY HISTORY. LESSON.— The colonists and the Indians observed the first Thanks- giving together. Canonicus threatened the colonists and Governor Bradford defied him. and wlien, about a year later, he died, the settlers felt tliey had lost a true friend. The first Thanksgiving in America was a strange one. Governor Bradford ai)})ointed it because the crops had been large, and the season prosperous. The Indians brought in some deer, which they had killed, and, for three days, the red men and tlie white men feasted together. Meanwhile, the Mayflowiev had gone back to England, and another vessel had arrived at Plymouth -with thirty-five set- tlers, who were too poor to bring sup})lies with tliem. Tliey were welcomed and cared for, but it was a difficult task to supply food for them. The stock of provisions began to give out, and the people Avere put upon half the regular allowance. Unfortunately, not all of the Indians were friendly to the settlers, and a Narragansett chief, named Canonicus, threatened them ])y sending a bundle of arrows wrapped in the skin of a rattlesnake. Governor Bradford knew that this was a war message, and he boldly filled the skin with powder and ball, and sent it back as his reply. This frightened Canonicus, and he let the settlers alone. The colonists had a hard time during the second winter and spring, but other Pilgrims joined them, and, as they learned more aljout the country, they found plenty of fish and game, their crops increased, and they began to feel as if they had gained a home in the Plymouth Colony. Note. — The Pilgrims intended to land near the Hudson River, where some Dutch had settled, but were driven nortlnvartl by storms to Cape Cod. The Homes of PILGRIM, PURITAN, CAVALIER, QUAKER AND CATHOLIC IN ENGLAND THE PURITANS— MASSACHUSETTS. gt LESSON.— In 1628, John Endicott, a Puritan, settled a colony at Salem, Massachusetts. The Massachusetts Bay Colony received a grant of land from King Charles I. In 1630, more Puritans settled at Salem. 6. THE PURITANS— MASSACHUSETTS (1630). While the Pilgrims had been making a home at Plymouth, the Puritans had remained in England, but, as they were still persecuted, they often thought longingly of the freedom the Pilgrims were enjoying in the New World. In 1628, a Puritan named John Endicott, with about one hundred emigrants, settled at Naumkeag (Salem), in Mas- sachusetts. Encouraged by this beginning, a company of wealthy Puritans was formed in England (1629), and King Charles I. granted them a large tract of land, I'eaching from three miles south of the Charles River to three miles north of the Merrimac River, and extending from the Atlantic to the Pacific. This company was called the Massachusetts Bay Colony, and the king gave it a charter which permitted the settlers to govern themselves. In the spring of 1630, two hundred Puritans came from England and joined the colony at Salem, which, for some years, was the most prominent of the Puritan settlements. In the same year John Winthrop, an '"^^^^XS^i^i''^"'^-^ educated, wealthy Puritan, determined „..' ^ ^ ' Jolm Winthrop. to leave the country where man was "more vile and base than the earth we tread upon," and to settle in Massachusetts. He brought a colony of nearly eight hundred men, women and children, a large number of horses and cattle, and such 82 HAZEN'S ELEMENTARY HISTORY. LESSON. In 1630, John Winthrop brought about eight hundred colonists to Tri-mountain i Boston). Other places ^vere soon founded. The several settlements united and sent representatives to Boston to make laws. "Winthrop w^as the first governor. In 1692, the Puritan and Pilgrim colonies united as Massachusetts. ini|)leineiits aiul liouseliokl stuff as are necessary in a new settlement. After visiting Salem, and examining other loca- tions, AVintlii'op settled on a peninsula which he called Tri- mountain (Tremont), from three hills which crowned it. It was afterwards named Bost was its first governor, and he guided the settlers wisely, both in ])ul)lic and pi'ivate mattei-s. After a while (1()9'2), the Pl\inouth and Massachusetts Bay colonies united under one governor, and wei'e called ^fassachusetts. The Puritans, like the Pilii-rims, had come to America to find homes where they could make their own laws, and wor- shi[) God in their own way. They were honest, sturdy. God- fearing men and Avomen, who desired to do right, and ^^ ho were willing to work and suffer to gain their freedom. But ROGER WILLIAMS— RHODE ISLAND. 83 LESSON.— The Puritans could not understand why those who did not believe as they did, should w^ant to live w^ith them. "When Roger Wil- liams opposed them, he w^as banished, and settled at Providence. they had been persecuted iii England for not using certain forms of worship, and this had forced into their minds the idea that tliey knew they were exactly right in their views, and therefore everybody Avho differed with them must be wrono\ Then, having come across the ocean to carry out their ideas in their own way, they could not understand why, when there was plenty of land in all directions for settlers to occupy, people who did not believe as they did should try to live with them. 7. ROGER WILLIAMS— RHODE ISLAND (1636). And so, when Roger Williams came to Salem in 1631, and began to preach and to teach that all should be allowed to believe what they pleased, and that the c-overnment should not settle the relio-ion of the people, he was told he would better go away. But no action w^as taken against him, until he said that the colonists had no right to the land on which they had settled, since the king never owned it, and therefore could not give it away. Roger Williams. rj.j^^^^ ^j^^ people determined to arrest him and punish or banish him. When Williams heard of this he fled to Massasoit, and in the spring started a settlement at Providence, where he de- 84 HAZEN'S ELEMENTARY HISTORY, LESSON.— The Friends were also persecuted. In 1692, the people at Salem believed in witches and determined to kill them. clared no man should suffer on account of his relii^ious opinions. INIany persons who aureed Avitli Williams followed him, and the colony was called llhode Island and Providence Plantations. Some years later a few Friends or Quakers came to Boston to settle, and the Puritans tried to make them conform to the State religion. The Friends were whipped, fined, and put in jail, but they were determined to retain their own beliefs, and finally the persecution ceased. 8. THE SALEM WITCHCRAFT (1692.) In 1GV)2, the good people of Salem seemed to lose their senses. We cannot understand how it could happen, but they thought their town was full of witches, who liad the power to injure those wdioni they hated. It was supposed that these witches could chanfre their forms at 2)leasure and become cats, or dogs, or other animals. It was believed that they rode through the air mounted on broomsticks like a little boy playing horse. There was no doujjt in the minds of the people that evil spirits lielped the witches tortui-e their enemies. Fearful stories Avere told and Tiic Witcli's Kide. DUTCH COLONIES— NEW NETHERLAND. 85 LESSON. — The colonists soon sa-w their -wickedness, and persecution ceased. In 1613, the Dutch began to settle in New York. believed about tlie deeds of these witches, until the people determined to kill them all as fast as they were found. So suspected people, mostly old women, were arrested, many were ^vliipped and tortured to make them confess, and twenty were put to death. But, when the delusion was at its height, the eyes of the people were suddenly opened, and they saw how wicked and foolish they had l)een. Persecution stopped and the belief in witches died out. 9. DUTCH COLONIES— NEW NETHERLAND (1614). You remember that the Dutch claimed the land around Minuet Buying Manhattan Island. New York on account of the discoveries by Hudson. They were great traders, and, as the country w^as full of ^vild ani- 86 HAZENS ELEMENTARY HISTORY. LESSON.— In 1626, Peter Minuet bought Manhattan for a few trinkets. The Dutch settled there and planted colonies on the Hudson River and in Connecticut. Their governors were bad and had trouble with the Indians. inals whose skins were valuable, the Dutt-li estahlislied a trading-post on Manhattan Island in 1()18, and another called Fort Orange, on the present site of All»an\. in 1(')14. In 1626, the Dntch West India Coin])any sent a small colony to ^lanhattan, and Peter Minuet, the first governor, bought the wliole island from the Indians for about twenty- four dollars' woi-th of trinkets. 'J'he settlement was called New Amsterdam, and was the beginning of the great city of New York. The Dutch Company was formed simply to make money in trade, and, when it found its posts were profitable, the directors bought large tracts of land, and sent out colonists to settle as far south as the Delaware River, along tlie Hudson to Albany, and in Connecticut. The Dutch were very good colonists, and the large land- owners, called patroons, became I'icli and powerful. But the governors of the colony at ]\Ianliattan were generally bad, and the Company tried to keej) all trade with the Indians in its own stores. At first the Indians were ti*eate